From Republic to Empire

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1 From Republic to Empire ANSWER KEY Did the benefits of Roman expansion outweigh the costs? P R E V I E W Suppose that your family were much larger perhaps two or three times larger than it is now. What would be some of the benefits of living in a larger family? What might be some of the drawbacks, or costs? Complete the T-chart below. Benefits of a Larger Family Costs of a Larger Family Benefits and costs will vary. Benefits may include having more people to help with chores, a more festive environment, and a greater source of companions. Costs may include having less space, having to share items, and making decisions is more difficult. R E A D I N G N O T E S Social Studies Vocabulary As you complete the Reading Notes, use these terms in your answers. civil war Punic Wars Caesar Augustus dictator Julius Caesar Pax Romana Teachers Curriculum Institute From Republic to Empire 1

2 Section 1 In the flowchart below, summarize the expansion of Rome during each time period. Flowcharts will vary. Possible answers are shown. First Period Rome defeated the Etruscans, Samnites, and several Greek citystates to take control of the Italian peninsula. Second Period Rome fought the Punic Wars with Carthage, and Rome became the greatest power in the Mediterranean region. Third Period Julius Caesar became dictator of Rome, instituted reforms, and granted citizenship to Gaul and Spain. Fourth Period Rome became an empire under Augustus. Rome continued to expand its borders during the Pax Romana. Sections 2 to 5 As you read each section, complete these steps: Shade in the appropriate area of the map Roman Territory, 509 B.C.E. to 14 C.E. in a new color to show each Roman expansion. Color in the key to match. Find the corresponding section in the Reading Notes that follow the map. Outline the matching Roman column with the color you used on the map. In the Roman column, fill in the missing dates and answer the questions. 2 From Republic to Empire Teachers Curriculum Institute

3 Roman Territory, 509 B.C.E. to 14 C.E. Map and key colors may vary. Caspian Sea SPAIN BRITAIN GAUL MACEDONIA S A H A R A ASIA MINOR EGYPT ASSYRIA Tigris River Euphrates River SYRIA Red Sea Nile River Black Sea Rhine River CARPATHIAN MTS. A L P S Danube River M e d i t e r r a n e a n S ea N W S E SPAIN ATLANTIC OCEAN Conquest of the Italian peninsula, B.C.E. Overseas expansion during the Punic Wars, B.C.E. Expansion during the final years of the Republic, B.C.E. Creation of the Roman Empire, 43 B.C.E. 117 C.E. City BRITAIN GAUL EUROPE Rubicon River Tiber River Rome MACEDONIA Sicily GREECE Carthage AFRICA ASIA MINOR CYPRUS miles kilometers Lambert Azimuthal Equal-Area Projection ARMENIA ASSYRIA SYRIA JUDEA A SIA Teachers Curriculum Institute From Republic to Empire 3

4 Section 2 Section 3 to B.C.E to B.C.E How were the Romans able to take control of the Italian peninsula? 1. Why did Romans fight the Punic Wars? What did they gain? The Romans defeated the Etruscans, Samnites, and Greek city-states to take control of the Italian peninsula. They also formed alliances with neighbors. Rome fought with Carthage for control of the Mediterranean region. Rome gained control of North Africa, Spain, Macedonia, and Greece. Riches, slaves, and new ideas came from the conquered lands. Plebeians would have objected to this expansion because they had to serve in the army. Defeated people would have objected because they had to serve in the army, pay Roman taxes, and couldn t always become Roman citizens. Carthaginians would have objected because the Romans sold them into slavery and burned Carthage. Roman farmers would have objected because Hannibal destroyed many farms. Farmers had to neglect their farms to fight, and Rome began importing grain from other lands. 4 From Republic to Empire Teachers Curriculum Institute

5 Section 4 Section 5 to B.C.E to B.C.E When Julius Caesar became dictator of Rome, what reforms did he make? Julius Caesar began construction projects to provide work. He adopted a new calendar. He provided public entertainment for the poor. He also started new colonies and granted citizenship to people in Gaul and Spain 1. Describe the Pax Romana and other positive aspects of Augustus s reign. The Pax Romana was a peaceful period of Roman rule in the Mediterranean that lasted 200 years. Caesar Augustus encouraged education, art, and literature; started new construction projects and public services; increased the size of the empire; and improved trade. People from conquered lands would have objected to being enslaved. Farmers and laborers did not like losing their jobs to slaves. The Senate might have objected to expansion during this period because Caesar and his military leaders were a threat to the Senators power. Romans might have objected to the harsh punishments Augustus established for people who did not follow moral standards. They might also have objected to the Praetorian Guard and the need for a huge army to control such a large amount of territory. Teachers Curriculum Institute From Republic to Empire 5

6 P R O C E S S I N G In the T-chart below, list at least three benefits and at least three costs of Roman expansion from 509 B.C.E. to 14 C.E. Benefits of Roman Expansion Costs of Roman Expansion In a well-written paragraph, explain whether you think the benefits of Roman expansion outweighed the costs. Support your opinion by giving specific evidence from your T-chart and from the lesson. Use this rubric to evaluate the Processing assignment. Score Description The T-chart accurately states at least three benefits and three costs. The paragraph clearly states a position and provides evidence from the T-chart and lesson to support the position. The paragraph is well-written and free from grammar and spelling errors. The T-chart accurately states at least two benefits and two costs. The paragraph clearly states a position and provides evidence from the T-chart and lesson to support the position. The paragraph is well-written, but may have some grammar and spelling errors. The T-chart is inaccurate and has less than two benefits and costs. The paragraph does not state a position or provide evidence from the T-chart and lesson. The paragraph has many grammar and spelling errors. 6 From Republic to Empire Teachers Curriculum Institute

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