Ancient Rome
BZ-4473
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Published by Performance Education
A Toolbook consists of lessons and a test.
The test at the end of the book has 213 questions.
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BZ-4473
BZ-4321
BZ-4773
SET-4605
The Stone Age
Mesopotamia
Egypt & Kush
Ancient Hebrews
Ancient Greece
Ancient Rome
Ancient China
Ancient India
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Your state test is based on Bloom’s taxonomy.
Bloom’s taxonomy
Your state test is based on Bloom’s taxonomy.
The men and women who have designed your end-of-course exam are experts in Bloom’s taxonomy.
They can take one event, person, map, chart, or cartoon . . . and turn it into six separate questions.
This Toolbook is based on Bloom’s taxonomy.
Since your state test is based on Bloom’s taxonomy, so are the lessons in this Toolbook.
The toughest questions on the state test involve synthesis and evaluation.
What is Bloom’s taxonomy?
It is critical thinking.
Students must be able to manipulate the facts.
1. Memorize
Memorize the facts, especially terms and definitions.
2. Interpret
Translate the facts into your own words.
3. Apply
Can you find an existing match?
4. Analyze
Break down the facts (compare and contrast, cause and effect)
5. Synthesize
Add up the facts and draw conclusions
6. Evaluate
Using a high standard, how does this person or event measure up?
Performance in front of the class
In this book, the lessons give students
Performance - in front of the class.
Performance - on paper.
Performance - on the practice test.
practice in Bloom’s taxonomy.
Peer pressure can be wonderful.
Maps, graphic organizers, all the tricks in the book.
Many students learn after the fact - by trial and error.
A fat Toolbook
To those non-teachers who say this is a long Toolbook, we say: “Why, yes. Did you not know?
This is what it takes for a student to learn your state’s standards for Social Studies.”
Your learning curve
There is no learning curve for you.
Reproducible lessons
There are several types of lessons:
1. Some are lectures.
2. Some should be turned into transparencies.
3. Some are student worksheets and must be copied.
The Tests
If your students can do well on these tests, the state test will be a breeze.
The Master Teacher
This book is based on two premises:
Every child can achieve success on the test.
Every teacher can become a master teacher.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Icons
You will find these icons on the upper outside corner of each lesson. These icons are intended to identify each lesson as a particular type of activity. They will also alert you to lessons
that need early preparation, such as transparencies, films or hands-on projects. Graphic organizers appear frequently in the Toolbooks, and should be copied and distributed to each student.
Graphic Organizer
Transparency
Lecture
A Story
Timeline
Transparency
Chart
Group Analysis
Debate
Skits
Mapping
Films
Projects
Library Research
Writing Activities
Games
Documents
Speeches
Quotations
Internet
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
There are 56 lessons.
There are 213 test questions.
Table of Contents
INTRODUCTION
Lesson #1
Timeline
Lesson #2
Lecture
page 12
Timeline of Ancient Rome
Mini-lecture: Ancient Rome
1. THE ROMAN REPUBLIC
Lesson #3
Game
Lesson #4
Writing activity
Lesson #5
Chart
Lesson #6
Game
Lesson #7
Chart
Lesson #8
Internet
page 16
Facts about Rome and The Bell Game
What do you remember about ancient Rome?
What’s the weather like in Rome? and This is Your Life
Life on the land and sea and The Bell Game
Field Trip:A visit to an Italian restaurant
If you lived in ancient Rome, what would change in your
daily life?
Daily life in ancient Rome
Examine photographs of Rome and The Bell Game
The Roman Forum
A republic has no king!
Checks & Balances
The Roman Republic
Great Quotations: The Romans
Great Speeches: The Romans
Speak like a Roman!
Life is like a rock group
Life is like a rock group
The ABCs of Roman Culture
The ABCs of the Roman Republic
Can you speak Latin?
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
Lesson
#9
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
#22
Game
Internet w/ game
Graphic organizer
Lecture
Lecture
Chart
Quotations
Speeches
Chart
Group analysis
Group analysis
Game
Game
Game
2. THE ROMAN EMPIRE
Lesson #23
Game
Lesson #24
Mapping w/ lecture
Lesson #25
Reserach
Lesson #26
Mapping
Lesson #27
Chart w/ game
Lesson #28
Games
Lesson #29
Game
Lesson #30
Internet w/ game
Lesson #31
Graphic organizer
Lesson #32
Debate
Lesson #33
Graphic organizer
Lesson #34
Graphic organizer
page 46
Facts about the Roman Empire and The Bell Game
Mapping: The Roman Empire
Roman Cities
What is your mental map of the Roman Empire?
Memorize that city! and Don’t Look Up!
Five games to learn locations
Rome was rich...and The Bell Game
Photos: Imperial Rome and The Bell Game
The Colosseum
The Great Debate
Movement around the Roman Empire
The Roman impact on Europe
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
3. END OF THE REPUBLIC
Lesson #35
A story
Lesson #36
A story
Lesson #37
Writing activity
Lesson #38
Writing activity
Lesson #39
Writing activity
Lesson #40
Writing activity
Lesson #41
Chart
Lesson #42
Speeches
Lesson #43
Lecture w/ mapping
Lesson #44
Lecture
Lesson #45
Group analysis
Lesson #46
Quotations
Lesson #47
Lecture w/ mapping
Lesson #48
Speech
Lesson #49
Game
Lesson #50
Films
Lesson #51
Group analysis
Lesson #52
Group analysis
Lesson #53
Game
Lesson #54
Student worksheet
Lesson #55
Game
Lesson #56
Game
Test
213 questions
page 65
Julius Caesar
Augustus, the first Emperor
Expressive Essay: I am Julius Caesar
Narrative Essay: I am Julius Caesar
Informative Essay: I am Julius Caesar
I am Julius Caesar
How Julius Caesar killed the republic
Great Speeches: The Romans
The Jewish peopl: Life in the Roman Empire
Jesus of Nazareth
Life is like a rock group
Famous Quotations
St. Paul the Apostle
The Spread of Christianity in Europe
The Roman Empire board game
Cleopatra & Gladiator
Life is like a rock group
Life is like a rock group
Inventions & Innovations and The Bell Game
Roman Gifts
The ABCs of the Roman Empire
Can you speak Latin?
page 94
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Lesson #11
Graphic organizer
“Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.”
The Roman Forum
This building symbolizes the Roman Republic. Why?
Using the encyclopedia, look up your country. Examine the photographs.
What is the symbol of this country? Fill in the graphic organizer below.
Nations use symbols to identify themselves and express their ideals.
Here are two examples . . .
THE UNITED STATES
Symbol Name The Statue of Liberty.
1. Where
United States. In New York City’s harbor.
2. What
A woman holding a torch welcomes ships as they sail into the harbor.
3. Why
To welcome immigrants to America. Ships sailed past it on their way to Ellis Island.
4. Identity
The statute identifies our nation as being . . .
“A home for the homeless.” “A land of opportunity.”
5. Ideals
The statue expresses what ideals?
“We welcome immigrants from other lands.”
SYDNEY OPERA HOUSE
Symbol Name Sydney Opera House.
1. Where
Australia. In the harbor of Sydney, Australia’s busiest seaport.
2. What
Shaped like a ship, it has wild, white shells that resemble billowing sails.
3. Why
To celebrate Australia’s 200th birthday. Australia, an island, is a seafaring nation.
4. Identity
The opera house identifies Australia as being . . .
“A proud, seafaring nation.”
5. Ideals
What ideals does this structure express?
“We honor our European heritage and culture. (Europe invented opera.)
2. What?
3. Why?
1. Where?
Roman Forum
4. IDENTITY
5. IDEALS
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Lecture
Lesson #12
“Describe the government of the Roman Republic and its significance:
Written constitution, tripartite government, checks and balances, civic duty.”
A republic has no king!
The Roman Republic
At first, Rome was a monarchy ...........................ruled by a king.
Around 500 B.C., Rome became a republic .......no king.
The Roman Republic lasted for 500 years.
A Republic
What is a republic?
A republic is a government that has no king.
Citizens of Rome did not swear allegiance to a king. They swore allegiance to the nation.
The Significance
Today, the U.S. is a republic.
Like the Romans, we swear allegiance to the nation:
“I pledge allegiance to the flag of the United States of America and to the republic for which it stands . . .”
A Written Constitution
A republic has a Constitution (set of laws).
Around 450 BC, Rome wrote down a set of laws called The Laws of the Twelve Tablets.
Roman Law evolved: It was based on common sense and interpreted by flexible judges.
The Significance
When laws are written down, a ruler cannot rule by whim. (Queen of Hearts: “Off with his head!”)
Every Roman citizen was entitled to equal protection under the law.
Today, Europe is based on Roman Law. The U.S. is based on English law. (She was our “Mother Country.”)
Civic Duty
Citizenship
1. Rights
2. Duties
Roman Law gives you full membership in the Roman Empire.
Every citizen was entitled to own land, participate in government, be treated equally under law.
Every citizen was required to vote, sit on a jury, serve in the Roman Army.
The Significance
Being a foot soldier in the Roman Army was no pleasure cruise. You could be away from home for years.
Women and slaves were not citizens, so they had no rights and no duties.
Today, the U.S. government treats everyone as a first-class citizen.
A Tripartite Government
The Republic had three parts.
1. The Executive part was run by two Consuls. (There was no President.)
2. The Legislative part was the Roman Senate. (Wealthy landowners.)
3. Another Legislative part was the Assembly. (Regular folks.)
The Significance
Checks and balances: Each part checked and balanced the power of the other part.
Metaphor: There are 3 brothers. Each prevents one brother from becoming a bully.
Today, the U.S. government is based upon checks and balances.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Lesson #13
Lecture
We dare you to draw a cartoon of Senators, Tribunes, and Consuls.
Checks & Balances
No single man had all the power.
The power was spread . . . among three groups and many people.
The Roman Senate
Name
Senator
Power
This was the most powerful branch.
Tradition
Roman Senators came from the oldest and richest families of Rome.
Wealth
They represented the patrician class - the biggest, wealthiest landowners.
Land
They didn’t own little farms, they owned grand estates called latifundia.
Term
Senators were elected for life.
Job
They made foreign policy - a big deal during the Roman Empire.
They controlled the government’s money - big loot during the Roman Empire.
Checks
The Assembly tried to check and balance the Senate’s power.
The Assembly
Name
Power
Tradition
Term
Job
Tribune. He was a man of the people.
Defended the rights of common people.
Tribunes represented the plebeian class - the common farmer.
One year, but could be re-elected.
The peoples’ assembly elected the two Consuls.
The Consuls
Name
Power
Checks
Tradition
Term
Job
Consul
Two guys were one head of state. (This begs for a cartoon.)
One guy could veto the other. “Veto” means “No deal, I crush your idea.”
Elected by the Assembly.
Served for only one year!
Carried out the laws of Rome.
The Significance
Today, the U.S. has a similar (but improved) setup.
1. The Executive Branch
THE PRESIDENT: Unlike the Romans, we have one President.
Two Consuls is a dumb idea. Two heads are not better than one. They veto each other and create a deadlock.
2. The Legislative Branch
Like the Romans, we have two houses in Congress - Senate and House of Representatives.
THE SENATE
The Senate has a longer term (6 years), but they are not there for life.
Roman Senators had too much power (foreign policy and money).
Our Senators shape foreign policy, but they don’t control the money.
THE HOUSE OF REPRESENTATIVES
Our Congressmen have shorter terms (2 years), but they control the money.
3. The Judicial Branch
Unlike the Romans, we have a Supreme Court that interprets our Constitution.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Chart
Lesson #14
“Describe the government of the Roman Republic and its significance:
Written constitution, tripartite government, checks and balances, civic duty.”
The Roman Republic
A republic has no king. So who has the power?
Using the information from the previous page, fill in the chart.
SENATE
ASSEMBLY
HEAD OF STATE
Name
Power
Tradition
Wealth
Term
Job
Checks
& Balances
Who checked
their power?
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
“Describe the government of the Roman Republic and its significance:
Written constitution, tripartite government, checks and balances, civic duty.”
The Roman Republic
(the answers)
A republic has no king. So who has the power?
Using the information from the previous page, fill in the chart.
SENATE
ASSEMBLY
HEAD OF STATE
Name
Senator
Tribune
Consul
Power
Most powerful branch
Man of the people.
Defender of the
common man.
Carried out
the laws.
Tradition
Oldest, richest families
Regular farmers
Two consuls.
Twins, like
Romulus & Remus
Wealth
The patrician class
(the rich)
The plebeian class
(the poor)
Term
Elected for life.
Elected for one year.
Could be re-elected.
Elected for
one year
Job
Made foreign policy
Controlled the money
Defend rights of poor.
Elect the consuls.
Carried out
the laws
Checks
& Balances
Who checked
their power?
The Assembly
The Senate
Each Consul
could veto
the other Consul
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Writing activity
Lesson #37
“Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.”
The Expressive Essay: Writing to Describe
"I am Julius Caesar . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Describe Julius Caesar.
Use the encyclopedia. Translate it in your own words!
Use colorful and expressive language.
This is a five-paragraph essay.
power hungry
military genius
brilliant
dictatorial
Julius
Caesar
aristocratic
Personality Profile
self-centered
popular
idolized
1. Introduce yourself
“I am Julius Caesar, the most powerful man on the face of the Earth . . . “
You made history. You shook the world. You inspired fear and awe. Take charge. Make yourself memorable.
2. Describe yourself
Break it down
Adjectives that are vivid:
Verbs that are powerful:
Nouns that are unusual:
Describe your appearance, behavior, what others thought of you using . . .
“The history books make me look old. No fair! I was buff.”
“The people of Rome adored me. To them, I as a demi-god.”
“People were unemployed, so I gave them free bread and circuses.”
3. Express yourself
Break it down
Word pictures you can see:
Word pictures you can hear:
Word pictures you can smell:
Word pictures that shock:
Feelings and emotions: What do you love, hate, fear? What disgusts you?
“I love to overpower. In wartime, I dazzle my enemies.”
“On the battlefield, I am Commander-in-Chief. In Rome, I am Dictator.”
“Romans are dumb. They don’t think; they drink. They’re marinated in wine.”
“My friends assassinated me on the steps of the Roman Senate.”
4. Explain yourself
Add it up
What makes you tick?
“What make me tick? I love power. I was born to rule. I don’t want to be Consul. I don’t want to be King. I want
to be Emperor of the Roman Empire.”
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
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Lesson #38
Writing activity
“Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.”
The Narrative Essay: Writing to Tell a Story
"I am Julius Caesar . . . "
The Goal
The Research
The Writing Style
Tell one fascinating story from the life of Julius Caesar.
Take one idea from the encyclopedia. Expand upon it!
Be Brief: Cut out the extras.
Be Lively: Include colorful details. Create a Mood: What is your story’s mood?
The Outline
1. Introduction
2. Action
3. Turning-point
4. Action
5. The Moral
This is a 5-paragraph essay. Consider the story of Cinderella.
Cinderella’s early life.
Getting ready for the ball.
Cinderella at the ball.
The Prince searches for her.
The good-spirited live happily ever after. (The mean-spirited do not.)
We chose one small idea: Popularity.
1. The Introduction
“When I was 17, I decided to become popular. If the Roman people fall in love with you, they elect you Consul,
the highest office in the land . . . “
2. The Action
“The Romans love great speakers. So I went to Greece and studied public speaking. I became an excellent
speaker. I was a real porch-climber. Folks would climb up on the roof, just to see me talk . . . “
3. The Turning-point
“The Romans elected me Consul, the highest office in the land. How did I get elected? I gave the unemployed
mobs what they wanted - bread and circuses. Yep, free bread and free passes to the Colosseum and Circus
Maximus . . .”
4. A Little More Action
“Bummer. I had to share power with two other guys. Nuts to that. I took the Roman army and conquered Gaul.
(That’s France, you moron.) I came home the conquering hero. The Roman mobs made me dictator of Rome
and master of the Roman Empire. Not for one year, not for ten years, but for life! Unfortunately, my life was cut
short. On the Ides of March (that’s March 15th, you moron), my friends stabbed me to death on the steps of the
Roman Senate . . .”
5. The Moral
The moral of the story: A logical conclusion that teaches a lesson.
“What is the moral of my story? If I could live my life all over again, I would not be popular. Those Romans loved
me to death . . .”
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Writing activity
Lesson #39
“Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.”
The Informative Essay: Writing to Inform
The Goal: The full picture of Julius Caesar.
Research: What do the history books say about Julius Caesar?
"I am Julius Caesar . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
Tell us everything we need to know about Julius Caesar.
Use the encyclopedia. Translate it in your own words!
Be clear. Present the facts. Give no opinions.
This is a five-paragraph essay.
1. Who
General
Specific
Early Life
As an Adult
“Julius Caesar was a military genius, public speaker, dictator of Rome.”
“He was a general, statesman, orator, politician, writer, dictator.”
“He was born into an aristocratic family in Rome.”
“He was elected Consul; he conquered Gaul; the people made him dictator of Rome.”
2. When
The Century
Exact Years
Big Event of the Day
Spirit of the Times
“Julius Caesar lived in the first century B.C.”
“He was born in 100 B.C. and died in 44 B.C.”
“He lived at the same time as Cleopatra in Egypt and the Han dynasty in China.”
“At a time when Rome was a republic (no king), he wanted to be King.
3. Where
What the Country Was Like
“Julius Caesar lived during the Roman Empire.”
“Rome ruled the Mediterranean Sea. They called it Mare Nostrum - our lake.”
“The Roman Empire was the most powerful empire on earth.”
“Rome was a republic (no king) and an empire (as yet, they had no emperor).”
What the City Was Like
“Julius Caesar wanted to be king.”
“Rome was a republic.”
“Rome could not have a king.” (If it did, it would be a kingdom!)
4. What
Positive Achievements
“He fed the starving mob in Rome.”
“He was a military genius - he conquered Gaul.”
Negative Achievements
“When he crossed the Rubicon River, he was declaring war on the Roman Senate.”
“When he became dictator, he killed the Republic.”
“For the rest of world history, emperors are called Caesar.” (Czar, Kaiser)
5. Why
Predecessors
Cicero
Contemporaries
Augustus
“Cicero loved the Republic, so Caesar banished him from Rome.”
“When Julius Caesar was assassinated, his heir (Augustus) become Emperor.”
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Lesson #40
Writing activity
“Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.”
The Persuasive Essay: Writing to Persuade
"I am Julius Caesar . . . "
The
The
The
The
Goal
Research
Writing Style
Outline
What should the history books say about you? Persuade us!
Use the encyclopedia.
Use Advertising Tricks
This is a four-paragraph essay.
1. Open with a Positive Tone
Put on a happy face. Present yourself in the most positive light.
“A republic can’t run an empire. You need an emperor to run an empire.”
2. Crush the Critics
In a polite, matter-of-fact manner . . .
State what the critics say
“Historians say I ignored the Roman Senate . . .”
“Historians say I killed the Republic . . .”
“The history books say I became a dictator . . .”
Respond to each criticism
True. A group cannot run an empire.
True. You can’t have a republic and an
empire at the same time. That’s dumb.
That’s true. I should have been Emperor.
3. Persuade with Emotion
Opening Sentence
“You cannot ignore the positive side of Julius Caesar. Let me tell you my side of the story.“
Loaded Language
Tell of your hardships . . .
Make people sympathetic to you . . .
Compare to someone everybody likes . . .
Choose words that make people happy . . .
“It took me 9 years to conquer Gaul.”
“There were 3 Consuls. A committee can’t run an empire.”
“Napoleon was a popular general who became dictator.”
“Napoleon killed the republic in order to rule the empire.”
“I was beloved among the poor people of Rome.”
Invite People to Jump on the Bandwagon
Everybody loves an underdog . . .
Everybody loves a winner . . .
Everybody likes to be modern . . .
Nobody wants to be backward . . .
“Everybody figured I’d be killed in Gaul.”
“Turned out I was a military genius.”
“Cleopatra was the most fascinating woman on earth.”
“To run an empire, you need one man in the driver’s seat.”
4. Persuade with Facts
How do you compare to other rulers?
Cicero
Marc Antony
Augustus, the first emperor
“He was a better speaker than I. I had him banished, not killed.”
“He killed Cicero.”
“Augustus was good, but I was great.”
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Chart
Lesson #41
“Describe the government of the Roman Republic and its significance:
Written constitution, tripartite government, checks and balances, civic duty.”
How Julius Caesar killed the republic
When a republic dies, who has the power?
Using the information from the speeches, fill in the chart.
What the Constitution said
What Julius Caesar did
The Assembly elects the Consuls.
The Senate makes laws.
The Consul serves for only one year.
The Consuls carry out the law.
Senators make foreign policy.
Senators control government money.
Power is spread out among 3 parts.
Government is based on checks and
balances.
How does this story end?
What is the moral of this story?
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
“Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire.”
How Julius Caesar killed the republic
A republic has no king. So who has the power?
Using the information from the speeches, fill in the chart.
What the Constitution said
What Julius Caesar did
The Assembly elects the Consuls.
Made himself popular and got elected Consul.
Refused to share power with the other consuls.
Went to Gaul to make himself popular in Rome.
The Senate makes laws.
The Senate ordered him not to come home.
Instead, he crossed the Rubicon and came home.
By doing this, he declared war on the Senate.
The Consul serves for only one year.
Got himself elected dictator - for life.
The Consuls carry out the law.
Refused to carry out the laws of the Senate.
As dictator, he made all the laws.
Senators make foreign policy.
Ignored the Senate.
As dictator, he made foreign policy.
Senators control government money.
Ignored the Senate.
As dictator, he decided how to spend money.
Power is spread out among 3 parts.
Power is concentrated in Caesar.
Government is based on checks and
balances.
As dictator, no one could check his power.
How does this story end?
The Senators killed Caesar on the steps of the
Roman Senate.
What is the moral of this story?
Beware: Popular leaders can become dictators.
Beware: Put a clause in your Constitution . . .
How to remove a president who becomes a dictator.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
During the Roman Empire, what was happening in the rest of the world?
Timeline
Civilization:
Waterway:
Symbol:
Mesopotamia
Egypt
India
China
Greece
Rome
Tigris, Euphrates
ziggurat
The Nile
pyramid
Indus
A red brick.
Huang He
silk
Aegean Sea
a rock
Mediterranean Sea
3500 B.C.
MESOPOTAMIA
The world’s first cities!
invent writing
invent calendar
3000 B.C.
Gilgamesh (epic)
build ziggurats
EGYPT
Egypt is united:
upper + lower Nile
City: Memphis (Cairo)
invent hieroglyphics
2500 B.C.
Ishtar:
Goddess of love
Old Kingdom
Pharaoh: god-king
Pyramid Age
Great Sphinx
City: Thebes
invent papyrus
2000 B.C.
Fall of Akkadians Middle Kingdom
Hammurabi’s Code City: Memphis
Book of the Dead
Judaism
Abraham leaves
Ur and moves to
Palestine (Israel).
Becomes father
of the Hebrews.
Book of Genesis,
Old Testament =
The Hebrew Bible.
1500 B.C.
Babylonian Empire New Kingdom
Aryan invasion
Hatshepsut
Ramses the Great
INDUS VALLEY
Harappan cities:
Harappa +
Mohenjo Daro
Harappan cities
are abandoned
Judaism
Moses leads
the Hebrews
out of Egypt.
Receives Ten
Commandments.
Book of Exodus.
The Hebrew Bible =
The Old Testament.
People settle in
Palestine (Israel).
1000 B.C.
Egypt is on
the decline.
Minoans:
On Crete
Hinduism
Rig Veda written
Brahmanism
evolves into
Hinduism.
The caste system
Shang dynasty
Mycenaeans:
Huang He Valley
On mainland
The first dynasty
Capital: Anyang
system of writing:
calligraphy!
First Chinese
dictionary had
40,000 characters
Chou dynasty
Book of Songs
I Ching
Trojan War
The Dark Age
Homer wrote
two epics:
Iliad + Odyssey
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Trojan hero
(Aeneas)
moves to Rome.
Judaism
King David rules
Israel. The
Hebrew Temple
at Jerusalem.
Mesopotamia
700 B.C.
Egypt
India
China
Kingdom
of Kush
600 B.C.
Buddhism
Religious values
Buddha is born
Greek city-states
Olympic games
Romulus & Remus
found city of Rome
Confucianism
Persian Empire
The Warring States:
Confucius is born Philosophy
400 B.C.
Golden Age
of Greece
Athens & Sparta
The Persian War
Battle of Marathon
Direct Democracy
Pericles
Parthenon
Socrates, Plato
Aristotle, Euclid,
Thucydides
Peloponnesian
War: Athens
vs. Sparta.
Dictatorship
Alexander the
Great adds
Egypt to the
Greek Empire.
Capital:
Alexandria
200 B.C.
100 B.C.
Rome
Aesop’s Fables
The Etruscans
Land shortage:
Landless move to
overseas colonies.
The Tyrants
The Oligarchy
500 B.C.
300 B.C.
Greece
Cleopatra &
Marc Antony:
End of Egyptian
civilization
Maurya Empire
Chandragupta
Asoka
Buddhism spreads
through India and
Central Asia.
Taoism
Disagreed w/
Confucianism.
Live simply +
close to nature.
The Way.
Hellenistic Age
Alexander the
Great spreads
Greek culture.
Hindu-Arabic
numerals (1-9)
and zero.
Qin dynasty
Greece is now
Shi Huangdi
ruled by Rome.
First Emperor
The Great Wall
Terracotta warriors
Capital: Xi’an
Roman Republic
Patrician/Plebeian
Cincinnatus:
Military hero who
refuses to become
a dictator.
The Constitution:
tripartite govt
checks & balances
civic duty
Romans took over
the Italian
peninsula.
Romans move to
overseas colonies.
The Punic Wars:
Rome defeats
Carthage to win
control of the
Mediterranean Sea
Hannibal & Alps
Bread & Circuses
Dictatorship
Epics were
Han dynasty (202 BC-220 AD)
written down:
Confucianism
Ramayana +
The Bureaucratic State
Mahabharata
Expansion to Central Asia
Julius Caesar
dictatorship
Virgil’s Aenid (epic)
Cicero &
(200 B.C.200 A.D.)
civil wars
Senate
Around zero
Buddhism reaches China.
Capital: Xi’an
The Silk Road
100 A.D
invented paper
300 A.D.
Gupta Empire
Golden Age of India
Roman Empire
Caesar Augustus
Peak of empire.
Christianity
Jesus is born.
St. Paul, Apostle.
Judaism:
Destruction of the
Hebrew Temple.
The Diaspora.
Christianity
Spreads through
the Roman Empire.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Students frame questions that can be answered by historical study and research.
Compare & Contrast
Fill in the chart!
MESOPOTAMIA
EGYPT
ISRAEL GREECE
INDIA
CHINA
ROME
Date: First cities
Location
Continent
Region
Natural Setting
River
Habitat
Soil
Natural disasters
1. Cities
Names of cities
Building or structure
Waterworks
2. Specialized Jobs
City planners
3. Religion
Monotheism or Polytheism?
Name of Religion
God or Goddess
Afterlife or Reincarnation?
4. Government
Centralized government
Absolute ruler
Empire
Authority of ruler
Famous ruler
Philosopher
5. Class System
Have slavery?
Have caste system?
6. Writing
Name of writing
Wrote on what?
Famous Book
7. Technology
Inventions
8. Trade
On what sea?
On what land route?
MAJOR
CONTRIBUTION
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Students frame questions that can be answered by historical study and research.
Compare & Contrast
Using the chart, ask historical questions. Example: “Which civilizations arose in the Fertile Crescent?”
MESOPOTAMIA
EGYPT
Date: First cities
3500 BC
3100 BC
Location
Continent
Region
Asia
Fertile Crescent
ISRAEL GREECE
CHINA
ROME
2600 BC 1700 B.C.
750 B.C.
Africa
Asia
Europe
FertileC FertileC Aegean
Asia
Punjab
Asia
N China Plain
Europe
Mediterranean
Tigris, Euphrates
desert
silt
drought
flood
Nile
desert
silt
drought
flood
--rocky
rocky
Indus
forest
silt
drought
flood
Huang He
Tiber
Ur, Babylon
Nineveh
ziggurat
Memphis
Thebes
pyramid
Athens
Rome
Parthenon
Harappa Anyang, Xian
Mohenjo
Bath
Great Wall
sewers
No
No
No
Yes
No
poly
poly
Ishtar
---
Osiris
afterlife
4. Government
Centralized government
Absolute ruler
Empire
Authority of ruler
Famous ruler
Philosopher
No
No
No
power
Hammurabi
Yes
Yes
Yes
divine
Ramses Moses
No
No
Yes
power
Pericles
Socrates
No
No
No
moral
Asoka
Yes
Yes
Yes
divine
Shi Huangdi
Confucius
Yes
No
Yes
power
Caesar, Augustus
Cicero
5. Class System
Have slavery?
Have caste system?
Yes
Yes
Yes
No
Yes
No
Yes
6. Writing
Name of writing
Wrote on what?
Famous Book
cuneiform
clay tablets
Gilgamesh
hierog
Hebrew
papyrus
Book of Bible
the Dead
Greek
Sanskrit calligraphy
paper
Rig
Five Classics
Veda
Latin
7. Technology
Inventions
wheel, sail
365 calendar
Persian Gulf
Mediterranean
Writing System
Central
Govt
Natural Setting
River
Habitat
Soil
Natural disasters
1. Cities
Names of cities
Building or structure
Waterworks
2. Specialized Jobs
City planners
3. Religion
Monotheism or Polytheism
Name of Religion
God or Goddess
Afterlife or Reincarnation?
8. Trade
On what sea?
On what land route?
MAJOR
CONTRIBUTION
1900 B.C.
INDIA
--desert
fertile
mono
poly
Judaism
Jehovah Athena
afterlife ---
No
Iliad &
Odyssey
loess
drought
flood, earthquakes volcanoes
No
both!
poly
Hinduism Buddhism
Vishnu
reincarnation/reincarnation
Colosseum
aqueducts
poly
Zeus
---
The Aenid
silk, paper
Aegean
Ethics
Philosophy
Monotheism
Arabian
n/a
The Silk Road
Hindu
Democracy
numerals
Mediterranean
The Silk Road
Constitution &
Law
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
Rome
If you answer them in order, you will score well. They are in logical order.
If you jumble them up, you will score less well. That’s how it’s done on the real test.
Test Questions
TIMELINE
1. When was the city of Rome founded?
a. 3500 B.C.
c. 2500 B.C.
b. 3000 B.C.
d. 2000 B.C.
The Answers
1. f
e. 1000 B.C.
f.
750 B.C.
2. c
3. c
THE LOCATION
2. Roman civilization began
A. on a river.
B. near a sea.
4. c
5. a
6. e
a.
b.
c.
d.
Only A
Only B
Both A and B
Neither A nor B
7. a
8. e
3. Roman civilization began on the _______________ Sea.
a. Aegean
c. Mediterranean
b. Arabian
d. China
4. Rome lies on which continent?
a. Asia
c. Europe
b. Africa
d. North America
e. South America
5. Rome lies near where three continents meet - Europe, Africa, and Asia.
a. True
b. False
6. All of the following statements about the location of Rome are true, except:
a. It lies south of England.
b. It lies west of Greece.
c. It lies east of Spain.
d. It lies north of Egypt.
e. It lies south of the Mediterranean Sea.
7. The location of Rome was ideal for trade.
a. True
b. False
8. All of the following about the location of Rome is correct, except::
a. It lies in Europe.
b. It lies near where three continents meet - Europe, Asia, and Africa.
c. It lies near the Mediterranean Sea.
d. It lies west of Greece.
e It lies east of Asia.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
9. All of the following civilizations were located around the Mediterranean Sea,
except:
a. Egypt
c. Greece
e. The Hebrew civilization
b. Mesopotamia
d. Rome
10. Invaders could come through the Alps.
a. True
b. False
11. Which invader came through the Alps?
a. Hannibal
c. Julius Caesar
b. Hamilcar Barco
d. The Persians
9. b
10. a
11. a
12. b
13. a
14. e
e. Aeneas
THE NATURAL SETTING
12. Rome lies on the _______________ Peninsula.
a. Iberian
c. Peloponnesian
b. Italian
d. Arabian
15. b
16. b
17. a
13. Rome was built 14 miles from the Mediterranean Sea because pirates roamed
the sea.
a. True
b. False
14. All of the following statements about Rome are true, except:
a. It was built on top of seven wooded hills
b. The Seven Hills overlook the Tiber River.
c. The most famous hill was Palatine Hill.
d. The city was built for defense.
e. Rome was a seaport directly on the Mediterranean Sea.
15. All of the following statements about the natural setting of Rome are true,
except:
a. It is a land of hills.
b. About 90% of the land is hilly with poor soil.
c. There is adequate rainfall.
d. There are rivers for irrigation.
e. The soil is good for farming.
16. Rome has a ___________ climate.
a. Marine
c. Desert
b. Mediterranean
d. Tropical
17. Rome has a Mediterranean climate, which means mild winters and hot, dry
summers.
a. True
b. False
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473
18. Rome lay in what habitat?
a. Mountains
c. Grasslands
e. Shrub Forest
b. Desert
d. Tropical Rainforest
18. e
19. d
20. c
19. Roman civilization arose in which river valley?
a. Tigris and Euphrates
b. Nile
c. Indus
d. Tiber
e. None of the above
20. All of the following are advantages to living in Rome, except:
a. Winters are not cold.
b. Sometimes cool, usually warm.
c. A short growing season.
d. No frost to kill the crops.
e. No humidity to rot grain in the storehouse.
21. c
They raised dry crops.
22. d
They used slaves
23. a
24. a
25. b
He was born in Troy, then a city
in Greece.
FARMING
21. All of the following statements about Rome are correct, except:
a. Rome began as a small village of shepherds.
b. Farmers raised sheep on the hillsides.
c. Farmers raised rainy crops - especially rice.
d. The typical farm had wheatfields, olive groves, and vineyards.
e. Farmers chopped down the all the trees for firewood.
22. All of the following statements about Roman farmers are correct, except:
a. Farmers planted in spring, made war in summer, harvested in the fall.
b. When wars lasted for years, farmers lost their farms.
c. Wealthy landowners bought up the farms.
d. Rich landowners used women to farm their estates.
e. Landless farmers became full-time soldiers.
THE FOUNDING OF ROME
23. Long before there was a city of Rome, many landless farmers from Greece
moved to Italy.
a. True
b. False
24. Archaeologists say Rome began as a small village of shepherds.
a. True
b. False
25. According to a Roman myth, Aeneas was all of the following, except:
a. Hero of the Trojan War.
b. Born in Rome.
c. Helped found the city of Rome.
d. The main character in the Aenid.
e. Written about by the poet Virgil.
Lesson plan compliments of Performance Education 1-800-539-1607 www.performance-education.com
Derived from Ancient Civilizations: Ancient Rome BZ-4473