Honors History of Western Civilizations The Empire & Christianity

Transcription

1 Honors History of Western Civilizations The Empire & Christianity Chapter: 5 Essential Questions 1) How can the years of the Pax Romana be attributed to an effective government, a well-functioning corps of civil servants, & a reliable army? 2) In the 3 rd Century, how did the Empire experience political instability, economic decline, and social turmoil? 3) Despite the reforms made by Diocletian & Constantine to extend its life, how did the Western Roman Empire succumb to its problems & fall? 4) Despite initial opposition from the government, how did the Christian Church eventually become the Empire s official religion & elevate Christianity to a major world religion? The Empire at its Height The Period of Crisis ( A.D.) The Late Roman Empire Christianity & Its Early Rivals Restoration of Republic = Empire Augustus Administration Augustus Three Unifying Elements Tacitus Pax Romana Reading Role & Impact of Emperors Roman Imperial Civilization Cities, Economy, Agriculture, Trade, Women, Law, Eng./Arch. Ovid The Art of Love Reading princeps Praetorian Guard Pontifex Maximus Pax Romana latifundia Augustus The Julio-Claudians Tiberius, Caligula, Claudius, Nero The Flavians Vespasian, Titus, Domitian The Five Good Emperors Nerva, Trajan, Hadrian, Antoninus Pius, Marcus Aurelius Changes to 3 Unifying Elements Crisis of Leadership Weaknesses of Slavery Plight of the Poor Poor & Land Problems bread & circuses colonus/colonate Commodus Diocletian s Reforms Problems Rise of Constantine Decline of West Survival of East The Fall of Rome? Social, Political, Economic, Military Causes for the Fall Why Rome Fell Reading Christianity Cause/Effect of Fall? Tetrarchy Byzantium Constantinople New Rome Edict of Milan Edict of Toleration Diocletian Constantine Romulus Augustulus Odoacer Christianity vs. Classical Values Christianity & Mystery Religions Appeal of Christianity Christianity vs. Judaism Jews in Roman Empire Christianity Rise, Law, Toleration? Government of Church Role/View of Women Fathers of the Church Mithraism Gospels martyrs Edict of Milan Theodosian Code Creed of Nicaea (Nicene Creed) heresy Bishop of Rome = Pope Daughters of Eve vs. Sisters of Mary The City of God Jesus of Nazareth Paul of Tarsus Theodosius St. Augustine of Hippo

2 I Can Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to better prepare for unit assessments. I CAN: 1 Explain Augustus 3 unifying elements as they relate to the peace, prosperity & success of the Pax Romana. (17.A.4a) 1 Describe the role, accomplishments, & failures of the Roman emperors during the Pax Romana & beyond. (16.A.4a) 1 Analyze the Roman imperial civilization, in regards to cities, economy, social classes, agriculture, trade, women, etc. (16.B.2a) 1 Argue that the Romans were the most skilled of the Classical civilizations in regards to law, engineering & architecture. (16.B.2a) 2 Analyze the crisis of the third century in regards to social, economic, and political problems. (16.A.4a) 2 Discuss how the use of widespread slavery initially solved Roman problems while later became the source of them. (16.B.2a) 3 Identify the problems that Diocletian & Constantine s reforms solved, as well as new problems they created. (16.A.4a) 3 Explain the social, economic, political, & military causes for the fall of the Western Roman Empire. (17.A.4a) 3 Assess the differing interpretations of the fall of the West & survival of the Eastern Roman Empire. (16.B.3a) 4 Analyze the similarities & differences between Christianity & mystery religions, including its overall appeal at this time. (16.B.3a) 4 Decide whether Christianity was a cause, an effect, or both of the fall of the Roman Empire. (17.A.4a) 4 Explain the origins of Christianity & how the role of women changed within the religion over time.(16.b.2a) 4 Discuss how theological controversies within Christian thought helped shape the beliefs & order of the Christian Church. (16.A.5a)

3 Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH) Key Ideas and Details CCSS.ELA-Literacy.RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. CCSS.ELA-Literacy.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. CCSS.ELA-Literacy.RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. Craft and Structure CCSS.ELA-Literacy.RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. CCSS.ELA-Literacy.RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-Literacy.RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts. Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. CCSS.ELA-Literacy.RH Assess the extent to which the reasoning and evidence in a text support the author s claims. CCSS.ELA-Literacy.RH Compare and contrast treatments of the same topic in several primary and secondary sources. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently.

4 Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST) Text Types and Purposes CCSS.ELA-Literacy.WHST Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.WHST b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience s knowledge level and concerns. CCSS.ELA-Literacy.WHST c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. CCSS.ELA-Literacy.WHST d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST e Provide a concluding statement or section that follows from or supports the argument presented. CCSS.ELA-Literacy.WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. CCSS.ELA-Literacy.WHST b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. CCSS.ELA-Literacy.WHST c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. CCSS.ELA-Literacy.WHST d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. CCSS.ELA-Literacy.WHST e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. CCSS.ELA-Literacy.WHST f Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

5 Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued (WHST) Production and Distribution of Writing CCSS.ELA-Literacy.WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. CCSS.ELA-Literacy.WHST Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology s capacity to link to other information and to display information flexibly and dynamically. Research to Build and Present Knowledge CCSS.ELA-Literacy.WHST Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. CCSS.ELA-Literacy.WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. CCSS.ELA-Literacy.WHST Draw evidence from informational texts to support analysis, reflection, and research. Range of Writing CCSS.ELA-Literacy.WHST Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Note Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.