world history ancient civilizations e

Stanley M Burstein Richard Shek Standards Assessment DIRECTIONS: Read each question, and write the letter of the best response ! that multitude of gleaming helms and bossed shields issued from the ships, with plated cuirasses [armor] and ashwood spears Reflected glintings flashed to heaven, as the plain in all directions shone with glare of bronze and shook with trampling feet of men Among them Prince Achilles armed One heard his teeth grind hard together, and his eyes blazed out like licking fire, for unbearable pain had fixed upon his heart Raging at Trojans, he buckled on the arms Hephaestus forged $ Athens was ruled by a single person under the type of government known as A direct democracy B representative democracy C oligarchy D tyranny % The citizens’ assembly in ancient Athens was an example of A trial by jury B rule by aristocrats C direct democracy D representative democracy Connecting with Past Learnings ^ Recently you learned about Hebrew history The content of this passage suggests that it was written by A Homer B Zeus C Apollo D Cleisthenes @ What type of ancient Greek literature would most likely describe the deeds of a great hero? A fable B epic poem C lyric poem D oration # Which was the main cause for the indepen- and beliefs The ancient Hebrew and Greek civilizations shared all of the following characteristics except A great written works B democratic governments C strong political leaders D influence on later civilizations & You know that early towns in India were controlled by small groups of priests Like ancient Greek government, this early Indian government was an example of A oligarchy B tyranny C monarchy D democracy dence of city-states in ancient Greece? A the Greeks’ location on the sea B the threat of warlike neighbors to the north C the geography of mountainous peninsulas D the spread of Minoan culture ANCIENT GREECE 281 CHAPTER 10 550–30 BC The Greek World California Standards History–Social Science 6.4 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece Analysis Skills HI Students understand and distinguish cause, effect, sequence, and correlation in historical events, including long- and short-term causal relations English–Language Arts Writing 6.2.2 Follow an organizational pattern appropriate to the type of composition Reading 6.2.2 Analyze text that uses the compare-and-contrast organizational pattern FOCUS ON WRITING A Poem Ancient Greek poets often wrote poems in praise of great leaders, victorious military commanders, star athletes, and other famous people As you read this chapter, you will learn about the accomplishments of Greek and Persian kings, generals, writers, thinkers, and scientists As you read, you’ll choose the one person you most admire and write a five-line poem praising that person c 550 BC CHAPTER EVENTS Cyrus the Great founds the Persian Empire 550 BC WORLD EVENTS 282 CHAPTER 10 c 551 BC Confucius is born in China HOLT History’s Impact ▲ video series Watch the video to understand the impact of the Greek scholars What You Will Learn… In this chapter you will learn that the ancient Greeks were both fierce fighters and great builders The ruins shown in this photo are from the Parthenon, a beautiful temple built to celebrate a Greek victory in war 431 BC 450 BC 334–323 BC 30 BC The Peloponnesian War begins Alexander the Great builds his empire Rome conquers Egypt, ending the Hellenistic Age 350 BC 343 BC The last Egyptian ruler of Egypt is overthrown 250 BC 150 BC 50 BC c 325 BC c 160 BC The Mauryan Empire is founded in India The Maccabees regain Jewish independence THE GREEK WORLD 283 Reading Social Studies Geography Economics Politics Religion by Kylene Beers Society and Culture Science and Technology discover how, even though another invader conquered Greece, Greek influence continued to spread Without a doubt, you need to understand the politics of the time in order to understand the Greek world and its society and culture Focus on Themes In this chapter, you will learn about Persia’s attempt to take over Greece You will also read about two great Greek cities, Sparta and Athens, and how they both worked to protect Greece from this invader Finally, you will Comparing and Contrasting Historical Facts Focus on Reading Comparing and contrasting is a good way to learn That’s one reason historians use comparison and contrast to explain people and events in history Additional reading support can be found in the Understanding Comparison and Contrast To compare is to look for likenesses, or similarities To contrast is to look for differences Sometimes writers point out similarities and differences Other times you have to look for them yourself You can use a diagram like this one to keep track of similarities and differences as you read Greek Cities Athens Sparta Differences • Democratic government • Emphasis on many subjects in education • Known as the home of artists, writers, and philosophers 284 CHAPTER 10 CHAPTER 16 Clues for Comparison-Contrast Differences Similarities • Greek language and religion • More rights for men than for women • Ruled by kings and officials • Emphasis only on physical education • Known for its powerful and disciplined army Writers sometimes signal comparisons or contrasts with words like these: Comparison—similarly, like, in the same way, too Contrast—however, unlike, but, while, although, in contrast ELA Reading 6.2.2 Analyze text that uses the compare-and-contrast organizational pattern Key Terms and People You Try It! Chapter 10 The following passage is from the chapter you are getting ready to read As you read the passage, look for word clues about similarities and differences Cyrus the Great (p 287) cavalry (p 288) Darius I (p 288) Persian Wars (p 289) Xerxes I (p 290) Boys and Men in Athens From a young age, Athenian boys from rich families worked to improve both their bodies and their minds Like Spartan boys, Athenian boys had to learn to run, jump, and fight But this training was not as harsh or as long as the training in Sparta Unlike Spartan men, Athenian men didn’t have to devote their whole lives to the army All men in Athens joined the army, but only for two years They helped defend the city between the ages of 18 and 20 Older men only had to serve in the army in times of war In addition to their physical training, Athenian students, unlike the Spartans, also learned other skills They learned to read, write, and count as well as sing and play musical instruments From Chapter 10, pp 294–295 After you read the passage, answer the following questions What does the word like (line of the passage) compare or contrast? Which boys had harsher training, Athenian boys or Spartan boys? Section Section alliance (p 296) Peloponnesian War (p 297) Section Philip II (p 298) phalanx (p 299) Alexander the Great (p 300) Hellenistic (p 301) Section Socrates (p 307) Plato (p 307) Aristotle (p 307) reason (p 307) Euclid (p 308) Hippocrates (p 308) Academic Vocabulary Success in school is related to knowing academic vocabulary— the words that are frequently used in school assignments and discussions In this chapter, you will learn the following academic words: strategy (p 288) neutral (p 306) What comparison or contrast signal word helped you answer this question? What other comparison or contrast words you find in that passage? How these words or phrases help you understand the passage? Draw a diagram like the one on the previous page to compare educational opportunities for boys in Athens and Sparta As you read Chapter 10, think about the organization of the ideas Look for comparison and contrast signal words THE GREEK WORLD 285 SECTION What You Will Learn… Main Ideas Persia became an empire under Cyrus the Great The Persian Empire grew stronger under Darius I The Persians fought Greece twice in the Persian Wars Greece and Persia If YOU were there You’re a great military leader and the ruler of a great empire You control everything in the nations you’ve conquered One of your advisers urges you to force conquered people to give up their customs He thinks they should adopt your way of life But another adviser disagrees Let them keep their own ways, she says, and you’ll earn their loyalty Whose advice you take? Why? The Big Idea Over time the Persians came to rule a great empire which eventually brought them into conflict with the Greeks BUILDING BACKGROUND Among the rulers who faced decisions Key Terms and People Cyrus the Great, p 287 cavalry, p 288 Darius I, p 288 Persian Wars, p 289 Xerxes I, p 290 like the one described above were the rulers of the Persian Empire Created in 550 BC, the empire grew quickly Within about 30 years, the Persians had conquered many peoples, and Persian rulers had to decide how these people would be treated Persia Becomes an Empire While the Athenians were taking the first steps toward creating a democracy, a new power was rising in the East This power, the Persian Empire, would one day attack Greece But early in their history, the Persians were an unorganized nomadic people It took the skills of leaders like Cyrus the Great and Darius I to change that situation Under these leaders, the Persians created a huge empire, one of the mightiest of the ancient world Cyrus the Great HSS 6.4.5 Outline the founding, expansion, and political organization of the Persian Empire 286 CHAPTER 10 Early in their history, the Persians often fought other peoples of Southwest Asia Sometimes they lost In fact, they lost a fight to a people called the Medes (MEEDZ) and were ruled by them for about 150 years In 550 BC, however, Cyrus II (SY-ruhs) led a Persian revolt against the Medes His revolt was successful Cyrus won independence for Persia and conquered the Medes His victory marked the beginning of the Persian Empire The Persian Empire BIOGR APHY Cyrus the Great c 585–c 529 BC GEOGRAPHY SKILLS INTERPRETING MAPS Region Which Persian leader conquered the most territory? Movement The Royal Road connected which two Persian cities? As you can see on the map, Cyrus conquered much of Southwest Asia, including nearly all of Asia Minor, during his rule Included in this region were several Greek cities that Cyrus took over He then marched south to conquer Mesopotamia Cyrus also added land to the east He led his army into central Asia to the Jaxartes River, which we now call the Syr Darya When he died around 529 BC, Cyrus ruled the largest empire the world had ever seen One reason that Cyrus the Great was so successful as emperor was the way he treated conquered people He didn’t force people to adopt Persian customs, and he didn’t mistreat them For example, Cyrus allowed the conquered Babylonians to keep worshipping their own gods He also allowed the Jews who had been Babylonian slaves to return to their homeland Because of these acts, both the Babylonians and the Jews had great respect for Cyrus Cyrus let the people he conquered keep their own customs He hoped this would make them less likely to rebel He was right Few people rebelled against Cyrus, and his empire remained strong Because of his great successes, historians call him Cyrus the Great The Persian Army Cyrus was successful in his conquests because his army was strong It was strong because it was well organized and loyal THE GREEK WORLD 287 Persia Under Darius Sitting on a throne, the emperor Darius meets with an officer of his empire Darius restored order to the Persian Empire and then expanded it His army included royal guards like the two shown here Why you think Darius appears larger than the official he is meeting with? ACADEMIC VOCABULARY strategy (STRA-tuh-jee) a plan for fighting a battle or war At the heart of the Persian army were the Immortals, 10,000 soldiers chosen for their bravery and skill In addition to the Immortals, the army had a powerful cavalry A cavalry is a unit of soldiers who ride horses Cyrus used his cavalry to charge horses at and shoot an enemy with arrows This strategy weakened the enemy before the Immortals attacked Together the cavalry and the Immortals could defeat almost any foe READING CHECK Finding Main Ideas Who created the Persian Empire? The Persian Empire Grows Stronger Cyrus’s son Cambyses continued to expand the Persian Empire after Cyrus died For example, he conquered Egypt and added it to the empire Soon afterward, though, a rebellion broke out in Persia During this rebellion, Cambyses died His death left Persia without a clear leader 288 CHAPTER 10 Within four years a young prince named Darius I (da-RY-uhs) claimed the throne and killed all his rivals for power Once he was securely in control, Darius worked to restore order in Persia He also improved Persian society and expanded the empire Political Organization Darius organized the empire by dividing it into 20 provinces Then he chose governors called satraps (SAY-traps) to rule the provinces for him The satraps collected taxes for Darius, served as judges, and put down rebellions within their territories Satraps had great power within their provinces, but Darius remained the empire’s real ruler His officials visited each province to make sure the satraps were loyal to Darius He called himself king of kings to remind other rulers of his power Persian Society After Darius restored order to the empire, he made many improvements to Persian society For example, he built many roads Darius had roads built to connect various parts of the empire Messengers used these roads to travel quickly throughout Persia One road, called the Royal Road, was more than 1,700 miles long Even Persia’s enemies admired these roads and the Persian messenger system For example, one Greek historian wrote: “Nothing mortal travels so fast as these Persian messengers these men will not be hindered from accomplishing at their best speed the distance which they have to go, either by snow, or rain, or heat, or by the darkness of night ” –Herodotus, from History of the Persian Wars Darius also built a new capital for the empire It was called Persepolis Darius wanted his capital to reflect the glory of his empire, so he filled the city with beautiful works of art For example, 3,000 carvings like the ones on the previous page line the city’s walls Statues throughout the city glittered with gold, silver, and precious jewels During Darius’s rule a new religion arose in the Persian Empire as well This religion, which was called Zoroastrianism (zawr-uh-WAS-tree-uh-nih-zuhm), taught that there were two forces fighting for control of the universe One force was good, and the other was evil Its priests urged people to help the side of good in its struggle This religion remained popular in Persia for many centuries Persian Expansion Like Cyrus, Darius wanted the Persian Empire to grow In the east, he conquered the entire Indus Valley He also tried to expand the empire westward into Europe However, before Darius could move very far into Europe, he had to deal with a revolt in the empire The Persians Fight Greece In 499 BC several Greek cities in Asia Minor rebelled against Persian rule To help their fellow Greeks, a few city-states in mainland Greece sent soldiers to join the fight against the Persians The Persians put down the revolt, but Darius was still angry with the Greeks Although the cities that had rebelled were in Asia, Darius was enraged that other Greeks had given them aid He swore to get revenge on the Greeks The Battle of Marathon Nine years after the Greek cities rebelled, Darius invaded Greece He and his army sailed to the plains of Marathon near Athens This invasion began a series of wars between Persia and Greece that historians call the Persian Wars The Athenian army had only about 11,000 soldiers, while the Persians had about 15,000 However, the Greeks won the battle because they had better weapons and clever leaders The Persian Wars This Greek vase shows a Persian soldier (at left) and a Greek soldier in a fight to the death During the Persian Wars, the Greeks fiercely defended their homeland against massive invasions by the Persians With what kinds of weapons are the two soldiers fighting? READING CHECK Summarizing How did Darius I change Persia’s political organization? THE GREEK WORLD 289 Social Studies Skills Analysis Critical Thinking HSS Analysis CS Use maps to identify cultural features Participation Study Interpreting Culture Maps Understand the Skill A culture map is a special type of political map As you know, physical maps show natural features, such as mountains and rivers Political maps show the human features of an area, such as boundaries, cities, and roads The human features shown on a culture map are cultural ones, such as the languages spoken or religions practiced in an area Historians often use culture maps in their work Therefore, being able to interpret them is important for understanding history Learn the Skill The process for interpreting a culture map is similar to that for understanding any other map Follow these guidelines Languages of Italy, 400s BC N W E Use map basics Read the title to identify the S Study the map as a whole Note the location of the cultural symbols and features Ask yourself how they relate to the rest of the map Connect the information on the map to any dr A subject Note the labels, legend, and scale Pay extra attention to special symbols for cultural features Be sure you understand what these symbols represent Latin Umbrian Greek Etruscan Other languages 0 50 50 100 Miles Mediterranean Practice and Apply the Skill Apply the guidelines to the map on this page and answer the following questions What makes this map a culture map? What language was most widely spoken on the Italian Peninsula? What other language was widely spoken? Where was Greek spoken? Why did the people there talk in Greek? CHAPTER 11 Corsica Rome Ty rr h e n i a n Se a Sardinia 100 Kilometers written information about the subject in the text 344 ia Sea Sicily ti c Se a 11 Standards Review CHAPTER Visual Summary Use the visual summary below to help you review the main ideas of the chapter The Romans created many legends about their city’s glorious history The early Romans set up a type of government called a republic The Roman Republic conquered lands in Italy and around the Mediterranean Reviewing Vocabulary, Terms, and People 10 leader of a slave rebellion Match each numbered definition with the correct lettered vocabulary term 12 noble, powerful Romans a republic g Forum b plebeians h dictator c Spartacus i veto d legions j Roman Senate e Aeneas k patricians f consuls l primary Rome’s public meeting place groups of about 6,000 soldiers the legendary Trojan founder of Rome main, most important a government in which people elect leaders a council that advised Rome’s leaders a leader with absolute power for six months the two most powerful officials in Rome 11 prohibit Comprehension and Critical Thinking SECTION (Pages 324–329) HSS 6.7.1 13 a Describe What are two legends that describe Rome’s founding? How are the two legends connected? b Compare and Contrast What roles did the plebeians and the patricians take in the early Roman government? In what other ways were the two groups different? c Predict How you think Italy’s geography and Rome’s location would affect the spread of Rome’s influence? the common people of Rome THE ROMAN REPUBLIC 345 SECTION (Pages 332–337) HSS 6.7.2 14 a Describe What were the three parts of Rome’s government? b Analyze How checks and balances protect the rights of the people? How written laws the same thing? c Elaborate What are some places in modern society that serve purposes similar to those of the Roman Forum? SECTION (Pages 338–343) HSS 6.7.3 15 a Identify What difficulties did Hannibal, Lucius Cornelius Sulla, and Spartacus cause for Rome? b Analyze How did Roman occupations, economics, and society change during the Late Republic? c Evaluate Some historians say that Rome and Carthage were destined to fight each other Why you think they say this? 16 Politics Why did Roman magistrates only hold office for one year? 17 Geography How you think Rome’s location helped the Romans in their quest to conquer the entire Mediterranean region? KEYWORD: SQ6 WH1 18 Activity: Explaining Roman Society A key reason the Roman Republic fell was because the Roman people gave up on it The army, once Rome’s protector, let itself be turned against the Roman people The Senate gave up on debate and compromise when it turned to political violence Enter the keyword Research the fall of the Roman Republic and create an exhibit for a local history museum Make sure your exhibit contains information about key figures in the Roman military and government Use words and pictures to explain the political, religious, and social structures that made Rome an empire and what caused its eventual downfall 346 CHAPTER 11 19 Creating Outlines Look back at the discussion “Crises Strike the Republic” in the last section of this chapter Prepare an outline that will help clarify the people, events, and ideas of this discussion Before you prepare your outline, decide what your major headings will be Then choose the details that will appear below each heading Remember that most outlines follow this basic format: I Main Idea A Supporting Idea B Supporting Idea Detail Detail II Main Idea A Supporting Idea Social Studies Skills Reviewing Themes Using the Internet Reading Skills Using Culture Maps Look back at the map of Italy in 500 BC that appears in Section of this chapter Use the map to answer the following questions 20 Which people controlled the most land on the Italian Peninsula? 21 Which peoples on this map had learned to sail across the sea? How can you tell? 22 What evidence on this map suggests that the Romans and the Etruscans had contact with each other? FOCUS ON SPEAKING 23 Presenting Your Legend Now that you’ve chosen the subject for your legend, it’s time to write and present it As you write your legend, focus on exciting details that will bring the subject to life in your listeners’ minds Once you’ve finished writing, share your legend with the class Try to make your legend exciting as you present it Remember to alter the tone and volume of your voice to convey the appropriate mood Standards Assessment DIRECTIONS: Read each question, and write the letter of the best response ! Use the map to answer the following question $ Roman nobles were called A B C D patricians plebeians tribunes magistrates % Which of the following characteristics did Rome X Y W Athens N Carthage E W not apply to Roman government? A system of checks and balances B sense of civic duty C written code of laws D equality of all people S Connecting with Past Learnings The order in which Rome expanded its control in the Mediterranean region is shown by which of the following sequences of letters? A Y–W–X B X–W–Y C Y–X–W D W–X–Y @ Which was the least important reason for the growth of Rome’s power and influence in the Mediterranean region? A religion B trade C military organization D wars and conquests # According to Roman legend, the city of ^ You learned earlier in this course about other ancient peoples who, like the Romans, founded their civilizations along rivers These peoples include all of the following except the A Chinese B Egyptians C Sumerians D Hebrews & Virgil’s Aeneid is similar to what other piece of ancient literature that you’ve learned about in this course? A the Shiji B the Book of the Dead C The Odyssey D the Bhagavad Gita Rome was founded by A Latin peoples who moved to Italy from ancient Egypt B two men named Romulus and Remus who were raised by a wolf C the gods of Greece, who were looking for a new home D a Greek warrior named Achilles who had fled from the destruction of Troy THE ROMAN REPUBLIC 347 CHAPTER 12 50 BC–AD 150 The Roman Empire California Standards History–Social Science 6.7 Students analyze the geographic, political, economic, religious, and social structures during the development of Rome Analysis Skills CS Construct time lines of key events, people, and periods English–Language Arts Writing 6.1.3 Use a variety of effective and coherent organizational patterns Reading 6.2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions FOCUS ON WRITING Note Cards for a Screenplay You are a research assistant for a movie studio that is making a movie about the Roman Empire Your job is to find out about the people, places, and events of the Roman Empire and report this information to a group of writers who will create a screenplay As you read this chapter, look for descriptions of the people, places, and events of the Roman Empire CHAPTER EVENTS 44 BC Julius Caesar is assassinated 50 BC WORLD EVENTS 348 CHAPTER 12 47 BC Cleopatra becomes sole queen of Egypt HOLT History’s Impact L video series Watch the video to understand the impact of ancient Rome on the world today What You Will Learn… In this chapter you will learn how Rome changed from a republic into a vast empire that has had a lasting influence on the Western world This photo shows the Roman Colosseum, a building that has influenced the design of stadiums and sporting facilities around the world 27 BC AD 80 Augustus becomes Rome’s first emperor BC AD BC Herod the Great, king of Judea, dies The first games are held in the Colosseum AD 50 AD 122 Hadrian’s Wall is begun in northern England AD 100 AD 60 Warrior queen Boudicca burns the city of London AD 150 AD 132 The Chinese invent the seismograph THE ROMAN EMPIRE 349 Reading Social Studies Economics Politics Geography Focus on Themes This chapter will describe the development of Rome as it grew from a republic into a strong and vast empire First, you will learn about the geographic expansion of the empire under such powerful leaders as Julius Caesar, Marc by Kylene Beers Religion Society and Culture Science and Technology Antony, and Augustus You will also learn about how the Romans’ many contributions to literature, language, law, and science and technology have shaped how people have lived since the days of Rome some 2,000 years ago Online Research Focus on Reading Finding information on the World Wide Web can be easy Just enter a word or two into a search engine and you will instantly find dozens—or hundreds—of sites full of information Evaluating Web Sites However, not all web sites have good or accurate information How you know which sites are the ones you want? You have to evaluate, or judge, the sites You can use an evaluation form like the one below to evaluate a Web site Evaluating Web-Based Resources Name of site: URL: Date of access: I Evaluating the author of the site A Who is the author? What are his or her qualifications? B Is there a way to contact the author? II Evaluating the content of the site A Is the site’s topic related to the topic you are studying? B Is there enough information at this site to help you? C Is there too much information for you to read or understand? D Does the site include pictures or illustrations to help you understand the information? E Does the site discuss more than one point of view about the topic? F Does the site express the author’s opinions rather than facts? G Does the site provide references for its information, including quotes? H Are there links to other sites that have valuable information? III Evaluating the overall design and quality A Is the site easy to navigate or to find information on? B When was the site last updated? IV My overall impression Does this site have good information that will help me with my research? 350 CHAPTER 12 Additional reading support can be found in the ELA Reading 6.2.6 Determine the adequacy and appropriateness of the evidence for an author’s conclusions Key Terms and People You Try It! Chapter 12 Below is an example of an evaluation of a fictional Web site on Julius Caesar Review the student’s answers to the questions on the previous page and then answer the questions at the bottom of the page Cicero (p 352) orator (p 352) Julius Caesar (p 353) Pompey (p 353) Brutus (p 355) Marc Antony (p 355) Augustus (p 355) Cleopatra (p 356) Web Site Evaluation I Evaluating the author A Author is listed as Klee O Patra She has read many books about Julius Caesar B No information is listed for contacting the author II Evaluating content of the site A Yes It is about Julius Caesar B There appears to be a lot of information about Julius Caesar C No, it looks easy to understand D There are some pictures, but most are from movies There are no historical images E No F Yes, it is all about how she loves Caesar G I can’t find any references H There are two links, but they are both dead III Evaluating Overall Design and quality A No It takes a long time to find any specific information Also, the layout of the page is confusing B It was last updated in July 1998 Study the evaluation then answer the following questions What you know about the author of this site? Based on the evaluation information, you think she is qualified to write about Caesar? Section Section Hadrian (p 359) provinces (p 360) currency (p 360) Pax Romana (p 361) villas (p 362) Section Galen (p 366) aqueduct (p 367) vault (p 367) Virgil (p 370) Ovid (p 370) satire (p 370) Romance languages (p 371) civil law (p 371) Academic Vocabulary Success in school is related to knowing academic vocabulary— the words that are frequently used in school assignments and discussions In this chapter, you will learn the following academic words: agreement (p 353) effect (p 361) Does the content of the site seem valuable and reliable? Why? The site has not been updated for many years, but that may not be a major problem for a site about Julius Caesar Why? When might recent updates be more important? Overall, would you say this site would be helpful? Why or why not? As you read Chapter 12, think about what topics would be interesting to research on the Web If you any research on the Web, remember to evaluate the site and its contents THE ROMAN EMPIRE 351 SECTION What You Will Learn… From Republic to Empire If YOU were there Main Ideas Romans called for change in their government Julius Caesar rose to power and became the sole ruler of Rome Augustus became Rome’s first emperor after defeating Caesar’s killers and his own former allies You are a friend of a Roman Senator Your friend is worried about the growing power of military men in Rome’s government Some other Senators want to take violent action to stop generals from taking over as dictators Your friend wants your advice: Is violence justified to save the Roman Republic? The Big Idea BUILDING BACKGROUND By the first century BC, the government Julius Caesar and Augustus led Rome’s transition from a republic to an empire Key Terms and People Cicero, p 352 orator, p 352 Julius Caesar, p 353 Pompey, p 353 Brutus, p 355 Marc Antony, p 355 Augustus, p 355 Cleopatra, p 356 HSS 6.7.4 Discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire 352 CHAPTER 12 What advice will you give your friend? of the Roman Republic was in trouble Politicians looked for ways to solve the problems Philosophers offered ideas, too In the end, however, the republic could not survive the great changes that were taking place in Rome The Call for Change Rome in the 70s BC was a dangerous place Politicians and generals went to war to increase their power even as political order broke down in Rome Unemployed Romans rioted in the streets because they couldn’t get enough food All the while more and more people from all around the republic flooded into the city, further adding to the confusion Some Romans tried to stop the chaos in Rome’s government One such person was Cicero (SIS-uh-roh), a gifted philosopher and orator, or public speaker In his speeches Cicero called on speaker Romans to make Rome a better place One way to this, he argued, was to limit the power of generals Cicero wanted the Romans to give more support to the Senate and to restore the checks and balances on government But Cicero was unsuccessful Many Romans didn’t agree with him Others were too caught up in their own affairs to pay any attention Rome’s government did not change READING CHECK Summarizing What did Cicero want Romans to do? Caesar’s Rise to Power As Cicero was calling on the Romans to take power away from the generals, a new group of generals was working to take over the government The most powerful of these generals was Julius Caesar (JOOL-yuhs SEE-zuhr) Caesar the General Caesar was probably the greatest general in Roman history Other Romans admired him for his bravery and skill in battle At the same time, his soldiers respected him because he treated them well Between 58 and 50 BC Caesar conquered nearly all of Gaul—a region that included much of modern France, Germany, and northern Italy—and part of Britain He wrote a description of this conquest, describing in great detail how he defeated each of the tribes he faced Julius Caesar conquered Gaul and added it to the empire This painting from the late 1800s shows a Frankish leader surrendering to Caesar by dropping his weapons at Caesar’s feet Here he describes how he defeated a group called the Menapii Notice how he refers to himself as Caesar: “Caesar, having divided his forces and hav- ing hastily [quickly] constructed some bridges, enters their country in three divisions, burns their houses and villages, and gets possession of a large number of cattle and men Constrained [forced] by these circumstances the Menapii send ambassadors to him for the purpose of suing [asking] for peace ” –Julius Caesar, from The Gallic Wars Caesar’s military successes made him a major figure in Roman politics In addition to being a good leader, Caesar was an excellent speaker He won many people to his side with his speeches in the forum Caesar also had powerful friends Before he went to Gaul he made an agreement with two of the most powerful men in Rome, Pompey and Crassus The three agreed to work together to fight against the Senate Together, Caesar and his allies changed the course of Roman history ACADEMIC VOCABULARY agreement a decision reached by two or more people or groups 353 Conflict with an Ally At the end of the fighting in Gaul, Caesar was one of the most powerful men in the Roman Republic He was so powerful that even his friends were jealous and afraid of him This jealousy and fear changed Caesar’s relationship with Pompey In 50 BC Pompey’s allies in the Senate ordered Caesar to give up command of his armies and return to Rome Caesar refused He knew that Pompey was trying to take power away from him and would arrest him if he gave up his command As a result, Caesar led his army into Italy In 49 BC Caesar and his troops crossed the Rubicon River, the boundary between Gaul and Italy Because Roman law said that no general could enter Italy with his army, Pompey and the Senate considered Caesar’s return to Italy a sign of war Afraid that Caesar would attack him, Pompey and his allies fled Italy They didn’t think they had enough troops to defeat Caesar Caesar and his army chased Pompey’s forces around the Mediterranean for a year Eventually they drove Pompey into Egypt, where he was killed There Caesar met Cleopatra, whom he made queen As queen, Cleopatra became his new ally Conflict with the Senate Finally, Caesar returned to Rome When he got there, he forced the Senate to name him dictator for 10 years Later this term was extended and Caesar became dictator for life Although Caesar wanted to improve Roman society, some people resented the way he had gained power They feared that Caesar was trying to make himself the king of Rome The Romans certainly didn’t want a king Some Senators were especially angry with Caesar On March 15—a date the Romans called the Ides of March—in 44 BC, a group of Senators attacked Caesar in the Senate house and stabbed him to death The Death of Julius Caesar Caesar was stabbed to death on March 15, 44 BC To the Romans, March 15 was called the Ides of March, and before Caesar was killed he was warned to “beware the Ides of March.” 354 Among the attackers was a young Senator named Brutus (BROOT-uhs), who had been a friend and ally of Caesar’s Some Romans even believed that Brutus may have been Caesar’s son but didn’t know it According to Roman historians, Caesar was shocked by Brutus’s betrayal and stopped fighting against his attackers when he recognized him Rather than becoming heroes, Caesar’s murderers were forced to flee for their lives Rome was shocked by Caesar’s murder, and many people were furious about it He had been loved by many common people, and many of these people rioted after his death From the chaos that followed Caesar’s assassination, the Senate had to act quickly to restore order READING CHECK Sequencing What were the events that led to Caesar’s gaining power in Rome? Augustus the Emperor Two leaders emerged to take control of Roman politics One was Caesar’s former assistant, Marc Antony The other was Caesar’s adopted son Octavian (ahk-TAY-veeuhn), later called Augustus (aw-GUHS-tuhs) Antony and Octavian Antony and Octavian worked to punish the people who had killed Caesar At Caesar’s funeral, Antony delivered a famous speech that turned even more Romans against the killers Shortly afterward, he and Octavian set out with an army to try to avenge Caesar’s death Their army caught up to the killers near Philippi (FI-luh-py) in northern Greece In 42 BC Antony and Octavian soundly defeated their opponents After the battle the leaders of the plot to kill Caesar, including Brutus, killed themselves THE IMPACT TODAY Some people today still use the name Brutus to refer to people who betray them Primary Source POINTS OF VIEW The historian Suetonius (swe-TOHnee-uhs) explained that other Senators thought Caesar deserved to be killed because his actions were threatening the republic Views of Caesar Some Senators admired Caesar and were horrified by his murder The biographer Plutarch (PLOO-tahrk) described their reactions to the event abused and was “He slain Forhis power did he justly not only “ So the affair began, and those who were not privy to the plot were filled with consternation [dismay] and horror at what was going on; they dared not fly, nor go to Caesar’s help, nay, nor even utter a word accept excessive honors, such as an uninterrupted consulship, the dictatorship for life, and the censorship of public morals but he also allowed honors to be bestowed on him which were too great for mortal man ” ”—Plutarch —Suetonius from The Lives of the Caesars, The Deified Julius from Life of Caesar ANALYSIS SKILL ANALYZING PRIMARY SOURCES How does Plutarch say people reacted to Caesar’s death? THE ROMAN EMPIRE 355 BIOGR APHY Cleopatra 69–30 BC Cleopatra was a devoted ally of Julius Caesar and Marc Antony, but she didn’t like Octavian After the Battle of Actium, she feared that Octavian would arrest her and take over Egypt Rather than see Octavian running her kingdom, Cleopatra chose to commit suicide According to tradition, she poisoned herself with the venom of a deadly snake Drawing Conclusions Why you think Cleopatra feared that Octavian would take over Egypt? Octavian Becomes Emperor After the Battle of Philippi, Octavian returned to Italy while Antony went east to fight Rome’s enemies In Turkey, Antony met Cleopatra, the queen of Egypt, and the two fell in love Antony divorced his wife, Octavian’s sister, to be with Cleopatra Octavian saw this divorce as an insult to his sister and to himself Antony’s behavior led to civil war in Rome In 31 BC Octavian sent a fleet to attack Antony Antony sailed out to meet it, and the two forces met just west of Greece in the Battle of Actium (AK-sheeuhm) Antony’s fleet was defeated, but he escaped back to Egypt with Cleopatra There the two committed suicide so they wouldn’t be taken prisoner by Octavian With Antony’s death, Octavian became Rome’s sole ruler Over the next few years he gained power In 27 BC Octavian announced that he was giving up all his power to the Senate, but, in reality, he kept much power He took the title princeps (PRIN-seps), or first citizen The Senate gave him a new name—Augustus, which means “revered one.” Modern historians consider the naming of Augustus to mark the end of the Roman Republic and the beginning of the Roman Empire READING CHECK Summarizing How did the Roman Republic become an empire? SUMMARY AND PREVIEW In this section, you learned how Augustus gained power and made the Roman Republic into an empire In the next section you’ll learn what he and his successors did as the heads of that empire Online Quiz Section Assessment KEYWORD: SQ6 HP12 Reviewing Ideas, Terms, and People HSS 6.7.4 Critical Thinking a Recall Whom did Cicero want Romans to give power to? b Explain Why did some Romans call for change in their government? a Identify Who killed Julius Caesar? b Explain Why did many Senators consider Caesar a threat? c Elaborate Why you think Caesar wanted the title of dictator for life? a Identify Who took over Rome after Caesar’s death? b Summarize How did Octavian take power from Marc Antony? 356 CHAPTER 12 Sequencing Draw a time line like the one shown here Use it to identify key events in Rome’s change from a republic to an empire FOCUS ON WRITING Taking Notes for a Screenplay Create a chart with columns labeled “Characters,” “Setting,” and “Plot.” In appropriate columns, write notes about people, events, and locations in this section that should appear in the movie BIOGR APHY Augustus KEY EVENTS 45 BC Julius Caesar adopts Octavian as his son and heir What would you if you had great power? When did he live? Where did he live? 44 BC Octavian moves to Rome when Caesar dies 63 BC–AD 14 Rome What did he do? As the leader of Rome, Augustus made many improvements in the city He created a fire department and a police force to protect the city’s people He built new aqueducts and repaired old ones to increase Rome’s water supply Augustus also worked on improving and expanding Rome’s road network Why is he important? As Rome’s first emperor, Augustus is one of the most significant figures in Roman history Almost singlehandedly, he changed the nature of Roman government forever But Augustus is also known for the great monuments he had built around Rome He built a new forum that held statues, monuments, and a great temple to the god Mars In writing about his life, Augustus wrote, “I found Rome a city of brick and left it a city of marble.” 42 BC Octavian and Antony defeat Brutus 31 BC Octavian defeats Antony 27 BC Octavian takes the name Augustus and becomes emperor of Rome Identifying Points of View Why you think many Romans greatly admired Augustus? This drawing shows how the Roman Forum appeared at the time of Augustus 357 SECTION What You Will Learn… Main Ideas The Roman Empire expanded to control the entire Mediterranean world Trade increased in Rome, both within the empire and with other people The Pax Romana was a period of peace and prosperity in the cities and the country The Big Idea After Augustus became emperor, the Roman Empire grew politically and economically, and life improved for the Roman people Key Terms and People Hadrian, p 359 provinces, p 360 currency, p 360 Pax Romana, p 361 villas, p 362 A Vast Empire If YOU were there You live in the Roman town of Londinium, in the Roman province of Britannia Your people were conquered by the Roman army many years ago Roman soldiers have mixed with your people, and many have settled down here Many Britons in Londinium have adopted Roman customs You live in a Roman-style house and eat from pottery made in Italy Your cousins in the country live very differently, however They still think of the Romans as invaders How you like being part of the Roman Empire? BUILDING BACKGROUND Since the days of the republic, Rome had grown steadily The conquests of generals such as Julius Caesar and Pompey added more territory Once Rome became an empire, its rulers continued to expand its power Soldiers and settlers carried Roman culture to distant provinces such as Britannia, or Britain The Empire Expands When Rome became an empire, it already controlled most of the Mediterranean world Within about 150 years, though, the empire had grown even bigger Augustus and the emperors who followed him pushed the boundaries of their empire, taking over huge chunks of Europe, Africa, and Asia At its height Rome ruled one of the largest empires in all of world history Reasons for Expansion HSS 6.7.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes 358 CHAPTER 12 Why did emperors add so much land to the empire? They had many reasons One of these reasons was to control hostile neighbors Some countries that shared borders with Rome were threatening Rome To keep these countries from attacking the empire or its citizens, the Romans conquered them Not all of the territories the Romans conquered were political threats Some were conquered for economic reasons Many of these territories had vast supplies of gold, good farmlands, or other resources the Romans wanted Other areas were conquered for another reason: Some emperors liked a good fight ... Greece He named many of them Alexandria, after himself He built temples and theaters like those in Greece He then encouraged Greek settlers to move to the new cities These settlers spoke Greek,... the league As a result, the Athenians began to treat other league members as their subjects They refused to let members quit the league and forced more cities to join it The Athenians even used... soldiers from all over Greece beat the Persians at Plataea (pluh-TEE-uh) This battle ended the Persian Wars Defeated, the Persians left Greece KEYWORD: SQ6 HP10 Reviewing Ideas, Terms, and People