History Pockets Ancient Rome-3726i

Gra rad des 4– 4–6 6+

HISTORY POCKETS

to State

Correlated Standards • Historical background facts

EMC 3726

• Maps and timeline • Arts and crafts projects • Reading and writing connections • Evaluation forms

8 Pockets Full of Projects Introduction to Ancient Rome • Daily Life • Government • Education • The Roman Army • Religion and Mythology • Engineering • Entertainment

d e c n k a o h o n b E E -

Grades Gra des 4–6 4– 6+  The eight eight pockets pockets in this book are filled with with fun, excit exciting ing projects projects that students can proudly present in a unique book format. Contents How to Use History Pockets Every Pocket Has...

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1

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2

Ancientt Rome Pockets Cover Ancien

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Pocket 1

Introduction to Ancient Rome

Pocket 2

Daily Life

Pocket 3

Government

Pocket 4

Education

Pocket 5

The Roman Roman Army Army

Pocket 6

Religion and Mythology

Pocket 7

Engineering

Pocket 8

Entertainment

Evaluation Answer Key Editorial Development: Sandi Johnson Joy Evans Marilyn Evans Copy Editing: Cathy Harber Art Direction: Cheryl Puckett Art Resource: Kathy Kopp Cover Design: Paul Warfield Illustration: Cindy Davis Production: Carolina Caird

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83

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92

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96

EMC.3726

Congratulations on your purchase of some of the finest teaching materials in the world.

Photocopying the pages in this book is permitted for for single-classroom single-classroom use only. only. Making photocopies for additional classes or schools is prohibited. For information about other Evan-Moor products, call 1-800-777 1-800-777-4362, -4362, fax 1-800-777-4332, or visit our Web site, www.evan-moor.com www.evan-moor.com.. Entire contents © 2008 EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940 -5746. Printed in USA.

Visit teaching-standards.com to view a

Correlated correlation of this book’s activities to your

to State Standards

state’s standards. This is a free service.

CPSIA: Media Lithographics, 6080 Triangle Triangle Drive, City of Commerce, CA USA. 90040 [7/2010]

Grades Gra des 4–6 4– 6+  The eight eight pockets pockets in this book are filled with with fun, excit exciting ing projects projects that students can proudly present in a unique book format. Contents How to Use History Pockets Every Pocket Has...

................... .................... .....

1

.................... ..................... ...........

2

Ancientt Rome Pockets Cover Ancien

................... ..................... ..

Pocket 1

Introduction to Ancient Rome

Pocket 2

Daily Life

Pocket 3

Government

Pocket 4

Education

Pocket 5

The Roman Roman Army Army

Pocket 6

Religion and Mythology

Pocket 7

Engineering

Pocket 8

Entertainment

Evaluation Answer Key Editorial Development: Sandi Johnson Joy Evans Marilyn Evans Copy Editing: Cathy Harber Art Direction: Cheryl Puckett Art Resource: Kathy Kopp Cover Design: Paul Warfield Illustration: Cindy Davis Production: Carolina Caird

3

.................. ...........

4

................... ..................... ...........

13

................... .................... ........

24

.................. ..................... ...........

37

.................. ..................... ...

48

.................. .................

61

.................... .................... ........

72

.................... .................... .....

83

........................ ....................... .............

92

.................... ..................... ..................

96

EMC.3726

Congratulations on your purchase of some of the finest teaching materials in the world.

Photocopying the pages in this book is permitted for for single-classroom single-classroom use only. only. Making photocopies for additional classes or schools is prohibited. For information about other Evan-Moor products, call 1-800-777 1-800-777-4362, -4362, fax 1-800-777-4332, or visit our Web site, www.evan-moor.com www.evan-moor.com.. Entire contents © 2008 EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940 -5746. Printed in USA.

Visit teaching-standards.com to view a

Correlated correlation of this book’s activities to your

to State Standards

state’s standards. This is a free service.

CPSIA: Media Lithographics, 6080 Triangle Triangle Drive, City of Commerce, CA USA. 90040 [7/2010]

Thank you for purchas purchasing ing an Evan-Moor e-book! Attention Acrobat Reader Users: In

order to use this e-book you need to have Adobe Reader 8 or higher. To To download Adobe Adob e Reader for free, visit www.adobe.com www.adobe.com.. Using This E-book

This e-book can be used in a variety of ways to enrich your classroom instruction. You can: •

engage students by projecting this e-book e -book onto an interactive whiteboard

•

save paper by printing out only the pages you need

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�nd what you need by performing a keyword search … and much more!

For helpful teaching suggestions and creative ideas on how you can use the features of this e-book to enhance your classroom instruction, visit www.evan-moor.com/ebooks www.evan-moor.com/ebooks.. User Agreement

With the purchase of Evan-Moor electronic materials, you are granted a single-user single -user license which entitles you to use or duplicate the content of this electronic book for use within your classroom or home only. Sharing materials or making copies for additional individuals or schools is prohibited. Evan-Moor Corporation retains full intellectual property rights on all its products, and these rights extend to electronic editions of books. If you would like to use this Evan-Moor e-book for additional purposes not outlined in the single-user single -user license (described above), above), please visit www.evan-moor.com/help / Use Copyrighted Copyrighted Materials Materials form. copyright.aspx for copyright.aspx for an Application to Use

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How to Use History Pockets—Ancient Rome provides Rome provides an exciting travel adventure back to the time of gladiators and Roman legions. The engaging activities are stored in labeled pockets and bound into a decorative cover. Students will be proud to see their accumulated projects presented all together. At the end of the book, evaluation sheets have been added for teacher use.

Make a Pocket 1. Use a 12" x 18" (30.5 x 46 cm) cm) sheet of construction paper for each pocket. Fold up 6" (15 cm) to make a 12" (30.5 cm) square. 2. Staple the right side of each pocket closed. 3. Punch two or three holes in the left side of each pocket.

Assemble the Pocket Book 1. Reproduce the cover illustration on page 3 for each student. 2. Direct students to color color and and cut cut out out the illustration and glue it onto a 12" (30.5 cm) square of construction paper to make the cover. 3. Punch two or three holes in the left side of the cover. 4. Fasten the cover and the pockets together. together. You might use string, ribbon, twine, raffia, or binder rings.

© Evan-Moor Corp. • EMC 3726 • Ancient Rome

1

Every Pocket Has... Overview Page This teacher teacher reference reference page describes describes the activities presented in each pocket.

Pocket 1: INTRODUCTION TO

ANCIENT ROME ROME FAST FACTS .. Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . page5

Seepage2 forinformationonhowto prepare theFastFacts bookmarkandpocketlabel.As you completetheactivitiesin thispocket,readthe FastFactsbookmarkfrequentlyfora quickreview. ABOUT Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . page6 ..

Reproducethis pageforstudents.Read anddiscuss theinformation,incorporatingavailable ngavailable libraryand multimediaresources.Referto thisinformationpage as you complete the activities in this pocket.

Fast Facts Bookmark and Pocket Label Reproduce the page for students. Direct students to color and cut out the pocket label and glue it onto the pocket. Cut out the bookmark and glue it onto a 4 ½" x 12" (11.5 x 30.5 cm) strip of construction paper.

ART REFERENCE . age7 MapofTheRomanEmpire . . . . . . . . . . . . . . page7 p

Studentsstudythemapto understandthe extent oftheRoman Empirein A.D.117,at theheight ofits expansion.Use this mapas areferenceforthe activitiesthroughouttheunit.

© Evan-Moor Corp. •EMC3726

ACTIVITIES Ancient Rome Timeline . . . . . . . . . . . . .p a ge s 8 & 9

Asstudentslearnabout thepeopleandevents throughouttheunit, theywilladd illustrations andshortexplanationstothe timeline.

INTRODUCTION TO

ANCIENT ANCIEN T ROME

TheEruption ofMount Vesuvius.. . pages10–12

Studentsmakeashapebook ofinformationabout theeruptionof MountVesuvius andhowit buried thetownsofPompeiiand Herculaneum.Thenthey learnhowexcavationsovertheyearshave uncoveredevidenceof howtheancientRomanslived.

FAST FACTS

• WhenRomewasfounded,the

Note: The traditional abbreviations B.C. (beforechrist) and A.D. (annoDomini,

T E N E I M C O N R A

Latin for intheyearoftheLord) areused areused throughout this book.You may choose to introduce students to the contemporary secular abbreviations of B.C.E. and C.E.as well.The abbreviation B.C.E. stands for “before common era,” and C.E. stands for “common era.”

4

POCKET 1: INTRODUCTION TO ANCIENT ROME

peninsulaofItalywashometofour majortribes—Etruscans,Latins, Sabines,and Samnites.The Romans wereLatins.Eachtribehaditsown n s.Eachtribehaditsown cultureand language.Therewere manyGreek settlementsonthe Italian Peninsulaaswell.Allofthesegroups influencedthe developmentofRome.

O T N O I T C U D O R T N I

EMC3726 • AncientRome • © Evan-Moor Corp.

Pocket Label

• The city ofRomewasfoundedon sevenhills next to theTiber Riverin centralItaly.

• At its peakof power,Romecontrolled whatisnowcalledItaly,Englandand Wales,Greece,Spain, France,parts ofGermany,theMiddleEast,andthe northern coast ofAfrica.

• TheRomanEmpire,atitsheight,hada populationof over50 millionpeople.

• Romewasthecapitalandthelargest cityintheempire,withapopulationof o nof almost1 millionpeople.

“Fast Facts” Bookmark

• Slaves made up about one-fifth of the RomanEmpire’s population.

• Romans thoughtanyone wholived outsidetheirempir d etheirempirewasa barbarian, orsavage,andnotcivilized. z ed.

ABOUT

ANCIENT ROME ROME TheAgeoftheEmperors 27 B.C.to A.D. 476 Anewera beganwhenAugustusbecame Rome’s firstemperor.He restoredorderand ruledforover40 years.Hisreignmarkedthe beginning of Pax Romana (Roman Peace). For200yearstheempireenjoyedaperiod o yedaperiod ofrelative peace,prosperity,and astable government.

Historiansdivide ancientRoman history intothreeperiods,basedon thetypeof leadershipRomehadatthetime. TheAgeofKings 753 B.C.to509 B.C. According to legend, ancient Rome was foundedbyKingRomulusin753 B.C.A series ofsevenkingschangedRomefroma small villageto alarge,walledcity-state in central Italy.Romeflourished untilthe lastking “TarquintheProud”tookpower.Hewasa cruelrulerwho terrorizedthepeople. He wassentintoexileandtheAgeofKings ended. TheAgeoftheRepublic 509 B.C.to27 B.C. Romanleadersadopteda newkindof governmentcalleda republic.Rome was ruledby twoelected officialscalled consuls. They wereadvised by apowerful Senate. Duringthis period,Rome’s mighty army fought Carthage(a hage(a city-state inNorth Africa)in thePunic Wars.Rome eventually triumphedand gainedcontrolof theentire Mediterraneanregionincluding Spain, Greece,andnorthernAfrica.Thenin49 B.C.,General Julius Caesar tookover the government,makinghimself dictator.Caesar wasassassinated, butthe Republic wasnot restored.Civilwarragedonfor12 years.

6

© Evan-Moor Corp. • EMC 3726

About Page Reproduce the “About...” page. Use this information and the “Fast Facts” bookmark as references for the activities presented in the pocket.

In A.D.180,PaxRomanaended.Invasions by foreignforces eignforces weakenedtheempire. A seriesof both strong andweak emperors triedto keepthe empiretogether.In A.D. 284,the armydeclared Diocletianemperor. Hedivided theempire, creatingWestern andEastern Empires.The nextemperor, Constantine,tookcontrolof theentire empire andruledfromthenewcapitalof Constantinoplein theEastern Empire.Rome began todecline. In A.D.476, theWesternEmpire collapsed whenGermanic invaders destroyed Rome. TheEastern Empireremained foranother thousandyears, butit, too, eventually brokeup. Wherever they conquered,the Romans lefttheir culture,language,religion,and legalsystem. They constructedlargepublic buildings,aqueducts, sewers,bridges, and thousandsof milesof pavedroads. Ancient Rome’srichlegacylivedonlongafterthe s richlegacylivedonlongafterthe empirecollapsed.


5


©Evan-Moor Corp.• EMC3726• AncientRome

, . t e e f f t h h a s t o h t r o g a c i i , i f h r e r p l c E r o f e m a u e h A l n E h e w m f , d h o n e d e o t p a d e i h t t r p M t s s e o t m d i e a v r n A o h f R o u a o o c E t c

EMC3726 • Ancient Rome • © Evan-Moor Corp. p.

A I S A

a S e a n a s p i C a

.

E R I P M 7 E 1 1 N A . D . M O A R E H T

ANCIENT ROME TIMELINE As students learn about the people and events of ancient Rome, they will add important pictures and short explanations to their timelines. The first and last entries have been done for them, and there are hints in between to help students complete the entries. STEPS TO FOLLOW

MATERIALS

• pages 8 (bottom only) and 9, reproduced for each student

1. As a class, discuss the importance of historical timelines. Point out that timelines help us picture the order of important events and relate the events to each other. Tell students that as they read about ancient Rome, they will record important dates and events on their own timelines.

• pencil

2. Distribute pages 8 and 9 and discuss the dates and events given on the ancient Rome timeline.

• colored pencils

3. Have students color and cut out the he timeline sections.

• scissors

4. Instruct students to assemble the timeline by gluing or taping the three pieces together.

• glue or transparent tape

R a l g o V

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.

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c i n t n a e a c l t

. e R l e N i l

a p i r y d g n E a x e l A

A C I R F A

n i a p S

e r i p m e e h t f o s e i r o t i r r e t l l a t o N : e t o N

A O

© Evan-Moor Corp.• EMC3726 • Ancient Rome

Art Reference Page Reproduce the “Art Reference“ page for students.

. d e l e b a l e r a

•

C

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A I B A R A


7

5. Then they fold the timeline n i half and store it in Pocket 1.

E M O R T N E I C N A 6 7 4 . D . A

o t . C . B 3 5 7

Rome is founded in central Italy. 753

B.C.

509

B.C.

Rome’s first military road, the Appian Way, is built. 312

B.C.

264

B.C.–

146

B.C.

Activities Have students do the activities and store them in the labeled pocket.

Rome and Carthage battle in the Punic Wars. 8

2


EMC 3726 • Ancient Rome • © Evan-Moor Corp.


Note: Reproduce this cover for students to color, cut out, and glue to the cover of their Ancient Rome book.

Name


3

Pocket 1: INTRODUCTION TO

ANCIENT ROME FAST FACTS

Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 5 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review. ABOUT

Ancient Rome . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket. ART REFERENCE

Map of The Roman Empire . . . . . . . . . . . . . . . page 7 Students study the map to understand the extent of the Roman Empire in A.D. 117, at the height of its expansion. Use this map as a reference for the activities throughout the unit. ACTIVITIES

Ancient Rome Timeline . . . . . . . . . . . . . pages 8 & 9 As students learn about the people and events throughout the unit, they will add illustrations and short explanations to the timeline. The Eruption of Mount Vesuvius . . . pages 10–12 Students make a shape book of information about the eruption of Mount Vesuvius and how it buried the towns of Pompeii and Herculaneum. Then they learn how excavations over the years have uncovered evidence of how the ancient Romans lived.

Note: The traditional abbreviations B.C. (before

christ) and A.D. (anno Domini, Latin for in the year of the Lord) are used throughout this book . You may choose to introduce students to the contemporary secular abbreviations of B.C.E. and C.E. as well. The abbreviation B.C.E. stands for “before common era,” and C.E. stands for “common era.”

4




INTRODUCTION TO

ANCIENT ROME FAST FACTS

• When Rome was founded, the

T E N E M I C O N R A

O T N O I T C U D O R T N I

peninsula of Italy was home to four major tribes—Etruscans, Latins, Sabines, and Samnites. The Romans were Latins. Each tribe had its own culture and language. There were many Greek settlements on the Italian Peninsula as well. All of these groups influenced the development of Rome.

• The city of Rome was founded on seven hills next to the Tiber River in central Italy.

• At its peak of power, Rome controlled what is now called Italy, England and Wales, Greece, Spain, France, parts of Germany, the Middle East, and the northern coast of Africa.

• The Roman Empire, at its height, had a population of over 50 million people.

• Rome was the capital and the largest city in the empire, with a population of almost 1 million people.

• Slaves made up about one-fifth of the Roman Empire’s population.

• Romans thought anyone who lived outside their empire was a barbarian, or savage, and not civilized.




5

ABOUT

ANCIENT ROME Historians divide ancient Roman history into three periods, based on the type of leadership Rome had at the time. The Age of Kings 753 B.C. to 509 B.C. According to legend, ancient Rome was founded by King Romulus in 753 B.C. A series of seven kings changed Rome from a small village into a large, walled city-state in central Italy. Rome flourished until the last king “Tarquin the Proud” took power. He was a cruel ruler who terrorized the people. He was sent into exile, and the Age of Kings ended. The Age of the Republic 509 B.C. to 27 B.C. Roman leaders adopted a new kind of government called a Republic. Rome was ruled by two elected officials called consuls. They were advised by a powerful Senate. During this period, Rome’s mighty army fought Carthage (a city-state in North Africa) in the Punic Wars. Rome eventually triumphed and gained control of the entire Mediterranean region including Spain, Greece, and northern Africa. Then in 49 B.C., General Julius Caesar took over the government, making himself dictator. Caesar was assassinated, but the Republic was not restored. Civil war raged on for 12 years.

6


The Age of the Emperors 27 B.C. to A.D. 476 A new era began when Augustus became Rome’s first emperor. He restored order and ruled for over 40 years. His reign marked the beginning of Pax Romana (Roman Peace). For 200 years, the empire enjoyed a period of relative peace, prosperity, and a stable government.

In A.D. 180, Pax Romana ended. Invasions by foreign forces weakened the empire. A series of both strong and weak emperors tried to keep the empire together. In A.D. 284, the army declared Diocletian emperor. He divided the empire, creating Western and Eastern Empires. The next emperor, Constantine, took control of the entire empire and ruled from the new capital of Constantinople in the Eastern Empire. Rome began to decline. In A.D. 476, the Western Empire collapsed when Germanic invaders destroyed Rome. The Eastern Empire remained for another thousand years, but it, too, eventually broke up. Wherever they conquered, the Romans left their culture, language, religion, and legal system. They constructed large public buildings, aqueducts, sewers, bridges, and thousands of miles of paved roads. Ancient Rome’s rich legacy lived on long after the empire collapsed.


, . t e e f f t h h a s o h o c t r g i a t i i , p f r h r e r l c E o f e e a h m u n l A E h e w m d e f , h d o n o i h t p a d e e t p t r o M t s s e m d t e i a v r n A o h o f R o u a c c t E o A I S A

E R I P M E 7 1 1 N . A D M . A O R E H T

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• t

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• m u l e s u r e J

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•

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A C I R F A

n i a p S

. d e l e b a l e r a e r i p m e e h t f o s e i r o t i r r e t l l a t o N : e t o N


7

ANCIENT ROME TIMELINE As students learn about the people and events of ancient Rome, they will add important pictures and short explanations to their timelines. The first and last entries have been done for them, and there are hints in between to help students complete the entries. STEPS TO FOLLOW

MATERIALS

• pages 8 (bottom only) and 9, reproduced for each student

1. As a class, discuss the importance of historical timelines. Point out that timelines help us picture the order of important events and relate the events to each other. Tell students that as they read about ancient Rome, they will record important dates and events on their own timelines.

• pencil

2. Distribute pages 8 and 9 and discuss the dates and events given on the ancient Rome timeline.

• colored pencils

3. Have students color and cut out the timeline sections.

• scissors

4. Instruct students to assemble the timeline by gluing or taping the three pieces together.

• glue or transparent tape

5. Then they fold the timeline in half and store it in Pocket 1.

E M O R T N E I C N A 6 7 4 . D . A

o t . C . B 3 5 7

Rome is founded in central Italy. 753

B.C.

509

B.C.

Rome’s first military road, the Appian Way, is built. 312

B.C.

264

B.C.–146 B.C.

Rome and Carthage battle in the Punic Wars. 8



ANCIENT ROME TIMELINE

Augustus becomes Rome’s first emperor. b a t e u l

49

B.C.

27

Mt. Vesuvius erupts and buries Pompeii and Herculaneum. A.D. 79 A.D.

B.C.

80

g

North Sea

During his reign, Emperor Constantine made Christianity the official religion of the empire.

D

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i e

p

Britain

GermanicLands

e r R .

V o l g a R .

D n i es t e

r R .

EUROPE

C a s p i a n S e a

Gaul

Atlantic Ocean

BlackSea Italy

Byzantium

•

•

Rome

O R M I N A S IA

Greece

Spain

•Athens

Carthage

•

MediterraneanSea

AFRICA

•Syria Jeruselum

Alexandria

•

ARABIA

•

Egypt N i l e R

.

b a t e A.D. u l

ASIA

R e d S e a

117

A.D.

306–A.D. 337

A.D.

395

A.D.

476

g

•

Rome

•

Constantinople

Germanic armies invade Rome, and the Roman Empire falls. © Evan-Moor Corp. • EMC 3726 • Ancient Rome


9

THE ERUPTION OF MOUNT VESUVIUS The eruption of Mount Vesuvius in A .D. 79 buried the cities of Herculaneum and Pompeii. Archaeologists have been excavating the two areas since the 1700s, uncovering clues about the lives of the Romans. Students assemble and decorate a volcano-shaped booklet to hold information about the eruption and the archaeological finds at those sites. STEPS TO FOLLOW

MATERIALS

• pages 11 and 12, reproduced for each student • two 9" x 12" (23 x 30.5 cm) sheets of brown construction paper • 6" x 9" (15 x 23 cm) black, red, and yellow tissue paper, one each per student • scraps of orange construction paper • crayons, colored pencils, or marking pens • scissors • glue or transparent tape • stapler

1. Have students follow these instructions to make the volcano-shaped booklet: a. Cut out the volcano-shaped template on page 12. b. Fold the two sheets of construction paper in half. c. Use the template to trace a volcano shape onto each folded sheet of brown construction paper. d. Cut out the volcano shapes, cutting through both layers of paper and leaving the fold intact. e. Staple the two sheets together on the folds, creating a four-page booklet. 2. Distribute page 11 to students and read together the six paragraphs of information on the eruption of Mt. Vesuvius. (This would be an appropriate time to introduce Roman numerals if your class is not familiar with them.) 3. Then have students cut out the title and paragraphs. 4. Instruct students to glue the title to the front cover of the booklet. Then they glue the numbered paragraphs in order to the tops and bottoms of the remaining pages. 5. Then instruct students to make the erupting volcano’s fiery plume by layering the black, red, and yellow tissue pieces and scrunching them together. Have them glue or staple the plume onto the top of the back cover of the booklet. Make irregular, jagged cuts along the top edge of the plume for added realism. 6. Finally, have students cut out two “lava flows” using scraps of orange construction paper. Have them glue the lava to the front and back of the booklet, below the plume.

10



THE ERUPTION OF MOUNT VESUVIUS I

IV

Mount Vesuv ius

Excavations

M ount Vesuvius erupted violently in 79, causing widespread destruction around the Bay of Naples. The volcanic eruption buried the Roman cities of Herculaneum and Pompeii. Tons of volcanic ash and rock completely sealed the cities. A.D.

Excavations of the two cities have been going on since the 1700s. Archaeologists have uncovered structures such as large houses with courtyards and temples. Also found were artifacts such as frescoes, mosaics, and statues, as well as everyday items such as loaves of bread, eggs, and nuts.

V II

More Discoveries

Herculaneum

Discoveries of human remains were

Herculaneum was a seaside resort of about 5,000 people. The eruption buried Herculaneum under more than 65 feet (20 m) of mud and lava, which hardened like concrete when it cooled. Originally, it was thought that the people had escaped, but recent digs in the area have uncovered over 300 bodies.

also found, providing a vivid picture of the ancient Romans. Bodies covered with hardened ash decayed over time, leaving a hollow cast of their bodies in solid rock. Archaeologists filled the body casts with plaster to form “statues” of what were once real people.

VI III Pompeii Pompeii was a prosperous city of about 20,000 people when Vesuvius erupted. Winds carried ash and pumice, or volcanic rock, over the city. The next morning, flows of hot gas and ash overwhelmed the city, killing approximately 2,000 people. The fallen bodies were buried under more than 10 feet (3 m) of ash and pumice.


Herculaneum and Pompeii Today Today, people can visit the ruins of Herculaneum and Pompeii to see what life was like for the Romans at that time. Treasures excavated from these ancient sites are on display at the National Archaeological Museum in the nearby city of Naples. Even though Vesuvius has not erupted since 1944, it is still an active volcano. No one knows when it will once again unleash its mighty power.


11

THE ERUPTION OF MOUNT VESUVIUS

THE ERUPTION OF MOUNT VESUVIUS

12



Pocket 2

DAILY LIFE FAST FACTS Daily Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 14 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review.

ABOUT Daily Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 15 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket.

ART REFERENCE A Roman House . . . . . . . . . . . . . . . . . . . . . . . . . page 16 Use this reproducible page to familiarize students with the rooms in a wealthy family’s home and to learn the Latin names for the main parts of the home.

ACTIVITIES A Child’s Bulla . . . . . . . . . . . . . . . . . . . . . pages 17 & 18 At birth, every child received a locket called a bulla. Charms to bring good luck were contained inside. Students make their own bulla to wear. Dog Mosaic . . . . . . . . . . . . . . . . . . . . . . . pages 19 & 20 Dogs were the favorite pets of the ancient Romans. It was common to have a floor mosaic of a dog at the entrance to the home. Students make their own dog mosaic and add the phrase “Cave Canem,” which means “Beware of Dog.” A Roman Cookbook . . . . . . . . . . . . . . . . pages 21–23 Wealthy Romans ate three courses at their evening meal. When entertaining guests, an elaborate banquet with exotic foods from all over the empire was served. Students make a cookbook featuring six popular dishes.


POCKET 2: DAILY LIFE

13


DAILY LIFE FAST FACTS

• Sewers carried running water to private lavatories in wealthy homes and to public lavatories in the streets. In the city of Rome, waste water ran into the Tiber River.

• Unlike today, the apartments on the

Y E L I F I A L D

upper floors of apartment buildings were the smallest and least desirable.

• Usually at the age of 14, a boy would get his first shave from a barber. The boy would offer some of the hair to the gods to show that he had become a man.

• Girls usually married at the age of 14, but the marriage was not considered final until the young wife had stayed in her husband’s home for a full year.

• Because Romans did not have sugar, they used honey to sweeten their food. Salt was seldom used, and black pepper was so expensive that only the rich could use it to season foods.

• Roman men wore wigs as a disguise or to hide baldness.

• The toga, a distinctive garment of ancient Rome, consisted of a piece of woolen cloth about 20 feet (6 m) long. The cloth was wrapped around the body in a certain way and usually worn over a tunic. Noncitizens could not wear togas.

• Togas were bulky and made activity difficult. Over the years, they were abandoned, except as the garment of the emperor and high officials. © Evan-Moor Corp. • EMC 3726

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ABOUT

DAILY LIFE Roman Families The head of the Roman family was the father. He had power over his wife, children, and slaves. Women had few rights, but they were in charge of the family home and its finances, and they cared for the children. Boys from poor families went to work at a young age, learning a trade from their fathers. Boys from wealthier families were educated at home or at school. Boys were expected to act like men when they reached the age of 14. Girls, both rich and poor, helped their mothers at home. By age 14, most girls were married. Roman Homes The type of house ancient Romans lived in depended on their social status. In a big city like Rome, most ordinary people lived in crowded apartment buildings up to five stories high. The top floors were for the poorest people. Shopkeepers and tradespeople had the largest flats above their first-floor shops. People in the countryside lived in small wooden or clay-brick dwellings. Wealthier Romans had two homes, one in town and one in the country. The town house, or domus, was arranged around a central courtyard, or atrium. The grand country home was called a villa. The villa was part of a large estate with many other buildings, including living quarters for household staff and slaves. © Evan-Moor Corp. • EMC 3726 • Ancient Rome

Roman Food Most Romans ate simple meals. Breakfast was usually bread and cheese. A typical lunch or dinner was stew made with wheat and barley. They also had olives, fruit, and cheese. Wealthy Romans served dinners with several courses. The first course might include eggs, shellfish, and vegetables. The main course included meat, fish, or chicken. For dessert, honey-sweetened cakes and fruit were served. Wealthy Romans dined in a room called a triclinium, which means “three-couch place.” They reclined on their left sides and ate with their fingers. They drank wine mixed with water. Roman Clothing Most men, women, and children wore simple clothes made of wool or linen. The main garment was the tunic , a gown that hung to the knees or below. On more formal occasions, male citizens wore togas. Women often wore a stola, which was a long dress with many folds. Rich women wore expensive jewelry and makeup. They dyed their hair golden-red and wore false hairpieces.


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A ROMAN DOMUS (HOUSE) • Peristylium

• Triclinium • Culina • Tablinum • Cubiculum

Vestibulum •

• Impluvium

Shops •

• Atrium

Vestibulum

Peristylium

Entrance corridor

This enclosed outdoor room was like a garden or patio. Romans planted fruit trees and flowers in the peristylium. There might be a small pool or a fountain here also.

Atrium This sparsely furnished living area was where Roman families received guests. The atrium was open to the sky. Frescoes were painted on the walls, and the floors were marble or decorated with mosaics.

Impluvium Pool to catch rainwater

Cubiculum There was usually very little furniture in the bedroom, perhaps only a bed and a small table. Bedrooms had no outside windows.

Tablinum This room was similar to a study. Romans stored their scrolls here. There was usually a desk as well. 16


Triclinium The walls and floors of a Roman dining room were beautifully decorated. Diners reclined on couches surrounding a table on which the food was served.

Culina The Roman kitchen had large fireplaces for roasting and baking. There were tables for preparing the food.

Shops Small shops were located along the street side of Roman houses.


A CHILD’S BULLA Children in ancient Rome were given bullas when they were born. The bulla was a locket that contained charms used to protect the child from anything bad happening. Students learn about the significance of the bulla as they make one of their own to wear. You may wish to do steps 3 through 5 in small groups.

STEPS TO FOLLOW 1. As a class, read the information about the bulla on page 18. Discuss what kind of lucky charms they would put in their bullas. 2. Have students cut out the bulla template and trace it onto the two pieces of cardboard. Then instruct students to cut out the two bulla pieces. 3. Next, have students paint one side of each bulla piece. Allow time to dry. 4. Then instruct students to add design elements to one painted piece. This will be the front of the bulla.

MATERIALS • page 18, reproduced for each student • two 9" x 9" (23 cm) pieces of lightweight cardboard or poster board • gold acrylic paint and brush

5. Have students lay down the back bulla piece with the unpainted side up. Next, they place the gold cord across the narrow section and lay the front bulla piece on top. Then they staple at the top and bottom of the narrow top area, securing the cord inside.

• gold cord or string, about 18" (46 cm) long

6. Tell students to cut out the information on page 18 and glue it to the inside front of the bulla.

• glue

7. Next, instruct students to add a lucky charm inside. Students may either draw their lucky charm, or you may want to provide them with a flat trinket to glue inside.

• Optional: small lucky charms, such as plastic jewels, pictures, coins, feathers, etc.

• permanent marking pens • scissors • stapler

8. Have students help each other tie the ends of the cord together to attain the correct hanging length.



17

A CHILD’S BULLA

A t birth, the father gave the child a bulla. Inside there were charms that would protect the child against bad things happening. A boy wore the bulla until he became a man. Then he put it aside. A man could wear his bulla on special occasions—if he won a special honor or was given military advancement. A girl wore the bulla until she got married. Then it was set aside with other childhood things.

18



DOG MOSAIC The ancient Romans enjoyed their pets. The most popular pet was a dog. Most people had a watchdog that was kept chained at the door to deter thieves. Even if a family did not have a dog, they probably had a dog mosaic at the threshold of the house. The inscription on the mosaic read “Cave Canem,‚ or “Beware of Dog.‚ Beautiful dog mosaics were discovered during excavations of Pompeii. Students make a dog mosaic to honor the favorite pet in ancient Rome.

STEPS TO FOLLOW 1. Explain the mosaic art form and share the information about dogs in ancient Rome. Share pictures of mosaics from reference books. Internet image searches, using the key words “Pompeii mosaics,” will reveal beautiful ancient mosaics. 2. Direct students to outline the dog on page 20 and then color in the narrow inner frame, using a fine-point black marking pen. 3. Next, have students “dot in” the dog shape using a black marking pen. Explain that the white that shows through will resemble mortar between the “stones.” Allow to dry. 4. Then direct students to use a red marking pen to dot in the dog’s collar, leash, and tongue. Allow to dry. 5. Instruct students to use gold and brown marking pens to dot in the background. Allow to dry. 6. Students then cut around the outside of the form and glue it to the construction paper, leaving enough room at the bottom for the inscription.

MATERIALS • page 20, reproduced for each student • 9" x 12" (23 x 30.5 cm) colored construction paper • 1" (2.5 cm) squares of black and tan paper • fine-point black marking pen • medium- or large-point gold, brown, and red marking pens • scissors • glue • Optional: examples of mosaics

7. Show students how to glue on the colored squares in an alternating color pattern to make a frame around the dog mosaic. 8. After the mosaic is dry, have students write the inscription “Cave Canem” and its meaning “Beware of Dog” in large letters below the art.



19

DOG MOSAIC

20



A ROMAN COOKBOOK Most Romans ate three simple meals a day. Wealthy Romans had a more varied diet. They ate food grown on their own farms and from all over the empire. They enjoyed hosting banquets that had three courses, each consisting of a variety of dishes served on large platters. Slaves from the eastern part of the empire, who were skilled in preparing exotic dishes, were in great demand as cooks. Hosts spent large sums of money on food to impress their guests. Students make a “poof” book filled with recipes and information on the eating customs of ancient Rome. STEPS TO FOLLOW

1. As a class, read the six recipes and information about the eating habits of the Romans. Ask students to compare and contrast these ancient recipes with ones that are used today. Tell students that all the ingredients listed may not be available in modern times and that the measurements given are only approximations. 2. Instruct students to make the “poof” book as follows: a. Fold the construction paper crosswise three times.

MATERIALS

• pages 22 and 23, reproduced for each student • 12" x 18" (30.5 x 46 cm) colored construction paper • scissors • glue • pencil

b. Open the last two folds. Holding the fold, cut on the crease from the fold to the crosswise crease.

• colored pencils or fine-tip marking pens

c. Open up the paper all the way and then fold in half the long way.

d. Holding the two sides, push the two sides toward each other. Poof, you now have four book sections.

e. Fold the sections closed to make a book. 3. Next, have students cut out the front and back cover and the six recipes. Glue one on each page of the cookbook. 4. Direct students to color the cover and illustrations on each page. © Evan-Moor Corp. • EMC 3726 • Ancient Rome


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A ROMAN COOKBOOK

Hard-Boiled Eggs with Garum Sauce

RECIPES FROM

ROME

Ingredients

4 hard-boiled eggs 1 tsp. garum (recipe follows on next page) garlic juice, pressed from 2 cloves of garlic 2 Tbsp. olive oil black pepper to taste

Directions

1. Slice eggs and arrange on a platter. 2. Mix garum, garlic juice, oil, and pepper. 3. Pour sauce over eggs. Serve as an appetizer. I

Garum Sauce Ingredients

fatty fish (mackerel or sardines) 4 Tbsp. each of dill, coriander, fennel, celery, mint, and oregano large bag of salt

Directions

1. In a large pottery jar, add 1 Tbsp. of the herbs. 2. Place a layer of fresh fish over herbs. 3. Add a layer of salt two fingers high over fish. 4. Repeat these three layers until jar is full. 5. Let it rest for seven days in the sun. 6. Then stir the sauce daily for twenty days. Store and use for cooking. II

22


Olive Paste Ingredients

large jars of green and black olives 1 tsp. each of coriander, cumin, fennel, and mint 1 Tbsp. olive oil 1 tsp. vinegar soft cheese and bread

Directions

1. Pit and chop olives. Place in a jar. 2. Mix rest of ingredients and pour over olives. 3. Spread olive paste on bread as an appetizer for guests. Serve with cheese.

III


A ROMAN COOKBOOK

Roasted Pigeon Ingredients 4 small pigeons cleaned 1 egg yolk 5 pitted, chopped dates 1 tsp. each of coriander, caraway, mint, and celery 1 Tbsp. each of honey, vinegar, and garum sauce 2 Tbsp. each of olive oil and wine Directions 1. Roast pigeons on baking tile in brick oven for about 30 minutes. 2. Mix remaining ingredients. 3. Arrange pigeons artistically onto a platter. Pour cold sauce over pigeons and serve as main course. IV

Stuffed Dates Ingredients

5 fresh dates 1 cup chopped pine nuts ½ cup honey

Directions

1. Pit dates and stuff with chopped pine nuts. 2. Heat honey slowly in a pan. 3. Add dates to honey and simmer. 4. Serve warm dates as a delicious dessert.

VI


Moray Eels Ingredients

2 moray eels 20 pitted prunes 2 Tbsp. each of vinegar and olive oil 1 tsp. each of honey, celery leaves, and garum sauce pinch of pepper

Directions

1. Clean eels and cut into large slices. 2. Place on clay tile and bake in brick oven until tender. 3. Place prunes in water for 2 hours and then simmer on stove with rest of ingredients. 4. Pour warm sauce over eels and serve as a main course. V

• The Roman dinner was called cena. • The appetizer course was called gustum. • The main course was called mensa prima. • The dessert course was called mensa secunda. • Banquet manners called for diners to recline three to a couch and eat mostly with their fingers. Throughout the evening, servants served wine mixed with water.

VII


23

Pocket 3

GOVERNMENT FAST FACTS

Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 25 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review. ABOUT

Government . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 26 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket. ART REFERENCE

The Forum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 27 Use this reproducible page to familiarize students with the forum, which was an open square surrounded by government buildings, markets, and temples. ACTIVITIES

The Twelve Tables . . . . . . . . . . . . . . . . . . pages 28–31 The Twelve Tables were the first written laws of the Romans. Students read the laws and their modern interpretations. Then they debate whether the laws were fair by today’s standards. Two Roman Rulers . . . . . . . . . . . . . . . . . pages 32–34 Julius Caesar and Augustus were powerful leaders of Rome. Students learn about their accomplishments when they make a foldout book of the two rulers. The Senate . . . . . . . . . . . . . . . . . . . . . . . . . pages 35 & 36 There were two important groups in Rome— senators and the people of Rome. Students write facts about the Senate and create the famous inscription “SPQR,” which stands for Senatus Populusque Romanus, or “The Senate and the People of Rome.”

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POCKET 3: GOVERNMENT



GOVERNMENT

T N E M N R E V O G

FAST FACTS

• During the period of the Republic, there were 300 senators. During the Roman Empire, the number of senators increased to 600.

• The word senate comes from the Latin word senis meaning “elderly men.” This suggests that originally the Senate was made up of older men.

• Senators wore togas with a gold or purple stripe to designate that they were important people.

• The Twelve Tables, the first written laws of the Romans, were engraved on bronze tablets. The tables were fastened to the speaker’s stand in the Roman Forum where trials were held.

• During the Roman Republic, two consuls shared power. One consul could veto any action or decision made by the other one, so anything they did had to be mutually agreed upon.

• The principle that “a person is innocent until proven guilty” originated in the governmental rules of ancient Rome.

• If a man wanted to be a consul, he usually held these jobs first: quaestor (finance director), and aedile (public works director), and praetor (chief judge).

• Each Roman year was named after the consuls who ruled that year.




25

ABOUT

GOVERNMENT The Age of Kings At the beginning of Rome’s history, a series of kings ruled. The kings were advised by a senate made up of men from Rome’s most important families. Ordinary people had little say in how the government was run. The Roman Republic In 509 B.C., the Roman Republic was formed. In a Republic, citizens elect leaders to run the government. Two leaders called consuls were advised by a group of 300 senators. The two consuls changed every year, but the senators were chosen for life. Laws proposed by the Senate could be approved and disapproved by citizen assemblies.

Even though citizens elected officials, the early Roman Republic did not treat its citizens equally. Citizens were divided into two classes— patricians and plebeians. Patricians were the wealthy Romans. Plebeians, the working class, were the majority of the population. They were the artisans, shopkeepers, and peasants. Both male patricians and plebeians had the right to vote. However, only male patricians could hold political, military, and religious offices. Although plebeians had fewer rights, they still had to serve in the army and pay taxes. By 484 B.C., plebeian leaders formed their own assembly known as the Council of Plebeians. They elected officials called tribunes. The patrician leaders knew they

26


needed the plebeians to do the work of the country, so they allowed the plebeians to keep their assembly and tribunes. Eventually, plebeians gained more power and the Republic became more democratic. One of the two consuls had to be a plebeian. Plebeians even won the right to become senators. In 450 B.C., the first code of law was published. The laws were called the Twelve Tables because they were written on 12 bronze tables, or tablets. The laws established the basis of individual rights of Roman citizens. They dealt with legal procedures, property ownership, building codes, punishment of crimes, and marriage customs. The Roman Empire The Roman Empire was established in 27 B.C. after the Republic collapsed. The Republic’s government institutions continued, but emperors held supreme power. They appointed new consuls and senators. The citizen assemblies had little power. Emperors headed the military and directed making the laws. Plebeians lost most of the rights they had gained during the Republic.


THE FORUM

Every Roman town had a forum, which was a market square with public buildings around it. The greatest of these was the Forum Romanum in Rome. Rome’s most important and sacred buildings were built around the Forum Romanum. Several marble temples were built there, and also the Curia, the meeting place of the senators. © Evan-Moor Corp. • EMC 3726 • Ancient Rome


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THE TWELVE TABLES The Twelve Tables were the first laws of the Romans. These laws established legal procedures to protect certain rights of its citizens. Exact quotations of the laws are lost, but references in later Latin writings reconstructed them approximately. Some of the laws would be considered cruel and unusual punishment by today’s standards. Others are somewhat similar to today’s laws. The Twelve Tables formed an important part of the foundation of Western civil and criminal law. Students read the excerpts from these laws and modern interpretations of them, and then debate whether the laws were fair. STEPS TO FOLLOW MATERIALS

• pages 29–31, reproduced for each student • two 4" x 5" (10 x 13 cm) pieces of colored construction paper • pencil • marking pens or colored pencils • scissors • hole punch • metal ring

1. Explain the significance of the Twelve Tables to students. Use the information on this page and page 26 to help you. 2. Distribute pages 29–31 to students. These are excerpts from the Twelve Tables. Inform students that each of the original tables included several parts. Only one law from each table has been included here. As a class, read the laws and the modern interpretations of them. 3. As a class, evaluate each law and determine whether it is fair by modern standards. Students write “is” or “is not” to complete the sentence at the bottom of each table. 4. Instruct students to cut apart the twelve tables and hole punch each one where indicated by the circle. 5. Next, have students use marking pens or colored pencils to write “The Twelve Tables” on one piece of construction paper. Encourage them to decorate this cover with a “Roman” border. 6. Direct students to punch holes in the upper-left corners of both pieces of construction paper. Then they place the twelve tables in order between the covers and fasten them with a metal ring.

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FROM THE TWELVE TABLES

TABLE I

TABLE II

If anyone summons a man before the magistrate, he must go. If the man summoned does not go, let the one summoning him call the bystanders to witness and then take him by force.

He whose witness has failed to appear may summon him by loud calls before his house every third day.

(When a man is summoned to court, he must go. If the defendant refuses in front of witnesses, the plaintiff has the right to take him away by force.) I think this law

fair.

TABLE III

(When someone owes money to another, he has thirty days in which to pay it back.)


I think this law

fair.

TABLE IV

One who has confessed a debt, or against whom judgment has been pronounced, shall have thirty days to pay it in.

I think this law

(A witness must appear in court. If he doesn’t, someone will come to his house every third day and shout at him to come to the trial.)

fair.

If a father sells his son three times, the son shall be free from his father.

(A father has supreme power over his son. But if a father tries to sell his son three times, the son has the right to be free from his father’s authority.)

I think this law

fair.


29


TABLE V Females should remain in guardianship even when they have attained their majority.

(A female must remain with her guardians [father or husband] even after she has reached full legal age.)

I think this law

fair.

When one makes a bond and a conveyance of property, as he has made formal declaration so let it be binding.

(When one buys or sells property publicly, it is legal.)

I think this law

fair.

TABLE VII

TABLE VIII

A man might gather up fruit that was falling down onto another man’s farm.

No person shall hold meetings by night in the city.

(If fruit falls from a tree onto another person’s property, that person has the right to gather it and eat it.)

I think this law 30

TABLE VI


fair.

(No one in the city can have a group meeting at night.)

I think this law

fair.



TABLE IX

TABLE X

The penalty shall be capital for a judge or arbitor legally appointed who has been found guilty of receiving a bribe for giving a decision.

None is to bury or burn a corpse in the city.

(If a judge is found guilty of taking a bribe, he can be put to death.)

I think this law

fair.

(For health reasons, no one is allowed to bury or burn a dead body within city limits.)

I think this law

fair.

TABLE XI

TABLE XII

Marriages should not take place between plebeians and patricians.

If a slave shall have committed theft or done damage with his master’s knowledge, the action for damages is in the slave’s name.

(Marriages between ordinary people and wealthy people are not allowed.)

I think this law © Evan-Moor Corp. • EMC 3726 • Ancient Rome

fair.

(If a slave commits a theft or damage to property on behalf of his master, the slave is the one held responsible for the damages.)

I think this law

fair.


31

TWO ROMAN RULERS Julius Caesar and Augustus were t wo famous rulers of Rome. Caesar is remembered as a great general who seized power and had himself declared dictator of Rome. Augustus is remembered as the first emperor of Rome whose rule marked the beginning of the period known as Pax Romana. Students create a three-fold book containing information on the two rulers, Caesar and Augustus. STEPS TO FOLLOW

1. As a class, read and discuss the information about Julius Caesar and Augustus on page 33. Locate these rulers on the timeline stored in Pocket 1. 2. Have students fold the construction paper in thirds, as shown. Then they write the title “Two Roman Rulers” on the cover using marking pens or colored pencils. Encourage students to decorate the cover. MATERIALS

• pages 33 and 34, reproduced for each student • 9" x 12" (23 x 30.5 cm) colored construction paper • fine-tip marking pens or colored pencils • scissors

3. Instruct students to color and cut out the illustrations of the two rulers and their famous quotes. Have students open up the top fold and glue the busts on that section and the quotes on the outer bottom section, as shown.

• glue

4. Then have students cut out the information about Caesar and Augustus, open up the construction paper all the way, and glue the information below each illustration.

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TWO ROMAN RULERS

Julius Caesar was one of ancient Rome’s great generals and statesmen. He conquered Gaul (now mainly France) and invaded Britain twice. His successful military campaigns made him popular among the people at home. His rival Pompey persuaded the Senate to order Caesar to disband his army. Caesar refused, and civil war broke out. The civil war ended four years later when Caesar defeated Pompey’s sons in Spain. Caesar was now the most powerful person in Rome. In 49 B.C., Caesar was elected dictator and consul. Caesar was an inspired leader and orator. He reorganized the government and taxation system. He introduced the 365and-one-fourth-day Julian calendar. Caesar helped people by freezing rents, cutting debts, and giving grants of land to poor people and ex-soldiers. In February of 44 B.C., Caesar was made dictator. His enemies resented his power and popularity. They plotted to kill him. One month later, on the Ides of March (March 15), Cassius and Brutus, two former enemies whom Caesar had pardoned, led a group of senators to assassinate him. They stabbed him to death as he entered a Senate meeting.


A ugustus, meaning “the revered,” was the name the Roman Senate gave to Julius Caesar’s nephew Octavian when he became the first emperor of Rome in 27 B.C. Caesar had adopted Octavian and made him his heir. After Caesar was assassinated, Mark Antony joined with others to take control of Rome. Octavian, then only 19 years old, raised an army of Caesar’s soldiers to fight Antony. Octavian defeated Antony, and the Senate elected Octavian one of Rome’s two consuls. Augustus’s long reign is sometimes called the Augustan Age, a period of peace and prosperity after years of civil unrest. Under Augustus, the empire doubled in size. To better manage the Roman lands, Augustus had new highways built to the farthest parts of the empire. Augustus restored monuments and buildings. He built a new Roman forum and commissioned marble artworks to decorate the city. He ordered the construction of aqueducts and bridges. He had the Tiber River dredged to prevent flooding. All these acts provided jobs for the poor and made their lives better. Augustus also promoted the arts, especially literature and poetry. After his death in A.D. 14, Augustus was made a god and worshiped in Rome.


33

TWO ROMAN RULERS

d a f n e o a m y k t o c i i R c r ” . b d a e n f t l i b u o r o t y f t f a e i I “ c l m s u t s u g u A

” . ) i ” . c e i d e v r u q , i n c d o , e I w V a s I , , i e m n a e c I “ ( V “ 34


r a s e a C s u i l u J


THE SENATE Senators were among the most respected Romans. During the Republic, the Senate was especially powerful. They prepared legislation, controlled the treasury, and managed foreign policy. Most people agreed that there were two groups in Rome: the senators and the people of Rome. Students decorate the famous letters “SPQR,” and write facts to remember about the Roman Senate. STEPS TO FOLLOW

1. As a class, review the Fast Facts (page 25), About Government (page 26), and the information on Caesar and Augustus (page 33) to locate information about the Roman Senate. Ask students to state five or six facts that they would like to record. Write these facts on the board or a chart. Students then copy the facts onto writing paper.

MATERIALS

• page 36, reproduced for each student • 9" x 12" (23 x 30.5 cm) purple construction paper

2. Distribute page 36 to students. Explain that these famous four letters stand for “Senatus Populusque Romanus” (Sen´•uh•tuhs Pop’•u•lusk Roh•mah’•nus), which means “ The Senate and the People of Rome.” Share with students that “SPQR” can be found on many inscriptions and coins today. In fact, the modern city of Rome uses this inscription on its coat of arms.

• 4 ½" x 9" (11.5 x 23 cm) yellow construction paper

3. Have students cut out “SPQR” and glue it onto the yellow construction paper.

• glitter pens or marking pens

4. Instruct students to color the letters using a glitter pen or marking pen. Or, you may choose to have them use glitter and glue.

• scissors

• lined writing paper, sized to fit on the back of the purple construction paper • pencil • glue

5. When the letters are dry, have students mount the yellow construction paper onto the purple paper, leaving room for the caption. 6. Direct students to cut out and glue the Latin phrase and English translation on page 36 below the inscription. 7. Students glue their list of facts about the Roman Senate onto the back of the purple paper.



35

THE SENATE

s u n e a m o m R o f o R l e e p o u P e q e s h u t l u d a p n o e t P a n s S e u e t h a T n e S

36



Pocket 4

EDUCATION FAST FACTS Education................................................ page 38 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review.

ABOUT Education.................................................page 39 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket.

ART REFERENCE Roman Alphabet and Numerals............ page 40 Use this reproducible page to familiarize students with the Roman alphabet and Roman numerals. Use this page as a reference for the activities throughout the unit.

ACTIVITIES Wax Tablet .....................................pages 41 & 42 Roman children used a beeswax tablet and stylus to write their lessons. Students use modeling clay to create their own tablets, and then use them to practice writing the Roman alphabet and numerals. Personal Virtues ............................. pages 43–45 Roman children were taught about virtues to which a Roman citizen should aspire. Students create a booklet to learn the Latin words for eight virtues. Roman Numerals.......................... pages 46 & 47 Discuss the rules presented for using Roman numerals. Then students use the rules to answer questions on a math worksheet. An answer key is provided on page 96.


POCKET 4: EDUCATION

37

N O I T A C U D E

6 2 7 3 C M E • . p r o C r o o M n a v E ©

EDUCATION FAST FACTS

• The school day began before sunrise, so students had to bring candles to use until daylight.

• We do not know how long the school year lasted, but it always began on March 24th.

• Roman students who behaved badly in school or made mistakes were often beaten.

• The very best books were written on vellum, which were sheets of waferthin animal skin (usually kid or lamb).

• Educated citizens of Rome enjoyed reciting poetry. They especially liked the poet Virgil, an epic poet. He wrote “The Aeneid,” a 12-book poem about the adventures of the hero Aeneas.

• To be competent in rhetoric, or the art of public speaking, was admired by the Romans. Cicero was considered Rome’s greatest orator. Of the approximately 106 speeches he gave, 58 of them have survived and can be read today.

• Roman books were written by hand on long scrolls. The copying was usually done by Greek slaves.


38

POCKET 4: EDUCATION


ABOUT

EDUCATION Home Schooling Most Roman children did not attend school. They received their earliest education from their parents at home. Fathers who could read and write taught their sons to do the same. Sons learned Roman law, history, customs, and religion. They were also given physical training to prepare them to be soldiers. Boys from wealthier families were often taught by well-educated slaves called pedagogues. Boys from poorer families had to go to work at the age of 8, learning whatever jobs their fathers held. Girls from both wealthy and poor families learned household duties from their mothers in preparation for marriage. Primary School Families that could afford a private education sent their children to school at age 7. Primary school was called ludus, meaning “school” or “game” in Latin. Children went to school at dawn. They had time off for a light lunch and a rest before resuming their studies in the afternoon. Schools were small, and one teacher was responsible for all subjects. Children learned basic reading, writing, and arithmetic. They read scrolls and books in Latin.

The children learned Roman numerals and used an abacus to do simple math problems. The abacus was a simple counting board that used small stones or beads as hundreds, tens, and ones. Grammar School From about the ages of 11 to 14, wealthy boys and a few wealthy girls attended a school run by a grammaticus, or grammar teacher. There they studied Latin, Greek, grammar, and literature. Students were expected to memorize and recite poetry. They also studied higher levels of subjects such as mathematics, music, and astronomy. Higher Education Girls usually did not have any formal education after the age of 15. Some of the wealthiest boys continued their higher education. The study of rhetoric, or the art of public speaking, was the main focus. Learning to make persuasive speeches was important. Boys who learned this skill could eventually become senators or other influential government officials. Students also read poetry, history, and philosophy from the day’s greatest writers.

Students wrote the alphabet and words on boards covered with beeswax, using a stylus (pen) to scratch letters onto the tablet. They were also expected to recite lessons they had memorized.


POCKET 4: EDUCATION

39

ROMAN ALPHABET The Roman alphabet had 23 capital letters. The letters J , U , and W were not added to the alphabet until much later.

A

S

B

C

D

E

F

G

H

I

K

L

M

N

O

P

Q

R

X

Y

Z

T

V

Paper was very expensive, so students practiced writing using a wax tablet and pen-like tool called a stylus. To erase what was written, the blunt end of the stylus was used.

ROMAN NUMERALS Roman numerals are written using seven basic symbols:

=1

=5

= 10

= 50

= 100

= 500

= 1,000

Numbers are made from combinations of these seven numerals. Here are the Roman numerals for 1 through 10:

1

2

3

4

5

6

7

8

9

10

I

II

III

IV

V

VI

VII

VIII

IX

X

Doing mathematical computations with Roman numerals was difficult. Students used an abacus to help with counting.

40

POCKET 4: EDUCATION


WAX TABLET Roman children learned to write using a wax tablet. It was a wooden board covered with a thin layer of beeswax. The letters were scratched onto the wax surface with a sharp stick called a stylus. The letters were rubbed out by smoothing them over with the round end of the stylus, leaving the tablet fresh and ready to use again and again. Students create their own wax tablet to practice writing the Roman alphabet and numerals.

STEPS TO FOLLOW 1. As a class, read and discuss the Roman alphabet and numerals on page 40. 2. Have students use marking pens to color the design for the tablet front on page 42. Direct them to add their names or initials in capital letters, the year in Roman numerals, and other decorative elements as they wish. Then students cut out the design and glue it to the shiny side of the tagboard. 3. Instruct students to cut out the rectangular template on page 42. Direct students to turn over their tablet so that the design is facedown. Have students center the template on the tablet back and trace around the edges to make a frame.

MATERIALS • pages 40 and 42, reproduced for each student • 4" x 6" (10 x 15 cm) white tagboard or poster board • 4" x 6" (10 x 15 cm) waxed paper • about 3 oz. (84 g) of nonhardening modeling clay • fine-tip marking pens • wooden chopsticks • scissors

Trace around template

• glue • stapler

template

Back of tablet

4. Give each student a small amount of modeling clay and have them work it in their hands to make it soft. Then instruct them to press the clay onto the tablet, smoothing it out to fit inside the frame lines. 5. Instruct students to use a wooden chopstick to practice writing Roman letters and numerals on the clay tablet. Discuss how difficult a process it must have been compared to today’s paper-and-pencil method. 6. When students have finished writing, have them lay a piece of waxed paper over the clay and staple the top edge to the tablet for storage in the pocket.


POCKET 4: EDUCATION

41

WAX TABLET

Place this in the center of the back of the tablet and trace around it.

42

POCKET 4: EDUCATION


PERSONAL VIRTUES Roman children were taught the importance of specific virtues, or admirable character traits, to which to aspire as a citizen of Rome. These virtues are the heart of the Via Romana, or the Roman Way. Students make a booklet that displays in mixed up order the Latin words for the virtues and their English definitions. The class then works together to match the words and definitions.

MATERIALS STEPS TO FOLLOW 1. As a class, discuss the idea of virtue. Explain to students that virtues are desirable qualities, or positive character traits. Have students share important virtues that people should possess. Ideas might include traits such as honesty, kindness, and a sense of humor. Share with students that children in ancient Rome were expected to learn and live by certain virtues. 2. Distribute pages 44 and 45 to students. Instruct students to cut apart the words and definitions. Direct students to stack the words in numerical order with “1” on top. Stack the definitions in alphabetical order with “a” (“Tenacity”) on top.

• pages 44 and 45, reproduced for each student • 4" x 9" (10 x 23 cm) colored construction paper • scissors • stapler • fine-tip marking pens or colored pencils

3. Distribute the construction paper and have students staple the stack of words on the left side of the paper and the stack of definitions on the right side, allowing for the title. Staple each stack on the outer edge. 4. Then students use markers or colored pencils to write the title “Roman Personal Virtues” on the paper. 5. Read the first Latin word to students and have them pronounce the word after you. Inform students that many English words have Latin origins. Then read through the definitions together until students think they have found a match. 6. Write the word number on the board, followed by the letter of the correct definition. When all eight puzzles are finished, have students copy the answer key onto the back of the construction paper. 7. Ask students to rank the virtues from most important to least important. Point out that there are no right or wrong answers because any of the virtues could be the most important to students in the class. As a class, discuss the opinions. Answers: 1–e

2–b

3–g

4–a


5–d

6–h

7–f 8–c POCKET 4: EDUCATION

43

PERSONAL VIRTUES e l p a t s

FRUGALITAS

CLEMENTIA e l p a t s

5

1

COMITAS

INDUSTRIA 2

6

SALUBRITAS

DIGNITAS

7

3

VERITAS

FIRMITAS 4 44

POCKET 4: EDUCATION

8 EMC 3726 • Ancient Rome • © Evan-Moor Corp.

PERSONAL VIRTUES “Thriftiness”

“Mercy”

The quality of living a simple life without being miserly. Origin of the English word frugality.

The quality of being mild, gentle, compassionate, and kind. Origin of the English word clemency. d

e

“Humor”

“Industriousness”

The quality of being polite, courteous, open, and friendly. Origin of the English word comedy.

The quality of being diligent, hardworking, and steady.

b

h

“Dignity”

“Wholesomeness”

The quality of having self-respect and personal pride.

The quality of being healthy and clean. Origin of the English word salubrious.

g

f

“Tenacity”

e l p a t s

“Truthfulness”

The quality of having strength

The quality of being truthful, honest, and trustworthy. Origin of the English word veracity.

of mind; the ability to stick to one’s purpose. Origin of the English word firm. a © Evan-Moor Corp. • EMC 3726 • Ancient Rome

e l p a t s

c POCKET 4: EDUCATION

45

Note: Reproduce this page for students and discuss the rules as a class. Use page 47 to practice using the rules.

ROMAN NUMERALS First, read the information in the shaded box below about Roman numerals. Then use the information and the table at the bottom of the page to help you answer the math questions on page 47.

Here are three basic rules for using Roman numerals:

Roman numerals are made from combinations of these seven basic symbols:

= 1 = 5 = 10 = 50 = 100 = 500 = 1,000

Letters are written from the largest value to the smallest. Each letter adds to the previous letter’s value.

=2 = 12 = 112

Only powers of ten (I, X, C, M) may be repeated. That means V (5), L (50), and D (500) may not be repeated. No symbol can be repeated more than three times in a row.

= 30

Because no symbol may be repeated more than three times in a row, certain numbers (those with 4s and 9s) are written using subtraction. When a symbol is placed before one of greater value, the smaller one is subtracted from the larger. Only powers of ten (I,X, C, M) can be subtracted, and you can only subtract one letter.

= 200

= 110

= 4 = 9 = 40 = 90 = 400 = 900

Here’s how to write 359 in Roman numerals: Start with three hundreds (C)—rules I and II

CCC

Next, write the fifty (L)—rule I

CCCL

Last, write nine (IX)—rule III

CCCLIX

Here is a table that you can use to convert Arabic numbers into Roman numerals: ones

1 I

2 II

tens

10 X

20 XX

hundreds 100 C

200 CC

3 III 30 XXX 300 CCC

4 IV 40 XL

5 V 50 L

6 VI

7 VII

60 LX

70 LXX

400 CD 500 D 600 DC

700 DCC

8 VIII 80 LXXX 800 DCCC

9 IX 90 XC 900 CM

Note: The shaded rows show examples of subtracting a symbol with a smaller value from one with a larger value.

46

POCKET 4: EDUCATION


Name __________________________________

ROMAN NUMERALS Use the information and rules on page 46 to help you answer the math questions. A. Write these as Roman numerals:

C. Fill in the blanks with Roman numerals.

1. 9 11. The current year is

.

12. My year of birth is

.

2. 24 3. 169 13. I am

years old.

4. 999 14. My favorite number is

.

5. 2,781

B. Write these as Arabic numbers: 6.

IX

7.

XX

8.

CCC

9.

DCCCV

10.

D. Write Roman numerals on the clock face.

MDXLVI


POCKET 4: EDUCATION

47

Pocket 5

THE ROMAN ARMY FAST FACTS

The Roman Army .................................... page 49 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review. ABOUT

The Roman Army.....................................page 50 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket. ART REFERENCE

A Legionary Soldier ................................page 51 Use this reproducible page to familiarize students with the uniform and weapons of the legionary soldier. ACTIVITIES

Roman Shield .................................. pages 52–54 A scutum, or shield, was an important defensive weapon for a Roman soldier. Students create their own shield and learn the ways in which the soldier used it in battle. Eagle Standard ................................ pages 55–57 Every Roman legion had an eagle standard that stood for the power of Rome and the honor of the legion. Students make their own eagle standard to carry into battle. The Punic Wars ................................pages 58–60 Rome and Carthage battled in three Punic Wars. In the Second Punic War, Roman general Scipio defeated Carthaginian general Hannibal. Students create a triumphal arch and show the victorious general driving through it in a chariot.

48

POCKET 5: THE ROMAN ARMY


Y M R A E H N T A M O R 6 2 7 3 C M E • . p r o C r o o M n a v E ©

THE ROMAN ARMY FAST FACTS

• Every Roman soldier was given a salt allowance, called salarium, in his rations. The English word salary, money paid for work, comes from the Latin word salarium. • A foot soldier was expected to march at least 20 miles a day while wearing armor and carrying his weapons and pack. The 60-pound pack contained personal gear, more than two weeks’ worth of grain, a pickax or saw, cooking utensils, and stakes needed to build a camp.

• The English word century means “100 years.” It comes from the Latin word centuria, meaning “one hundred men.” Confusingly, a centuria did not contain 100 soldiers. It consisted of a group of 80 soldiers under the leadership of a centurion, or commander.

• The onager, a giant catapult, could hurl a boulder weighing as much as 150 pounds (68 kg) a distance of 1,200 feet (366 m) or more.

• If a whole unit of soldiers showed cowardice or refused to obey orders, it could be punished with decimation. This meant that one man in every ten was killed.

• Every legion, a group of 5,000 soldiers, had a silver eagle on a pole as its main standard, or symbol. The loss of a standard was regarded as a disgrace. At the camp, the legion’s standards were kept in a shrine called the sacellum. © Evan-Moor Corp. • EMC 3726



49

ABOUT

THE ROMAN ARMY A World-Class Fighting Force Many people consider the ancient Roman army the most successful fighting force in history. They were highly trained, strictly disciplined, and well-equipped. Men were trained to be fighting machines who were willing to stand and fight even when the odds were against them. Soldiers had to march, run, and swim in their heavy armor. Soldiers practiced using their short swords, shields, and heavy javelins. Roman soldiers were rewarded for bravery and severely punished for cowardice or disobedience. Army Organization The main part of the army consisted of infantry units called legions. One legion was made up of about 5,000 foot soldiers. For training and fighting, each legion was divided into smaller units called centuries and cohorts. A century was made up of 80 soldiers under the command of an officer called a centurian. Six centuries made up a unit called a cohort.

Fighting Tactics Soldiers learned the testudo, or tortoise, formation. They formed a close group with their shields held together in front and overhead. Crouching beneath their protective “shell,” the soldiers could advance safely as a group.

The Roman army excelled at siege tactics used to capture enemy cities and forts. Siege machines included catapults, battering rams, and siege towers. Captapults were like giant slingshots that fired heavy stones and spears. Heavy battering rams were used to pound walls and gates. Siege towers, holding foot soldiers and archers, could be rolled up to the enemy’s walls. Then a drawbridge was lowered to allow the soldiers onto the walls. The Roman army fought many wars and conquered many lands because of its outstanding organization and tactical skills.

Besides the regular army, there were the auxiliary forces such as cavalry, archers, or slingshot throwers. Auxiliaries were recruited from the provinces for their special skills. After 25 years of service, auxiliary soldiers could become Roman citizens. Joining the professional army was a way out of poverty since soldiers were paid salaries and received free room and board. When soldiers retired, they were given money or a small plot of farmland. 50



A LEGIONARY SOLDIER A metal helmet had a projecting piece in back that protected the neck and a ridge in front that protected the face. At the sides were large cheek pieces hinged at the top.

A metal plate of armor tied together with leather straps protected the upper body.

Under the metal armor, the soldier wore a red wool tunic.

A dagger was strapped to the soldier’s belt.

A narrow belt decorated with metal strips was worn around the waist.

A double-edged sword hung from a strap on the right side of the body.

The soldier carried a javelin that had a long metal tip. © Evan-Moor Corp. • EMC 3726 • Ancient Rome

A soldier’s rectangular shield was made of wood, leather, and iron. The heavy leather sandals had iron nails on the soles, similar to modern-day athletic cleats.


51

ROMAN SHIELD The scutum (skyou´ tum), or shield, was a soldier’s best defense against his opponent. The curved shape of the wooden shield allowed it to absorb heavy blows, and enemy arrows glanced right off it. Students create their own shield and learn how a legionary soldier used it in battle. STEPS TO FOLLOW

1. As a class, read about the Roman shield on page 53. Discuss how each unit in the legion decorated their shields in a different color and design to help soldiers recognize their own troops. MATERIALS

• pages 53 and 54, reproduced for each student • 9" x 12" (23 x 30.5 cm) red construction paper • 3" x 4" (7.5 x 10 cm) piece of aluminum foil • small plastic bottle cap • marking pens • scissors • glue • Optional: silver or gold metallic paint or glitter pen

52


2. Distribute page 54 to students. Have them color the shield design using marking pens. Color the negative spaces red. 3. Direct students to cut out the shield pattern and glue it to the red construction paper. They should use scissors to round the corners of the red paper. 4. Next, direct students to make the boss. Have them cut out the boss pattern on page 53 and glue a small bottle cap in the center of the shape. Then have them cover the boss with aluminum foil, folding the foil around the edge of the pattern, and glue the paper side to the shield. 5. As an added decoration, you may wish to have students add a “metal” border around the edge of the red shield, using metallic paint or a glitter pen. 6. Have students color and cut out the information and illustrations on page 53 and glue them onto the back of the red construction paper.


ROMAN SHIELD

A Roman Shield

Scutum (shield)

A large Roman shield was called a scutum. It was made from thin sheets of wood that were glued together in a curved shape. The center was hollowed out on the inside for the handgrip. On the outside, the surface was covered in leather. The round umbo, or boss, in the center of the shield was made of iron or other metal. The edges of the shield were also bound in metal to make the shield stronger. The shield was a good defensive weapon. The curved shape of the shield allowed it to absorb heavy blows and deflect arrows. The boss in the center was heavy enough to stun an opponent. A legionary would advance toward the enemy with his shield partially raised to block the opponent. Then he would use his sword for attack.

Testudo (tortoise) Formation

The shape of the shield also allowed a group of soldiers to use them as a barrier. Soldiers grouped together and covered themselves with their shields. Then they advanced in a half-crouching, halfwalking movement. This was called the testudo, or tortoise, formation because the shell of shields protected the soldiers against enemy fire.

umbo (boss)


glue


53

SHIELD DESIGN

54



EAGLE STANDARD Each century, cohort, and legion had its own standard. Standards were tall poles topped with various emblems or symbols. The most important standard in each legion was the eagle, which was the symbol of the power of Rome and the honor of the legion. Students read about standards, and then create an eagle standard of their own. STEPS TO FOLLOW

1. As a class, read about Roman battle standards on page 56. 2. Distribute page 57 to students. Direct them to color both sides of the eagle identically and then cut it out. 3. Instruct students to glue the eagle onto yellow construction paper. Then have them cut around the eagle pattern carefully, being sure not to cut through the fold on the wings. 4. Then instruct students to use a pencil to roll up the copy paper tightly into a pole shape. Have them tape the edge. 5. Direct students to lay the eagle down, construction-paper side up. Then they lay the pole on the side of the eagle that has the tabs. 6. Have students put glue on the backside of the tabs and wrap the tabs around the pole. 7. Students then glue the two-sided eagle together at the head and wings and glue the loose base to the pole. 8. Then have students wrap tape around the pole to secure the eagle in place. 9. To finish the project, show students how to punch a scissor point through the dotted lines on page 56 and cut the slits. Then they cut around the border of the page and glue only the edges to the blue construction paper. Finally, students thread the pole of the eagle standard through the slits, and the project is ready to store in the pocket.


MATERIALS

• pages 56 and 57, reproduced for each student • 9" x 12" (23 x 30.5 cm) yellow construction paper • 9" x 12" (23 x 30.5 cm) blue construction paper • 8 ½" x 11" (21.5 x 28 cm) copy paper • pencil • crayons, colored pencils, or marking pens • transparent tape • scissors • glue


55

EAGLE STANDARD

Each century, cohort, and legion had its own standard. Standards were tall poles topped with various emblems and symbols. During battle, the standards were held by officers called signifers. These standard-bearers stood out because they wore animal-head skins on their heads. The standards could be seen above the action, helping to keep the units together. Standards were also a source of pride and helped to unify the unit. The most important standard in each legion was the legionary eagle. Made of precious metal, it symbolized the power of Rome and the honor of the legion. The eagle standard was carried by a special standard-bearer called an aquilifer who wore a lion-skin headdress. A legion that lost its eagle or had it fall in battle was disgraced. To recover a captured legionary eagle helped to bring honor back to the legion.

56



EAGLE PATTERN

fold

- . b k c a a t f b o e u e l d i G s

- . b k c a a t f b o e u e l d i G s



57

THE PUNIC WARS Between 264 and 146 B.C., Rome fought three wars called the Punic Wars against the North A frican city-state of Carthage for control of the Western Mediterranean region. (The name Punic comes from the Latin word for Carthage.) During the Second Punic War, the Roman army met a formidable enemy when they fought the Carthaginian general Hannibal. Roman general Publius Scipio’s army defeated Hannibal.

MATERIALS

• pages 59 and 60, reproduced for each student • 9" x 12" (23 x 30.5 cm) blue construction paper • crayons, colored pencils, or fine-tip marking pens • scissors • glue

When a Roman general was victorious, he was given an elaborate procession through the city of Rome. The general and his army marched with all the captives and spoils, often through a triumphal arch built in the general’s honor. Students create a triumphal arch to honor General Scipio (Sip´ e o). They add Scipio’s chariot to the scene and write why he was such a hero to the Roman people. STEPS TO FOLLOW

1. As a class, read and discuss the information on the Punic Wars on page 59. Refer to the map of the Roman Empire in the first pocket to identify where Carthage was located. 2. Distribute page 60 to students. Discuss how a victorious general was honored by the people of Rome. Tell students that he would ride in a chariot through the city as the crowd cheered. His army would follow with the captives and the treasures they had taken from their enemy. A triumphal arch was often built in the general’s honor. Sometimes a statue of the general in a chariot was placed on top of the arch. 3. Have students color the general’s chariot and the triumphal arch in rich colors of purple, gold, red, and silver. Direct them to write “Scipio Africanus” in capital letters at the top of the arch. 4. Then have students cut out the arch and the chariot and glue them onto blue construction paper so that the chariot appears to be coming through the arch. Instruct them to leave room at the bottom of the paper to write a sentence telling why Scipio was honored by the people of Rome. 5. Finally, have students glue page 59 to the backside of the construction paper.

58



THE PUNIC WARS R ome fought in three wars with the North African city-state of Carthage for control of the Western Mediterranean region. Rome was victorious in all three Punic Wars, but success did not come easily. First Punic War (264–241 B.C.) The First Punic War was fought over control of the islands of Sicily and Corsica. Both sides lost many ships and many men. Rome’s navy was finally victorious. Second Punic War (218–201 B.C.) Rome met its toughest enemy— General Hannibal. The war began when Hannibal’s army captured a city in Spain. Rome demanded that Carthage withdraw Hannibal from Spain. When Carthage refused, Rome declared war and sent troops to Spain. Hannibal then decided to invade Italy. He gathered an army of 20,000 soldiers, 6,000 horses, and 37 elephants. Taking a long land route, Hannibal’s army marched across the Pyrenees Mountains in Spain and through southern Gaul. Then they crossed the Alps and invaded northern Italy. Roman troops who first tried to stop Hannibal’s advance were


defeated. Although Hannibal’s army never attacked Rome itself, he pushed far into Italy. The two armies remained deadlocked for years. Meanwhile, Roman general Publius Scipio and his mighty army ran the Carthaginians out of Spain. Then in 204 B.C., Scipio invaded Africa. The Roman general wanted to force Hannibal to retreat from the outskirts of Rome to protect his homeland. Hannibal was called home to fight Scipio. General Scipio’s army finally defeated Hannibal in the Battle of Zama in 202 B.C. Scipio was given the name Scipio Africanus, or conqueror of Africa, for his victory over Hannibal. After the war, Carthage was forced to pay Rome large sums of money and give up Spain. Third Punic War (149–146 B.C.) This war started when Carthage rebelled against the restrictions placed on them at the end of the Second Punic War. Rome defeated Carthage once again. As punishment, Rome sold all the surviving Carthaginians into slavery and destroyed the city. Now Rome controlled the entire Western Mediterranean region.


59

TRIUMPHAL ARCH

60



Pocket 6

RELIGION AND MYTHOLOGY FAST FACTS Religion and Mythology .........................page 62 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review.

ABOUT Religion and Mythology .........................page 63 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket.

ART REFERENCE The Pantheon ......................................... page 64 Use this reproducible page to familiarize students with the magnificent Pantheon, a temple that was built to honor all the gods. Use the information on the cutaway for the activities throughout the unit.

ACTIVITIES The Capitoline Triad....................... pages 65–68 The three supreme gods for the Roman state were Jupiter, Juno, and Minerva. They were called the “Capitoline Triad.” Students create a three-fold temple to display illustrations and information about these three gods. The Legend of Romulus and Remus .......................................pages 69–71 According to legend, twin brothers Romulus and Remus founded Rome. Students create a booklet containing a retelling of the legend. After they read the story, students write and answer comprehension questions about the legend.


POCKET 6: RELIGION AND MYTHOLOGY

61


Y G N O O L I D G O N I A H L E T R Y M

RELIGION AND MYTHOLOGY FAST FACTS

• Most ancient Romans practiced polytheism, or the belief in many gods. When Judaism and Christianity spread throughout the empire, many people changed to monotheism, or the belief in one God. • The three major gods of Rome—Jupiter, Juno, and Minerva—were called the Capitoline Triad. The name came from the Capitoline Hill in Rome, on which the main temple of Rome stood.

• Roman gods and goddesses were similar to those of Greece, but with different names. For example, each culture had a “goddess of love.” The Greeks called her Aphrodite and the Romans called her Venus.

• The head priest of the Roman state religion was called the Pontifex Maximus, or chief bridge builder. He was the connection, or bridge, between the people and the gods. • Vesta was the goddess of the hearth, symbolized by an eternal flame. A fire burned in the Temple of Vesta in the Forum Romanum. People believed that while the sacred flame burned, Rome would remain strong.

• The ancient Romans named the sun, the moon, and five planets after important gods: Apollo (sun), Diana (moon), Mercury, Venus, Mars, Jupiter, and Saturn.


62



ABOUT

RELIGION AND MYTHOLOGY Many Powerful Gods The Romans believed in hundreds of different gods and goddesses. Many of the deities were adopted from the Greeks and renamed. The Romans believed that the gods controlled every activity and aspect of their lives. Romans explained happenings in the world by telling stories, called myths, that involved the gods and goddesses. Roman Priests As time went on, religion was controlled by the state. Priests were government officials whose jobs were to predict the future and decide how to keep the gods from getting angry by doing what the gods wanted. Priests made offerings to the gods in the form of animal sacrifices, wine, and other precious gifts. Roman Gods The great gods of the Roman state were Jupiter, Juno, and Minerva. Jupiter was the supreme god and was the guardian of Rome. Juno was Jupiter’s wife and queen of the gods. She was the protector of women. Minerva, Jupiter’s daughter, was the goddess of wisdom and the guardian of craftspeople. Temples were built to honor the major gods of Rome.

members prayed and made offerings several times a day to please the gods. New Religions Take Hold As the Romans conquered countries, they adopted foreign gods in addition to their traditional ones. Religious beliefs from other parts of the Roman Empire, such as Judaism and Christianity, gained in popularity. Jews and Christians believed in one God and honored their God above the gods of the empire. In the A.D. 200s, Christianity spread throughout the empire. At the same time, Rome was experiencing trouble within the empire as well as barbarian attacks from the outside. The emperors thought the gods were angry, so they tried to force all people to follow the state religion. Jews and Christians refused to obey, and many were persecuted, or mistreated. As the empire grew weaker, Christianity continued to spread. Around A.D. 400, Christianity became the official religion of Rome. After the Roman Empire finally fell in the West, Christianity continued to grow throughout the world.

Besides the gods of the state, Romans worshiped many household gods. There was a god to watch over everything from the garden to the door hinges. Family



63

THE PANTHEON FOR THE GODS The domed, concrete roof rises about 142 feet (43 m) above the floor at the highest point.

The interior features coffers, or sunken panels. Originally, each coffer had a bronze rosette, which represented a star in the heavens.

The bronze oculus, or Great Eye, is a circular opening to the sky. The oculus has a diameter of about 30 feet (9 m).

Three rows of huge Corinthian columns support the portico (porch) roof.

Inlaid marble adorns the floors of the temple.

Each of the seven niches, or hollow places in the walls, held a statue of a god.

In A.D. 126, Roman Emperor Hadrian had the magnificent Pantheon built to honor all the gods and goddesses of Rome. The domed, circular building was made of concrete and brick. The Pantheon still stands in Rome today.

64



CAPITOLINE TRIAD The group of three supreme gods in the Roman religion were Jupiter, Juno, and Miner va. They were called the “Capitoline Triad.” The three gods were worshiped in the Capitolium temple on Rome’s Capitoline Hill. Students create a foldout temple to showcase information about these three gods.

STEPS TO FOLLOW 1. Instruct students how to cut the construction paper to form the foldout temple as follows: a. Fold the paper in half. b. Open and fold the sides in to the center. c. Open and fold on the center line. d. Cut as shown.

MATERIALS • pages 66–68, reproduced for each student • 12" x 18" (30.5 x 46 cm) white construction paper

2. As a class, read and discuss the information on the three gods on pages 67 and 68. If students have studied ancient Greece, you may wish to point out their equivalent Greek names. Roman Greek Jupiter Zeus Juno Hera Minerva Athena 3. Direct students to color and cut out the patterns of the three gods and the four columns on page 66.

• crayons, colored pencils, or marking pens • gold metallic paint or glitter pen • scissors • glue • hole punch • silver or gold ribbon

4. Next, instruct students to glue the picture of Jupiter in the center of the middle panel of the temple. Then they glue a column on each side of Jupiter, lining up the outside edges along the fold lines. They complete the middle section by connecting the top of the columns with the piece inscribed “Jupiter.” 5. Instruct students to glue Juno to the left of Jupiter and Minerva to the right. 6. Direct students to close the temple and draw a golden triangle on the peak of the temple, and then write “The Capitoline Triad” inside the triangle. 7. Then students glue the remaining two columns to the front panels. 8. Finally, students punch a hole on both sides of the flap, thread a piece of ribbon through the holes, and tie a bow.



65

CAPITOLINE TRIAD

66



JUPITER

Jupiter King of the Gods

Jupiter was king of the gods. He was the god of the sky and of thunder. His symbols were the thunderbolt and the eagle.



67

JUNO AND MINERVA

Juno Queen of the Gods

Goddess of Wisdom

Juno was Jupiter’s wife and so queen of

Minerva was Jupiter’s daughter. She was

the gods. She was the goddess of women and marriage. Her symbol was the peacock.

68

Minerva


goddess of wisdom and arts and crafts. Her symbol was the owl.


THE LEGEND OF ROMULUS AND REMUS In Roman mythology, Romulus and Remus were twin brothers who founded the city of Rome. The Romans considered Romulus their first king. The story of the two brothers is an exciting one, involving murder and intrigue. Students read the legend, and then create a booklet to display the story of Romulus and Remus.

STEPS TO FOLLOW

MATERIALS

1. Share with students that the story they are about to read is a Roman myth, or legend, meant to explain how Rome came to be. Read the story aloud to students, pausing to define unfamiliar words and to check for understanding.

• pages 70 and 71, reproduced for each student

2. Next, distribute page 70 to students. Have students fold the construction paper in half and then color, cut out, and glue the cover onto the front of the booklet. Share with students that because of the legend of Romulus and Remus, the wolf was considered a sacred animal in ancient Rome and became the symbol of the city. 3. Direct students to cut out the three story sections on pages 70 and 71. Have them glue pages 1 and 2 to the inside of the booklet and page 3 to the back.

• 9" x 12" (23 x 30.5 cm) colored construction paper • lined writing paper • pencil • crayons, colored pencils, or marking pens • scissors • glue

4. Instruct students to read the legend aloud with partners. 5. Then have each student write three comprehension questions about the story. Direct students to have their partners answer the questions orally. 6. If time allows, share some of the questions and answers with the whole class.



69

THE LEGEND OF ROMULUS AND REMUS

s e b n i o a l t p e x e m t a c a e h t m o h t R y w m o a h

g n d i , k a r h o e t a h e i e s t H , . m h a s u y w i u l N t l g m e r u n r e o e m o r h r h t f t A o , . w m r i r b e a h e g m n w i s o o o h d e R L , l i p a a o g x n e s b i a l t k d w A e l n u a m e f , o r d e t s l e l c h n h g o t a c d a i r s e y h s r l e ’ , r o a h a t f t o g n i t e I n n b i o w m . g m L u m n o a o r N o o d b h t d d l r g A e l e g n f v l n i i i k o o k k

S U F M E O R D D N E N G A E L S U E L U H T M O R L

70

t t e r n u v f w e p b a o e r e s i g g s o t T o d y i u o e h g e l t n h h u a w e t m v t , h n i a t n A r i e e t . , s v l h o a f i i s r r e r S a w S d . d a u a M t s e a n e e r o h h s e m p t o a l R r e , w u h d r h x e r t f o t f r e t t e r e e a h e o h h e t h s i e t g a f d u f s m n d a r a i e n d a l d i a h e w l T u a h c . t s e o T n u k d . i d l o s w a l s a y u u i h s y b e r o m o r p w o a h b t t A i s o l n e i n t i n i m v i a s r e u w e w i e h v i t l N t e t o e i S b t h a w , T u h h r b a t . , e B t r e r a p h e i v i b w u R h t R


e d e d h r d t r a e o n c c g o d a s r e m n l a s e v a i d m r h t e i e f n h d e a e T r , c . r e r l a e e p w k v c e d y e e w n h p o a t d s e h o , i n r o e e i w h w d t T a t e . o h e d . n t e n s r a r t a d d i e g f l M d u i , s c f o r w a e s e i e r h e b r e h a s d s t a b u n f r a e n u i y e h i r k b T e n h t b i a r o T b f o t

s d y e s r o a g i b m n e o h e a m r n e t t h t l e h s e i d p t e k e d b l r u s e e o s o t d r v c i a e o e r w c h h e s i T d r p . n g e d e a s h f d s i s r e e w u u h i s m m e p h e R m e R a c h e t d d s o n b n a a a , e s d r m s u n e a o l u l t h a . l u u s r u m e e m m o o e o R e h t m h i a t t R . g f n a r e k s n w u d i e m o t o o o o t w c r t S d i d p o e e n d n h h a t t a a

I


THE LEGEND OF ROMULUS AND REMUS

t h d f i g r . o f l u o r o e o t l p e i t i u h w b t t m m o o o e r t t u u n s g s a N N a u o f r l e s s n e e m e a d k h t u A a i l R . h t o m r e r m e d n e d e a R a e g r o k h . n h e t i m s t d l a r i o n ’ a d s w l e e e r a o t t f r n t c i h o o t o b a m g p n d n d u f a u e . s s o u c a a n N l f s w e a o e s s e i h S r c u h n d m . e e t i a m r o r k d t d h e e n a a o r e t R e e l v e l o h u , p k i o y o s p e p e b a s a t a H a d d t r h . h s s s , ’ e e s a i t m a i n h w s u u o h e O p n m i r a l e d v l n a e u h h s a h R c t e t

s ’ e e e h t m o H e R . l l i m d H a c e t e e r n b a t i t s s a l u e l a u H . P . e t n m o m n e o R o . y f R m t l i r t n c e s e n s v i m i e h i c o t h g l i r n a t s u e f r t o i b f f a n , g s t e e n i h t m i d k - n s o r a u o l R t i r u i r y m d a m o e w r a R m t t s a i r s r n f i f

r t i e n t h u r e s o t o t i r b s o t a a i w m t u m s y i N u o t . t N b a m a . e h e t h h t n h t t d n o s o n l l i e d t a k h e o t n d l r e i t s a a g i n x d e s a o i w i e t h l t r I p n t . s x i y d a e r a r t w n o h t o e t s s i s o s u m n h i h m e u e e w d s N l R . b i u t o s t a u d l l a u s h u t u h m d m e A m e o h l e i e z R R l c a r w o n e o r f h u

s s u n n l a u m e e v i m o h t g o R o d R t , n t n s e p a r i a c u d e n o y a i m g y h e a t r h d e i T e d h t . i r r a g m r n a c m i s l o t s a s u r r t a w r n M s e . e r l t l u s f e o u u a i n t v h m i a a t r a i o f h u t o i R s , Q s t e h n r s y i a e a s d t a h h e d r t T w . e n a d s e e e n m g p v e a e n e L p i a l v a e s i e e h d b h t


f d d o e n l l g a i n e k i k g y l n e u e h f t v T . h e r t g a i k h e t r e e s t s h u t o s t j a d d i r e d o t w y i o e m v h u s T N . u e d m l e e c r R n u o t d i r s n e e a h r . s t d a u n l a g u w o s n r u o m h i l L o t a R r e u l v m b o A A

y f d e o n y e h e h t h a c , h t n i d T f e h . r h w e a o s W n r g k n n . o u c o a d e c L b o e e l a e u r e c b r s g l h r a t e A r t a n n o u i o n n q e y y e d a t l A . i t y s c b u . t d o i r o a c c e t n h y i r h t w y o o e e t o r e h h r n i t t h b e e , t d i s h s e i h o t e c l r u a h d c l i e l p b d e s u h s o w l t l n b r i i i s k o e h t l w i s v d l t t i u e d R e h l h e r h n u t T n e c e m a b o i a v w T e r e s R

I I

I I I


71

Pocket 7

ENGINEERING FAST FACTS Engineering .............................................page 73 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review. ABOUT Engineering .............................................page 74 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket. ART REFERENCE Roman Engineering Feats ......................page 75 Use this reproducible page to familiarize students with two Roman engineering accomplishments. ACTIVITIES On the Appian Way .........................pages 76–80 The Appian Way was the first paved road in ancient Rome. Students learn facts about the road as they play a board game. The Roman Arch ........................pages 81 and 82 The Roman arch was an important feature in Roman engineering. Students put together “stones” to make an arch. Then they write about the importance of the arch in the massive construction projects of ancient Rome.

72

POCKET 7: ENGINEERING


G N I R E E N I G N E


ENGINEERING FAST FACTS

• The famous saying “All roads lead to Rome” was mostly true. The Romans built about 50,000 miles (80,000 km) of roads that connected Rome with the farthest reaches of the empire.

• Twenty-nine military roads branched out from Rome. The Appian Way, which ran about 350 miles (560 km) from Rome, was the most famous. • The Appian Way could accommodate a lot of traffic. There was a 15-foot-wide, two-way carriage way in the middle bounded by two-foot-wide curbs. On either side of the carriage way were 7-foot-wide, one-way lanes.

• Over a period of 500 years, the Romans built 11 aqueducts to bring water into Rome from up to 57 miles (92 km) away.

• Aqueducts may have provided up to 300 gallons of water per day for each person in Rome. • Hadrian’s Wall was built at the northernmost boundary of Roman territory in Britain to keep out invaders. The wall linked 14 military forts and was about 75 miles (120 km) long.

• The Romans refined the making of concrete by mixing pozzuolana, or volcanic ash, with cement.

• The Romans may have had the first shopping mall. The Markets of Trajan had six stories of shops that sold food, spices, cloth, and tools.




73

ABOUT

ENGINEERING Master Builders The ancient Romans were master builders. They borrowed basic forms of architecture from the Greeks, but their superior engineering skills enabled them to build on a grander scale. Romans invented the dome, perfected the arch, and refined concrete. Roman builders constructed a network of roads, protective walls, a system of aqueducts and sewers, and massive buildings.

from mountain springs to the cities. Most ran underground, but some were supported on high arches. When water reached the city, it flowed into enormous cisterns, or storage tanks. These were connected to lead pipes, which provided fresh water for public fountains, baths, and toilets, as well as for the private use of wealthy homeowners. An elaborate system of underground sewers was built so that wastewater would drain into the Tiber River.

Roman Roads and Walls The road system was one of Rome’s greatest engineering feats. Thousands of miles of paved roads were originally built to move troops of soldiers to outlying Roman provinces. Later, the network of roads made it possible for traders and merchants to transport goods.

Arches and Vaults Roman architects and engineers were able to build impressive structures such as magnificent temples and arenas because of new innovations. Most structures used arches. The curve of the arch could support a great deal of weight. Arches were found in both exterior and interior walls. Another form of the arch was the vault. The vault created curved and domed ceilings, such as that in the Pantheon.

Romans constructed their roads in long, straight lines. Most of the work was done by soldiers. Roads were built in layers of stones, concrete, large slabs of rock, and paving stones. The roads were up to six feet thick. Roman soldiers also built defensive walls made of turf and stone. The walls stretched for hundreds of miles and some were as high as 20 feet (6 m). Aqueducts and Sewers Other amazing Roman engineering feats were aqueducts and sewers. Aqueducts were manmade channels that carried water 74


Still Standing Today About 2,000 years later, many structures still stand, a testament to the genius of these master builders. Parts of the Appian Way, the oldest and most famous road, are in use today. Sections of Hadrian’s Wall in Britain still stand. York, a city in Britain, still uses a section of a Roman-built sewer. Magnificent buildings such as the giant Colosseum amphitheater and the Pantheon are major attractions in Rome.


ROMAN ENGINEERING FEATS

closely-laid paving stones

drainage ditch

curbstones

concrete and gravel flat slabs of rock in cement rubble (large stones)

water flowing downhill a r c a d e s

( r o w s o f a r c h e s )

voussoirs

keystone (central voussoir)

The keystone is the center stone at the top of the arch. It is the last stone to be placed. The pressure of each side of the arch against the keystone supports the arch.



75

ON THE APPIAN WAY Students answer trivia questions about the Appian Way as they play a board game.

STEPS TO FOLLOW 1. Remind students that a huge road system connected Rome with its provinces. The first road built was called the Appian Way. Have students refer back to About Engineering (page 74) and the Fast Facts (page 73) to review information on Roman roads. 2. Distribute the directions on page 77 to students. As a class, read the directions for the board game. Have students cut out the directions and glue them to one side of the construction paper. 3. Direct students to color and cut out the game board on page 78, and then glue it to the other side of the construction paper.

MATERIALS • pages 77–80, reproduced for each student • 9" x 12" (23 x 30.5 cm) colored construction paper • crayons, colored pencils, or markers • scissors • glue • envelope or reclosable plastic bag • game pieces: plastic disks of various colors, or other similar items

4. Then have students cut out the cards on pages 79 and 80. You may wish to have this done in advance so students don’t have a “sneak preview” of the questions. Place each set of cards in an envelope or reclosable plastic bag. 5. Direct students to play the game in pairs, using one game board. You may wish to allow time for several games so that more questions are used. 6. After playing the game, have students store their games and cards in a large reclosable plastic bag inside the pocket. Note: It is not expected that students will know the answers to the questions. Initially, most students will be guessing at the correct answer. However, with repeated playing and having the correct answers read, they will learn many facts about the Appian Way.

• die or spinner for each pair of students • large reclosable plastic bag

76



ON THE APPIAN WAY GAME The object of the game is to be the first to arrive in “Brundisium,” or the last square. Two people may play. DIRECTIONS 1. Shuffle the question-and-answer cards and place them facedown on the table. 2. Place the game pieces on the starting square. 3. One player draws a card and reads both the question and the answer choices to the other player. • If the other player answers the question correctly, he or she may roll the die or spin the spinner to see how many spaces to move his or her game piece. • If the answer is not correct, the player does not move the spinner. The reader reads the correct answer and then places the card on the bottom of the pile. 4. The players continue to take turns asking and answering the questions and moving the game pieces around the board. 5. The player who makes it to “Brundisium” first is the winner.

ON THE APPIAN WAY GAME The object of the game is to be the first to arrive in “Brundisium,” or the last square. Two people may play. DIRECTIONS 1. Shuffle the question-and-answer cards and place them facedown on the table. 2. Place the game pieces on the starting square. 3. One player draws a card and reads both the question and the answer choices to the other player. • If the other player answers the question correctly, he or she may roll the die or spin the spinner to see how many spaces to move his or her game piece. • If the answer is not correct, the player does not move the spinner. The reader reads the correct answer and then places the card on the bottom of the pile. 4. The players continue to take turns asking and answering the questions and moving the game pieces around the board. 5. The player who makes it to “Brundisium” first is the winner. © Evan-Moor Corp. • EMC 3726 • Ancient Rome


77

ON THE APPIAN WAY GAME BOARD

ROME

Start

ON THE APPIAN WAY Finish

BRUNDISIUM

78



ON THE APPIAN WAY 1. What is the Italian name for the

2. The Appian Way was also called by

Appian Way?

what name?

A. Via Appia B. Via Latina

A. The King of All Roads B. The Queen of the Long Roads

3. Why do people today remember the

Appian Way? A. It was the first dirt road built in Rome. B. It was the first paved road built in Rome.

5. Where did the construction of the road

begin? A. near the forum in Rome B. near the coastline of the Adriatic Adriatic Sea

7. Roman engineers used which surveying

tool to make sure that the road was built straight? A. groma B. crossbar

9. Which building material helped to make

the road last for thousands of years? A. concrete B. rubble


4. A Roman official ordered the building

of the road. What was his name? A. Appius Claudius Caecus B. Julius Caesar

6. In what year did the construction

of the road begin? A. A.D. 43 B. 312 B.C.

8. The road was built mainly by which

group of workers? A. slaves B. soldiers

10.. What was on the top layer of the road? 10

A. concrete and gravel B. closely-laid flat paving stones


79

ON THE APPIAN WAY 11. Why was the middle of the road the

highest?

straight and as flat as possible?

A. The height kept the road straighter. B. The height helped for water runoff.

A. The road would last longer. B. Soldiers could march quickly along it.

13. The Appian Way stretched for miles.

14. Originally, the road led 132 miles from

How many feet were in a Roman mile?

Rome to which province?

A. 5,000 feet B. 5,280 feet

A. Capua B. Beneventum

15. Eventually, what was the total length

16. In which direction did the road run

of the road?

from the capital of Rome?

A. about 350 miles long B. about 250 miles long

A. northeast B. southeast

17.. As the road was made longer, milestones 17

were added. What were milestones? A. pillars of stone that were a mile long B. pillars of stone that showed the distance in miles from one place to another

19.. Why did the Romans bury important 19

80

12. Why was the road first built to be as

18. Some early Christians buried their dead

in underground passages along the road. What were the underground passages called? A. catacombs B. cemeteries

20.. True or false? Parts of the Appian Way 20

officials in tombs alongside the road?

are still used today.

A. People could easily visit and honor them. B. Burials were not permitted within the city limits for health reasons.

A. true B. false



THE ROMAN ARCH The ancient Romans developed an arch that could support enormous weight. By using arches, Romans could build massive structures such as the Colosseum and the Pantheon. Arches were used in the construction of major public works projects such as aqueducts and bridges. Students put together “stones” to make an arch. As a class, they write why the arch was an important feature of Roman engineering.

STEPS TO FOLLOW 1. Remind students that the Romans were master builders. One of the key features of Roman construction was the use of the arch. Read the information on arches on About Engineering (page 74) and page 75. Show students illustrations or photographs of the use of arches in Roman and modern construction. 2. As a class, compose a paragraph about the importance of this Roman architectural feature. Write the paragraph on a chart or transparency from which students can copy. Include examples of Roman buildings and projects that incorporated the arch into their construction, such as the Pantheon and other temples, the Colosseum, triumphal arches, aqueducts, public baths, military forts, and homes.

MATERIALS • page 82, reproduced for each student • 9" x 12" (23 x 30.5 cm) colored construction paper • 3" x 6" (7.5 x 15 cm) lined writing paper • pencil • black marking pen

3. Have students copy the paragraph onto writing paper and glue it to the bottom of the construction paper. 4. Direct students to color the arch pieces. Encourage them to decorate the keystone, or center top stone, with a colorful Roman design. 5. Have students cut out the arch pieces and assemble them in the correct order on the construction paper to make an arch. Then they glue the arch pieces in place. 6. Direct students to write the title “The Roman Arch” at the top of the construction paper.



81

THE ROMAN ARCH

keystone

82



Pocket 8

ENTERTAINMENT FAST FACTS

Entertainment........................................ page 84 See page 2 for information on how to prepare the Fast Facts bookmark and pocket label. As you complete the activities in this pocket, read the Fast Facts bookmark frequently for a quick review. ABOUT

Entertainment........................................ page 85 Reproduce this page for students. Read and discuss the information, incorporating available library and multimedia resources. Refer to this information page as you complete the activities in this pocket. ART REFERENCE

The Colosseum ....................................... page 86 Use this reproducible page to familiarize students with interesting facts about the Colosseum. Tell students that the Colosseum is still standing as a ruin in Rome. ACTIVITIES

Mighty Gladiators ........................ pages 87 & 88 Students learn about four different types of gladiators who fought in the Colosseum as they create a pop-up book describing them. Chariot Racing .................................pages 89–91 Students learn about chariot racing at the Circus Maximus. Then they color a charioteer and a scene of the racetrack.


POCKET 8: ENTERTAINMENT

83

T N E M N I A T R E T N E


ENTERTAINMENT FAST FACTS

• The largest outdoor theater was called the Flavian Amphitheater. The name was changed later to the Colosseum because of a colossal statue of the emperor Nero that was nearby.

• When it first opened, the Colosseum floor was flooded so “sea battles” could be fought by gladiators in small ships.

• When a gladiator was badly wounded, he could appeal for mercy. If the crowd thought the gladiator had fought bravely, the emperor gave a “thumbsup” sign, and his life was spared. If he had not fought well, a “thumbs-down” sign was given, and the winner would kill the loser.

• The only place in which men and women were permitted to sit together was at the Circus Maximus, the largest racetrack in ancient Rome.

• During a race, drivers were often thrown from the chariot. If an empty chariot crossed the finish line first, it could still be declared the winner.

• At the theater, women were not allowed to sit in the front, so they would not be tempted to run off with an actor.

• Romans did not use soap at the public baths. To get clean, they rubbed olive oil on their bodies. Then they scraped off the oil, sweat, and dirt with a curved instrument called a strigil.


84



ABOUT

ENTERTAINMENT Many Celebrations Entertainment was an important part of life for all ancient Romans. The people celebrated over 100 days of religious holidays a year. During these holidays, leaders provided public entertainment in huge amphitheaters to keep people happy and content. The Colosseum The most famous amphitheater, or outdoor arena, was the Colosseum in Rome. The arena could seat about 50,000 spectators. People came to watch trained fighters called gladiators fight each other to the death. Most gladiators were condemned criminals or slaves. Other brutal spectacles at the Colosseum were contests between armed men and wild animals, wild animals fighting each other, or wild beasts attacking unarmed people. The Circus Maximus Another huge stadium in Rome was the Circus Maximus. This giant oval racetrack could hold more than 250,000 spectators. The people came to watch dangerous chariot races. Chariots were pulled by two to four horses. Races consisted of up to twelve chariots running seven laps, a total of about 5 miles (8 km). Charioteers belonged to one of four teams, and each team had its own color—red, white, blue, or green. Loyal fans bet on their favorite teams.


Roman Theater Another favorite activity was the theater. The Romans borrowed two types of plays from the Greeks—comedies and tragedies. The Romans preferred comedies. Like the Greeks, males played all parts in a play.

The Romans also liked pantomime, in which one actor danced and mimed a legend to the accompaniment of music. Women could appear in pantomimes. Roman theaters were usually open air. An awning could be drawn to protect the audience from the weather. There was also a smaller type of theater where concerts, poetry readings, and musical competitions were held. Roman Baths The most popular leisure activity for men and women was going to the public baths. The public baths were like modern-day health spas. Every city and town across the empire had at least one large bathhouse. There were about 1,000 in Rome alone. There were separate areas for men and women. They swam in hot and cold pools, sat in steam rooms and dry saunas, and got massages from slaves. The bathhouse had a large exercise yard where men played ball games, lifted weights, and wrestled. Public baths were not just for getting clean or for exercise. They were places to relax, meet friends, eat and drink, and conduct business.


85

THE COLOSSEUM

Slaves, women, and children

Ordinary citizens

Wealthy citizens

Emperor and high-ranking officials

• The Colosseum covered over 7½ acres (3 ha). • Its 80 entrances allowed 50,000 spectators to find seats in less than 15 minutes. • For shade, an awning called a velarium was stretched over the crowd. • The arena floor was covered in a layer of sand to soak up the blood. • Gladiators entered through gates below the seats. • Wild animals in cages were lifted by hoists from rooms under the arena.

86



MIGHTY GLADIATORS Gladiators were trained warriors who fought each other to entertain the ancient Romans. Most gladiators were slaves, prisoners of war, or criminals. Gladiators were trained in special schools. There were various types of gladiators, each with his own type of weapons and fighting style. Students create a pop-up book of four types of gladiators that could be seen battling in the Colosseum. STEPS TO FOLLOW

1. Guide students in skimming the Fast Facts (page 84) and About Entertainment (page 85) for information about the gladiators. 2. Instruct students to make the pop-up book as follows: a. Fold one piece of construction paper in half. Cut a 4-inch-wide (10 cm) tab as shown. Pull the tab to the inside, reversing the fold.

MATERIALS

• page 88, reproduced for each student • two 9" x 12" (23 x 30.5 cm) sheets of colored construction paper • colored pencils or fine-tip marking pens • scissors • glue • stapler

b. Color and cut out the illustration of the four gladiators on page 88. c. Put glue on the tab and affix the gladiator illustration. d. Cut out the description of the four types of gladiators and glue it below the illustration. e. Read each description, match it to a gladiator, and write the gladiator’s number in the circle next to the description. f. Draw a colosseum scene on the top half of the paper. g. Fold the other sheet of construction paper in half. Place the pop-up inside the folded paper. Place glue on the back of the top of the pop-up, close the paper, and press firmly. h. Flip the book over and follow the same steps in gluing the other half. i. Close the book. Write “Mighty Gladiators” on the front cover and decorate the cover as desired.



87

MIGHTY GLADIATORS Murmillo

Retarius

the Murmillo was called the “fish man”

the Retarius (net man) wore only an arm

because his helmet resembled a fish. He wore a short greave on his left leg and a manica, or arm guard, covered his right arm. This gladiator fought with a short, straight sword and an oblong shield.

guard with a shoulder shield on his left arm. He fought like a fisherman with his lead-weighted net. He would snare his opponent with the net. Then he would use a trident, or three-pronged spear, to kill his opponent.

Samnite

Thracian

the Samnite was heavily armed. He wore

the Thracian wore a metal helmet with

a metal helmet with a plume and protective armor on his right arm and left leg. He fought with a double-edged sword or lance. He carried a rectangular shield called a scutum that he pulled close to his body during battle.

a large crest representing a mythical beast. He wore an arm and shoulder guard on his left side. He also wore leg guards that reached above his knees. The Thracian fought with a curved sword called a sica. He carried a small round shield called a parma.

1

88


2

3

4


CHARIOT RACING Chariot racing was the most popular entertainment in the larger cities of ancient Rome. The largest track was the Circus Maximus in Rome. At the Circus Maximus, 250,000 spectators cheered and bet on their favorite teams—the Reds, Whites, Blues, and the Greens. Students read about the chariot races, and then color a charioteer and a drawing of the Circus Max imus. STEPS TO FOLLOW

1. Distribute pages 90 and 91 to students. Read and discuss the information about chariot racing. Reread the Fast Facts (page 84) and About Entertainment (page 85) for additional facts.

MATERIALS

2. With students, study the Circus Maximus scene on page 91. Identify the features mentioned in the information paragraph: spina, statue, obelisk, lap counter, and metae. Label each item in the illustration.

• pages 90 and 91, reproduced for each student

3. Instruct students to color the Circus Maximus scene and the charioteer, his chariot, and horses. Remind students that the charioteer and his chariot would display his team colors—red, white, blue, or green.

• crayons, colored pencils, or fine-tip marking pens

4. Direct students to cut out the full-page scene and glue it on one side of the construction paper. Then have them write “Chariot Racing at the Circus Maximus” in the box.

• glue

• 9" x 12" (23 x 30.5 cm) colored construction paper

• scissors

5. Then direct students to cut out the information and the charioteer illustration and glue both to the other side of the paper.



89

CHARIOT RACING , , , s . . h t s s s r , s s y t m . s e n d e a e e r u o e l o e i o n t v h o n a e t d e t o e e i w t b e a r i l a r p n a t r w l a e h h e e f h r e h e s n s h i p h k v c I u t a v t g t i T c c r o . u o l e s i f o f m w f o g . r i y W n n e f o ’ r a o t l c m o e n i s a , f f d r r s n t r a t n h s o e d o a e a o s s p e r u o n t h t t e , e e i l l o n i d s t d u t a s a r a s c f b u n r r s e e p s h t t t o m d g s o d u R a r i d p e s v t o l r a s , h g l e v u m f a i e a w f e d a g a s n l o s e e h o a e o d w o r r k o n o n c t h r e a h i i n e c l c c d e t a e m o r v t e t n g r r p h e a e l e r o r o d n e t r s e l , g e r h n t v d e w — a e a v s r d O r e i c t e e n h s a e o e s t r e h e d e h w p f r s s i s h e t c . u c e m o t r s e s c n y w e i t w t a g e o t o s n e i h m i l g e o t o b a e w r n n , o d e t t i i t c r s n o h r h f r n s s i e e p E d o i h r u t a o a t u e o t p t o c h e a h t h o s e o r r s U f h c t m o s n a r , o n d c a a d m u t e a o c u o i i . m a w n n e o a r e h e l r i I o T d r x f e t . v e e e w o f h . d r t t a a n k o e i t h r g C u e f d h g k h . o e t e l g o t e t l o h s l r c r n c M e s o A e f i n t t , d l a i w c a a p a T n y h y s h l n e m o e r c e l . . , d t s e s r h t r b a u i a s T e f u a n s s e t e s . l e e x e t c i d c p a i e n i e o , o w s d r o a s t o t e r s r l i h c s a e e r r e u a p r l u r v o o l t r u r u e c C e i a r a o j w p p o t o l a p b r o s o a p t a i t a n e m r f o e g r h f I h ’ r a l s b G n h t d w h a a . d r a h a i c a l r d s e t c o o g e t n e t , v e i n a a h d o o t s f n e t t a s o h d r a c r c n e o o t , t , n t a a e m i o o p r t e n n s r i i s r t a n e r e u i r r p u A y a i u n e p e e e r f t m e s t h f l d a a t e l e e o e a u o c a f o r h i o f h r t h a r c e o t n a B d h c c m r a a t s A f r o f I t w p m m e l

90



CHARIOT RACING



91

Note: Reproduce this page for students to use when they have completed all pockets.

Name

Date

ANCIENT ROME REVIEW AND ASSESSMENT Use the information and completed projects in each pocket as references to answer the following questions.

POCKET ı You have traveled to Pompeii two months after the eruption of Mount Vesuvius. Write about what you see. Tell how you feel. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

POCKET 2 If your house had a mosaic at the front door, what would it look like? Describe it and tell what it would represent to a passerby. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

POCKET 3 Write about how the government of your country is different from that of ancient Rome. Give at least two examples. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

92

EVALUATION

Ancient Rome • EMC 3726 • © Evan-Moor Corp.

POCKET 4 Do you think your education is better or worse than a Roman child your age? Explain your opinion. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

POCKET 5 Which would have been more difficult, being a Roman soldier or being a soldier today? Explain your opinion. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

POCKET 6 You have been selected to interview one of the three supreme gods of Rome. Which one would you interview—Jupiter, Juno, or Minerva? What three questions would you ask this god? ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

POCKET 7 You are a citizen of Rome. One day, you set out on a journey to visit your cousin in Brundisium. Write about the sights you see along the Appian Way. ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

____________________________________________________________________________________________________________

POCKET 8 You are a citizen of Rome. A friend wants to take you somewhere for your birthday. Will it be the Colosseum, the Circus Maximus, the theater, or a bathhouse? Where do you choose to go and why? ____________________________________________________________________________________________________________

____________________________________________________________________________________________________________


EVALUATION

93


Name

Date

ANCIENT ROME REFLECTION SHEET Directions: Please fill out this sheet after you have completed your book. 1. When I look through my Ancient Rome book, I feel

__________________________________________________

because _________________________________________________________________________________________________ 2. The project I enjoyed the most was the

_______________________________________________________________

because _________________________________________________________________________________________________ 3. The project I enjoyed the least was the ________________________________________________________________ because _________________________________________________________________________________________________ 4. Three things I am most proud of in my Ancient Rome book are

_____________________________________

__________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

5. Three things I would do differently to improve my Ancient Rome book are _________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

6. Three things I learned about Ancient Rome that I did not know before doing this project are __________________________________________________________________________________________________________ __________________________________________________________________________________________________________ __________________________________________________________________________________________________________

7. List three achievements or inventions of Ancient Rome and tell how each of them has affected our lives today. a.

________________________________________________________________________________________________________

b. ________________________________________________________________________________________________________ c. 94

________________________________________________________________________________________________________

EVALUATION



Name

Date

ANCIENT ROME EVALUATION SHEET Directions: Look through all the pockets and evaluate how well the activities were completed. Use the following point system: 6 Outstanding

5 Excellent

4 Very Good

Self-Evaluation

Name:

3 Satisfactory

2 Some Effort

Peer Evaluation

Name:

1 Little Effort

0 No Effort

Teacher Evaluation

completed assignments



followed directions

followed directions

followed directions

had correct information



edited writing

edited writing

edited writing

showed creativity

showed creativity

showed creativity

added color

added color

added color

total points

total points

total points

grade

Comments

Comments


Comments

EVALUATION

95

•ANSWER KEY• Page 47 Name

__________________________________

ROMAN NUMERALS Use the information and rules on page 46 to help you answer the math questions. A. Write these as Roman numerals:

C. Fill in the blanks with Roman

IX

1. 9

3. 169

CLXIX

4. 999

CMXCIX

Answers will vary.

.

12. My year of birth is

.

14. My favorite number is

XXIV

2. 24

numerals.

11. The current year is

13. I am

5. 2,781MMDCCLXXXI

B. Writ e these as Arabic numbers:

.

D. Write Roman numerals on the clock face.

6. IX

9

7. XX

20

8. CCC

300

X

9. DCCCV

805

IX

10. MDXLVI

years old.

XI

1,546

XII

I II III

VIII

IV

VII

VI

V

POCKET 4: EDUCATION


47

Page 88 MIGHTY GLADIATORS Murmillo

Retarius

the Murmillo was called the “fish man” because his helmet resembled a fish. He wore a short greave on his left leg and a manica, or arm guard, covered his right arm. This gladiator fought with a short, straight sword and an oblongshield.

the Retarius (net man) wore only an arm guard with a shoulder shield on his left arm. He fought like a fisherman with his lead-weighted net. He would snare his opponent with the net. Then he would use a trident, or three-pronged spear, to kill his opponent.

2

4

Samnite

Thracian

the Samnite was heavily armed. He wore a metal helmet with a plume and protective armor on his right arm and left leg. He fought with a double-edged sword or lance. He carried a rectangular shield called a scutum that he pulled close to his body during battle.

the Thracian wore a metal helmet with a large crest representing a mythical beast. He wore an arm and shoulder guard on his left side. He also wore leg guards that reached above his knees. The Thracian fought with a curved sword called a sica. He carried a small round shield called a parma. 1

3

1

88

2

3


•

• .

4


Page 91 .

obel is k

l a p c ou nt er

s ta t u e s pi n a

met ae

Chariot Racing at the Circus Maximus

96

ANSWER KEY


Creative Social Studies Solutions

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What Happened Today? Increase historical awareness, connect past and present, and learn about world events—what a great addition to classroom opening activities! One event is featured daily. Each event is followed by three activity choices—a vocabulary question, an open-ended discussion question that relates the event to students’ lives, and a research prompt. 192 full-color pages. Grades 1–6

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U.S. Facts & Fun Interesting—and sometimes unusual—events, people, animals, and sites are the subjects of the 44 stories in each U.S. Facts & Fun volume. Each story is followed by a comprehension activity and two “fun” pages, featuring puzzles, mazes, secret codes, games, hidden pictures, maps, and a lot more. The humorous illustrations grab students’ attention and draw them into the stories. 192 reproducible pages. Grades 1–3

EMC 6305

Grades 4–6 EMC 6306

EMC 1015

About Evan-Moor Educational Publishers About Evan-Moor Educational Publishers

Who We Became

At Evan-Moor, our products are written, edited, and tested by professional educators. We strive to provide the best products and service possible. van-Moor’s materials are directed to teachers and parents of prekindergarten through 6th-grade students, and most materials are correlated to state standards. We address all major curriculum areas, including:

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egan

n 1979, Joy Evans and Jo Ellen Moore were team-teaching �rst grade in a Title I school. They decided to put ideas that worked for their students into a book. They joined with Bill Evans (Joy’s brother) to start Evan-Moor Educational Publishers with one title.

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History Pockets Ancient Rome-3726i

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