Students will be able to describe the transition from a Republic to an Empire; the Rise and

Fall/Decline of the Empire; the scientific and cultural advancements; and the roles and

contributions of individuals in Ancient Rome.

ANCIENT ROME1

Ancient Rome Learning Goal ScaleExceeds Proficiency Proficiency Approaching Proficiency Below Proficiency

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I COULD TEACH OTHERS the learning goal!

I MET/KNOW the learning goal! I ALMOST know the learning goal! I’m WORKING on understanding the learning goal!

Students will be able to

describe the transition

from a Republic to an

Empire; the Rise and

Fall/Decline of the Empire;

the scientific and cultural

advancements; and the

roles and contributions of

individuals in Ancient

Rome as well as discuss

during class how it relates

to other civilizations.

Students will be able to

describe:

1) the transition from a

Republic to an Empire

2) the Rise and Fall/Decline

of the Empire

3) the scientific and

cultural advancements

4) the roles and

contributions of

individuals

in Ancient Rome

Students are able to describe

THREE of the following:

1) the transition from a

Republic to an Empire

2) the Rise and

Fall/Decline of the

Empire

3) the scientific and

cultural advancements

4) the roles and

contributions of

individuals

in Ancient Rome

Students are able to describe

TWO of the following:

1) the transition from a

Republic to an Empire

2) the Rise and Fall/Decline

of the Empire

3) the scientific and

cultural advancements

4) the roles and

contributions of

individuals

in Ancient Rome

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Left Side Page Right Side Page

Cultural: Theater and Literature 14 Cultural: Architecture 15

Cultural: Democracy 16 Cultural: Philosophy 17

Scientific: Astronomy 18 Scientific: Math & Physics 19

Alexander the Great 20 Ancient Greece TEST 21

Anticipatory Set- True/False 22 Ancient Rome Learning Goal 23

Roman Republic Acrostic Poem 24 The Roman Republic 25

Republic to Empire Cartoon 26 The Roman Empire 27

New Emperor Speech & Paragraph 28 Powerful Roman Emperors 29

Roman Social Class Pyramid 30 Roman Social Class 31

Fall of Rome Ranking Reasons 32 Decline & Aftermath of the Empire 33

Venn Diag. East & West Empires 34 Empire Splits into East & West 35

Roman Artifacts- Name? Purpose? 36 Cultural & Scientific Advancements 37

Glory of Rome Timeline 38 Interview with a Gladiator 39

Ancient Rome Study Guide 40 Ancient Rome Test 41

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Today’s Learning Target to reach our Goal!

Students will be able to describe the transition from a

Republic to an Empire.(Week 1)

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Directions: Predict if each statement is True or False at the start of Ancient Rome unit. As the end of the unit, check-n-correct your answers.

Ancient Rome Fast Facts Anticipatory SetISN. p. 22

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GEOGRAPHY OF ANCIENT ROME

▪ Italy is a peninsula; surrounded by water on three sides and is shaped like a boot; heel points toward Greece while toe points across the sea to Africa.

▪ Two main mountain ranges, the Alps on the north and the Apennines form Italy’s spine. These mountains provided an extra protection from invaders during the ancient times.

▪ The Tiber River played a very important role in the development of Rome; it also provided protection from invaders.

▪ Italy’s location on the Mediterranean Sea made it pretty easy for Roman ships to reach other lands around the sea. This position made it easier for Rome to eventually conquer and gain new territories. Also helped in the development of trade routes.

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THE BEGINNINGS OF ROMEOrigins

▪ https://www.youtube.com/watch?v=qegAAhhH7Ao (about 6 mins)

Romans believed that Romulus, the 1st ruler of Rome and legendary hero founded the city on April 21, 753 B.C. According to the legend, the twins Romulus and Remus were abandoned by their mother but rescued by a wolf. When they grew up, they decided to build a city but fought over its location, they argued and Romulus killed Remus. After the city was built, Romulus named it after himself calling it Rome.

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A MEDITERRANEAN DIETHuman Environmental Interaction

▪ The Ancient Romans ate three main foods: olive oil, fish, and bread. Living by the

Mediterranean Sea provided a never-ending supply of fish and seafood. The

Romans ate very little meat except for fish.

▪ Crops that grew well on the hillsides and temperate (moderate) climate were

grapes, olives, barley and wheat. Barley and wheat were mainly grown to make

bread while grapes were grown for fruit and wine.

▪ Olive oil became an important part of their lives because it was used for cooking, as

fuel for lamps, and as a skin moisturizer/cleanser.

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THE ROMAN REPUBLICGovernment & Citizenship

▪ http://www.teachertube.com/video/caesar-republic-to-empire-354 (about 2 mins)

▪ The Roman Republic was a very strong government that lasted over 500 years!!

▪ Citizenship is an important part of a republican government. In the Roman Republic only free adult males, 18 and older, were citizens and could vote and elect their leaders who create the laws. Only these citizens enjoyed the protection of Roman law. They were also expected to perform civic duties. But not all people living in Rome were citizens. To be a citizen, both you and your parents had to be born in Rome.

▪ Many foreign businessmen came to Rome to work and even became wealthy, but they still couldn’t vote. Women and slaves could NOT vote or hold office under no circumstances!

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ROMAN REPUBLICContinued

▪ The leaders of the Roman Republic established a tripartite (three branches) government: the executive branch which enforces a country’s laws; the legislative branch makes the laws, and the judicial branch interprets the laws in court.

▪ There were many roles within the government to keep it balanced:

▪ Two consuls led Rome’s executive branch. They commanded the army and directed the government for one year. Each consul had the power to veto, or overrule, the other. In times of crisis, the consuls could choose a dictator– a leader with absolute power – to rule in their place for a limited time.

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ROMAN REPUBLICContinued

▪ The legislative branch of Roman government included the Senate and assemblies. The Senate was a powerful body of 300 members that advisedRoman leaders. Most senators were patricians, upper class, and assemblieswere mainly plebeians, lower class.

▪ The judicial branch consisted of eight judges who served for one year; they oversaw the courts.

▪ The United States government has adopted several features of the Roman Republic; the tripartite system, a written constitution, and the importance of citizenship.

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THE ROMAN EMPIRE▪ For hundreds of years after the founding of the republic, Rome expanded its

territories which stretched from Spain to Greece. This expansion changed the balance of power in Rome’s republican government. These changes would lead to the overthrow of the republic and create an empire.

▪ As Rome expanded, many wealthy Romans neglected their civic duties and thought only about gaining more power and wealth. This increased the differences between rich and poor; the threat of uprisings grew!

▪ Reformers tried to fix these problems by wanting to break up huge estates and give land to the poor; wealthy landowners felt threatened and had reformerskilled. At the same time, generals who had conquered other lands were becoming greedy for power and wealth. This also lead to conflict.

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THE ROMAN EMPIREContinued

▪A civil war, an armed conflict between groups within the same country, eventually broke out.

▪On one side were the generals who supported the plebeians and on the other were generals who were backed by patricians and senators.

▪The patricians won and a dictator named Sulla took power.

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REPUBLIC TO EMPIRECOMIC/CARTOON STRIP

ISN p. 26

I▪ Think about how you could DESCRIBE THE TRANSITION OF THE

ROMAN REPUBLIC TO THE ROMAN EMPIRE in a comic/cartoon strip.

▪ On a lined or blank paper, create an 8-frame comic/cartoon strip showing the transition from a Roman Republic to the Roman Empire.

▪ 2 frames= depicting the Roman Republic

▪ 4 frames= explaining in pictures the transition from Republic to Empire

▪ 2 frames= depicting the Roman Empire16

Today’s Learning Target to reach our Goal!

Students will be able to describe the roles and

contributions of individuals.(Week 2)

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POWERFUL EMPERORS OF ROMEISN P. 29

For a long time, Rome was a republic form of government, but then things changedand the republic was run by an emperor who had ultimate power over all of the empire. What did you have to do to become an emperor? You were either born into the position because of family rights, elected into the position because of your bravery and fame, or you simply took over the government by force.

The most famous of all emperors was Julius Caesar who rose to power after Sulla died. He maintained a very powerful army and won many battles for Rome. The Senate made him dictator for life where he governed as an absolute ruler.

Concern over Caesar’s growing power led to his downfall. Unfortunately, only oneyear after taking office, he was assassinated by a group of senators.

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POWERFUL EMPERORSContinued

▪ After Caesar’s death, his great-nephew and adopted son, Octavian became the unchallenged ruler of Rome. In time, he took the name Augustus, which means “exalted one” or person of great rank and authority. He was the first emperor of Rome.

▪ He ruled during a time when the empire was at peace called the Pax Romana. Under his rule, he rebuilt the city of Rome that had been partly destroyed by years of civil war. He also formed a strong army and furthered the network of the roads throughout the empire.

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A NEW Emperor in Rome SpeechISN p. 28

▪You are the NEW Emperor of Rome. Complete the speech outline handout (evaluated for assessment grade).

▪Use the completed outline to compose a paragraph, presenting new laws and policies to the people of Rome at your inauguration. Also include, how these laws will make the Roman Empire better.

Your typed one-paragraph speech is DUE on ???___!21

SOCIAL CLASSES OF ANCIENT ROME

▪ In Ancient Rome there were two different social classes that determined how you lived your life.

▪ The lower class citizens were called plebeians. They were the common people who worked the land, built enormous structures, and held typical jobs like tutors, farmers, merchants, and soldiers. They could vote, but couldn’t hold important government positions.

▪ If you were a patrician, you were considered upper class and usually a wealthy land owner who held all of the highest positions in government. Some patricians had slavesthat did all the housework, cooking, and cleaning. Other slaves worked in the fields all day from sun up to sun down. The patricians had a say in business and politics unless you were a woman. Women didn’t have any rights no matter what class you belonged to!

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Recreate this Ancient Roman Social Class Pyramid in your ISN on page 30.

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Today’s Learning Target to reach our Goal!

Students will be able to describe the Rise of the Empire

and the Fall/Decline of the Empire.

(Week 3) 24

THE DECLINE AND FALL OF THE ROMAN EMPIRE ISN. p 33

▪ 1) A series of inexperienced and often corrupt emperors – these problems destroyed a sense of citizenship; many Romans no longer felt a sense of duty to the empire.

▪ 2) Division of the empire – with the emperors changing so often, the Roman people had little sense of orderly rule. Empire split into eastern and western sides.

▪ 3) Tribes outside the empire attacked its borders – Defense forces on the north and northeast borders of the Roman Empire grew weaker. Nomads took advantage of this weakness and frequently attacked Roman towns and cities. These groups were known as Germanic peoples. Romans thought of them as barbaric.

▪ 4) Taxes were increased – the Empire was running low on money so they increased taxes which many people did not pay; without tax money the government could not pay the army or buy needed services.

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THE DECLINE AND FALL OF THEROMAN EMPIRE - Continued

▪5) Huge gap between the rich and the poor

▪6) Roman citizens rebelled against their rulers

▪7) Food shortages occurred – empire could no longer feed its many people; some farmland had been destroyed by warfare; no new productive farming technology was developed; as a result, the land wore out and harvests did not increase.

▪8) Poor people were driven to crime 27

THE AFTERMATH/RESULTS OF ROME’S FALL

▪ 1) The period of time known as the Dark Ages began – which was referred to the period of time ushered in by the fall of the Western Roman Empire.

▪ 2) Roads and other public structures fell into disrepair – no taxes were collected.

▪ 3) Decline of learning

▪ 4) Trade and business declined; it was unsafe to travel; cities were no longer centers for markets

▪ 5) German kingdoms claimed former Roman lands

▪ 6) The Roman Catholic Church became a unifying and powerful force.28

BRAINPOP- Kyrenecentennial, bpop

▪ Rise of the Roman Empire▪ https://www.brainpop.com/socialstudies/worldhistory/riseoftheromanempire/

▪ Fall of the Roman Empire▪ https://www.brainpop.com/socialstudies/worldhistory/falloftheromanempire/

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The Glory of Rome TimelineEach student will receive a worksheet for page 38 and a tag board for final timeline presentation.

▪ Directions: Find the date when these important events happened and put it in the box. Number the events in order from 1 – 8 from when they happened first to last. On a separate piece of paper, create a timeline placing the events in order of when they happened.

▪ Timeline Directions:

▪ You must use a ruler to create your timeline

▪ The events must be placed in order labeled with the date

▪ Proper spelling is required

▪ Timeline must include 3 – 4 colored illustrations

IMPORTANT EVENT Date of EVENT

_____ Rome splits into two (2) Empires

_____ Founding of Rome

_____ Caesar became dictator of Rome

_____ Fall of Rome

_____ The Colosseum celebrates its opening

_____ Rome became a Republic_____ Augustus becomes the 1st Roman Emperor

_____ Julius Caesar is assassinated 30

ROMAN EMPIRE IS SPLIT INTO EASTERN/WESTERN REGIONS ISN p. 35

▪ During a 49 year period (A.D. 235 – 284) Rome had 20 emperors which weakened the government.

▪ In A.D. 284 the emperor DIOCLETIAN took power; he realized that he could not effectively govern the huge empire so he reorganized it in two; east and west. He took the eastern portion for himself because of its wealth, trade, and magnificent cities. He appointed MAXIMIAM to rule the WesternEmpire; together they ruled for 20 years.

▪ In A.D. 306 a civil war broke out; CONSTANTINE, western military commander, gained control of bothempires and became the sole emperor.

▪ He moved the capital from Rome to Byzantium which was an ancient Greek city located in what is now Turkey. He beautified his new capital and renamed it Constantinople, which is present day Istanbul.

▪ In 395 A.D. the empire was permanently divided into east and west AGAIN due to conflict between his sons who were set to rule portions of the empire after his death.

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THE TWO ROMAN EMPIRES

▪ When we talk about the fall of the Roman Empire, it means the Western Roman Empire.

▪ Eastern Roman Empire was much stronger than the Western Roman Empire. Constantinople, Eastern Empire’s capital, was rich in trade which caused more wealth. The eastern cities were larger and better fortified; Black Sea was a natural barrier that discouraged invasions.

▪ Cities in the Western Empire were smaller and less prosperous; located farther away from trade routes that provided goods and wealth.

▪ Cities of the west were more exposed to attack from invaders along the northern borderof the Roman Empire.

▪ In A.D. 476, the last Roman emperor was removed from power. This date marks the fall of the Western Roman Empire. 33

Today’s Learning Target to reach our Goal!

Students will be able to describe the scientific and

cultural advancements.(Week 4) 35

Based on Today’s Learning Target,

Students will be able to describe the scientific and cultural advancements.

I COULD TEACH today’s learning target!

I MET today’s learning target!

I ALMOST met today’s learning target!

I’m WORKING on today’s learning target!

I DON’T UNDERSTAND today’s learning target!

I can describe the scientific and cultural advancements.as well as TEACH

someone who is

struggling to understand.

I can describe the scientific and cultural advancements without reviewing

my ISN. I got this!

I can describe SOME OF the scientific and cultural advancementswithout reviewing my ISN.

I can describe the scientific OR cultural advancements.with the help of my ISN notes.

I can NOT describe the scientific and cultural advancements.I don’t have useful

notes in my ISN. I need help!

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Write Down what YOU believe or infer is the name of the artifact What would you call it?

12 3

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Artifacts cont.

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5

6

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Artifacts cont.

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8

9

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Objects cont.

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11

12

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Objects cont.

13 14

42

Mysterious object

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Answers

▪ 1. Spearhead—used for hunting

▪ 2. Bell-used for ringing

▪ 3. Bracelet-used for jewelry/fashion

▪ 4. Bread-used for eating

▪ 5. Coin-used for money/trade

▪ 6. Belt Buckle-used for fashion/clothes

▪ 7. Dice-used for games and entertainment

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▪ 8. Armor/helmet—used for protection

▪ 9. Earrings—used for jewelry/fashion

▪ 10. Oil Lamp—used for light

▪ 11. Mirror—used for seeing oneself

▪ 12. Sickle—used for farming

▪ 13. Stylus—used for writing

▪ 14. Oil and Scraper—used for bathing and cleaning

▪ 15. The Roman Dodecahedra—purpose unknown—a mystery!!!

ROMAN CULTURAL AND SCIENTIFIC ADVANCEMENTS ISN p. 37

https://safeshare.tv/x/ss589a066e97a97

CULTURAL ADVANCEMENTS

▪ Art – artists were skillful in creating mosaics, pictures made from tiny pieces of colored stone or other material.

▪ Literature – Greeks influenced Roman literature; Roman writers adopted the form of the epic, a long poem about a hero’s adventure. Romans also wrote about philosophy.

▪ Language – Latin, language of Rome, was spoken across the Western Empire.

SCIENTIFIC ADVANCEMENTS

▪ Architecture – Roman builders were amazing engineers! Used arches, vaults, and domes. Developed concrete which is widely used today!

▪ Aqueducts – waterway made by people to transport water from the mountains to the cities for the Roman bathhouses, fountains, and even inside some wealthy families’ homes.

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▪ Roads – Romans are very famous for the quality of their roads; they built over 50,000 miles of roads to connect their large empire. Roman soldiers built most of the roads which were mainly built to move troops and supplies throughout Rome.

▪ The Colosseum – built by Romans in 72 – 80 A.D. and seated 50,000 spectators! There were 76 entrances and exits to let people leave this massive arena in case of an emergency. To shield the audience there was a retractable awning over the top!! The gruesome gladiators fought in tournaments held in this structure. Most gladiators were slaves, prisoners of war, or criminals but some men volunteered! Gladiators went to school to learn fighting skills and weaponry.

▪ Roman Bathhouses – Roman’s social life centered around the grand bathhouses. These structures held up to 2,000 people at a time. Romans designed underground plumbing in order to have both hot/cool baths and pools with a continuous flow of fresh water. Romans spent many hours a day at the baths. All citizens, rich and poor, enjoyed these amazing baths. 46

An Interview with a Gladiator▪ 1st- Read aloud the Historical Background of Gladiators, 2nd- Handout- An

Interview with a Gladiator worksheet for ISN page 39

▪ Directions: A top Roman magazine, Gladiators’ Today, has sent a questionnaire to you, Rome’s most popular new gladiator, to fill in.

▪ Content Vocabulary to include in your interview: ▪ Colosseum▪ Amphitheatre▪ Civilized

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An Interview with a GladiatorGladiators’ Today wants to make you a star, so tell them about yourself. Don’t forget to include content (key vocabulary) terms and information in your responses.

▪ Introduce yourself:

▪ How did you become a gladiator? (Were you a slave or a criminal wanting chance of winning freedom?)

▪ What injuries have you suffered?

▪ Have you ever fought against animals? Which ones? (Elephants, tigers, rhinos, lions, cheetahs)

▪ What is it like underneath the arena? (Corridors, hot, trapdoors, animals, gladiators)

▪ Can you tell us about the most spectacular show you’ve been involved in? (Battle recreation, sea battle, animal fight)

▪ Now tell us about the daily life of a gladiator. What do you do in the morning, midday, and evening when you are not fighting?

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