G e o g r a p h y
C h a l l e n g e
The Roman Empire, About 117 C.E.
BRITAIN
CARPATHIA
N
.
TS
M
GAUL
ETRURIA
Rome
SPAIN
GREECE
ASIA
MINOR
ASSYRIA
JUDEA
EGYPT
S
A
H
A
R
A
N
W
E
S
0
400
800 miles
0
400
800 kilometers
Azimuthal Equal-Area Projection
© Teachers’ Curriculum Institute
AW_ISN_U06_01 The Roman Empire, About 117 C.E.
Black
Third Proof
Geography and the Early Development of Rome 1
G e o g r a p h y
C h a l l e n g e
Geography Skills
Analyze the maps in “Setting the Stage” for Unit 6 in your book. Then answer the
following questions and fill out the map as directed.
1. Locate the Alps. Label them.
2. What mountain range runs the length of the Italian peninsula? Label it.
3. Locate Rome. On what river is it located? Label this river.
4. What is a peninsula? Label the seas that make Italy a peninsula.
5. Locate the Po River. Label it. Use the compass rose to determine the answer to
the following questions: In what direction does the Po River run? In what
direction does the Tiber River run? How might the Tiber River have been
helpful to the development of Rome?
6. Look at the map of the Roman Empire, displayed in the Unit 6 “Setting the
Stage” feature in your book. How far north did it extend? In Europe, how far
west?
7. What physical feature formed the southern boundary of the Roman Empire?
Label this feature.
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 2
G e o g r a p h y
C h a l l e n g e
Critical Thinking
Answer the following questions in complete sentences.
8. Consider the location of the Italian peninsula. How might this location have
helped the Romans control trade in the Mediterranean region?
9. How might the mountain ranges of Italy have affected people’s lives in ancient
times?
10. Were the Romans more likely to choose a land or a water route to Spain? Explain your answer.
11. At one time, the Romans avoided sea travel because the Italian peninsula had
few good harbors. What evidence can you find to support the argument that
this geographical drawback was eventually overcome?
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 3
i n t e r a c t i v e
s t u d e n t
n o t e b o o k
Geography and the Early
Development of Rome
How did the Etruscans and Greeks influence the
development of Rome?
P R E V I E W
• Examine the two images of ancient Greek and Roman life.
• Circle and label three features that you see in both images.
• Explain why you think these features are found in both ancient
Greece and ancient Rome.
Scene from Ancient Greece
Scene from Ancient Rome
The Granger Collection, NY
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 4
i n t e r a c t i v e
s t u d e n t
n o t e b o o k
R E A D I N G
N O T E S
Key Content Terms
As you complete the Reading Notes, use these terms in your answers.
Rome
Etruscan
cuniculus
gladiator
Greco-Roman
Section 2
In the boxes below, create two simple cartoons. The first one should illustrate the
myth of how Rome was founded. The second one should illustrate the history of
how Rome was founded. For each cartoon, write a simple caption that explains
what is happening.
According to Myth
Caption:
© Teachers’ Curriculum Institute
According to History
Caption:
Geography and the Early Development of Rome 5
i n t e r a c t i v e
s t u d e n t
n o t e b o o k
Sections 3 to 8
For Sections 3 to 8, first read that section of your book. In the box for that section,
summarize the Etruscan or Greek influence on Rome. Then draw and label an
arrow on the map to show how the influence came to Rome. An example has been
done for you on the map.
Italian Peninsula, 6th Century B.C.E.
Section 5
E U R O P E
L
A
P
0
100
200 miles
0
100
200 kilometers
Lambert Azimuthal Equal-Area Projection
S
Po River
wr i
N
E
River
Corsica
Ad
I
Ti b e r
A
P
E
Arno
r
N
Rive
ETRURIA
N
at
ic
Se
Section 6
ILLYRIA
a
S
LATIUM
ri
ti n g
Sardinia
Ty r rhenian
S ea
Etruscan
Section 7
N
Sicily
W
Greek
Section 3
E
S
Latin
City
AFRICA
Mediterranean Sea
Map AW_ISN_32_RN-3 Mediterranean Region, Sixth Century B.C.E.
Second Proof
TCI18 150
Section 8
Section 4
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 6
i n t e r a c t i v e
s t u d e n t
n o t e b o o k
P R O C E S S I N G
Which two Etruscan or Greek influences had the biggest impact on Roman life?
In the circles below, create coins that commemorate the two cultural influences
you think were the most important.
Each coin should have:
• a drawing representing an Etruscan or a Greek influence, such as an arch
or a column.
• a brief caption that describes the influence.
• a sentence that tells why you think each influence was so important to
Roman life.
Caption:
© Teachers’ Curriculum Institute
Caption:
Geography and the Early Development of Rome 7