2 ANCIENT HISTORY Contents: 1. Main Objectives 2. Useful Websites 3. Word Wall Cards 4. Vocabulary Cards 5. Glossary 6. Key Question Cards 7. Prior Learning Diagram 8. Hands-On Activity. Locating Spain Roman sites 9. Reading Comprehension: Spanish Languages 10. Final Activity: A day in the life of a child living in The Romans times Ancient History Timeline
3 ANCIENT HISTORY Main Objectives 1. To situate the period of Ancient History on the timeline. 2. To know and use the vocabulary related to the content. 3. To describe how a given element (dress, food or homes) changes throughout History. 4. To demonstrate their understanding of the life in Ancient Times through a piece of creative writing. 5. To learn about the inheritance of the Romans in our culture.
4 Useful Websites Free presentations in Power Point and some interactive activities. Games and information for kids about Ancient Rome, Ancient Greece, Celts Complete information about different aspects of Ancient Egypt: daily life, gods, pyramids Useful website with pictures and information about Ancient Egypt. Complete information about different aspects of Ancient Greece: daily life, main cities, myths Complete information about different aspects of Ancient Rome: Rome as a Kingdom, Rome as a Republic and Rome as an Empire. Website with a lot of information about ancient Rome: food, clothes, economy, art _activities.htm Some activities about Rome, including an online test to revise the Roman Empire. Information about Rome and interesting worksheets.
5 ANCIENT HISTORY
6 Romans Latin
7 Castilian Catalan
8 Galician Basque
9 Iberians Celts
10 Celt-Iberians Phoenicians
11 Greeks Carthaginians
12 Egyptians Roman Empire
13 invasion collapse
14 influence soldier
15 South North
16 East West
17 Roman Republic Roman Monarchy
18 Northern tribes
19 aqueduct amphitheatre
20 circus forum
21 temple baths
22 Ancient History n. period of History starting with the first written evidences and finishing with the collapse of the Roman Empire. Jesus birth marks the difference between BC-AD. Romans n. ancient people from the city of Rome, who conquered almost all Europe and the Mediterranean countries, and made them provinces in the Roman Empire. The Romans invaded Spain in 318 BC. Latin n. language of the Roman city area, later spoken all over the Roman Empire. Castilian, Galician and Catalan come from Latin
23 Castilian n. one of the official languages of Spain, based on the ancient dialect of Castile; nowadays it is known as Spanish. A lot of people, all over the world, speak Spanish. n. language spoken in Catalonia in eastern Spain. Catalan Catalan is one of the official languages of Spain. n. language spoken in the Galician area, in the Northwest of Spain. Galician Galician in one of the official languages in Spain
24 n. the language of the Basque people; not related to any other language. Basque Basque language does not come from Latin n. Ancient people that lived in the Iberian Peninsula before the Romans. Iberians Iberians were native people in the Ancient Spain. Celts n. European people who once occupied part of Spain, whose modern descendants include the Welsh and the Bretons. Celts lived in the North and Northwest of Spain
25 Celt-Iberians n. group originated due to the integration of some Celts with the local Iberians in the Spanish Peninsula. Celt -Iberians lived the inner part of Spain. n. ancient civilization with maritime trading culture across the Mediterranean. Phoenicians Phoenicians traded along the South coasts of Spain, and established colonies. Greeks n. ancient civilization from Greece, very important in Ancient History. They changed many things in Philosophy, Sports, Politics, Religion The Greeks inhabited the East Spanish coasts from Catalonia to Valencia.
26 n. ancient civilization coming from the city of Carthage in Tunisia. Carthaginians Carthaginians came from Africa and stayed in Murcia, Balearic Islands and Andalucia Egyptians n. ancient civilization from Egypt. They built pyramids, wrote with hieroglyphics and used the decimal system. Egyptians were a very powerful civilization.
27 Roman Empire n. phase of the Ancient Roman civilization characterized by an autocratic form of government and large territorial holdings in Europe and the Mediterranean. Ancient History finishes with the collapse of the Roman Empire. invasion n. to attack in war when the enemy spreads into and tries to control a country, city There were different invasions in Spain in Ancient History: Carthaginians, Romans. v. to fail suddenly and completely; break down. collapse Ancient History finished when the Roman Empire collapsed.
28 influence v. to have an effect on someone or something without the use of direct force or command. Spanish culture and language has been influenced by the Romans. soldier n. member of an army. Someone who serves in the military forces of a country. Roman soldiers invaded great part of Europe n. the direction which is down from the centre line of the Earth (Equator). South Andalucia is in the South part of Spain
29 n. the direction which is up from the centre line of the Earth (Equator). North Basque is spoken in some parts of Northern Spain East n. the direction from which the sun rises; the direction which is on the right of a person facing North. Greeks inhabited the East coasts of Spain West n. the direction towards which the sun sets; the direction which is on the left of a person facing North. Portugal is in the West part of the Peninsula
30 Roman Republic n. phase of the Ancient Roman civilization where the Senate had the power to control the army. Under the Republic, two elected consuls shared the head of government. Consuls were members of the Senate, who had been elected to serve for a one year term n. phase of the Ancient Roman civilization characterized by the power of a king. Roman Monarchy The early Romans were ruled by kings. The first king was the mythical Romulus. Northern tribes n. native tribes living in the Northern part of Spain before the Roman invasion. Northern tribes were not completely conquered by the Romans.
31 aqueduct n. bridge or pipe that carries water, especially one that is built higher than the land around it or that goes across a valley. The Aqueduct of Segovia is one of the most significant monuments left by the Romans on the Peninsula. amphitheatre n. large roofless building with rows of seats on a slope all round a central area. Gladiators used to fight in the amphitheatres.
32 circus n. a large oblong space surrounded by seats for the public in which chariot races took place in Rome. Chariots pulled by four horses were used for races in the circus and were very dangerous. n. open place used for public business, where the Ancient Romans went to do their banking, trading, shopping forum Forum was also a place for public speaking, festivals and religious ceremonies. n. building for the worship of gods. temple Romans built many temples for their gods.
33 baths n. place where Romans spent their free time going to thermal baths where they kept their bodies clean and where they chatted and took important decisions. Nowadays SPAS have become very popular but Romans used them 24 centuries ago. SPA means Salus Per Aquam
34 ANCIENT HISTORY 5. Glossary. Ancient History: n. period of History starting with the first written evidences and finishing with the collapse of the Roman Empire. amphitheatre: n. large roofless building with rows of seats on a slope all round a central area. The most famous amphitheatre was the Coliseum. aqueduct: n. bridge or pipe that carries water, especially one that is built higher than the land around it or that goes across a valley. Basque: n. the language of the Basque people, not related to any other language. baths: n. place where Romans spent their free time going to thermal baths where they kept their bodies clean and where they chatted and took important decisions. Carthaginians: n. ancient civilization coming from the city of Carthage in Tunisia. Castilian: n. one of the official languages of Spain based on the ancient dialect of Castile; nowadays it is known as Spanish. Catalan: n. language spoken in Catalonia in eastern Spain. Celt-Iberians: n. group originated due to the integration of some Celts with the local Iberians in the Spanish Peninsula.
35 Celts: n. European people who once occupied part of Spain, whose modern descendants include the Welsh and the Bretons. circus: n. a large oblong space surrounded by seats for the public in which chariot races took place in Rome. collapse: v. to fail suddenly and completely; break down. Egyptians: n. ancient civilization from Egypt. They built pyramids, wrote with hieroglyphics and used the decimal system. East: n. the direction from which the sun rises; the direction which is on the right of a person facing North. forum: n. open place used for public business, where the Ancient Romans went to do their banking, trading, shopping Galician: n. language spoken in the Galician area, in the Northwest of Spain. Greeks: n. ancient civilization from Greece, very important in Ancient History. They changed many things in Philosophy, Sports, Politics, Religion Iberians: n. Ancient people that lived in the Iberian Peninsula before the Romans. influence: v. to have an effect on someone or something without the use of direct force or command. invasion: n. to attack in war when the enemy spreads into and tries to
36 control a country, city Latin: n. language of the Roman city area, later spoken all over the Roman Empire. North: n. the direction which is up from the centre line of the Earth (Equator). Northern tribes: n. native tribes living in the Northern part of Spain before the Roman invasion. Phoenicians: n. ancient civilization with maritime trading culture across the Mediterranean. Roman Empire: n. phase of the ancient Roman civilization characterized by an autocratic form of government and large territorial holdings in Europe and the Mediterranean. Roman Monarchy: n. phase of the Ancient Roman civilization characterized by the power of a king. Roman Republic: n. phase of the Ancient Roman civilization where the Senate had the power to control the army. Romans: n. ancient people from the city of Rome, who conquered almost all Europe and the Mediterranean countries, and made them provinces in the Roman Empire. soldier: n. member of an army. Someone who serves in the military forces of a country.
37 South: n. the direction which is down from the centre line of the Earth (Equator). temple: n. building for the worship of gods. West: n. the direction towards which the sun sets; the direction which is on the left of a person facing North.
38 Who lived in the Iberian Peninsula before the Romans?
39 When does Ancient History begin?
40 When does Ancient History end?
41 Did the Romans conquer the entire Peninsula?
42 Which event marks the difference between BC-AD?
43 Which Spanish languages come from Latin?
44 What are the most important evidences of Roman heritage in Spain?
45 Which were the most important civilizations that lived in Spain before the Romans?
46 How did the Romans change the life in Spain?
47 Which Ancient culture left the first writings?
48 Who were the most important civilizations in Ancient History?
49 What do you already know about Ancient History? With a partner, fill in the brainstorm with as many things you can remember about Ancient History. ANCIENT HISTORY
50 What do you already know about the Romans in Spain? With a partner, fill in the brainstorm with as many things you can remember about the period when the Romans were living in Spain. ROMANS IN SPAIN
51 Hands on activity 1 Locating Spain Roman Sites Main Objectives 1. To place the Roman Empire on the time line 2. To locate important Roman sites in Spain on a map. Introduction In this activity, pupils will use the fact sheet to locate important Roman sites on a map of Spain. They will also indicate when these sites were built on the timeline. Development In pairs, the pupils should use the photocopiable fact sheet and an atlas to locate each site. Plenary Once the children have completed the task, collect the children's ideas and locate the fact cards on a large map of Spain.
52 Fact File Name: Aqueduct. Situated: Segovia, Castilla León. Date: Second half of the 1st Century AD or early years of the 2nd Century Utility: Built to transport water from Fuenfría to a region known as La Acebeda Name: Theatre. Situated: Mérida, Extremadura. Date: Year 16, BC. Utility: Entertainment (theatre plays).
53 Name: Alcantara Roman Bridge. Situated: Alcantara, Extremadura. Date: Built in AD Utility: Built in honour of Trajan The bridge carried the Roman road from Norba to Conimbriga. Name: The Arc de Berà Situated: Tarragona, Cataluña. Date: The monument was built around 13 BC. Utility: It is a triumphal arch. It stands on the line of what was the Via Augusta.
54 Locating Spain's Roman Sites Use the fact file sheet and an atlas to locate each Roman site. Can you find some more by yourself?
55 Hands on activity 2 Investigating how people in the Roman Empire lived. Main Objectives 1. To describe how a given element (dress, food or homes) changes throughout History. Introduction In this activity, the children will investigate one of the following themes: dress, food or homes, and will produce a poster of how these elements were used by Romans. Availability of reference books about Romans and/or access to the internet is recommended for this activity (you can use some of the recommended websites). Development Encourage the children to write some research questions to guide them in their search using why? who? what? where? and how? to start them off. Discuss the use of diagrams, drawing or photos to help them communicate their ideas. Plenary Once each group has completed the task, ask them to share their finished poster with the class. The posters can become part of the wall display on the Roman period.
56 Brainstorm Write the element you are researching in the centre. Write some questions to help you focus your research. how? why? where? what? who?
57 Hands on activity 3 Locating different inhabitants of Spain before the Romans. Main objectives. 1. To locate different people living in Spain before the Roman invasion. Introduction. In this activity, pupils will use a fact sheet or an atlas to locate peoples living in Spain before the Romans. Development. Each pupil or pair will have the fact sheet and an atlas. They will also have a map of Spain. They will look for the information and they have to locate the different peoples on the Spanish map. Plenary. When they have finished the task, collect all the ideas and place the different cultures and peoples on a big Spanish map.
58 Fact Sheet. BEFORE THE ROMANS. Before Romans arrived to the Peninsula, Spain was inhabited by other people. These people are called Pre-Romans peoples. When the Romans came, they met native people known as the Iberians. Iberians inhabited from the Southwest part of Spain thorough the Northeast part. Celts used to live in the North and Northwest part, while Celti- Iberians inhabited in the inner part of Spain. But not only Pre-Romans lived in the Peninsula before the Romans. Other cultures came from the Mediterranean and found in Spain a good place for their business, such as the Phoenicians, who stayed in the South part of Spain, the Greeks who inhabited the East coasts from Catalonia to Valencia or the Carthaginians who came from Africa and stayed in different places like Murcia, Andalucia or Islas Baleares. Thanks to all these cultures, a lot of new things were introduced in Spain, such as the writing method, coins, unknown animals and plants, new techniques for agriculture
59 Locating different cultures before the Romans. Use the fact sheet and an atlas to locate these cultures in the map.
60 9. Reading comprehension: Where do the languages that we speak in Spain come from? Latin Castilian Catalan Galician Basque lupus lobo llop lobo osto liber libro llibre libro liburu manus mano má man eská luna luna lluna lúa ilagi lingua lengua llingua lengua izkunza caelum cielo cel ceo ceru Portuguese French English lobo loup wolf livro livre book mao main hand lua lune moon lengua langue language ceu ciel sky
61 Look at the information on the table and answer the following questions: 1. Why are Castilian, Catalan and Galician so similar to Latin? 2. Which of the languages spoken in Spain is most different to the others? 3. Can you try to explain why? 4. Why do you think that the word liburu in Basque language is similar to the rest? 5. Why do you think Galician and Portuguese are so similar?
62 6. Do Portuguese and French have a Latin origin too? Why? 7. Do you think that English comes from Latin? Why? 8. Can you find some words in English that have a Latin origin? 9. How is this possible? 10. Name the Spanish languages that are spoken nowadays in Spain.Put a tick if they come from Latin and a cross if they don t.
63 Romans stayed in Spain for a long time. When they arrived in the Peninsula, they found different cities and peoples with different habits, cultures and languages. The Romans spoke Latin, the official Italian language in the time, so they made everybody in their Empire speak Latin too. Latin became the international language of the time. So many cities and villages in all Europe started to speak Latin. In Spain, the Romans conquered almost the entire Peninsula. In these conquered territories, people had to speak Latin, but they mixed it with their own original languages, and this is how Castilian, Galician, Portuguese and Catalan languages were born. This is also why they are so similar! Because of the Latin they all have in common. These languages have changed since that period, but Latin is still present in the majority of their words. What about the Basque language? Why is it so different to the rest of languages spoken in the Peninsula? Well, we said earlier that the Romans conquered almost the entire Peninsula, but not quite! The Basque People, in the North, never surrendered to the Roman invaders. Therefore their language was never influenced by Latin. Latin was the international language in Roman times. People from different countries and cultures could communicate by speaking this language. What would you say the international language is today?
64 Final activity Notes for the teacher This activity aims to give the children an opportunity to demonstrate what they have learnt about the topic through creative writing. Each child should assume the character of a child living in Spain during the Roman invasion, and write about a day in their life. Once the children have finished and their work has been corrected, a day could be set aside where the children could come in dressed up as a Roman child and read or perform their story to their peers.
65 WORD BANK Before you start your writing, think of words you might need to use. Check for spelling in the dictionary. Ask your teacher how to say them in English. Nouns Verbs Adjectives Adverbs
66 Writing Organizer Write down ideas to organize your writing. Paragraph 1: Introduction. What is your name? How old are you? Where do you live? What is the date? Paragraph 2: Explain your activities on a regular day. Do you work? What is your job? Do you study? Do you have free time? Paragraph 3: Explain what culture you belong to. Where do you live? Is your village at war? What language do you speak? What do the Romans want you to do? Paragraph 4: Conclusion. Is your life easy or hard? Why? Do you think it will be good for you and your family to become Roman citizens?
67 A day in the life of a child living in The Romans times. Think about all that you have learned throughout this topic. Imagine you are a child living in Spain, which is invaded by Romans. Write about your day. Think about your name, where you live, what you eat, how you dress and what activities you do during the day. Remember, you must use the present tense.
68 THE BIG BANG THE SOLAR SYSTEM FORMS FIRST EVIDENCE OF LIFE ON EARTH DINOSAURS ON EARTH FIRST HOMINID HOMO SAPIENS APPEARS PALEOLITHIC FIRST PERMANENT SETTLEMENTS. BEGINNING OF AGRICULTURE NEOLITHIC MILLIONS OF YEARS AGO PREHISTORY
69 ROMANS ENTER IBERIAN PENINSULA 318 BC SUMARIANS +3000BC ANCIENT EGYPT ANCIENT GREECE MONARCHY REPUBLIC EMPIRE ROME 0 AD JESUS IS BORN 476 AD VANDAL INVASION OF ROME.FALL OF THE ROMAN EMPIRE. Ancient History HISTORY
Ancient Rome Geography I. The Italian Peninsula shares much of its weather with Like Greece, Italy is a a. Surrounded by water from the, and b. North is blocked by I Italy is divided in half by IV. Area
1 Ancient Rome: Reexamined Blackline Master Quizzes Blackline Master Quizzes for Ancient Rome: Reexamined Program One - The Rise of the Roman Republic Blackline Master 1A Quiz Please circle the best answer
Name Date Mastering the Content Circle the letter next to the best answer. Assessment: From Republic to Empire 1. Which of the following did Rome do during the first period of expansion, before 264 B.C.E.?
The Geography of Rome Around 3,000 years ago, a tribe of people known as the Latins settled on the hilltops above the Tiber river. This cluster of small villages eventually grew to become the city of Rome
Life in the Forum Complete the worksheet on the table for Bellwork Homework: Progress reports must be signed and brought back by Friday (5 points) Objectives: I can compare the system of Greek democracy
Unit 7 Lesson 2 The Republic and Roman Expansion Lesson 2 The Republic and Roman Expansion 1. checks and balances a. A government with three parts 2. civic duty b. The most powerful elected officials in
Unit 3 Classical Civilizations 1 Unit 3 - Classical Civilizations Classical Civilizations Define Map Timeline Maurya (India) Han (China) The Fall of Empires Greece Rome 2 I. Location of Classical Civilizations
SSWH3 THE STUDENT WILL EXAMINE THE POLITICAL, PHILOSOPHICAL, AND CULTURAL INTERACTION OF CLASSICAL MEDITERRANEAN SOCIETIES FROM 700 BCE TO 400 CE. A. COMPARE THE ORIGINS AND STRUCTURE OF THE GREEK POLIS,
Lesson title: Reflections of Ancient Greece Grade level: 5-6, with an adaptation for older students Subject area: Ancient History Duration: Two or three class periods Assignment Discovery Online Curriculum
December 9, 2014 I will be able to explain what happened when the Etruscans & Greeks came in contact with the Latins of Italy. I can describe the difference between a Republic and a Democracy? Homework:
1 Chapter 8 The Rise of Ancient Rome Section 1 The Roman Republic Section 2 The Roman Empire Notebook Number Mr. Graver Old World Cultures Name Period 2 Just when you thought an Empire couldn t get any
CHAPTER 10 THE ROMAN REPUBLIC Study Guide Answers 1. Describe the geography of Italy. In geography terms, Italy is a peninsula. It has a rugged landscape with many mountains and hills. It is surrounded
Egypt Projects 1 Egypt Unit Project Topics (Newspaper Articles & Visual Presentations) Your project topic is meant to be used for a newspaper article. Every student will write 1 newspaper article. Each
BRITAIN'S PREHISTORY THE EARLIEST TIMES Britain has not always been an island. It became an island after the end of the last ice age, about 8000 years ago What is Britain? Why Britain's history has been
7th Grade World Civilization Objectives Unit One Beginning of Human Civilization Unit Students will explain the historic development and achievements of the early civilizations. Explain how geography played
First 100 Instant Words the had out than of by many first and words then water a but them been to not these called in what so who is all some oil you were her sit that we would now it when make find he
SEPTEMBER WHI.1 Historical Research and Geographical Analysis *(ongoing throughout year) identify, analyze, and interpret primary and secondary sources use maps, globes, artifacts, pictures identify major
Roman Empire Lesson: Social Studies, Grade(s) 07 Geography of Rome Culture and Society Duration: 2 Weeks Lesson Lesson Plan Mon Geography of Rome Introductory Clip from Professor Arizona/ KWL Chart for
Fry Instant Words High Frequency Words The Fry list of 600 words are the most frequently used words for reading and writing. The words are listed in rank order. First Hundred Group 1 Group 2 Group 3 Group
Ancient Greece 1000 BCE 200BCE Overview Ancient Greece culture had a powerful influence on the Roman Empire, which carried a version of it to many parts of the Mediterranean Sea and Europe, for which reason
Sixth Grade Social Studies District Curriculum Map Early Humans and the Rise of Civilizations Chapters 1-6 People have evolved through the uses and discoveries of technologies Learnings Communities and
The Roman Republic The Growth and Expansion January 4, 2016 AIM: To what extent does the political legacy of Ancient Rome continue today? DO NOW: Prepare for outline quiz. Homework: Outline The Rise of
Chapter 5: Rome and the Rise of Christianity, 600 B.C. A.D. 500 Rome began as a small village and became the seat of power of one of the greatest empires the world has known. The Romans were greatly influenced
Ancient Rome Week 1 Students will be able to describe the transition from a Republic to an Empire. ANCIENT ROME Students will be able to describe the transition from a Republic to an Empire; the Rise and
CHAPTER 14 - The Roman Republic 509 BC - 30 BC Section 1: The Government * Head of Roman Republic = - were administrators & - had the power to = * Senate - 300 men - chosen - handled - discussed ways to
Ancient Greece: Teacher s Guide Grade Level: 6-8 Curriculum Focus: Ancient History Lesson Duration: 2 or 3 class periods Program Description Warring city-states flourished into centers of culture 2,500
Geography and the Rise of Rome The Big Idea Main Ideas Rome s location and government helped it become a major power in the ancient world. The geography of Italy made land travel difficult but helped the
The Art of Ancient Rome By the end of the sixth Century BC, under Etruscan rule, Rome became the largest and richest city in Italy. The Romans, however, were not happy under Etruscan rule, and in 509 BC
Name Block Obviously, if history involves the study of the past, we have to be able to talk about how long ago something happened and whether it was before or after something else. Timelines help us see
Policy and Guidelines for teaching Latin and Classical Studies Latin and Classical Studies Policy Introduction All children study classics in Year 4 which follows Greek mythology, legends and life in ancient
Name: Hour Ancient Rome & the Rise of Christianity Reading Guide Chapter 6 Section 1; The Roman Republic (p. 155) Origins of Rome 1. Who were Romulus & Remus and what did they do? Rome s Geography 2. How
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
CHAPTER 10 & CHAPTER 13, SECTON 1 STUDY GUDE Define Pax Romana- What are the dates of Pax Romana? Which emperors mark the beginning and end of Pax Romana in the Roman Empire? Beginning End Who was emperor
Civilizations: Rise to Power Teacher s Guide Grade Level: 9-10 Curriculum Focus: Ancient History Lesson Duration: Two class periods Program Description Rome s Beginnings (30 min.) Traces the early chapters
Chapter 7 Section 1 Founding the Roman Republic Identify the role of geography played in Italy s and Rome s development Describe the form of government of the Roman Republic Explain the Conflict of the
Bronze head of Augustus Roman 27-25 BC Visit resource for teachers Key Stage 2 Contents Before your visit Background information Resources Gallery information Preliminary activities During your visit Gallery
Name: Class: Date: Study Guide for Ancient Greece The Romans so admired them, that they adopted many of their cultural ideas. Even today, Greek art, ideas, and mythology still play an important role in
Government of Ancient Egypt Question Packet Your group will research Ancient Egyptian culture focusing on the Government of Ancient Egypt. Assign jobs to group members. Everyone must have a job. Research
Task 1 - Chronology Historians divide time up into sections. These sections help us put events into order. BC Before Christ (before the birth of Jesus) AD Anno Domini (In the year of our Lord) the time
Sight Word Superstars Building Fry List Fluency By Jennifer Bates http://finallyinfirst.blogspot.com/ How I use this program I developed this program because I noticed many of my students were still trying
The Establishment of the Roman Republic (c) Student Handouts, Inc. www.studenthandouts.com Geography of Rome Protection for Rome and Italy Rome built on seven hills Alps Barrier to the north Seas Barriers
Essential Question: What is the significance of the Byzantine Empire? What happened to the Roman Empire by 500 A.D.? After the Pax Romana, the Roman Empire entered an era of decline The Roman Empire had
Rome: From Village to Empire Topography and Geography Like Greece, Italy is a mountainous peninsula Apennines & Alps Fertile plains in the north below the Alps Favorable climate, fertile land and constant
James Madison High School Social Studies Department World History and Geography 1 Power Standards Human Beginnings Students will be able to explain that Homo Sapiens emerged from Africa between 100,000
Rise of the Roman Republic Timeline 509 BCE: Tarquin the Proud, the last king of Rome, was overthrown by a group of patricians upset over his abuse of power. The Roman Republic was proclaimed. 494 BCE:
Month Content Skills Essential Questions Assessment Standards/PA Historiography/Primary and Secondary Sources Historiography Understand the origins of history. Understand the importance of history. What
September - Geography Describe how geographic objective quizzes, tests October features influenced the develop- vocabulary work sheet Pre-history Iceman ment of Sumerian Civilization. Iceman DBQ concept
Document A: Map Document B: Coins Context: The denarius was a silver coin used in the Roman Empire. On the front side of the coin is the head of Octavian and the inscribed word CAESAR. On the back is a
Millard Public School District (Nebraska) Social Studies Standards (Grades 6-7) Note: This is a sample correlation based on four available titles of the new 2005 series in development. Titles include:,
X ROMAN SPAIN Look at the map and answer the following questions. 1. Hispania in Augustus time. From Ecyclopaedia Britannica. What was the name of Roman Spain? Where is Tarraco? How did Romans divide Spain?
GHW Semester Exam Study Guide 2015 (Textbook, Maps, Notes, Study Guides, Terms, Worksheets) Name: Period Final Exam Date and Time Unit One: Basic Geography 1. Define: Culture (page 79): 2. Define: Migration
N2 SECTION Government and Society What You Will Learn Main Ideas 1. Roman government was made up of three parts that worked together to run the city. 2. Written laws helped keep order in Rome. 3. The Roman
Year 2 History: Ancient Egypt Resource Pack This pack includes the following lessons: Locating Egypt The River Nile Archeology Hieroglyphics Pharaohs Every effort has been made to seek permission for the
Ancient Kingdoms of the Nile How did geography influence ancient Egypt? What were the main features and achievements of Egypt s three kingdoms? How did trade and warfare affect Egypt and Nubia? The Egyptian
Study Island Copyright 2014 Edmentum - All rights reserved. Generation Date: 12/19/2014 Generated By: Cheryl Shelton Title: Grade 7 Blizzard Bag 2014-2015Social Studies-Day 2 1. The European Union (EU)
Contents: Introducing the Petrie Museum of Egyptian Archaeology 1 PRE-VISIT ACTIVITIES Ancient Egypt- Where is it? What is it? 3 Archaeology: Rescued or Stolen? - Classroom Debate 5 VISIT ACTIVITIES Activity
A sense of place Site: WPM Length of session: 90 minutes Location: in school Curriculum Links KS2 English Articulate & justify opinions Speak audibly in Standard English Gain, maintain & monitor interest
Pacemaker World Geography and Cultures correlated to Florida Sunshine State Standards Social Studies Grades 6-8 Pacemaker World Geography and Cultures Pearson Learning Group correlated to Sunshine State
Lesson Plan Central Historical Question: What kind of leader was? Materials: Copies of Documents A-F Copies of Graphic Organizer Plan of Instruction: 1. Introduce lesson: Today we re going to examine the
MS Art Appreciation 6 Course Description The earliest humans expressed themselves through art. They used it to tell stories and remember events long before writing was invented. MS Art Appreciation 6 is
THE OTTOMAN EMPIRE Origins of the Ottoman Empire After Muhammad s death in 632 A.D., Muslim faith & power spread throughout Middle East Islam Map By 1215, foreign invaders (Mongols from eastern Asia) took
1 Early Ball Games Ball games have a very long history. Young men and women have been getting together to play them for thousands of years. The earliest games were played in Mexico, South America, at least
Rome Lesson Plan 1: When in Rome. Introduction: The focus of this lesson is to help students gain an understanding of the Roman lifestyle what did they wear, eat, and do for fun? Where did they live, work,
Unit 4 Lesson 8 The Qin and Han Dynasties Directions Read the False statements below. Replace each underlined word with one from the word bank that makes each sentence True. Word Bank Ying Zheng army copper
Name Chapter 2 Native Americans Eastern Woodland Indians of South Carolina Standard 8-1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native
St. Michael-Albertville High School Teacher: Derek Johnson World History I (Master) September 2014 CEQ: Early Civilizations 1. Explain how the first 1. I can explain how the first cities emerged. Early
An excellent knowledge and understanding of people, events, and contexts from a range of historical periods and of historical concepts and processes. The ability to think critically about history and communicate
B B C Learning Scotland SEE YOU SEE ME Autumn 2008 Unit 3 Fridays 11.40 12.00 21 November to 5 December BBC 2 Curriculum for Excellence These notes relate to re-transmitted programmes, and were conceived
The Making of a Nation: The French and Indian War During the eighteenth century, Spain, France, and Britain controlled land in North America. Spain controlled Florida. France was powerful in the northern
NM UNIT 8: Rome Benchmark 1-A. New Mexico: explore and explain how people and events have influenced the development of New Mexico up to the present day: the relationships among ancient civilizations of
Name Hour Date Chapter 15: Rome s Decline and Legacy Lesson 4: The Legacy of Rome p. 514 519 Main Ideas Culture: Roman culture was a unique blend of Roman and Greek ideas. Science and Technology: Roman
1 Pre-Test Directions: Label each statement with a T if true or F if false. 1. Christopher Columbus crossed the Atlantic Ocean to try to find North and South America. 2. Christopher Columbus founded the
The War Horse in Ancient Greece and Rome Four Horse Chariot Race at The Library of Congress This educational packet is intended for 7th grade social studies students. Students will learn about how horses
Name: Hieroglyphic Questions Class: 1. Why did the ancient Egyptians need to develop a system of writing? 2. What was the name of the system of writing the Egyptians developed? 3. How did the development
This website would like to remind you: Your browser (Safari 7) is out of date. Update your browser for more security, comfort and the best experience on this site. lesson More Human Geography and Borders
1 The Roman Republic MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES POWER AND AUTHORITY The early Romans established a republic, which grew powerful and spread its influence. Some of the most fundamental values
UNIT nciem home jpter 32 Geography and the Early Developr of Rome hapter33 Chapter 34 Chapter 35 The Rise of the Roman Republic From Republic to Empire Daily Life in the Roman Empire Chapter 36 The Origins
The Anglo-Saxons First inhabitants of Britain were the Britons and the Celts. Tall blonde warriors, hunters, and farmers Highly religious people who saw spirits in every part of nature. Their main deities
- Early Mid2 Roman Roads and Aqueducts Roman Roads Tools of an Empire The Roman system of roads grew steadily to a peak of over 90,000 km. All major roads were built by the army or for the army. They were
THE BEGINNING OF THE ROMAN EMPIRE Think About As You Read 1. Where did the Roman Empire begin? 2. Why was Roman law important? 3. How were Julius Caesar and Augustus Caesar good rulers for Rome? Terms,
World Book Online: The most trusted, student-friendly reference tool online. Name: Date: Ancient Rome: Home and Culture You are about to go back in time to a place called ancient Rome! As you move back