Honors History of Western Civilizations The Roman Republic

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1 Honors History of Western Civilizations The Roman Chapter: 4 Essential Questions 1) How did the Romans unify the Italian Peninsula despite wars & internal struggles of plebeians vs. patricians for political power? 2) How did wars & military interventions in Africa, Spain, Greece & Asia Minor allow Rome to become the supreme Mediterranean power? 3) In what religious & cultural ways did the Greeks influence the Romans, yet allow them to develop Roman rites & literature? 4) How did the rise of powerful men, such as Sulla, Pompey, & Julius Caesar, during the roman revolution result in the fall of the? 5) How did Octavian defeat his competitors, bring an end to the, and establish the foundations of the Roman Empire? Unification of Italy (to 264 B.C.) Geography of Italy/Rome Story of Romulus & Remus Etruscans Role & Impact Roman Roles, Powers, Limitations, etc. Roman Society/Family Early Roman Expansion Rape of Lucretia Roman Dictators Patricians Plebeians Consuls imperium Tribunes The Senate Laws of the Twelve Tables Paterfamilias legions Romulus & Remus Etruscans Polybius Age of Mediterranean Conquest ( B.C.) Punic Wars Origins, Conflict, Results Expansion off the boot Hannibal s March Alps Expansion in Eastern Med. Imperialism Carthage 1 st, 2 nd, 3 rd Punic Wars Sicily Corsica Sardinia New Carthage Battle of Zama Mare Nostrum provinces proconsul publicani equites Hannibal Scipio Africanus Roman Revolution ( B.C.) Social/Economic Effects = Decline of the Gracchi Life, Reforms, & Death Appeal & Impact of the Warlords Role of Senate vs. Leaders Caesar s Life, Rise, Reforms, Death, Impact on Fall of latifundia last decree novus homo First Triumvirate Gallic Wars Crossing the Rubicon Ides of March Tiberius & Gaius Gracchus Marius Drusus Sulla Pompey Crassus Cicero Julius Caesar Brutus & Cassius End of the Roman End of = Start of Empire Motives of the Second Triumvirate Second Triumvirate Octavian (Augustus) Mark Antony Marcus Lepidus Antony & Cleopatra Founding of the Roman Empire Empire = Emperor + Augustus First Roman Emperor Expansion of Empire Augustus Reforms Terms/ Events princeps The Principate Pontifex Maximus Imperial Provinces Augustus (Octavian)

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 Analyze the effect & importance of geography on the unification of Italy. (17.A.4a) 1 Prove how the Roman Constitution/ is a perfect blend of monarchical, aristocratic, & democratic elements. (16.B.2a) 1 Explain why the Romans were able to hold together their growing territories during the early period of the. (16.B.2a) 1 Analyze the relationship between Roman society, religion, and culture. (16.A.4a) 2 Trace the steps by which Rome became an imperial power through conquest, alliances, and provincial administration. (16.B.2a) 2 Analyze the effect of the 1 st, 2 nd & 3 rd Punic Wars on Roman expansion to become leaders of the Mediterranean world. (16.A.4a) 3 Explain how the social & economic effects of the Punic Wars could have actually led to the decline of the. (17.A.4a) 3 Describe the fundamental strains & changes on the foundations of the & the resulting Gracchi reforms. (16.B.3a) 3 Discuss the role that powerful generals or warlords played in the decline of the. (16.B.3a) 3 Explain the enormous impact that Julius Caesar s life, rise to power, reforms, & death had on the end of the. (17.A.4a) 4 Examine how Octavian was able to acquire supreme power over his competitors by eliminating his rivals.(16.b.2a) 4 Defend the idea that Octavian s victory marked the end of the Roman as well as the Hellenistic Age overall. (16.A.5a) 5 Identify the policies Augustus used to secure his own power and establish the structure of the Roman Empire. (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 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). 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. Research to Build and Present Knowledge 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.

5 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 stepby-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

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