The Fall of Rome

Teacher's Guide for CALLIOPE: The Fall of Rome

Teacher guide prepared by: Cyndy Hall. Ms. Hall is a Southern California teacher, writer, and keyboard musician. Preset:

Before beginning this unit, ask each student to write a paragraph explaining why they think Rome is called the "Eternal City." Do not refer to the magazine or other resources. Collect and store these paragraphs.

Decorate your classroom (and you!):

Call local travel agencies to ask for posters, photographs, and travel brochures depicting Rome and the surrounding countryside. Using white butcher paper (and your creativity), construct a series of simple 'pillars' and other ancient architectural elements for the doorways and corners of your classroom. Dress as an ancient Roman for the first day of this unit. Make a simple 'toga' from a sheet. Add a 'laurel' wreath and sandals.

Vocabulary:

pillage * siege * stoic * usurpers * obverse * denarius * aureus * tetrachy * abdicate * foederati * barbarian * inextricable * per capita * habeus corpus * vice versa * n.b. (nota bene) * i.e. (id est) * e.g. (exempli gratia) * non compos mentis * ignoramus * Comitia

"Alaric At the Gates" (p. 4 - 7)

What did Alaric mean when he said: "The thicker the hay, the easier it is mowed?" Why did Roman slaves open the Salarian Gate? What did Alaric's troops spare when they sacked Rome? Why? Write and present a series of short on-scene "Action News Team" reports describing the effects of Alaric's first siege of Rome, the Senate reaction, negotiations, and the ultimate price paid by the Roman people.

"Years Before the Fall: From Commodus to Diocletian" (p. 9 - 10)

Was Commudus a good emperor? Why or why not? How did the Roman people react to his reign? How did Septimus Severus claim the emperor's throne? What tactics did he use? What happened to the three emperors who preceded him? "A strong army was a double-edged sword." Why?

"Make Your Own Roman Coin" (p. 11 - 13)

What image was usually imprinted on the 'obverse' side of a Roman coin? What images appeared on the reverse side of the coin? Why? Using the directions on pages 12 - 13, make your own Roman coin. Display these as mobiles or on the classroom bulletin board.

"Diocletian, Founder of a New empire" (p. 14 - 16)

How was Diocletian chosen Emperor? Why was Diocletian successful as an emperor? What is a "tetrachy?" Using poster board, butcher paper, or white board, ask the class to compose an organizational chart showing Diocletian's tetrachy, the duties of each leader, and their successes (and defeats). What were Diocletian's codes? Write a short paragraph explaining some of his major decisions.

"Birth of Christianity" (p. 18 - 20)

What was the difference between Christianity and other Roman cults? Why did Roman rulers punish Christians?

Why did Constantine issue the Edict of Milan? What did it say? Why did Constantine's soldiers paint the first two letters of Christ's name on their shields? Who wrote the Nicean creed? Why? Why didn't Constantine ban pagan religions? When and why did Christianity become a state religion? Explain.

"The Barbarian Threat" (p. 21 - 23)

What gave the Visigoth cavalry superiority over their Roman counterparts? Why? What were the differences between Roman and barbarian soldiers?

"Go To Rome" (p. 24 - 26)

Who was Flavius Stilicho? Outline the steps he took to gain power in Rome. Did his plan ultimately win or fail? Why?

"The Fall of the West" (p. 27 - 30)

Why did the name "Romulus Augustulus" have special meaning to Romans? How did the fall of the Western Empire reshape the ancient world's political map? What effect did the political eruptions have on daily Roman life? How did Christianity help preserve the legacy of Rome?

"The Fall of Rome" (p. 30 - 34)

Why did Sir Edward Gibbon feel Rome was weak? What was wrong with this argument? According to J.B. Bury, what was one of the reasons for Rome's fall? What was wrong with Bury's argument? How do you think the lives of Roman slaves, foot soldiers, religious minorities, and everyday citizens were changed by Rome's fall? Write a letter from an individual in one of these early Roman groups describing the effects of the collapse of the Roman Empire.

"Why the Eastern Empire Survived" (p. 35 - 37)

What gave the Eastern Empire greater financial resources than its counterpart in the West? Why did Rome's Eastern Empire continue after the fall of the West? Using the library, museum, and Internet resources, research Byzantine art and architecture. How did this style differ from the art and architecture of the West?

"Fun With Words" (p. 38 - 39) and "The Splendor That Was Rome" (p. 40 - 43)

What other legacies besides language did ancient Rome leave for the modern world? Explain. Using the library and Internet resources, research other ancient Latin words and phrases commonly used in 21stcentury English. Make either a bulletin board display or wall border (possibly using poster-board sentence strips) featuring the words and their ancient origins.

"The Wonders of Ancient Rome" (p. 44 - 47)

What was the Edict of Pacca? What (or whom) did it protect and why? Why did so many pilgrims visit Rome in 1300? Why were the first archaeologists in Rome called plunderers and thieves? What did Napoleon of France do with his Roman collection? What happened to it after he lost power?

Post Set Activities:

What are the qualities that would make a city or region truly 'eternal?' Discuss. List student ideas on the

whiteboard or butcher paper. Ask students to once again write a paragraph explaining why Rome is called the "Eternal City." Compare these ideas to those of the paragraph written before the unit was begun. Ask students to nominate other possible 'eternal' cities (or regions) in the modern world. Make a list on the board, asking each student to defend their choices. Is American society headed towards another "Fall" similar to the Roman Empire's collapse? Why or why not? Discuss. Write letters to local, state, or national politicians asking their opinions (and describing the class' studies, discussions, and conclusions).

Individuals, Ideas, and Groups to Investigate Further:

Goths Visogoths Diocletian Huns Attila the Hun Alaric Edict of Milan

Don't forget the "sweet treat" cooking activity on page 17!

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