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Heather Linger Date: November 1, 2007 Subject: World History and Geography I Grade Level: 8 Lesson Topic: Mapping the Roman Empire Unit: Ancient Rome Essential Questions/Big Ideas: - Do all roads really lead to Rome? - How did the geography of the Roman Empire lead to its downfall? General Objectives: Virginia Standards of Learning WHI.1 The student will improve skills in historical research and geographical analysis by a) identifying, analyzing, and interpreting primary and secondary sources to make generalizations about events and life in world history to 1500 A.D.; b) using maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 A.D.; c) identifying major geographic features important to the study of world history to 1500 A.D.; d) identifying and comparing political boundaries with the location of civilizations, empires, and kingdoms from 4000 B.C. to 1500 A.D. WHI.6 The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development; d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas; k) citing the reasons for the decline and fall of the Western Roman Empire. NCSS Standards III- People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments, so that the learner can: a. elaborate mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape; b. create, interpret, use, and distinguish various representations of the earth, such as maps, globes, and photographs; d. estimate distance, calculate scale, and distinguish other geographic relationships such as population density and spatial distribution patterns. II- Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can: c. identify and describe selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others. Learning Outcomes: - At the end of this lesson, students will know: o events that led to the expansion of the Roman Empire - At the end of this lesson, students will be able to understand and value o the influence of the Roman Empire on the modern—especially the Western— world. - At the end of this lesson, students will be able to: o trace the growth and development of the Roman Empire by making a map. o predict how geography of the Roman Empire led to its eventual downfall. Assessments: - The map students create in pairs in this activity will be graded based on geographical and historical accuracy (10 points), required elements (10 points), use of color-coded key (5 points). - Students will also be graded individually on their written responses. This is an informal assessment, so students will be awarded full credit (5 points) if they give best estimates to these questions. Content Outline: I. The Roman Empire A. Rome ruled the world 1. Approximately two thousand years ago 2. One in every four people on earth lived and died under Roman Law B. Classical Civilization in Italy 1. Rome developed during the fifth century B.C.E. in the Italian peninsula relatively independent of Greek civilization. 2. After consolidating their hold on Italy, Rome prepared to expand not only into the western Mediterranean, but also into the areas of Hellenistic civilization. 3. This new Roman empire lasted for four centuries before entering a prolonged period of decline. C. Rome as Heir to Classical Mediterranean Civilization 1. Rome drew much from earlier Greek civilization, although Roman contributions tended to focus more on engineering and less on philosophy. 2. Romans used, in modified forms, aspects of Greek religion, drama, science, monumental architectural styles, and political theory. 3. Rome spread its modifications of Greek culture throughout the Mediterranean and into northern Europe and northern Africa. 4. In politics, Rome added to Greek tradition by the creation of an imperial ideal based on the concept of universal law. 5. The Roman Empire was also the site of the advent and initial dissemination of Christianity. II. The Development of Rome’s Republic A. Introduction 1. Rome’s earliest constitution balanced aristocratic authority with some public participation. 2. On the basis of centralized administration, Rome created an early empire. 3. The creation of empire upset the social and political underpinnings of the republic by the second century B.C.E. B. Etruscan Beginnings and the Early Republic 1. The people who became the Romans migrated to Italy around 1000 B.C.E. 2. The region settled by the Romans fell under the rule of the Etruscans, who provided kings and an organized military force. 3. By 510 B.C.E., the Roman aristocracy rebelled and founded an independent republic. 4. The Romans also adapted the Greek alphabet to form a Latin alphabet, which was later used throughout western Europe. 5. Aristocrats controlled the Senate and most of the magistracies, but public participation was incorporated in the early republic. 6. Rights of plebeians were protected by law codes, and the lesser citizens could elect tribunes as political representatives. Two consuls, elected for a single year, were the chief magistrates of the republic. 7. The republican economy was dominated by great landowners among the aristocracy, but free farmers were critical to maintaining the citizen armies. 8. Law codes and popular assemblies provided a more explicit check on aristocratic monopoly of public office than in the Greek city-states. 9. The Romans also emphasized patron/client relationships between aristocratic families and poorer plebeians. C. The Expansion of Rome 1. Unlike the Greek city-states, the Roman republic embarked almost immediately on imperial expansion. 2. Utilizing its citizen armies, the republic gained control of the entire Italian peninsula. 3. Conquered regions were incorporated into the republic or allowed to remain as independent allies. 4. Rome’s greatest rival in the western part of the Mediterranean was the former Phoenician colony of Carthage in northern Africa. a. Between 264 and 146 B.C.E., Rome defeated Carthage in the three Punic Wars. b. Rome’s victory created an empire that extended from Italy to the Iberian peninsula and into northern Africa. 5. The collapse of the Hellenistic successor states of Alexander’s empire drew the Romans into the eastern Mediterranean. a. Greece, Macedonia, the Asian littoral, and Egypt were drawn into Rome’s orbit. D. The Result of Expansion 1. Treatment of conquered territories outside of Italy was often brutal. 2. The creation of the republican empire altered the fundamental Roman economy. a. Aristocrats began to monopolize the land, when small farmers could no longer compete with grain imported from conquered territories. b. Former farmers entered the ranks of the unemployed in the growing cities. c. Slavery as a result of military conquests and a wealthy merchant class created new elements within Roman society. E. The Crisis of the Republic 1. After 107 B.C.E., the Roman consul Marius began to use paid volunteers to staff his armies in place of conscripted Roman citizens. 2. The creation of a permanent military force dedicated to its commander threatened the position of the Senate. 3. A second commander, Sulla, drove out Marius and his political allies. a. A succession of military commanders dominated Roman politics thereafter. b. A civil war between two of them, Pompey and Julius Caesar, brought the republic to an end. 4. After Caesar took over the government in 49 B.C.E. he introduced various reforms. The result was to destroy the political monopoly of the Roman aristocracy. 5. Traditionalist senators plotted against Caesar and had him assassinated in 44 B.C.E. 6. Caesar’s death precipitated a civil war from which Caesar’s adopted son, Octavian, emerged the victor. 7. While maintaining the external appearance of the republic, Octavian created an imperial state. For his success, he was granted the name Augustus. III. Roman Culture A. The Range of Roman Art 1. After the second century B.C.E., Greek culture increasingly invaded Roman lifestyles. 2. Cultural amalgamation was aided by similar pantheons of gods, although Roman religion was always closely involved with rituals celebrating the authority of the state. 3. Romans picked up the Greek epic tradition, and poets and biographers were also active. 4. Roman sculpture was largely derivative of Greek styles. 5. The Romans accepted Greek architectural traditions, but added engineering improvements that permitted construction on a more massive scale. 6. There was little advance over Greek science. Hellenistic schools of philosophy, including Stoicism, gained converts among the Romans. B. Major Themes in Roman Literature 1. While poetry was prominent in the later republic, the early empire saw the rise in popularity of history and biography. 2. Many poets and authors praised the new imperial house. Poets such as Horace and Virgil were open supporters of the emperor. 3. Later Roman intellectual life was less creative and tended to emphasize collection and conservation of earlier works. IV. The Institutions of Empire A. Imperial Rule of Law 1. Roman law, based on a concept of universal natural law, provided the unity for the empire. 2. The law focused heavily on protection of private property and family stability. 3. As Roman law was extended to all parts of the empire, so the concept of citizenship was also expanded to certain important residents of the empire outside the city of Rome. B. Augustus and His Successors 1. Augustus wanted a return to republican family values, and enacted reforms to restore the authority of household heads, strengthen traditional religion, and encourage household formation. 2. He also relied heavily on the military to maintain control of the provinces. 3. The basic form of the empire was not changed for nearly two centuries. 4. Because no principle of succession was ever established to regulate the passage of power from one emperor to another, succession was often determined by military intervention and civil war. C. Government and Expansion 1. The primary role of the state, other than maintaining order, was providing adequate food supplies and maintaining public works, all of which was dependent on a stable tax income. 2. In general, the empire practiced religious toleration so long as all citizens participated in the cults of the state. a. Jews and Christians fell afoul of this requirement. 3. Throughout the first century C.E., the empire continued to expand territorially. 4. The military expense of defending the lengthy borders of the empire eventually brought a halt to further conquest. The limits of expansion were reached by 180 C.E. V. End of the Roman Empire A. When the empire ceased to expand around 180 C.E., a period of crisis set in. 1. The end of conquest limited new supplies of labor and economic growth at a time when military requirement continued to increase. 2. The Italian economy continued to suffer, as exports from abroad cut into agricultural profits. 3. Estates began to practice subsistence rather than commercial production. 4. The quality of emperors declined after the second century C.E. B. Some aspects of Roman civilization were enduring. 1. Greco-Roman political and philosophical traditions became a foundation for later western civilization. a. Slavery and the suppression of women were less beneficent heritages. b. The social structure of the Mediterranean, as a whole, did not last much beyond the classical period. c. Unlike India or China, the end of the classical period in the Mediterranean was final. There was no ultimate revival of western classical civilization. Student and Teacher Activities: (45 minute class) Day 1: Researching the Expansion of the Roman Empire (students in computer lab) Anticipatory Set (5 minutes): - Write on the board: “All roads lead to Rome.” - Discuss meaning of this statement with student: All paths or activities lead to the center of things. This was literally true in the days of the Roman Empire, when all the empire’s - roads radiated out from the capital city, Rome. (from The New Dictionary of Cultural Literacy: http://www.bartleby.com/59/3/allroadslead.html) Tell students that Rome ruled the world approximately two thousand years ago one in every four people on earth lived and died under Roman Law: On LCD Projector, show a map of the Roman Empire as it appeared in 116 BCE—when the empire was at its largest point. Look at a current world map and discuss with students which countries made up the empire at this time so that students can get an idea of its size and location. Then tell students that in this unit, they will be studying ancient Roman civilization and see if all roads really did lead to Rome. Hook/Preview Assignment (5 minutes)—Analogy: - In students’ Interactive Notebooks, have them discuss what they think the world would be like if one out of every four people were under rule of the United States. - U.S. population today is a little over 301 million, world population today is 6.6 billion (that means that currently U.S. population is about 5 percent of the world population, so only 1 out of 20 people are under U.S. law today). Mapping an Empire Note Taking Sheet (25 minutes): - Students go to computer lab to complete this note-taking sheet Direct students to the Timeline (http://www.pbs.org/empires/romans/special/timeline_01.html) on “The Roman Empire in the First Century” website (http://www.pbs.org/empires/romans/index.html) - Students work in pairs to complete the worksheet (each student fills out a note sheet) Closure/Discussion (10 minutes): - As a class, discuss the information recorded on the note taking sheet. - Encourage students to make corrections to their data if necessary and record any important dates omitted from their notes. - Discuss which emperors seemed to experience the most success in expanding the empire. This is also a good time to talk about key battles and military leaders that were important in the expansion of the empire. Day 2: Mapping an Empire Anticipatory Set (5 minutes): - Review important information that is included on maps so that they can be easily interpreted. You could use any map in the classroom. Important terms include: o Title of map o Years that the map represents o A compass rose o Scale of miles o A legend for determining what the markings and colors on the map represent o Labels on physical features such as country names, bodies of water, mountain ranges, etc. Mapping an Empire Assignment (35 minutes): - Now that students have completed their study of the growth of the Roman Empire, distribute the Mapping an Empire Assignment sheet to all students. Review the requirements of the assignment as a class. Then provide students with classroom time to construct their maps. Stress the importance of including key information and making maps neat and easy to read. Closure (5 minutes): - When maps have been completed, have students work with their partners to answer the following questions on the last page of their assignment sheet: o Based on what you learned from your research and what your map shows, which emperor do you feel was most successful in expanding the Roman Empire? Why? o Looking at the map you have created, why do you think it was so difficult for the Romans to maintain control of the empire? List and explain as many reasons as you can. o How do you think the size of the Roman Empire contributed to its eventual downfall? - Collect individual responses. - If students are unable to complete this in class, it will be assigned for homework. Bulletin Board (for Teacher) - Post maps on the walls around the classroom and use them as a reference as you continue to study the Roman Empire. Lesson modified from: http://www.pbs.org/empires/romans/educators/lesson4.html#resources Materials needed for the lesson: - Interactive Notebooks - Computers (enough for each student) - Overhead transparency of the Roman Empire - A map of modern Europe and northern Africa - Mapping an Empire Note-taking sheets - Mapping and Empire Assignment sheet - Blank map of the Roman Empire Differentiation: As the students are working on the activities of this lesson, they will be working in mixed-ability pairs. In addition, as a teacher I will provide appropriate scaffolding for different students (some will need more help than others). After the mapping activity, I will give students a preassessment on the unit of ancient Rome, and from this point I will differentiate teaching strategies in the unit based on student readiness. Subject Matter Integration/Extension: The Roman Empire has proven to be a major influence in the modern world (influences on government, art, religion, etc.). In the study of ancient Rome, focus will be on the question: Do all roads really lead to Rome? This mapping activity will give a general overview of the growth of the Roman Empire over time. Following the lesson will be a more in depth look at ancient Rome, including: the rise of the Roman Republic, how Rome developed from a Republic to an Empire, daily life in the Roman Empire, the origins and spread of Christianity, and the legacy of the Roman Empire in the modern world. The maps the students create in this lesson will serve as resources that will be referenced throughout the unit. Reflection on Lesson Plan: This lesson is designed for an eighth-grade (middle school) class. The note-taking sheet and maps the students make in the lesson will help these students develop some social studies skills, which include research and geographic skills (analyzing maps). Further study in this unit will lead to students learning more content concerning the Roman Empire. Bibliography: PBS: The Roman Empire in the First Century for Educators. (2006). Lesson 4: Mapping an empire. Retrieved October 30, 2007 from http://www.pbs.org/empires/romans/educators/index.html. Pearson Education Student Resources. (2001). Chapter 7 outline: Rome and its empire. Retrieved October 30, 2007 from http://occawlonline.pearsoned.com/bookbind/pubbooks/stearns_awl/chapter7/objectiv es/deluxe-content.html. Map of the Roman Empire in 116 BCE Source: www.sq.4mg.com/ChinaRoman.htm