The Rise of Ancient Rome (The Roman Republic) By Mr. Zindman Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

An important message from Mr. Zindman This Powerpoint slide show is not to be used exclusively! The slideshow is to be used to support your guided reading, group work, and textbook assignments. If you have any questions or concerns I can be emailed at steve.Zindman@wufsd.net -Mr. Zindman Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Section 1:Geography and the Rise of Rome Essential Question: How did Rome become a dominate power in the Mediterranean? The Big Idea: Rome’s location and government became a major power in the ancient world. If you were there: You are the ruler of a group of people looking for a site to build a new city. After talking to your advisers, you narrowed it down to two cities. Both site have plenty of food and water. One site is on top of a rocky hill overlooking a shallow river. The other site is in a wide open field next to the sea. Which site do you choose? Why? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Geography helped shape early Greek Civilization. Main Ideas Geography helped shape early Greek Civilization. Trading cultures developed in Minoan and Mycenaean civilizations. The Greeks created city-states for protection and security. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Building Background Rome grew to a mighty power Building Background Rome grew to a mighty power. Rome was in a central location with a good climate. The city’s rise to military power occurred when the Romans conquered neighboring Italian tribes. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Location and Physical Features The Geography of Italy Location and Physical Features Italy, where Rome was built, is a peninsula in southern Europe. 1-Two mountain ranges made it difficult to cross from one side of the peninsula to the other. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Common Core Standard: Reading Informational Texts R. I. 8 Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Reading Check: How did Rome’s location affect it’s early history? 2-In addition, Mount Vesuvius was volcanic. It’s eruptions could devastate nearby towns. It begins in Central Africa and runs a 4,000 miles north to the Mediterranean Much of Italy is mountainous, not flat. Throughout history people have build great cities in the hills for defense. Many cities, such as Rome, were built near great rivers. Rome lies on the Tiber River. Climate Much of Italy climate is similar to southern California, warm dry summers and mild rainy winters. Reading Check: How did Rome’s location affect it’s early history? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Rome’s Origins 3-Aeneas (i-NEE-uhs). The great Trojan hero became a prominent ruler in Italy. 4-Romulus built the great city called Rome. He became the first King of Rome. The Etrucan Kings, of Rome, built large temples and Rome’s first sewer. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

The Early Republic 5-In 509 BC, Rome created a republic. A republic people elect people to govern them. Rome’s republic was not a democracy because the elected people came from a small group of wealthy people. In times of great wars, the Romans chose dictators to run the city for about six months. 6-A dictator was a ruler with almost absolute power to lead the city. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

The Early Republic 7-Cincinnatus (sin-sun-Nat-uhs), a great dictator of Rome around 458 BC. He fought off foreign wars and returned the city to the people. Rome continued to fight off many neighbors for many years, but this was not Rome’s only problem. 8-Rome's Plebeians (pli-bee-uhnz), of common people called for changes in government. They wanted to say how the government was run. They were the farmers ad common people. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

The Early Republic Republic 9-Rome was run by powerful nobles called patricians (puh-Tri-shuhnz) . Patricians were elected to office so the had political power. In times of great wars, the Romans chose dictators to run the city for about six months. 10-Even though the Plebeians out numbered the patricians, they could not take part in government. Contrasting: How were the Patricians and Plebeians different? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Common Core Standard: Reading Informational Texts R. I. 8 Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Section 2 Government and Society Essential Question: How did Rome become a dominate power in the Mediterranean? The Big Idea: Rome’s tripartite government and written laws helped create a stable society. If you were there… You were elected as a government official in Rome. Your duty is to represent the plebeians, the common people. You have been elected for one year. You have one very important power, you can stop laws being passed. New city leaders are proposing a law that would hurt the plebeians. If you stop the law it will hurt you in politics. If you let it pass it will hurt the people you will represent. Will you let the law pass? Why or why not? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Aristocrats and tyrants ruled early Athens. Main Ideas Aristocrats and tyrants ruled early Athens. Athens created the world’s first democracy. Ancient democracy was different then modern democracy. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Building Background Government in Rome is like a balancing act Building Background Government in Rome is like a balancing act. Political leaders had to make compromises, and anger other officials, to make the people happy. To keep the government from gaining too much power the power was divided between many different officials. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Roman Government When the plebeians complained about the government, the leaders knew they had to do something to keep them happy or they would overthrow the government. To please the plebeians, some government positons were created that could only be held by the plebeians. As a result, 11- the government in Rome created a tripartite (try-PHAR-tyt) government, or a government in three parts. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Roman Government-Tripartite- Three Parts 12-1. Magistrates- were the elected officials. The two most powerful magistrates were called consuls. The consuls were elected to lead the army. 12-2. Senate- was a council of wealthy and powerful Romans that advised the cities leaders. Members of the Senate held offices for life. Over time the Senate became larger in number and overpowered the Magistrates. By 200 BC, the Senate had great influence over Rome’s government. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Roman Government-Tripartite- Three Parts 12-3. Assemblies and Tribunes- The assembly would elect the magistrates, who ran the city of Rome. Tribunes had the power to veto, or prohibit actions from other officials. To prevent them from abusing their power they had office for only a year. Civic Duty-People in Roman government had a civic duty, or people participated in government because they felt they had the responsibility to help Rome prosper, or grow and do well. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Common Core Standard: Reading Informational Texts R. I. 8 Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Common Core Standard: Reading Informational Texts R. I. 8 Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Reading Check: What are the three parts of the Roman government. 13-Checks and Balances-Check and balances keep any part of a government from becoming stronger or more influential than the others. Checks and balances restricted the powers of many officials, such as the magistrates. Reading Check: What are the three parts of the Roman government. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Written Laws Keep Order Many people complained that the laws were not written down. As a result all of Rome’s laws were to be written down for everybody to see. Rome’s first written laws were written on 12 bronze tables, or tablets. 14-The written laws, or 12 tables, were displayed in the Forum, Rome’s public meeting place. Reading Check: Drawing Inferences- Why did many people want a written code? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Common Core Standard: Reading Informational Texts R. I. 8 Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

The Roman Forum The Roman Forum, the place where the Twelve Tables were kept, was in the hart of the city of Rome. It was the site of important government buildings and temples. 15-The Forum was a popular meeting place for Roman citizens. People met there to shop and gossip. The leaders used the forum as a speaking area, delivering important speeches. Reading Check: Generalizing-How was the Forum the heart of Roman society? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Common Core Standard: Reading Informational Texts R. I. 8 Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Section 3 The Late Republic Essential Question: How did Rome become a dominate power in the Mediterranean? The Big Idea: The later period of the Roman Republic was marked by wars of expansion and political crises. If you were there… You are a farmer in Italy during the Roman Republic. You are a proud Roman citizen, but times are hard. Rich land owners are buying up the farms, and many farmers you know have lost their jobs. Some are moving to the city, but you heard there are not many jobs their either. You also heard a famous general is raising an army to fight Asia. That seems far away, but it would mean good pay. Why might convince you to join the army? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

The Geeks created myths to explain the world. Main Ideas The Geeks created myths to explain the world. Ancient Greek literature provides some of the world’s greatest poems and stories. Greek literature lives on and influences our world even today. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Building Background The Roman army played a vital part in the expansion of the Republic. Roman soldiers were well trained and defeated many of the cities enemies. As they did so, the Romans took over new lands. As the army conquered these new lands, traders moved in, seeking new products and markets that could make them rich. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Ancient Egypt and Kush

Growth of Territory and Trade The Roman army had conquered almost all of Italy within 200 years. Meanwhile Roman traders began shipping products around the Mediterranean. 16-One of the reasons for the soldiers success was because they were organized into legions, or groups of about 6000 soldiers. Reading Check: Generalizing-How was the Forum the heart of Roman society? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Farming and Trade The Roman farmers usually lived in the cities and paid someone to farm their land. With the increase in population in the cities, the farmers could not grow enough food to sell. Merchants looked to buy crops outside in the Mediterranean. These merchants brought metal goods and slaves to Rome. To pay for these goods, Romans made coins out of copper, silver, and other metals. Roman coins began to appear in other markets in the Mediterranean. Reading Check: Cause and Effect-Why did the Romans conquer their neighbors? Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

The Punic Wars The fiercest wars the Romans fought for territory were the Punic Wars. 17-The Punic Wars were a series of wars against Cartage, a city in Northern Africa. Hannibal, led an army against the Romans in the second Punic War. He took control of Carthage and was considered one of the greatest generals of the ancient world. Later the Romans came back and defeated Hannibal. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Crisis Strikes the Republic Tiberius and Gaius wanted to give back the lands taken from the farmers by the wealthy citizens. His conflicts led to riots in which Tiberius and Gaius were both killed. From this time on, people saw violence as a political weapon. They often attacked leaders to whom they disagreed. Gaius Marius encouraged poor people to join the army, before only people who owned property could serve the army. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Lucius Cornelius Sulla fought the Roman civil war with Marius Lucius Cornelius Sulla fought the Roman civil war with Marius. A civil war is a war between citizens of the same country. Sulla won the war and later declared himself dictator. He used his power to punish his enemies. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

Crisis Strikes the Republic 18-Spartacus led the slaves to rise up for their freedom. He led an army to free the slaves. He later was killed in battle and the Romans executed 6,000 slaves in rebellion. Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

The End Common Core Standard: Reading Informational Texts R.I.8.2,Key Ideas and Details. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.