Section

4

The Lasting Contributions of Rome

Section

4

Standards-Based Instruction

Reading Preview Reading Skill

H-SS 7.1.1 Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

Standards at a Glance

Vocabulary Builder

Analyze Text Structure Sometimes, the purpose of a text’s structure is to present related information in a logical way. Main topics and supporting information are organized as an outline: I. A. B., II. A. B., and so on.

E-LA Reading 7.2.1

High-Use Words communicate (kuh MYOO nih kayt), p. 24 execute (EHK sih kyoot), p. 25 Key Terms and People public works (PUHB lihk werks), p. 21 multicultural (muhl tee KUHL cher uhl), p. 22 Romance languages (ROH mans LAN gwihj ihz), p. 24 Constantine (KAHN stehn teen), p. 25

Section Focus Question What were the lasting contributions of Rome? As you start the lesson, write the Section Focus Question on the board. (Lesson focus: Rome made many lasting contributions in art, architecture, engineering, the Latin language, laws, the calendar, a system of government, works of philosophy and literature.)

Prepare to Read

Background Knowledge Internal weaknesses and outside invasions contributed to the decline of the once great Roman Empire. Nevertheless, Rome left a rich legacy. In this section, you will read about the lasting contributions of Rome.

Build Background Knowledge

Art, Architecture, and Engineering The Romans were a no-nonsense people. In art and architecture, they created works that were both beautiful and practical.

Students have read about the weaknesses in the Roman Empire. Here, they will focus on the lasting contributions of Roman culture.

The Romans were great builders.

Architecture Most surviving Roman structures were public-works projects. Public works are structures built by a government for public use. The Romans built public baths, temples, bridges, forums, and marketplaces. Artists and sculptors added beauty to Roman buildings. Statues of emperors and gods stood in public places and private gardens. Paintings and mosaics decorated Roman homes.

Set a Purpose ■

Engineering The Romans invented concrete, a material ■

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History Background The Julian Calendar One Roman innova-

tion that affects us every day is the Julian calendar. It had a 365-day year with an extra day added every four years. Augustus renamed two of the months. Quintilius (meaning “Fifth”) became Julius in Caesar’s honor, and Sixtilis (“Sixth”) became Augustus. We still use the Roman names for all twelve months, although

L2

Read each statement in the Reading Readiness Guide aloud. Ask students to mark the statements true or false. Teaching Resources, Unit 1, Reading Readiness Guide, p. 18

that was stronger and easier to use than stone. They designed arches and huge domes of concrete. They also used it to build roads. Section 4 The Lasting Contributions of Rome

L2

Write these words on the board: alias, alibi, camera, caper, extra, focus, media, minister, omnibus, radius, and recipe. Tell students that these everyday English words are actually Latin words. Ask students if they can think of any other things that have come to us from ancient Rome. Have them engage in a Think-Write-Pair-Share strategy (TE p. T39).

Anglicized (e.g., July instead of Julius). The calendar we use today is a version of Caesar’s calendar that was corrected by Pope Gregory XIII in 1582. Sosigenes, the astronomer who advised Caesar, had made the year 11 minutes and 14 seconds too long. Over time, this resulted in the calendar’s being out of tune with the seasons.

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Have students discuss the statements in pairs or in groups of four and then mark their worksheets again. Use the Numbered Heads strategy (TE p. T38) to call on students to share their group’s perspectives. Students will return to these worksheets later. Before you discuss the History Background information on the Julian calendar, show the transparency Julian Calendar. Tell students that this was the Roman calendar. Ask students whether it looks familiar and how it is different from the calendar we use today.

Color Transparencies, Julian Calendar Chapter 1 Section 4 21

Teach

See “Roman Engineering” in the Reference Section at the back of this book.

Art, Architecture, and Engineering H-SS 7.1.1

Instruction ■

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Vocabulary Builder

E-LA 7.2.1 Analyze Text Structure

High-Use Words Before teaching this

section, preteach the high-use words communicate and execute, using the strategy on TE p. 5. Key Terms Have students continue to fill in the See It–Remember It chart. ■

Have students read Art, Architecture, and Engineering using the Structured Silent Reading strategy (TE p. T36).

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Point out that many Roman works of art, architecture, and engineering still exist today, some in excellent condition. Ask: What does the long life of the things they made tell you about Roman artisans, engineers, and laborers? (They were skilled at what they did. They built things that lasted.)

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Show students the transparency Roman Roads. Tell students that water often helps cause roads to break down over time. Ask: Where would rain go on a road like this? (in the gutters) Ask: How would a design like this help a road last? (The raised, slightly curved middle causes rain to run off into the gutter, and the gutter carries the water away.)

Explain, or create part of an outline to show, how the supporting information on pages 21 and 22 is organized under the main topic Art, Architecture, and Engineering.

Twelve Tables were changed. New laws were also added. Two things did not change, however. The first was the belief that good government was based on the rule of law. The second was that all Roman citizens had equal rights under the law. Early in the Roman Republic, citizenship was limited to the people who lived in Italy. They felt proud to say, “Civis romanus sum,” which means “I am a Roman citizen.” Citizenship gave them the right to participate in the government. As the empire grew, so did the number of citizens outside Italy. You have read that citizenship was granted to all free men in the empire in A.D. 212. This change brought a huge multicultural empire under Roman law. Multicultural means consisting of many different cultures and religions.

Interactive Reading and Notetaking Study Guide, Chapter 1, Section 4 (Adapted version also available.)

Monitor Progress 22

Chapter 1

The Roman Empire

Universal Access L1 English Language Learners

Reading Skill main idea followed to allow the army to travel quickly; to connect the empire and spread Roman culture 22 Chapter 1

In 451 B.C., leaders of the Republic wrote Rome’s first law code known as the Twelve Tables. The laws were clearly stated so that every Roman could understand them. This was the beginning of a long legal tradition that is still with us today.

Law and Citizenship Over the years, some laws in the

Have students begin to fill in the Interactive Reading and Notetaking Study Guide.

by supporting details

public water systems. Ordinary people got clean water from public fountains. Wealthier homes had private water supplies. Sewer systems carried away wastewater. Romans of all classes enjoyed the public baths. Water was brought to Roman cities from many miles away. To carry water across valleys, Roman engineers built aqueducts. A Roman aqueduct was made of arches that supported a covered channel through which the water flowed. Usually, another level of the aqueduct carried a road or footpath. Some of these aqueducts are still used to carry water today.

Roman Law and Language Roman law and the Latin language had a lasting impact on the world.

Independent Practice

Answers

Water Supplies Roman towns had surprisingly modern

What was the chief purpose of Roman roads?

Color Transparencies, Roman Roads

As students fill in the Notetaking Study Guide, circulate to make sure they understand what the lasting contributions of Rome were. Provide assistance as needed.

Roman roads were paved with a surface of cut stones or concrete. Under that were layers of smaller stones and concrete. Eventually, the empire had a network of more than 50,000 miles of roads that linked cities and military outposts. These roads were built so that the army could move quickly from place to place. In fact, most road-builders were soldiers. On the march, they built both roads and forts. Good roads also helped unify the empire and spread Roman culture.

L1 Less Proficient Readers

Vocabulary Development Have students make a list of the key terms and high-use words. Tell them to include the words concrete, engineers, and aqueduct. Then, have them create flashcards with the word on one side and its definition on the other.

L1 Special Needs

Pair students, and have partners quiz each other on the definitions of the words, using the flashcards. For English language learners, have students add pictures to go with the flashcards.

Roman Aqueducts The Roman aqueducts were marvels of engineering. Some of them, like the one at left, are still standing today. Study the diagram below to see how aqueducts carried water from the countryside to the city. Critical Thinking: Draw Conclusions Based on these images, what skills did the Romans need to design and build the aqueducts?

Roman Law and Language H-SS 7.1.1

Instruction

Read Roman Law and Language with students. Remind students to look for the main idea.

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Ask: What are the key features of Roman law? (belief in the rule of law and the idea of equal rights under the law)

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Ask: In what ways might it be hard to have a uniform law that fits every culture in a multicultural empire? (Possible answer: Different cultures often follow different religions and have different customs, beliefs, and needs.)

2 Water pressure carries water across the valley and up the other side to a pool at a lower elevation.

3 To maintain a gentle slope, arches carry the water high above the ground.

1 Water from mountain springs flows into a collecting pool. Mud and gravel settle out.

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Independent Practice Have students complete the Interactive Reading and Notetaking Study Guide. (Adapted version available.)

Monitor Progress As students fill in the Notetaking Study Guide, circulate and assist them as needed.

Seeing the Main Idea Roman Aqueducts This illustration helps students gain an appreciation for the remarkable talent the Romans demonstrated for designing and building great structures. Ask students what the photograph on this page suggests about the Roman aqueducts. (They were built exceptionally well, and some still stand today.) What force did the Romans use to power their water systems? (gravity)

4 The water runs underground in tunnels and trenches that follow the curves of the land.

5 Aqueducts bound for

6 The water runs

different parts of the city cross at this tower. Fountain

into a settling pool. From there, smaller channels carry it to public baths and fountains.

Section 4 The Lasting Contributions of Rome

23

History Background The Twelve Tables Many of the laws in the Twelve Tables deal with property rights. For example, Table IV states that a Roman’s sons were his property and there were no limits to his rights over them. This law has survived in modified form in several European law codes, which specify that parents have a legal right to obedience and support from their children.

Table II states that “where anyone commits a theft by night, and having been caught in the act is killed, he is legally killed.” To the Romans, maintaining one’s property was more important than any rights of the criminal. To this day, this law is upheld in France, Italy, Scotland, and the United States, provided that the thief threatens violence.

Answer Draw Conclusions Possible answer: They needed knowledge of sanitation, engineering, and construction. Chapter 1 Section 4 23

The Influence of Roman Law Early Roman law was

The Christian Religion Instruction

limited to dealings among Roman citizens. But as the empire grew, Romans needed rules for dealing with foreigners. These rules formed the basis for modern international law. Roman law has influenced modern law codes. Many European nations base their law on the Roman system. So do most Latin American countries, which were once European colonies. Roman law has also influenced the United States. Many principles of the Roman Republic, such as equal justice under the law, became part of the American system of government.

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Read The Christian Religion with students. Remind them to look for support for the main idea.

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Ask: Why is religion an important aspect of cultural heritage? (Religion affects the beliefs, behaviors, customs, and habits of individuals and societies.)

Independent Practice Have students complete the Interactive Reading and Notetaking Study Guide. (Adapted version available.)

A Legacy of Language Like Roman law, the Latin lanVocabulary Builder communicate (kuh MYOO nih kayt) v. to exchange information with other people using words or signs

Monitor Progress As students fill in the Notetaking Study Guide, circulate and assist them as needed. If students are having difficulty, have them reread the section.

guage also spread throughout the empire. Long after the empire collapsed, educated people still used Latin to communicate. Today, millions of people speak Romance languages, or languages based on Latin. The most widespread Romance language is Spanish. Other major Romance languages are Italian, French, Portuguese, and Romanian. English is not a Romance language, but many English words come from Latin. English speakers also use the Roman alphabet to write English.

Tell students to fill in the last column of the Reading Readiness Guide. Probe for what they learned that confirms or invalidates each statement.

Where can the influence of Roman law be seen today?

Teaching Resources, Unit 1, Reading Readiness Guide, p. 18

Legacy of Ancient Rome • Law

Legacy Rule of Ancient Rome of law; • Law modern legal Rule of law; systems based on modern Romanlegal laws based on •systems Religion Roman Spreadlaws of • Religion Christianity of •Spread Language Christianity Romance languages • Language based on Latin languages •Romance Engineering based on Latin Concrete, arches, • Engineering domes, aqueducts arches, •Concrete, Architecture domes, aqueducts Monuments, forums, • Architecture public baths Monuments, forums, public baths

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Universal Access L3 Advanced Readers

Answer Some European and Latin American nations use Roman law as the basis for their legal systems. 24 Chapter 1

L3 Gifted and Talented

Explore Christianity and Rome Have students use library and online resources to learn more about the relationship between Christianity and the Roman Empire. Stu-

dents should use their findings to create a Web diagram that shows key figures and events involving the early Christians in Rome.

The Christian Religion For many people, Rome’s most important legacy is Christianity, a religion based on the teachings of the Jewish prophet Jesus. Born in Judah around 4 B.C., Jesus urged his followers to love God and one another. Some came to view him as a messiah, or savior sent by God. Roman officials began to fear that Jesus might spark a Jewish rebellion. According to the Christian Scriptures, they had Jesus executed by nailing him to a cross. His followers believed that Jesus then rose from the dead and ordered them to carry his message to all nations. Roman authorities persecuted early Christians. Even so, the new faith spread. In the 300s, the emperor Constantine allowed Christians to worship freely. With that protection, the Christian Church grew into a powerful religious institution.

Despite official opposition, Christianity grew under Roman rule.

Assess and Reteach Assess Progress

Teaching Resources, Unit 1, Section Quiz, p. 27

Vocabulary Builder execute (EHK sih kyoot) v. to kill someone, especially as punishment for a crime

To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 1, Section 4

Reteach

Looking Back and Ahead In this section, you have read about Rome’s lasting contributions. In the next chapter, you will discover what happened in the Eastern Roman Empire after the fall of the Western Empire.

4 Check Your Progress H-SS: 7.1.1; E-LA: Reading 7.2.1

Comprehension and Critical Thinking 1. (a) Recall Which countries have legal systems based on Roman law? (b) Analyze Cause and Effect Explain why the influence of Roman law remains strong in those countries. 2. (a) Recall What were the advantages of using concrete for building? (b) Draw Conclusions What can you conclude about the Romans based on their use of technology?

Reading Skill 3. Analyze Text Structure Reread the subsection A Legacy of Language. Then, review the chart on page 4. How does the subsection fit the definition of a secondary source?

Vocabulary Builder Complete each of the sentences that follow so that the second part further explains the first part and clearly shows your understanding of the highlighted words.

L1

If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide and complete the accompanying question. (Adapted version available.)

How did Christianity become Rome’s official religion?

Section

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Have students complete Check Your Progress. Administer the Section Quiz.

Extend

For: Self-test with instant help Visit: PHSchool.com Web Code: mxa-1014

4. The Roman empire was multicultural: _____ 5. Today, millions of people speak Romance languages: _____ 6. Roman emperors sponsored many public works: _____

Writing 7. Suppose you were writing a paragraph summarizing the lasting contributions of Rome. What is the main point you will make? Write a topic sentence that states the main idea of this section.

L3

Have students work in groups to research engineering feats of the Romans and to create a visual and oral presentation. Encourage creativity. For students’ oral presentation, they can either write a short speech or read aloud fictional diary entries of the head engineer or architect of a project, describing how something was built.

Section 4 Check Your Progress 1. (a) many European and Latin American

nations and the United States (b) because European nations were part

of the Roman Empire and the Latin American nations and the United States were European colonies 2. (a) It was strong and easy to use. (b) They used old technologies well and

invented new ones; this shows that they were educated and imaginative. 3. It is based on a primary source. 4. It included people from many cultures.

Section 4 The Lasting Contributions of Rome

25

5. These languages are derived from Latin. 6. These projects were built for public use. 7. Rome made lasting contributions in art,

architecture, language, and law. Writing Rubric Share this rubric with students before they write their sentences. Score Score Score Score

1 2 3 4

Sentence is not grammatically correct and does not state the main idea. Sentence does not clearly state the main idea. Sentence adequately states the main idea. Sentence clearly states the main idea.

Answer Constantine allowed Christians religious freedom, and the Christian Church grew into a powerful institution. Chapter 1 Section 4 25

Identify Central Issues and Problems Objective The Analysis Skills lesson will teach students to identify the central issue or problem being discussed in a passage. This will help students acquire more information from whatever they read.

Historians look at the ways people met their basic needs. They explore the causes and effects of conflicts. They discuss the rise and fall of empires. Understanding these central issues or problems will help you understand history.

Identify Central Issues and Problems Instruction

In A.D. 284, a soldier named Diocletian became emperor of Rome. Diocletian faced serious challenges. After years of civil war, the army was divided. The machinery of government no longer worked. Prices were rising. Taxes were no longer being paid. The frontiers were not well guarded. The emperor believed harsh measures were necessary to meet these challenges. He knew the reforms he had in mind would not be popular. But he believed only strong action on his part would bring the empire back under control.

L2

2. After each step, have the class perform the recommended steps. Discuss student volunteers’ findings with the class. 3. Follow the steps under Practice the Skill as a class. Model each step for students. (1. (a) the challenges faced by Diocletian as emperor (b) Diocletian faced serious challenges. 2. (a) Diocletian and the people of Rome (b) Diocletian’s time as emperor after A.D. 284 (c) in the Roman Empire 3. (a) the many challenges facing the emperor Diocletian (b) Examples include the division of the army, problems with government, unpaid taxes, unguarded borders, and rising prices. 4. (a) It explained why Diocletian adopted harsh measures. (b) Students should share ideas about other leaders who have faced similar problems.)

Monitor Progress Ask students to do the Apply the Skill activity. Then, assign the Analysis Skill Worksheet. As students complete the worksheet, circulate to make sure individuals are applying the skill steps effectively. Provide assistance as needed. Teaching Resources, Unit 1, Analysis Skill Worksheet, p. 22

”

Learn the Skill Follow these steps to learn ways to identify central issues and problems.

Practice the Skill Use the passage above to answer the following questions.

1. Identify the subject of the passage. Read the passage to find out what it is about. Look for a topic sentence that identifies the main idea or subject.

1. Identify the subject of the passage. (a) What is the subject of the passage? (b) Which sentence in the passage identifies this subject?

2. Identify the people, time, and place discussed in the passage. Look for clues telling you what people and time period are being discussed. Determine where the people were most likely located. 3. Determine the central issue or problem. Read the details of the passage. Then, ask yourself what problem or issue is the main focus of the passage. 4. Explain why this issue was important. Look for information that states why this issue was important at that time. Think about whether people at other times and places have faced similar issues. 26

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If students need more instruction, use the Social Studies Skills Tutor CD-ROM to reteach this skill. Social Studies Skills Tutor CD-ROM, Identifying Main Ideas

26 Chapter 1

Historical Interpretation 1 Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

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1. Have students read aloud each step under Learn the Skill.

Reteach

History-Social Science

Chapter 1

The Roman Empire

2. Identify the people, time, and place. (a) Who is being discussed in this passage? (b) What time period is the historian discussing? (c) Where did the events in the passage take place? 3. Determine the central issue or problem. (a) What problem or issue is the main focus of this passage? (b) What facts or details support your answer? 4. Explain why this issue was important. (a) Why was this issue important at that time and place? (b) Have people at other times and places faced similar issues? Apply the Skill See page 29 of the Review and Assessment.