Republic+and+Empire

=Unit 10: Rome: Republic and Empire=

Unit Objectives

 * Identify key events, people, values, and achievements in the development of the Roman republic
 * Recognize the effects of the Punic Wars on Rome's power on the Italian peninsula and in the Mediterranean
 * Describe the transition of Rome from republic to empire
 * Recognize political, social, and cultural changes that occurred in Rome during the empire
 * Describe the origins, beliefs, and key figures in the spread of Christianity
 * Explain the main factors in the decline of the Roman Empire and how Rome reacted
 * List examples of the contributions of classical Greece and Rome to modern Western civilization
 * Identify the climate and terrain characteristics of Italy
 * Identify the extent of the Roman Empire at its height and the countries that are in that territory today
 * Recognize the role of trade between East and West in moving people, goods, and ideas

Key Words

 * paterfamilias:** the oldest living male in a family and--according to Roman law--the absolute ruler of the household
 * patricians:** members of the aristocratic ruling families of early Rome
 * republic:** a government in which citizens elect leaders who rule on behalf of the people
 * plebeians:** the commoners of ancient Rome
 * forum:** the great public meeting place of Rome
 * Pax Romana:** the "Roman Peace" or period of stability in the Roman Empire, which lasted nearly two centuries
 * atrium:** a large, airy room inside the main entrance of a wealthy Roman home
 * aqueduct:** a channel that carries abundant supplies of water into the city from the surrounding hills
 * bread and circuses:** free rations and entertainment
 * circus maximus:** U-shaped structure enclosing long racetracks where the empire's finest charioteers competed against each other in their two-wheeled chariots
 * colosseum:** a huge amphitheater in Rome where gladiator contests and other events were held
 * baptism:** a ritual that symbolized washing away old sins or offenses against God
 * parables:** brief stories that illustrate a moral point
 * catacombs:** a network of underground passages and rooms built by the early Christians and used as burial places and occasional hideaways and meeting places
 * epistle:** long letter
 * gentile:** a biblical term for a person who is not Jewish
 * martyr:** someone who dies for his or her faith
 * Messiah:** the expected king or deliverer of the Jews; the term comes from ancient Hebrew and means, "anointed one"' the word in Greek is Christos

Lesson 1: A Republic is Born
media type="custom" key="25473350" In the seventh century B.C., a group of people called Etruscans took control of a farming village named Rome and taught the people there new ways of building and using the land. Rome was situation in a fertile plain called Latium, which had springs, lakes, and pastureland for grazing herds. The Mediterranean climate helped support a variety of crops. The Palatine hill, on which the city was founded, was surrounded by six other hills, which made the settlement easy to defend. over time, Rome became a wealthy city.

Lesson Objectives

 * Identify characteristics of climate and terrain that made Rome a good site for a city on the Italian peninsula
 * Identify Romulus and Remus and summarize the legend about the foundation of Rome
 * Define //paterfamilias, rex, patrician,// and //republic//
 * Analyze the story of Horatius to find information about Roman values


 * 1) Complete The Reading Guide as you read Chapter 5, pages 340-351, in //The Human Odyssey: Prehistory Through The Middle Ages//
 * 2) Read Romulus and Remus by Anne Rockwell
 * 3) How did the geographic characteristics of Rome affect the settlement and success of Rome? Answer the following questions in your history notebook: What geographic characteristic:
 * helped it to grow olives, fruits and grasses?
 * helped it be easily defended from enemy attacks?
 * allowed passage to the Mediterranean sea?
 * provided fresh water?
 * allowed wheat to grow well?
 * allowed them to raise oxen, sheep, and pigs?

4. Computer models now provide a new way to look at Ancient Rome. Virtual Rome 5. Visit Detroit Institute of Arts and view Etruscan art.

Lesson 2: Celebrating Citizenship
media type="custom" key="25473554" You read about the brave soldier Horatius who saved Rome by risking his own life. The Romans told that story for centuries because they admired the values it conveyed. But no matter how loyal or brave or hardworking they were, soldiers and other common people in Rome often had to endure poverty and even slavery. Even the common men who became wealthy did not have a voice in government. How could the common people make life better for themselves and their families? How could they make the republic they lived a better place for all citizens?

Lesson Objectives

 * Describe the problems Rome's common people faced and how they responded to them
 * Describe the roles of plebeians, the Twelve Tables, consuls, and senators in Roman society
 * Summarize the most important achievements of the Roman Republic
 * Analyse "The Story of the Cincinnatus" to find information about the Roman ideals of citizenship


 * 1) Complete he Reading Guide, questions 1-6, as you read Chapter 5, pages 352-354 in //The Human Odyssey: Prehistory Through the Middle Ages.//
 * 2) media type="custom" key="25473608"Complete the All About the Roman Republic activity sheet.
 * 3) Continue to read Chapter 5, pages 355-357 and answer questions 7-8 the the Reading Guide.

Lesson 3: Fighting for Power
media type="custom" key="25473664" Over a span of nearly five centuries, the Roman Republic grew in wealth, power, and size. By 264 B.C. Rome dominated the Italian peninsula. but another power across a narrow expanse of sea threatened. Carthage, on the coast of what is now Tunisia, was the wealthiest city in the Mediterranean. As Rome gained control of Italy, Carthage conquered the Spanish coast and Sicily, which posed a more immediate threat just off the toe of the Italian boot. A series of three bloody wars in 120 years settles the question of who could control the Mediterranean. Those wars brought changes the Romans could not have anticipated.

Lesson Objectives

 * Recognize the main cause of the Punic Wars and who fought them
 * Describe the main events and leaders of the Punic Wars
 * Describe important changes that took place in Rome after the end of the Punic Wars


 * 1) Read //The Punic Wars// by Don Nardo
 * 2) Read Chapter 6, pages 359-369, in //The Human Odyssey: Prehistory Through the Middle Ages.// Then answer the following questions in your history journal:
 * What was the main cause of the Punic Wars and who fought in them?
 * Describe the main events and leaders of the Punic Wars.

Pretend you are a newspaper reporter working for the Roman Times. Your assignment is to interview a Roman citizen who lived during and after the Third Punic War. The citizen has seen many changes in Rome over the course of his lifetime. Sample questions: What changes have you seen in the values of the Romans? How did most people make a living before the Third Punic War? After?
 * 1) In your history journal, write at least four interview questions about the following topics:
 * Values of the Roman people (what they thought was important)
 * Economy (how the Romans made a living, who worked and who owned land)
 * Social structure or class system
 * Territory or boundaries

2. Write up the interview in your History Journal. Make an illustration to go along with your report.

Lesson 4: Julius Caesar
media type="custom" key="25473856" Rome's rapid growth brought political, economic, and social changes. The government tried to deal with those changes, but by 88 B.C. there was a real crisis. The republic that was a model for representative government was in ruins. Then, as is often the case in times of crisis, one leader emerged. That leader was Julius Caesar.

Lesson Objectives

 * Describe the crises in the Roman Republic by 88 B.C.
 * Compare Julius Caesar and Cincinnatus and their relationship to societal changes
 * Summarize the achievements of Julius Caesar


 * 1) Read Chapter 6, pages 369-370; and Chapter 7, pages 372-375. Complete the Reading Guide as you read.
 * 2) Read Julius Caesar by Roger Bruns
 * 3) Complete the Personality Profile sheet for Julius Ceasar
 * 4) Use the following words to complete the Two Dictators worksheet. Use the left box for Cinncinnatus and the right box for Ceasar. If it applies to both, put the word in the middle box.
 * lived during fifth century B.C.
 * statesman
 * lived during the first century B.C.
 * outside forces threatened Rome
 * civil war threatened Rome
 * general
 * wanted to preserve the Republic
 * powerful leader
 * actively sought war
 * restored order and then gave up power
 * leader during chaos in Rome
 * restored order and then kept power

Lesson 5: From Republic to Empire
media type="custom" key="25474008" For nearly 200 years after the death of Julius Caesar and the rise of Caesar Augustus, the Roman Empire enjoyed a period of affluence and relative calm that extended throughout the Mediterranean. It became know as the Pax Romana, or Roman Peace. How did the government of Rome foster peace and prosperity? What unified the vast empire?

Lesson Objectives

 * Define Pax Romana and forum
 * Recognize the extent of the Roman Empire at its height and the measures emperors took to unify the empire
 * Describe the role of trade between Rome and the East (the Silk Road)

The Silk Road Project


 * 1) Read pages 375-377 in //The Human Odyssey: Prehistory Through the Middle Ages.// Complete the Quick Check sheet after you finish your reading.
 * 2) Complete the Reading Guide as you read Chapter 7, pages 377-381.
 * 3) Read //The Romans: From Village to Empire// by Mary Boatwright
 * 4) Complete the What United the Empire sheet to help you recognize the actions that Caesar Augustus took to promote peace and unify the Empire.

Lesson 6: The Real Rome
media type="custom" key="25474218" What was life like in Rome? The wealthy had fine food and luxurious homes with indoor plumbing. Even poorer people had access to fancy public baths, because the Romans engineered systems to bring millions of gallons of water into the city,. But unemployment was a serious problem. How could the emperor keep thousands of people without jobs from rioting or rebelling? Bread and circuses. Those "circuses" were not minor productions. They were held in a stadium large enough for a hundred thousand people. The Romans even stated mock sea battles in a city arena. At the same time, Rome experienced a gold era for literature as well.

Lesson Objectives

 * Define //bread and circuses, Circus Maximus, Colosseum, atrium,// and //aqueduct.//
 * Identify the Aeneid as the most significant Roman epic poem, and Virgil as its author
 * Analyze Roman art and architecture to find out about life in the Roman Empire.

media type="custom" key="25474252" media type="custom" key="25474316" The Aeneid
 * 1) Complete the Reading Guide as you read Chapter 7, pages 381-391.
 * 2) Complete lesson 6 assessment [[file:Lesson 6 assessment.docx]]

Lesson 7: Learning Something New Everyday: Pompeii
media type="custom" key="25474354" In August A.D. 79, the volcano Vesuvius erupted, completely burying the southern Italian city of Pompeii. Archaeologists began excavating the city in the 1700s,and by the mid-1800s they had unearthed public buildings, homes, shops, and villas and begun to carefully document their findings. Archaeologists today are still "discovering" Pompeii. The ruins of Pompeii give us great insight into what life was like in Roman times.

Lesson Objectives

 * Recognize that historical knowledge changes with new discoveries
 * Identify Pompeii and its archaeological significance
 * Analyze ancient (Pliny's writings) and modern (archaeological evidence) information on Pompeii for examples of daily life there
 * Examine historical documents and archaeological evidence about Pompeii to find out about daily life in the city

The 79 A.D. Eruption of Vesuvius Pompeii: Unraveling Ancient Mysteries Odyssey Online--Rome: Daily Life

A primary source is an object or document that provides direct evidence of an event or time period. Primary sources include diaries, letters, census data, speeches, and eyewitness news accounts. A primary source may also be visual evidence, such as photographs, maps, and paintings. In today's lesson you will examine primary and secondary sources to learn bout daily life in Pompeii and the destruction of the city.
 * 1) Read two letters that Pliny the Younger wrote to the historian Tacitus: Pliny Letters that contain dramatic descriptions of the eruption of Vesuvius and the destruction of Pompeii. As you read, begin recording information about the eruption in your history journal. Write "Pliny's Description" above your information. Practice taking notes efficiently. Use single words or short phrases.
 * 2) See pictures and read about Vesuvius in a secondary source at [|History Online - Ancient Rome: Vesuvius Italy] As you read, record the information in your history journal that the secondary source gives about the eruption. Write "Secondary Source Description" above your information.
 * 3) In your journal, respond to the following:
 * List or explain some of the similarities and differences between the tw sources. Compare Pliny's descriptions of the eruption with the description in the secondary source.
 * What could Pliny tell us that the secondary source could not?
 * What could the secondary source tell us that Pliny could not?

4. Join an archaeological dig at Archaeology's Interactive Dig: In Vesuvius' Shadow Take a tour, read some actual field notes from the digs, and read excerpts from archaeology students' journals. 5. Complete Daily Life in Pompeii worksheet. The websites listed above may help you complete the sheet. 6. Take Assessment for Lesson 7

Lesson 8: Rome and Judea
media type="custom" key="25478702" Seventy million people lived in the Roman Empire during the reign of Caesar Augustus. Many people in North Africa, Asia Minor, Europe, and parts of Mesopotamia accepted Roman rule and paid taxes to Rome. Being part of the Roman Empire, after all, meant that you would receive the protection of the most powerful army in the world, enjoy the benefit of public works like aqueducts and baths, and have the opportunity to trade on the finest roads ever built. Why, then, did the people of Judea resist Roman rule? Why were so many of them willing to die rather than be part of the mighty empire?

Lesson Objectives

 * Identify Judea, Jerusalem, and Rome on a map
 * Describe the conflicts that led to the Roman control of Judea
 * Explain the tension between Roman rulers and their Jewish subjects in the first century B.C.
 * Identify Zealots

Jews in Roman Time

Answer the following questions in your history journal as you read Chapter 8, pages 392-396.
 * 1) What was Judea and where was it in relation to Rome?
 * 2) What is the Torah?
 * 3) What did the Jews learn from the Torah?
 * 4) Why did the people of Judea resist foreign rule?
 * 5) Why was there conflict between the Romans and the Jews?
 * 6) Who were the Zealots?
 * 7) Describe how the Zealots resisted Roman rule and what happened as a result of that resistance.
 * 8) Most Jews thought the Zealots were patriots and heroes, but some Jews were afraid of the Zealots. Why were they afraid of them?
 * 9) Who was Pontius Pilate and how did he handle trouble in Judea?

Complete the Conflicting Ideas sheet.

Lesson 9: Jesus of Nazareth
Jesus was born during a time of unrest in the Roman province of Judea. How did this Jewish boy, raised in the remote town of Nazareth, become one of the most influential people in history? Christians believe he is the Messiah that God promised the Hebrews. Why did Jesus' message appeal so strongly to some people but anger and frighten others?

Lesson Objectives

 * Describe the early life of Jesus
 * Summarize Jesus' key teachings
 * Summarize the conflict between Jesus and Jewish leaders and the events that resulted


 * 1) As you read Chapter 8, pages 396-403, complete the Reading Guide.
 * 2) Complete the Jesus' Key Teachings sheet
 * 3) Complete the assessment. [[file:Lesson 9 assessment.docx]]

Lesson 10: A New Religion
Jesus' followers set out to create a new religion based on is message of salvation. Despite encountering religious and political opposition, Christianity began to spread throughout the Roman Empire. Paul played an enormous role in the early diffusion of the new ideas.

Lesson Objectives

 * Identify core beliefs of Christianity
 * Describe the spread of Christianity in the early first century A.D.
 * Define //gentile, Messiah, epistle,// and //catacomb//
 * Identify Peter and Paul as key figures in the early spread of Christianity

Apostle Paul
 * 1) Jesus and His Teachings
 * 2) As you read Chapter 8, from "The Apostles Set to Work" to Chapter 9, "Diocletian's Great Persecution," pages 403-410, and "Faith Underground: The Catacombs," page 411, complete the Reading Guide.
 * 3) Use your textbook and the information here Saint Paul the Apostle to complete the Personality Profile (you can also learn more about him at the link above from PBS)

The movement of people creates patterns and centers of activity. People move from one location to another to fulfill needs. To make travel easier, they frequently end up establishing routes or roads. In earlier lessons you learned about the Silk Road (which was established to trade goods) and about the Roman roads (which were used to connect the vast empire and move the military). By Paul's time, there was a regular pattern of people traveling along the historical trade routes.

Following Paul's conversion to Christianity on the road to Damascus, he made three journeys spreading Jesus' message. The first journey took place between A.D. 45 and 47. His second great journey also lasted about two years. He traveled around preaching from about A.D. 51 to 53. The following year, A.D. 54, he set out on a longer trip that lasted until A.D. 58. Historical evidence suggests that Paul used some of the Silk Road routes in his travels; other apostles used the Roman roads to spread the good news. The movement of people, things, and ideas is called //cultural diffusion//. Over time, Jesus' teachings spread far and wide.

See a map of Paul's three journeys at Chronology of Apostle Paul's Journeys and Epistles In your history journal:
 * 1) Describe in general terms where Paul went to spread Jesus' message
 * 2) Describe how the Silk Road and Roman roads probably aided the spread of Christianity
 * 3) Think about the period of peace and prosperity in the Roman Empire known as the Pax Romana. How did the Pax Romana help the spread of Christianity?

Paul wrote many long letters or epistles to the people he had converted. His letters were full of vivid explanations of Jesus' message, as well as practical advice. he sent some of the letters to people in Rome, Corinth, Galatia, Ephesus, Philippi, Colosse, and Thessalonica. Identify these locations on the map of Paul's Missionary Travels with the epistle symbol.

Lesson 11: Conflicts for Christians
What was it about the early Christians that inspired fear and anger in Roman rulers? When Roman soldiers began arresting and executing Christians, how did their actions affect the new religion?

Lesson Objectives

 * Describe the conflicts between Christians and Roman rulers (including persecutions under Nero and Diocletian)
 * Define //catacombs// and explain their significance
 * Compare and contrast Christianity with other world religions

Early Christians

Now write your article, beginning with this sentence: "It is a time of trouble in the Roman world." 4. Complete the column for Christianity on the Comparing Religions and Philosophies chart. 5. Reading primary-source documents is one of the ways that historians make sense of the past. Read a letter from Pliny the Younger to Emperor Trajan as Pliny first encounters the Christians at Pliny the Younger: Letter to Trajan
 * 1) Gather the Comparing Religions and Philosophies chart from Unit 6.
 * 2) Complete the Reading Guide as you read Chapter 5, pages 410-417.
 * 3) Imagine that you are a report for the //Roman Times// newspaper during the reign of Diocletian in the third century A.D. Your assignment is to report on the conflict between the early Christians and the Roman rulers. Before you begin writing, begin thinking like a reporter and gather some information by answering these questions:
 * **Who** is involved in the conflict?
 * **What** happened? (What were the acitons and reactions?)
 * **When** did this conflict take place?
 * **Where?**
 * **Why** is there a conflict between the Roman rulers and Christians? Why is the conflict significant?
 * **How** do people on each side of the conflict respond? How does the response affect people?

Lesson 12: Empire in Crisis
The Roman Empire was huge. It controlled the land now occupied by more than 40 modern countries. by the second century A.D., the empire extended from North Africa to Britain and from Spain to Mesopotamia. Such a vast empire required strong leadership. Unfortunately, Rome experienced a period of "bad" rulers and internal problems. Invaders began to seriously threaten Roman borders. Would the Roman Empire survive?

Lesson Objectives

 * Identify the extent of the Roman Empire at its height and name five modern day countries that now occupy the land that once was part of the Roman Empire
 * Describe the main issues that led to the decline of the Roman Empire
 * Recognize the reasons for Diocletian's decision to divide the empire into two sections

Chronicles of Roman Empires
 * 1) Complete part 1 of the Reading Guide before you read Chapter 10, from the beginning to "Constantine's Vision and a Move East," pages 419-423. Complete Part 2 as you read.
 * 2) Complete the What Went Wrong sheet.
 * 3) Complete the Mapping the Empire activity

Lesson 13: Barbarians at the Gate
media type="custom" key="25481058" Diocletian had divided the Roman Empire into two separate administrative regions. But soon there were fights over which half would have the real power. Emperor Constantine emerged victorious. he looked to the future in making his decisions, and some of those decisions had an enormous impact on the world.

Lesson Objectives

 * Identify reasons for Christianity's appeal to the people of the Roman Empire
 * Identify Constantine and his achievements
 * Describe the events known as the "fall of Rome."


 * 1) Complete the Reading Guide as you read chapter 10, from "Constantine's Vision and a Move East" to the end, pages 424-427.
 * 2) Read Constantine by Nancy Walworth

The choices and actions of some key historical figures have had a significant impact on society. Confucius was one such person. Constantine was another. His decision to legalize Christianity in the Roman Empire in the early fourth century A.D. helped the religion spread quickly.

Complete the Personality Profile: Constantine sheet by using information from your textbook and Constantine
 * Draw (or cut out and paste) a picture of Constantine in the center oval
 * Fill in the year he was born and the year he died
 * On the line below that, write "First Christian Emperor of the Roman Empire."
 * In the thought bubble, write something that Constantine might have said just after he issued the Edict of Milan
 * In the picture frame, illustrate an important event in Constantine's life
 * In the first square, describe the vision that influenced Constantine
 * In the second square, write characteristics that describe Constantine and his rule
 * In the third square, explain how Constantine influenced the growth of Christianity
 * In the fourth square, tell two things that Constantine is remembered for today

Some individuals throughout history have played such an important role that historians often ask questions such as "What if this person had not lived?" "What if this person had done X instead of Y?"

Constantine was one such person. What if he had rejected Christianity? History would certainly have turned out differently. Take a moment and think about this. Speculate a bit about how things might be different if Constantine had rejected Christianity. Write your thoughts in your history journal.

Lesson 14: Who Where They?
media type="custom" key="25481372" You probably know what a //vandal// or //vandalism// is. But do you know where the term //vandal// comes from? Perched along the borders of the Roman Empire were nomadic tribes that the Romans called //barbarians.// The barbarians were actually distinct groups like the Visigoths, the Ostrogoths, the Huns, and (did you guess?) the Vandals. As the strength of the Roman Empire declined, those groups plundered and pillaged Roman villages. The Vandals ransacked Rome so thoroughly that their name still applies to anyone who loots and destroys property.

Lesson Objectives

 * Identify at least three barbarian tribes that threatened the Roman Empire in the fourth and fifth centuries A.D.
 * Choose one barbarian tribe, tell where they lied, and describe their way of lie.
 * Identify Attila as the leader of the Huns of central Asia

The ancient Romans referred to the lands beyond their borders as the //Barbaricum.// They considered those lands uncivilized, and few Romans ventured there. But eventually, the people whom the Romans called //barbarians// would stop the expansion of the Roman Empire, and in time, help destroy it. The Germanic Tribes Visigoths Sack Rome media type="custom" key="25481596" media type="custom" key="25481620"
 * 1) Read Barbarians by Steven Kroll
 * 2) Use the Barbarians sheet to help you organize information on barbarian tribes from the following websites, videos, and the book:

Now create a front page for today's issue of the Roman Times newspaper. Use the Roman Times sheet to help you prepare. For the part on Attila's dinner, read some interesting primary-source documents at Eyewitness to History: Attila Use the map on page 504 of your book to answer the following questions. This will help you create your newspaper front page.
 * Identify the groups that invaded Western Europe between A.D. 350 and 550
 * What group of invaders came the greatest distance?
 * What group of invaders came from Asia?
 * Which two groups can you infer were skilled sailors? How do you know?
 * What areas of the Roman Empire were not threatened by barbarian invasions? (refer to the maps on pages 504 and 423)

Lesson 15: Unit Review

 * 1) Read the conclusion to Part 3: "The Enduring Legacy of the Classical World," pages 429-437
 * 2) Review what you have learned in this unit by going through your history journal.
 * 3) Complete: [[file:Before and After.pdf]][[file:Why Rome.pdf]]

Lesson 16: Unit Assessment

 * 1) Complete Unit Assessment: [[file:Unit 10 Assessment.docx]]

Unit 17: Legacies, Part 1
Greece and Rome, the classical civilizations that dominated the Mediterranean for more than a millennium, left an enduring legacy, particularly to the Western world. The light of these classical civilizations dimmed after the fall of Rome, but Greek and Roman ideas reemerged centuries later. Many of them continue to shine to this day.

Lesson Objectives

 * Review knowledge gained in previous lessons and units
 * Recognize the contributions and legacies of classical Greece and Rome to modern Western civilization

As you review the contributions of the ancient Greeks and Romans, do so in the context of "Questions to Ask About a Culture" from Unit 1. Review those questions now--they're in the sidebar on page 48.

After you've reviewed the questions, complete the Legacies and Contributions sheet. Include as many legacies and contributions as you can think of. Skim through your textbook, the Conclusion to Part 3, pages 429 to 435, if you need help remembering what some of them are. The most important column is the last one. Spend a little time thinking about why you included each legacy or contribution.

After you have completed the chart, select one legacy or contribution to focus on and create a presentation for it.

**Presentation**
Choose a type of presentation from the bulleted list below and begin working on yours. In the next lesson you'll finish it and present it.

Think of a creative way to highlight the legacy or contribution you selected. Here are some ideas: Use a three-panel display board to create a kiosk-type presentation. As you create your display, imagine that it will be one of many that are set up on a long table. Make yours stand out with interesting images; bold, attention-grabbing headings; and short, to-the-point snippets of text. Use PowerPoint or similar presentation software to create a slideshow. You can incorporate text, images, animation, sound, and video. Remember that your audience will page through the information in step-by-step manner. Use PowerPoint or similar software to create a multimedia presentation that the user can view in whatever way suits him. Incorporate text, images, animation, sound, and video. Interactive CD-ROMS are this type of format. Create an oral presentation that you would give to an audience. Use visuals--posters, models, illustrations, etc. If you wish, dress up as a character to give the presentation. Or, imagine you are a college professor giving a lecture to your world history class, the curator of a museum talking to a group of students, or a historian being interviewed on the History Channel.
 * 1) ** Type of Presentation **
 * **//Display//**
 * //**Slideshow**//
 * //**Interactive Presentation**//
 * //**Oral Presentation**//

2. Regardless of what type of presentation you choose, you need to include, at a minimum, the information from your chart:
 * Name of the legacy or contribution
 * Category (from Questions to Ask About a Culture)
 * Where it comes from (Greece or Rome, and a person, if applicable)
 * A description of the legacy or contribution
 * An explanation of how the legacy or contribution has influenced society, how the world has benefited from it, how it's used today, etc.
 * Include any other information you feel is important and applies to the contribution

3. Begin putting together the presentation. If you need more information, do a little research (but don't spend a lot of time researching). Use your book and online encyclopedia's.

4. Do as much work as you can today. You'll finish up in the next lesson.

Lessons Objectives

 * Review knowledge gained in previous lessons and units
 * Recognize the contributions and legacies of classical Greece and Rome to modern Western Civilization
 * 1) Complete your presentation. Proof all of your work. Be prepared to present.