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Chapter 9 - Ancient Rome

Last updated 7 months ago
50 questions
Learning Intention:
I am learning about the rise of Roman civilization and its effects on the world.
Success Criteria:
I can trace the major events and myths of the founding of the Roman Republic.
I can list the features of the Roman Republic and compare them to the United States.
I can describe the class divide in Roman society.
I can describe who Julius Caesar was and what became of him.
I can describe some of the lasting achievements of the Roman Empire.
I can list major events in the rise of Christianity and understand its spread through the lands of the Roman Empire.
I can in my own words tell the story of at least one of Rome's legendary figures.
Required
1

Rome's cultural legacy of democracy is a big reason why many modern governments are democracies.

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9

Separate the roles, responsibilities, and attributes of each class of people in the Roman Republic.

  • Citizens of the republic with less rights.
  • Citizens of the republic with more rights.
  • Noncitizen peoples of the republic with no rights.
  • On average very wealthy.
  • Ranging from poor folk to the middle class.
  • Always poor and unable to own property.
  • Could vote in the assembly but otherwise had little political power.
  • Held the real political power in Rome.
  • Made up of the people Rome conquered, those in debt, or sold into it.
  • Plebeians
  • Patricians
  • Enslaved Peoples
Required
1

Collective action of disenfranchised or abused groups can create change.

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1

Briefly in your own words, why is it important that people know laws of the land?

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6
The Roman Republic had three branches. They were the __________,__________, who put laws into effect. The __________, made up __________, who wrote laws and advised the consuls. Lastly there were the __________, made up __________, where laws were voted on.
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1

Which two branches of government held real power in the Roman Republic?

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1

What is the greatest threat to democracy you can think of?

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2

What are your thoughts on the founding myth of Romulus and Remus, the two brothers who founded the city of Rome?
Type them below.

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4

Did you know the United States has founding myths too? They aren't as strange as two babies being raised by wolves growing up to build a city, but they exist! Select below the founding myths of the United States.

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1

Before Rome was a republic it was ruled over by a tyrant Etruscan king.

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1

Etruscans are Romans.

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2

Type a quote from the text that proves your answer to question 11.

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1

The map to the left shows the Roman Republic.

If you come to class wearing a Laurel Wreath during this unit Mr. Bergh will allocate you special privileges on the days your wearing it. Don't leave it in the class though or Mr. Bergh may throw it away!
Required
7

Match the vocabulary word to it's definition.

Draggable itemCorresponding Item
Plebeians
A government where select citizens vote for people to rule as representatives of the people.
Etruscans
A Italian culture group in ancient Northern Italy.
Praetors
A ruler who governs with few to no checks to their power. Often unfairly and by force.
Tyrant
The wealthy upper class of Rome.
Republic
Ordinary citizens of Rome.
Patricians
The two chief executives (highest law enforcers) of Rome.
Consuls
Select citizens who served as judges.
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1

Type the essential question:

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1

Paraphrase the essential question into something you can better understand.
(Write it in your own words.)

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4

Select below all the things Cincinnatus was.

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1

When the Roman messengers went to visit the Aequian king, how did he respond?

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1

The Romans faired well in their first battle against the Aequians.

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3

A modern dictator is very different from an ancient Roman dictator, but both have the absolute power of a king.
Match below the correct definition to it's correct time period.

Draggable itemCorresponding Item
Ancient Roman Dictator
An individual with absolute power. They serve during times of crisis to save the state from destruction.
Modern Dictator
An individual with absolute power. They may be elected but after taking control they rule for life.
King
An individual with absolute power.
They claim the title or are born into a ruling class.
Required
1

For defeating the Aequians Cincinnatus was declared a hero of Rome.

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1

In your own words what made Cincinnatus a perfect Roman citizen.

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1

The story of Cincinnatus influenced the development of the United States.

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3

Why is it important to have humility, to be humble?
Write at least three sentences in your own words.

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4

Write a one paragraph summary of who Julius Caesar was, what he did, and what happened to him.

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1

Julius Caesar created a dictatorship within the Roman Republic.

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1

The champion of Roman Democracy was Marcus Tullius Cicero.
What was his job while he lived?

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3

Select below quotes of Cicero on democracy.

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1

Why was Cicero titled Pater Patriae, Father of the Country, even though he was not the country's leader?

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1

Even though Cicero preached about the values of justice, he executed five traitors to the country without a trial as consul during wartime.

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1

Julius Caesar was one of Cicero's primary political rivals.

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2

In your own words, why did Mark Anthony (ally and relative of Caesar) send a death squad to kill Cicero, cutting of his head and hands after he was already dead?

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3

Select below the ways Cicero inspired the Founding Fathers of the United States.

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1

Octavian Augustus Caesar finished what his adoptive father started, ending the Roman Republic, turning it into the Roman Empire.

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4

What were the consequences of Augustus becoming emperor of Rome?

Want lots of extra credit for watching a movie?
Feel like you need to raise your grade as the end of the year is approaching?
Below is a link to a documentary film on the Colosseum.
WARNING. Film shows Historical violence.
Ask your parents if it's OK to watch.
You may write/draw a report on what you learned from this film and for each full page I'll give you one whole assignment worth of extra credit.
Required
4

Organize the events of Spartacus's early life.

  1. He was Thracian living in a village somewhere North East of Greece.
  2. The Romans invaded Spartacus's village murdering his family and enslaving him.
  3. Spartacus was chosen to be a slave gladiator. He fought animals and people for other's amusement.
  4. The Romans made Spartacus kill one of his friends and fellow gladiators.
Required
1

What did Spartacus do to become a legend?

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1

Spartacus's revolt put fear into the city of Rome , the senators, and all who owned enslaved peoples in the empire.

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1

What is the moral (expressing or teaching a conception of right behavior) of the story of Spartacus? Explain in your own words.

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1

Spartacus's revolt failed and he his army of 120,000 were either killed or captured.

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1

Choose the best definition for the word, forum.

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3

Select below examples of modern forum(s).

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4

Select below Roman inventions that we still use today.

Take out a sheet of note paper or wait for the teacher to pass out a compare and contrast sheet.
Actively participate in discussion while writing down the similarities and differences between the Emperor of Rome Gaius Julius Caesar Augustus (Octavian) and Jesus Christ of Nazareth.
Note - No one really knows what Jesus looked like. This painting is based on the traditional European or Catholic/Orthodox church interpretations.
Note - Mr. Bergh put up a painting of Augustus's adoptive father Julius Caesar because there aren't that many good paintings of Augustus Caesar. Augustus made similar claims about his father too. These claims were not openly propagated until long after Julius Caesar's death, during the Augustus Caesar's rule as Emperor of Rome.
Required
1

Originally the Romans were polytheistic, worshiping the same gods as the Greeks under different names.

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1

Originally the Romans allowed people to worship whatever gods they wanted as long as they recognized the Roman gods.

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1

Why did the Roman government crucify (murder by nailing to a cross) Jesus?

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1
The Roman government was originally __________, believing in __________. The emperors of Rome viewed Christianity as a __________ to their power and authority. As a result various Roman emperors made it a crime to be Christian and started __________ of Christians. Many Christians were killed for their religion, becoming __________. These deaths inspired even more people to convert to Christianity. It became a losing battle for Roman Emperors to fight the spread of Christianity.
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4

Using what you've learnt about the Rise of Christianity.
Why did Romans failed to stop it's spread and eventually adopted Christianity?
Write at least four (4) sentences.
Use at least one (1) quote from the text or video.

Required
2

Give your opinion with a written explanation as to why you have it.
Which of the following is the worst?
1. Armed thugs in charge of your neighborhood that you have to pay "protection" money to.
2. Your money not being worth very much, that is, you can't afford to buy anything.
3. A deadly disease spreading in your community, one that you can try to avoid but can't cure.

Required
4

The United States shares many of the problems of the late Roman Empire.
Match problems that are similar.

Draggable itemCorresponding Item
The Roman coin was devalued due to over printing, using less metal per coin, and rampant shaving of coin edges, causing inflation.
The American dollar is devalued due to over printing, too much money being in too few hands, and a rise in the cost of essential goods.
The leaders of Rome became more corrupt, worse at their jobs, disregarded democracy, and accepted bribes.
The United States polices territories across the world, influencing people to adopt Western values who don't want to, and becoming over reliant on a few military companies.
The Roman Empire expanded its territory too far beyond it's borders, conquering people who didn't want to be Roman, and becoming over reliant on mercenaries.
The United States trades with countries around the world, like China. Coronavirus-19 traveled from China causing plague in the United States that many people didn't understand.
The Roman Empire traded far and wide. As it traded the merchants spread disease causing plague that the people didn't understand.
The leaders of the United States have become more corrupt, worse at their jobs, many have become more authoritarian, and some accept bribes.
Want lots of extra credit for watching a movie?
Feel like you need to raise your grade as the end of the year is approaching?
If you want to watch the full story of Spartacus, here is a link I found to it for free on Dailymotion. https://dai.ly/x7zq8f9 You can also find it on other Streaming services and Mr. Bergh has a copy you can borrow. There are a lot of advertisements if you watch it on Dailymotion and I don't like advertisements.
WARNING. Classic film was made before rating system. Film is from 1960.
May be inappropriate for some audiences.
Ask your parents if it's OK to watch.
You may write/draw a report on what you learned from this film and for each full page I'll give you one whole assignment worth of extra credit.
Voting in a Representative Democracy
Step 1 Issues
In Representative Democracy the citizens of a place vote for elected officials to run the government, enact laws, and rule over them. Representative Democracy is a means by which a community can come together to solve a issue equally. As a community our class will now come together to solve a real issue just before with Direct Democracy. First we must come up with an issue to discuss.
Issue: All communities are different. If our class has a particular issue they think is important to solve any student may wait for their turn to speak and put forward an issue.
If you have the "talking stick" no one else may talk. The teacher is the "censor" and may block students from debating if they are not polite and/or talk out of order. A time limit will be placed on the debate. Once the issues have been collected we will raise our hands for each issue. The issue to get the most hands raised will be addressed. The others may not.
Step 2 Actions
Now that an issue has been selected it must be decided who will solve the issue. We will debate back and forth what to do and who will do it. Each candidate for office will have their name written on the board with their proposed solution to the issue. Repeat debate steps from step 1. The teacher may modify actions if they break school or classroom rules as a judge.
Step 3 Voting
A ballot box will be taken out. Each student will be given one paper. Each student will then write the name of the person they believe can solve the issue best. The ballots must be private, others may not see who you voted for if you choose not to share. Each student will take turns dropping their paper (ballot) into the ballot box.
Step 4 Results in Action
The students and the teacher are obliged by the vote results to put the individual voted for charge to solve the issue. This step will be different depending on what was voted on. Depending on the student voted for and the issue to be solved the dictator teacher may invalidate the election if it goes against school rules.
CONGRATULATIONS you participated in Representative Democracy! This is the system the United States of America follows to create it's government.
This assignment is based on PARTICIPATION. The teacher will be recording on his seating chart who did and didn't participate and by how much. You must participate to earn your grade. Voting automatically gives two points. Debating gives one point. If you go over four points all extra points will be turned into PBIS points.
Rubric (How you will be graded in the activity.)
4 - I participated in Representative Democracy within the classroom collecting at least four participation points.
3 - I participated in Representative Democracy within the classroom collecting at least three participation points.
2 - I participated in Representative Democracy by voting (or collected 2 points).
1 - I participated in Representative Democracy within the classroom collecting at least one participation point.