Lesson Plan #1 - The Rise of Rome
Lesson Plan #1 - Multiple Intelligences
The Rise of Rome
Introduction:
1,000 BC, Italy was a conglomerate of differing tribes, cities and peoples. The Roman people lived in the hills, raising cattle, growing crops, and living a day to day existence. They were heavily influenced by both the Eutruscans, and the Greeks, and steadily grew their population, till the time when they would take the Eutruscans on, in battle. Eventually, they rivaled, and defeated them, along with the Carthaginians, and went on to begin building one of the greatest, and longest lasting empires that the world has ever known, rivaling, and surpassing anything to be found for almost 800 years.
Objectives:
Content/Knowledge:
1. Students will be able to recall names and places of European tribes, cities and Roman rivals.
2. Students will understand the impression that Rome had, on surrounding areas, and cities.
3. Students will be able to describe the advances, economically, politically, and militarily, that
Rome gave to all that it came in contact with.
4. Students will describe the advance of Rome, throughout the Mediterranean.
5. Students will be cognizant of the warlike mindset of Rome, along with the ancient myths
involving it's founding.
Process/Skills:
1. Students will build a timeline, in which they will take pieces from Roman history, and
turn them into a one to two page paper for review.
2. Students will be able to draw from primary, and secondary sources, in order to build
their project0.
Values/Disposition:
1. Students will be able to build the character, using the sources available, incorporating items
like age, sex, occupation, links to government, class within the overall structure of Rome.
2. Students will decipher and use cognitive skills to make correlations and draw interpretations,
thereby filling out their storyline, all the while understanding and empathizing with it's characters .
Standards:
Illinois State Standards:
17.A.3b -Explain how to make and use geographic representations to provide and enhance
spatial information including maps, graphs, charts, models aerial photographs, satellite images.
17.B.3b - Explain how changes in components of an ecosystem affect the system overall.
17.C.3a - Explain how human activity is affected by geographic factors.
17.D.3a - Analyze how human processes influence settlement patterns including migration and
population growth.
National Curriculum Standards for Social Studies:
1. Culture - Understanding how humans create, learn, share, and adapt to culture, and appreciating it's role in shaping lives and society.
2 Time, Continuity, and Change - Through studying the past, learners examine institutions,
values, and beliefs of people, and acquire skills in historical inquiry and interpretation.
Common Core:
CCSS.ELA-Literacy.RH5-8.4 - Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-Literacy.RH5-8.7 - Integrate visual information, (e.g., in charts, graphs,
photographs, videos or maps) with other information in print and digital texts.
Syntax - Procedures:
1. Visual/Spacial:
a Teacher Instructions
1. Watching "The Birth of Rome, the First Metropolitan City."
* Now ask the students about Rome's initial growth.
* Where did her roots begin? What were her instrumental influences?
* Why would the people form to a larger, more warlike society?
* What were the legends that lent themselves to such a warlike culture?
b. Resource
1. The video "The Birth of Rome, the First Metropolitan City."
c. Student Activity
1. Students will work to answer the above thoughts, on paper.
2. Body/Kinesthetic, and Interpersonal
a. Teacher Instructions
* Students should break into small groups of no more than five. At this point, the
the teacher will have placed the writings, "The Beginning of the City Called Rome", on the first table (enough on each table, for the other groups to be able to read them).
* All members from each group will travel to a table, working in a rotation of ten minutes per table.
* Each group will travel to a table, in which a separate segment of Roman society will be demonstrated.
* The students must review each table, and then write down, in their own words, a description of what they found there.
b. Resources
* The various handouts, visuals, and sound recordings.
c. Student Activity
* You will separate to groups of five (approximately four groups).
* you will travel to the other tables and read the handouts there.
* After reading your handout, you will work on your paper, either discussing,
or reviewing amongst your group, the information contained within it, and then, using your own words, writing your thoughts, into your paper.
3. Visual/Spatial
a. Teacher Instructions
* Teacher will send the students to separate tables, the direction depending on the makup of the classroom.
* Each student will view pictures of a Roman soldier, a statesman, and Caesar. * They will write their thoughts on their paper, and after ten minutes, move to the next table.
b. Resource
* At table one, this is photos of a soldier, statesman, and Caesar.
c. Student Activity
* View the photos, and then relay your thoughts on paper.
4. Logical/Mathematical:
a. Teacher Instructions
* At table two, students will be given a sheet showing them the democratic structure of early Rome. This will introduce them to the theory of a "Demo-
cratic Republic".
* Here, they will discuss and write down their thoughts on the system of govern-
ment that Rome had installed, and contrast it to other forms, such as the
Eutruscans, Carthaginians, or Greece.
b. Resources
* Sheet on the early Roman political system (pre-Caesars).
c. Student Activity
* Students will read the paper "The Government Under the Roman Republic."
* Students will then discuss it's merits, and compare it to other governments of
of the time, and even with our present day government, here in the States.
5. Musical/Rhythmic
a. Teacher Instructions
* Students will listen to typical music of the day. This will consist of a short youtube clip on a laptop. Titled: Ancient Roman Music #2.
* They will then discuss and write down their interpretations of the music, and
talk about the differences between then and now.
b. Resources
* youtube video "Ancient Roman Music #2.
c. Student Instructions
* Listen to the youtube clip, on the laptop, and then write down your interpretations of the music, your thoughts, and comparisons to todays sounds.
6. Verbal Linguistic
a. Teacher Instructions
* At this station, students will read a short work by Juvenal, called "The Satires
of Juvenal."
* Students will then discuss the poem, and write their thoughts into their papers.
* At the fifth table, students will read from "The Literature and Art of Rome," again discussing with their peers, the work, and writing down their thoughts.
b. Resource
* The Roman work, "Satires of Juvenal."
c. Students Instructions
* Students will read the work, "Satires of Juvenal," and then discuss the work,
what it entails, and your thoughts, all the while writing them down on your
papers.
* Students will then go to the fifth table, and read "The Literature and Art of Rome", once again, talking with the group, and writing down their thoughts.
7. Naturalistic
a. Teacher Instructions
* To finish out the lesson, form a circle, and talk to the students about their thoughts, on early Rome, who influenced it's decisions, the makeup of it's politics, art, and citizenry.
* What led to the growth of Rome, as a nation.
* What was the makeup of it's people, and who did they conquer to become so
large, and so powerful.
b. Resource
* The discussion groups
c. Student Activity
* Students will be sure to visit each and every station, and then shall come back to
their original desks. They will then finalize their papers, paying specific attention to the five tables that they visited, along with keeping the video in mind.
8. Intrapersonal
a. Teacher Instructions
* For homework, students are to take their papers home with them, and will answer just a few short questions posed by you.
1. What do you feel life in Rome would have been like, before they
became an empire?
2. If you were to live in Rome, what would you have liked your place
in society to be? Describe that place, and you, in two paragraphs.
b. Resource
* All of the readings, the video, and the discussions.
c. Student Activity
* For your homework, you will be taking your paper home, in order to finalize it's
content, and answer the two questions above:
1. What do you feel life in Rome would have been like, before they became
an empire, and
2. If you were to live in Rome, what would you have like your place in
society to be? Describe that place, and you, in two paragraphs.
* Be sure to include the rest of your writings from the five tables, and integrate
those into your paper.
1.1 The Beginning of the City Called Rome
By Meredith Miller
[pic][pic]According to Roman mythology the history of Rome began in 753 B.C. when a basket, floating on the Tiber River, came ashore near an area called seven hills. According to this legend the basket carried twin babies, Romulus and Remus. Their mother was the daughter of a nearby king, and their father, was supposed to be Mars, the god of war. Their uncle was the villain, who had set them in the basket on the river to protect his title to the throne. Mythology also says that the brothers were found by a she-wolf and she took care of the two babies. Then later on a shepherd found them and took them home, where he and his wife both cared for them.
When they grew up, Romulus and Remus got even with their uncle by replacing him on the throne with their grandfather. Then they built a city at a place called the Palatine Hill. Romulus invited fugitives to his hill and gave them wives by having a festival for a nearby tribe, the Sabines, then taking their women.
The legend of Romulus and Remus is really a far out story and yet based on truth. In mythology, Rome had humble beginnings and also in reality. In this legend Rome had a war god as its progenitor and wolf milk in its stomach, implying that its citizens had an ability for warfare, which they would prove many times.
In the beginning of Rome's history, the city was defeated by a people called the Etruscans, the most prominent civilization in Italy prior to Rome's rise to power. The Etruscans influenced Roman civilization, who had migrated to Italy from Asia Minor, around the 12th century B.C. Their history is a mystery, because their language is not related to any language. Their Italian homeland, which was Etruria, was made up of a confederation of city-states. They were known for their work, such as, metalworking and their fine pottery. The Etruscans were at the peak of their rule during the 6th century B.C. However, by the year 500 B.C. their civilization was headed downward, and at around that time the Romans rose up and took control of their city, creating a republic.
A patrician class in the beginning controlled Rome, but eventually the Plebs, or common people, came into power. In 390 B.C., when Greece and Persia were super powers in the world, Rome still in a weak condition was conquered by the Gauls. However,, during the 4th and 3rd centuries B.C., the Romans became conquerors of both central and southern Italy. Then, Roman armies went into Greece, where they were both conquerors and conquered. They defeated the Greek armies, but they were overtaken by Greek culture and brought back to Rome a desire for fine art and literature.
Rome's most powerful adversary was now the city of Carthage, who ruled North Africa and the western Mediterranean. In the Punic Wars, for more than ten long years, Rome was humiliated by having a Carthaginian army on its soil. Neither Rome nor Carthage, led by the great Hannibal, could see victory. So, the end result was that the Carthaginians were forced to withdraw, with the Romans forcing them back to Africa. In 202 B.C. at the battle of Zama, Rome defeated Carthage. Both of the nations had peace for a few decades, then another Punic War began. Rome saw victory once again, destroying Carthage.
Now during the next two hundred years the Roman Empire expanded very swiftly, conquering many of the nations at one time ruled by Alexander the Great, which included Greece, Asia Minor, Syria, and Egypt. While endeavoring to rule the entire Mediterranean world, Rome also defined its own civilization and political organization. With reservations, the city offered citizenship widely to other Italian towns and to those who they felt were beneath them as far as their social standing was concerned.
Then, in the year 60 B.C., a triumvirate, which was a three-man executive board consisting of Gaius Julius Caesar, Pompey the Great, and Marcus Licinius Crassus ruled Rome. Caesar had risen to power as a popular democratic leader. He was also a impressive general. During the next ten long years he fought the Gallic Wars, leading a Roman army all the way north to Britain.
1.2 Hannibal
Hannibal, (born 247 bce, North Africa—died c. 183–181 bce, Libyssa, Bithynia [near Gebze, Turkey]), Carthaginian general, one of the great military leaders of antiquity, who commanded the Carthaginian forces against Rome in the Second Punic War (218–201 bce).
Hannibal was the son of the great Carthaginian general Hamilcar Barca. According to Polybius and Livy, the main Latin sources for his life, Hannibal was taken to Spain by his father and at an early age was made to swear eternal hostility to Rome. From the death of his father in 229/228 until his own death about 183, Hannibal’s life was one of constant struggle against the Roman Republic.
Hannibal’s earliest commands were given to him in the Carthaginian province of Spain by Hasdrubal, son-in-law and successor of Hamilcar. It is clear that Hannibal emerged as a successful officer, for, on the assassination of Hasdrubal in 221, the army proclaimed him, at age 26, its commander in chief, and the Carthaginian government quickly ratified his field appointment.
Hannibal immediately turned himself to the consolidation of the Punic hold on Spain. He married a Spanish princess, Imilce, and then conquered various Spanish tribes. He fought against the Olcades and captured their capital, Althaea; he quelled the Vaccaei in the northwest; and in 221, making the seaport Cartagena (Carthage Nova, the capital of Carthaginian Spain) his base, he won a resounding victory over the Carpetani in the region of the Tagus River.
In 219 Hannibal attacked Saguntum, an independent Iberian city south of the Ebro River. In the treaty between Rome and Carthage subsequent to the First Punic War (264–241), the Ebro had been set as the northern limit of Carthaginian influence in the Iberian Peninsula. Saguntum was indeed south of the Ebro, but the Romans had “friendship” (though perhaps not an actual treaty) with the city and regarded the Carthaginian attack on it as an act of war. The siege of Saguntum lasted eight months, and in it Hannibal was severely wounded. The Romans, who had sent envoys to Carthage in protest (though they did not send an army to help Saguntum), after its fall demanded the surrender of Hannibal. Thus began the Second Punic War, declared by Rome and conducted, on the Carthaginian side, almost entirely by Hannibal.
1.3 Government under the Roman Republic
Under the Republic, two (2) elected consuls shared the head of government. Consuls were members of the Senate, who had been elected to serve for a one year term in the position of Consul, the highest position in government under the Republic. The consuls most important power was that they controlled the army.
The Senate was composed of leaders from the patricians, the noble and wealthy families of ancient Rome. They were the law makers. They controlled spending. Members of the Senate were not elected. They were chosen by the Consuls. Once chosen, they served for life. There were 300 seats in the Senate. When a seat opened, a new Senator was selected by the current Consuls.
The Assembly was composed of all the plebeian citizens of Rome, the common man. The Assembly did not have a building. It was the right of the common man to assemble in the Forum and vote.
In the beginning, the Assembly had very limited power. They could vote for or suggest laws, but the Senate could block their decisions. The Assembly could vote to declare war, but again, the Senate could override them.
However, the Assembly had one power that was very impressive - it was the Assembly who voted each year on which two members of the Senate would serve as Consuls. As a noble, if you wanted to rise to the level of Consul, the highest position in government under the Republic, you needed to gain the support of the plebeian class. Since it was the Consuls who filled empty seats in the Senate, if the Assembly chose their Consuls well, they could slowly gain power in government by putting people in charge who were sympathetic to their needs.
Some members of the Assembly became quite powerful in government in their own right. Some tradesmen were very wealthy. There is an old expression - money talks - which means the rich seem to be heard more easily than the poor.
In ancient Rome, certainly money talked, but so did those who had the power of speech. The Romans loved a great orator. When the Assembly met, down at the Forum, many speeches were going on at the same time. One speaker might say, "Rome's roads need repair!" Another speaker might say, "We need to stop crime in the streets." If you wanted your speech to have an impact, it did not matter how rich or poor you were. What mattered was how persuasive you were as a speaker.
Images of Rome
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1.4 This is a youtube clip of "Ancient Roman Music #2", in which the sounds of Roman instruments can be heard playing, along with singing by a number of
musicians.
1.5 Satires of Juvenal
History, Facts and Information about Satires of Juvenal
The content of this article provides interesting history, facts and information about the Satires of Juvenal. Most gladiators were recruited from prisoners of war and slaves but there is significance documented evidence that wealthy Roman women also fought in the arena as female gladiators. This article is additional information to that which can be found on the following link:
The Satires of Juvenal - Decimus Iunius Iuvenalis
The story of the female gladiators of Ancient Rome continues with the work of Juvenal. Decimus Iunius Iuvenalis, commonly referred to as Juvenal, was a Roman poet in the late 1st and early 2nd century AD. Juvenal was the author of the Satires. The Satires by Juvenal was a collection of satirical poems reflecting on life in Ancient Rome. One of the Satires of Juvenal provides details of the women who fought as female gladiators in the bloody arenas of Ancient Rome. Reading this particular poem from the Satires of Juvenal provides a fascinating insight into the lives and views of people of Ancient Rome and in particular his views on female Gladiators!
The Satires of Juvenal - The Female Gladiators
This poem taken from the Satires by Juvenal is a scathing denouncement of women who sought to behave like men...
"Who has not seen the dummies of wood they slash at and batter
Whether with swords or with spears, going through all the moves?
These are the girls who blast on trumpets in honour of Flora.
Or, it may be, they have deeper designs, and are really preparing for the arena itself.
How can a woman be decent, sticking her head in a helmet, denying her sex she was born with?
Manly feats they adore, but they wouldn't want to be men,
Poor weak things (they think), how little they really enjoy it!
What great honour it is for a husband to see, at an auction
Where his wife's effects are up for sale, belts, greaves, manica and plumes!
Hear her grunt and groan as she works at it, parrying, thrusting;
See her neck bent down under the weight of her helmet.
Look at the rolls of bandage and tape, so her legs look like tree trunks.
Then have a laugh for yourself after the practice is over,
Armour and weapons are put down, and she squats as she uses the vessel.
Ah, degenerate girls of the line of our praetors and consuls,
Tell us, whom have you seen got up in any such fashion,
Panting and sweating like this? No gladiators wench,
No tough strip-tease broad would ever so much as attempt it."
From the Satires of Juvenal.
1.6 Roman Art and Literature
Introduction
When we refer to the roman arts, we refer to those visual arts which were made in the ancient Rome as well as in the Roman Empire, this includes the roman territories. Basically, the major forms of the roman arts included painting, mosaic work, sculpture as well as architecture.
The traditional view of most roman artists was that what they were doing was a copied work from the Greeks who had done it in the past. So to the Romans, they were not doing their own original job. However, as much as I am concerned, the roman artists are just good. They are very creative in that despite the fact that they do rely on the Greek art, they make use of the Italian styles as well and sometimes the Egyptian one. Finally, they do come up with a very nice works. This could be the most distinctive feature in the roman art.
The Greek influence on the Roman art
Both the Greek and the roman arts are always refer to as the classic arts. Basically, this title has been used in describing the later periods in which artists looked for inspirations to the ancient style. The Romans came to learn of sculpture through their Greek friends. There two arts helped so much in the transmission of the roman art in the later ages. So foundationally, we can say that the roman art has its roots in the Greek arts (Basil 26).
Secondly, I have mentioned that both the Greek and the roman art were referred to as the classic art. This classical art has a lasting influence due to its reasonableness, humanity, its humanity and its beauty. However, this art has its origin in Greece back around mid 15th century.. at the time when the Greek artists in Greece were solving problems that were related to arts, the Greek artists had learned a lot and could present human actions, in their arts. So in all the influences that were credited to the classical arts, the roman art owes the Greek art credit.
The Romans generally lacked noble ideas and emotions to decorate their artistic works. The arts business became very fashionable and the element of religion faded. So the roman art again borrowed the religious elements from the Greeks. They copied their statues and finally managed to develop some of their original work with religious aspects. These included antnous among others.
Also, we find that the roman generals plundered into the cities of Greece in the second century BC and started carrying home the Greek statues in order to help grace their heroic processions. At this time, very many Greek artists also went to Rome to witness this patronage. The Greeks were then used by wealthy Romans to build villas and then filled them with them with the Greek sculptors which were influenced by the Greek traditions. At the end, we find that the Greek tradition transformed the roman art. The architecture the same time was also influenced and many roman architects copied new the style that was from Greece.
Greek influence on the Roman Literature
The Greek literature had a lot of influences on the roman literature. To start with, in addition to the Greek way of thinking and writing, they also wonderfully expressed ideas or feeling in a nice language. In this language people in the Roman Empire were influenced to a lot of things. However, this influence on language of the Greek did not only touch the Romans but the world at large. It transformed and revolutionized the human thinking. And thus almost every sector of the human life was affected by this Greek language influence (Kleiner , 29).
Apart from language, the Greeks also influenced the Romans through their literary works. The ancient Greek works which included the odyssey and Iliad; the Hesiod among others really influenced the roman way of dealing with poems. The art of poetry generally originated from the Greeks.
In the Roman Empire the Greeks were seen as the custodian of knowledge. They were consulted on various educational issues especially depending on the literary works that they were producing. This influence on literature also spread to the religious sphere where religion was majorly spread in the Roman Empire through literature. Generally, the Greeks literature influenced the roman presentation and wording i.e. language.
Conclusion
The Greeks were ahead almost in every sector especially on issues that dealt with knowledge and innovation. In this line they had a lot of influence on the people neighbouring them and in the Roman Empire as a whole.
Resources
1.1 The Birth of Rome, the First Metropolitan City - view=detail&mid=C51DF26BE25ED195B4B4C51D
The Beginning of the City Called Rome
1.2
Hannibal
1.3
The Government Under the Roman Republic
1.4
Ancient Roman Music, #2
1.5
The Satires of Juvenal
1.6
1.7 Roman Art and Literature
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