Matt Berryl\K~_~ TT_~•.n~U~L

Section 1: Unit Overview

1. ''The J.l.ise of the Roman Enm.ire"

A. Tl.1eencompass111g theme ofth1s unit is the acquisition of e"'piricalpower by the Romans. 'I11i& unit will charactelize the 1l1~""cipleson wl'1ch the

P~oman ltepublic ,~vasrounded, illustrate the \:veUi5 by "vl~~chthese people gainedan. F mpire~. ~nd at1!llyze ¥lhy the Ro-mans:-abandf,.~e_d_their republicm liberties,accepting ln stead the rule of the Caesars. Further-ruore, this unit ,xfJl not 0.""lynl'tnndp thp ctudput~ ",nth ~n ,.""l"",·"t(n,~th"ta ,.fR "''-''1.'"l9.c1~ hiQtQrv an- ""t t1",f'>- .•~~";nr nl'."'.-upr<;:.•••-l.._'-"'_y_~~_ •.•...•....v ••..•••__ ••••••..L..L""~_ ~ .•._..L....-...a--_-.a..L--.....i...----uV.LloJ ••~_.....a..Lao,._ ..•....-"-'-'U'~..i.i..i.Io •.lfI.• -'..LJ-- __ lli ••..-i.J...i..U•••••._ ..•. tot _(:iJ .•••....LV

therein, but also, it "rill provide them \r"ith many examples oftne contributionsmade. by the. P,-omaRS to. Western Civilization.

B. PASS objectives/ SS Standard: This unit will incorporate Standard 1.1for.:H-igh- Schc.ol'¥orld. F..iste:ry dealing. wAthe. identificatioll,.-. analysis, andinterpretation ofPri..mary and Secondary Sources, with the themes of Standards

5.1-53 dealing vlith Roman histOl"y- This ~illbe done by the utilization of Romanliterature. There ,ovillbe specific emphasis placed on first-hand Roman historical

documents:· S1..lCa as· Polyb-ius' PJse oj'tl-1e pJ}-n:lwl Ej]lpbi."e' and Julius Caesar'sCommentaries, and on second-hand historical interpretations such as those written

by Plutarch,. L-ivy> Slletonllis,. and T acitrLS.

Social Studies Theme II: Time, Continuity, and Change

This unit willtake he taught in arr 11fuGrade AP \Vorld Pill>tory ciass ill\x/hi·ch student& \\q]l already have. SG1He: l;~sic',lll1d-e:rsta'nd-lng" of the events mP,,-omanh--'- _1 th (' ..• ill" 't t" tl.",~~,l_~~~,"__1""-1,~,,,T +l,~, '~gh-l-:t "ill'-m•."n .•••' !Inn PTPT'orp It .'I!! "po ••.•,t'o 0 reTn~t'o -'",. ~ •.•• "" .. ,,~- -'--_n_" 1.0- -. 1 ''''" •.•t'olo.J ••••••. .1..j, -......_ •. """..•.•••••..•.._, •. "", iJ""".l.V_ .i....i.ll_ ••..•...•.- ..•...•.~~"'yy .••.--b- ... .JL.JL..LloJ .••••••••• , "',. " •••••. -

asstlmed that the vast ttUljoIity of the students have an adequate reading level onwhich there can be -improvement, and a precursory understanding or the material.Any groupings of stu.dents vvillbe- done by" the- teacher on thebasl.s. of studentsneed. All core materials such as paper, pens, and chalk, will be assumed as grantedh h n -1.] .1 1.~ - ." .d 1 ...-, ,~~, ,. ~. II .;..y the ~"HOO..,anu tm.; teach~I ,"VillpT~v¥ e nafiP..Jo""outs 01 rue reaum gs . .!:'ma y, It"vill be assumed that the School is located in a suburban setting, and that the

.. f"1.~ ...:1 1~~",' ;.1_~ -.~lonty, e·..._tL.-~ sP~..J;ents.·ftVeIn.wlt; surrountlmg, a~eas.

III Rationale of the Unit:

Thi&unit "\vi..lltake pL.~e bet\veen 11n1ts de-aJing. "Yitlt G~eek l::listOIY~ a-udthose dealing with the rise ofClwistianity and the fomentation of the l'vfiddle-Ages.

Specifically~ it will take place after: le~Jns dealingwilli Ale-xander the Great andPyrrhus, and before lessons dealing Paul of Tarsus and Constantine. This unit is

important because of the various com-riL~.ltw.ttS :made by the Ron.,m~to01[[ own~

society. L.t\t P,"ome is found the first example of an endu.r=ilig Itepublic based off of abalanced- Cffilst.iF.ltio~_and as an exalnple-thefoof,. it- ra-t1k.tyJ first irr th-e_rninds- of~some of our most notable founders such as james Madison, Tl..lomas Jefferson and

even Gemg.e Washington. IVloH;over.,the ce'..rtu:ries ofROlnan pronllnenced d f h . 11 ~1_; 1" •• k'~ •pro uce some 0 t e g...eatest men ill a . ot lllstory, SllCll as SClplO lllflcanus,

Julius Caesar., and M. Tullius eice}'Oc;men whose actions shaped history in

profound ways, and therefore should be studied.

IV~.Uuit.,Goals:

After thecoJnpletion this unit., the· students will be able to cOIreetty identifYthe major events in the rise of Rome to empirical status, and the major players

therein., as the)'havabeen presented th:ruuJl lectllfes:..andreadings. They will beable to demonstrate a concrete understanding of chronology, in regards to not "uly

Romanmstory.,but also~tke events:., nations". and people which surround Romeas historical entities. They will know various characteristics of Roman society, and

what role these played in their history. AdditinnaU):.,.Jhe.y ""ill understand to some

degree, the values of a Roman, and they will be asked to compare those to their

own., American values., Finally,. the: students after the completion of this unit willhave acquired a particular understanding of Roman historical literature, and they

win be able to. distinguish which &euICeS are V1imaI)', su\ITces., and which sourcesare secondary sources.

V. Cencevts and Generalizations:"\"

Concepts: 1} Invasillll 2} Conquest 3)Re'yublic 4) Sovereignty Under Law5) H b· 6) S . 1n <. -, ~ 8\ Mill' ,,' .--, ~ .. , \:V \" U ns " ocm ~evolutlon ./) Imperator, tary uictatoI ':J) Crvu V' aT

10) Emperor.

Generalizations:. l}Vlhen twOcsUyerpowers-go-~o war,. victory \--villcometo the one which best utilizes its resources for the cause of total war, and is

flexible enough and g.over.ued well ellifuiSh to endure d.c:i:eatsand hardships for long

periods oftme. 2) When men are 5~ven a plethora of power, it may for a time beplaced in the hands. of good stewa,n!s.,.yet eventuall-y it will Hill into the hands of

those who would use it for there own, or perhaps even corrupt purposes, andtmscan lead to the destruction of the body which olig.inallygave up that power.

Matt BerryM~UnitSection 2: Lesson Plans and TeachingProcedures

Lesson 1Title: The First and Second Punic WarsI

PASS· Ob:~ctive I SS Standard: This lesson will CQverPASS Standard 1.1, and PASSStandards 5.1, 5.2, & 5.3. It "vJl relate to Social Studies Theme ll: Time, Continuity"andChange.

This lesson is about the First and Second P-unic \V-ars,\-vmch can be seen asthe continuation of a conflict, much like \Vodd War I and \Vodd \Var II in theTwenti:etk Century. It will de£Cribe the reaSOB£behind the First P-unicWar, as wellas the way which it ended, and analyze the end of this war as a causal factor in theinception of the Second Pun..~ Waf. It will rover Hannibal's invasion of italy andhis campaigns therein, with specific emphasis on his crossing of the l!JpS and the

battl.e&of'Irehia,..-Tras.imene and Cannae Iheaitwilitun. in fOCllS.tome Baul~ ofZama, and Hannibal's defeat by the army of Scipio. This lesson "vill conclude witha discussion of Roman names in the li~t of SeiyIDbein&-surnamed "Africanus."this lesson is important because the Second Punic vVar is widely recognized as oneofthemest important events in the history of West em Civlliz3friln. This is due tothe fact that Rome in this war was neady destroyed, and had this happened,Western Civilization as we know it today would nut exist.

Goals and Obiectives:

Goals: Following the conyletion of this lessoo"me students will knowwhat happened in the First and Second Punic Viars, and they will have gamed apartial nnderstandingofRoman social and }(Oliticalideo.loi)'. ~A.,dditionany,theywill also understand the composition of Roman Nomenclature and various asp.ectsthereof

Objectives:. They will be able to specifically" aL~ accurately identify whoHannibal and Scipio were, and the valious aspects which made up their respectivecharacters withJittle o{ n{}discrepancy. Fu.c'ihefillore, the students will be able toidentifY the major causes or the war as they are related by Polybius, as well as themajor events and their dates with eightY1.Iercent accuracy.

Materials:

Excerpts from P01)ibillS' Rise qfthe.l?oman Empire in books I~ III, VI"X, XI, and XIV.

Excerpts from Livy'sAb Urbe Condita in booksXX.4}~Vll, and XY~"X'.Excerpts from Plutarch's Life oflvfarcellus.

Procedure:

This lesson will begin as homework due to the fa((t that the will be given ahandout containing about ten pages from bks. Iand IIof Polybius, and ten pagesfrom bk.. XXI ofUvy" which they will be asked to' read tite night before the lesson.The class will begin with the teacher first asking the students what they relt aboutthe readings" and whether OJ' not stude'..1tshad problems completing. them. Then theteacher will begin to lecture on the First Punic War, being brier: and ask thestudents to raise their hands and list the variO'ustenDS of that war's treaty. At thispoint, the teacher will begin to lecture on the causes of the Second Punic War asthey relate to the aforementioned treaty, placin~sy;:;cifice¥iPhasis on the figme ofHamilcar, his son Hannibal, and their character as Carthag-inians. Here the teacherwill turn to lecturingJrom bk. \'1. of Polybius,. and describe the variousgovernmental apparatuses of the Roman Republic. The next day the teacher willbegin lecturing on Hannibal's cf(}Sbing.O'fthe PJv"-S~and take the lectmehrghhbl f~··~· .-. d' . "<t ou t e att es 0 1rebm, 1rasnnene, and Cannae, Iscussmg what thesedevastating.losses meant to the Romans, and how the'j responded. The Final dayof this lesson will focus ofP. Cornelius Scipio as a toil to Hannibal, discussing hiscampaigns in Sp-ain,.and his decision to take the war to }'Jiica. This part of thelesson will conclude 'with a description of the Battle of Zama, and Scipio'sTriumph in Rome,. explainingJus surname of Africanus to the students, as "vellas the meaning of the three proper Roman names (the first name being theCO:lllllIDll. name" the seconcl hein~ the family.name,. and the third name de"il:otinganaristocratically distinction and separate branch of the family).

The maj.ority of this lesson will be basec.lup,onle--~e, howe-ver, the teacherwill pose key questions throughout the lecture such as: 1) VJhat seem to be the '.

D l? 2) Wh "~," .. at e , •core J:'\..omaIlva ues. at aJe tile Larti1agJIDanv ues as exp-resseo:by thefi fHmil '" ,.'< -.~.,'-'~ d"d 1 -, .~. \IV b "''lgures 0 a car ana illS son hanmba1't J)W hy l' t.le Second l'''umc v' ar egm!4) Why did Hannibal not march u;pon Rome? 5) Wilat made Hannibal so successful

Gen I? 6) h ... , < ••• '1 "". ,,- '0 1as a era ... w 0 shomo. be consmereo. tne greater u-enerat, Hanm'a orS " . ? 7)'l"ln. did D '.' .. ~ "".~.c: •. " , h ('CIJ1lO. '. cnllY J:'\...omewm tIDSwan lhe:l'C101'e,.there w1l:t !jC muc room IOfthe discussion of high level evaluation questions throughout the course of thislecture.

Anticipated Difficulties:

Some difficulties which may likely arise in the comse of this lesson willprobably be centered around a lack of previous knowledge on behalf of the

;J " t.~1~. , •.1. "' '.' d" H "stuuents.,. Of an maUlllty t.o WorKuleir way turOU&!tne rea mgs . .LOWeVef~medegree of these shortcomings can be measured through questions posed by the~ - ~ ~ ~ -

teacher,. and then. can be co:m.p.ensatedthmugl1 the ma!\flialllresented by lecture.Moreover, it would be beneficial to have the stude-fitswork through passages ofthe text in-class. to. determine their Ic3pt7ctive abilities,. and while doing so, helpthem gain. an understanding. of how to read the material.

EvallJatmn:,

To evaluate how well the stuawlltS UfiGcfstandthe matcria4 there· will begiven a fonnal take-home assignnlent at the end of the lesson. ytris lesson \villbe awriting. assignment based off of a piece of second-hand historical literature, TheL .+; f ~,( II b PI 1 S' "1' '" . '. fr· 1.;{Je q Marce us y utaICll. tauents Will Degrven penmem excerpts om t111Swriting... and they will be asked to render in a coherent essay,. any and allinfonnation pertaining to who Marcellus was, what his role was in the SeqondPunic War, and what type of Rmrnm he was. By doing..so,.the students willdemonstrate that they understand major events in the war, and major players, aswell as chronology. Further1l1t)Ie,.this will d~illQnstratethat the students have anunderstanding of Roman society and the stratification therein being that they mustdeduce his place in sociery ITOO1 the- co:mposition. oihis name.

Lesson 2 Title: The Third Punic War & "the Social Revolution

PASS ObJectives I Ss. Standards: PASS Standards 1.1~5.2".and 5.3 for lliglt SchoolWorld History. Social Studies Theme ll: Time, Continuity, and Change.

Rationale:

ThisJesson iscaoout the Third E'mlkVJar,.., and .meSocial Revolution atRome. It will focus upon the destruction of Calthage in 146 B. C. and the rise ofpartisan ideology in the political structure at Rome. Therefore, this lesson 'v\lillpayspecific attention to the figures ofM. Portious Cato the Elder, P. Comelius Scipiothe Younger" Tibenus Gracchus".and Gaius Gracch~ as central actors. Thislesson will focus on the question of why Carthage was destroyed, and deteDTrl11ethe relationship between this event and the subsequent political sL.•.•.lf'eat Rome.Consequently, this lesson will then tum its focus to that political stide, analyzingthe measures proposed by the Gracchi,..and the reasoning. be1.J.indtheir murders.

This lesson is important because it deals with the most etemal subjectinvestigated by historians, the quC3tlOOof why nations I1SI.( to power, and why theyultimately descend from that power. For the first historian, Herodotus, as for thegreat figure of Scipio the Y oung.~·".the answer was.hubris, or the performance ofoutrageous acts upon the n7ealr 'T'1-':s ':i!-- --.::•• l.L~ ~__ L.~~_-,' ··8 a pOS·':l,.':l':+. • .:-- ~'~.'~_ ••.••.. .lill i •.•~<l Will U~ dil<liYL.l;;u<l SilJillLYill Lill;;

light that the luxury ~ined by Roman hubris weakelied their social cohesion.

Goals and Obiectives:

Goals: After the oomyletitm of tbis lesscrll~the students will understandh h D d ' ~,< '., < r - C ;!' """" . - "d ifyw y t e ftomans estroyeu Carthage m 140 1:> •• , an\! they Will lJe able to 1 ent' .

they major 111ayersinthe Third Punic V.Jar~and the Social Re'v'olution at Rome.Objectives: After the completion of this lesson, the stadents will be able to

complete a twenty-one item quiz with seventy-five percqrt accuracy this quiz willhave a number of Multiple-choice and true/false item and they will ensure that thestudents know when Carthage was desuoyed, which fO"illaIlg~neral destroyed it,what he felt about doing so, who the Gracchi were, what they tried to do, and }vhythey were eventually murdered. Mor~\)ver,. the students will also have tocoherently evaluate their own feelings about the destruction of Carthage, citing

me 1 ft xt~L.-~.- d +1. .c: l~L.·__...__,~l •.,. _1spcec ·exampes 0 e ~na~ ma e "",em1.eetilltJ Wi1Y Lm;;~0.0.

Materials:

Excerpts from Polybius' Rise of the Roman Enlpii'e taken nom bk.XXXVIE t fr "L-~---h'~T :£. .>'''·b _:.'- £...,-•... ~~;-_. - 1 T :J--, .~[£"" .. :.,,~xcerp s om riUL<li" S L,~Jf: OJ 11 ei'"lU~ VrU(;(;ilUS, anu LAJf5 UJ VWU:>

Gracchus.

Procedure:

This less.on will bemucn like thepr.::viuu.:s1:e8SQnin that it will be basedupon readings and lecture material. It will begin with a lecture over the peaceterms ofthe&econd Punic \Var,.and how these e'ilabled the ROlnans to wage waron Carthage once more, in 149 B.C. Specific focus in this section will be placed onthe Roman. Senate'&attitude.to:ward Carthag.e.,.best eXllressed by Cato.the Elder. -- ~ -,

who would often close his speeches, no matter the subject, with the phrase, ."Carthago delenda est" or,. "CaLiliage must be destIoYf<l.l." Then as a homeworkassignment, the teacher viJl have the students read excerpts fi~omPolybius'account of the Third Punic Waf, which is a p:riw.ary SGwce document being thatPolybius was there with Scipio the Younger, and stood beside him while the citywas barning. When class resumes the. fulluwing. day,. the. stude'.dtswill be ledthrough a discussion-intensive lecture focusing around the destruction of Carthageas an act of hubris, a notion adhered to by ScipiG. The stuc;lentswill also be. given ahomework assignment for that night to read excerpts fi'om Plutarch's lives of theGracchi.. OJ± the next day, the teacher w1.ll1ecture Oli the lise of pat1isauship atRome paying particular attention to the parties of the Populares and Optimates,as reflecting..the desires of different catego·ries of Roman Societ'f. Them theteacher will lead the students through questioning over the legal measuresintrodllCed by th.e:-Gracchi,.and this sh6il1d act as.a-brid~"eW th.: discussion oftheirpolitical murders. This section of the lecture, dealing with the spi11ingof blood:over political ideals will serve to io.resnadow the fooowing lesson over the FirstRoman Civil War nicely.

Anticipated Difficulties:

The difficulties with this lesson are pretty mucl1 the same as with thethough they can be compounded by John Dryden's translation of Plutarch which is-. -marked by its erudition. Howev;:;.i:,these-trtr•.tbles slr~&Jbe somewhat alleviated bythis point, and if they are not then more attention will have to be fucused on theircorrection.

Evaluation:

T() evaluate how nmc1±the stu~;:;ntslearned in this lesson,. a twenty-onequestion quiz will be administered containing :fifteenmultiple-choice ite-ms, livetmeJfalse items,. and one shOlt answer quc:;oon dealing. with how they judge theRomans for destroying Carthage. rhe questions \vJl demonstrate that the studentshave an understanding. of whu the :maiur£-gures. in the lesson weIe- and what theydid,..as well as the ma.im events and thedatcs thereof.

Lesson 3 Title: The First Roman Civil WaT

PASS Obj.ectives! SS Standard: High School World History Standards 1.1,5.2, & 5.3Social Studies Theme IT: Time, Continuity, and Change

Rationale:

1'bis.1PQQOll is-about. the rlin,ifk'ations. of the sodal Ie¥ohlti01l. The Social

Revolution at Rome was an event that eventually spread throughout Italy, incitingmass Upffr&r and the revolt &4'the Italian middle and rower classes kno-'was theSocii. Hence this contlict was known as the Italian Social War, and two great men

ed by D ' '" . " •. """"'. M' d -., I"were entmst '.. 'n.0IDe 10 qtl:e'..ttfi.iSreoellion, Li'WUS: anus an L. \",omeJUS

Sylla. Yet the victories of these men gained them greater power, and thus in an

effort to gain absolute power, the~' weftt to war with One anofuef. This event isknown as the First Roman Civil War, and it carried profound implicationsregarding..the- all of Roman mstory. which followed. This conflict set a Pl'ecedent ofR fight" "t '-h ' 1 • h 11 , ~ ;:L _u~~':~~1L_ £:_~'L_ ~;>.: ~1 ~omans mg agams L em.selves WillC WOUlU I)" WallliiU",allY.iUHllt;rI;;Uill ult;subsequentgeneration& Furthennore;the mle of Scylla set a Juecedent as to howabsolute power would be used at Rome if it were ever gained again.

Goals and Obiectives:'\

Goals: After the-cutlillletiGcnof this lesstm, th€c stu.dents will be able tounderstand why the First Roman Civil \VaI occfu-red. Furthermore, they will knowthehist " 1 tt' ;>.:~~ ~~~-, ,,-~~-n~_,":~_~ ~1.· .~ t ~. onca se m&..p:-receU1lir..a~.l\.HtUWllll'>.-tlllsg;.",a event.

Objectives: The students will be able to identify in a coherent essay, who L.Cornelius Sylla was,.who his great :rivalGaiusNIa-lius was, and the eVe'iltsofSylla's conquest of his own city, Rome. They will be able to. accurately state theclrronology of these events,. and thc:J'will be ablc to. fe-dte the causes 0.1' thisconflict as they are portrayed by Plutarch and Appian. Mo.reo.ver, they will be

asked to make a valuejud~nt Je£ardill£Jhe actions taken by Sylla.

Materials:

Exce1]}ts :from ~lut~fc~'s,,~ije ~E?J'j~~~:iUS,& Life ofS{llaExcerpts from Appian s 1ne CIVIL Wars

~ure:\

Thi&les&oawill hegia wi:th.a lectureonthfrra:rnificatio.ns of the Socialrevolution, namely the Social War, and the rising conflict between Marius andS 11_ Tl..""" ' '.1. 1~ 1 •• -•• h -C'. n .YlliL Ln:=L,-centerlD:g-arounaillewtter~tne teacher willW'l'1tet -e .io.'mVillg quotefrom Plutarch's Life of Sylla on the board: c' ... and taking a flaming torch, hehimself (Sylla) led the wa¥ ... all which he did, not upou. any plan, but si'rr'fJ.lyin his

fury, yielding the conduct of that day's work to passion, and as if all he saw wereenemies, without respect Of pity either to mends, relations,. or acquaintance, madehis entry by fire, which knO\VSno distinction berwTh-rfriend or toe" (615). This

quo~e ~ll ~rve t(} fa.c~tatediscussion ~~use the ev::t~<it p~rays are-~g~~g,and It ISlummescent m Its portrayal of tne character ot Sylla. ·1he lesson shoulaend with lecture over- Sylla's Q1ctatOlial mle,. and the proscriptions which heinitiated, putting thousands of his political enemies to death. rnis section should betaught in such a way as to foreshadow the Great Roman .CiVll\Var betweenPompey and Caesar. Following the lesson, the studens should take home and read

excerpts from Plutarch's Life ofS{lla.

Anticipated Difficulties:

As-stated befure, some difficulties are-likely to be-present regardingreading levels and prior knowledge of Roman history, however, these should by

this time begintt} subside. Some-difficulties may alise dealin&with the-graphicnature ofthis lesson's material, but this can be rememed by simply telling thestudents tt} learn a lesson :ftom what the)l are- hearing.

Evahtation:\

F&llGwing.the completion of this lesson,. the students will be evaluated by

writing an essay. This essay should be a description of Sylla as he was portrayed inlecture and in Plutarch. Thisessa:J' must enoo~tl.,~ ~onology of the events aswell as a delineation of the major figures. Moreover, it must contain at least one

valuejudg.nlellt pe:rtainingto the- actmns of Sylla~and this judgnlent must, citespecific examples.

Lesson 4 Title: The Great Roman Civil War

V-alues i\naly~isLe-sson: Sovereignt)l Under LalV

PASS Obieeaves / SS Standard:, PASS Standards I.I,5. 2, & 5.3 for High School worldHistory. Social Studies Theme II: Time, Continuity, and Change.

R:ltlonale:

This lesson is about the lise of C--naeusPV"illpePd&(pompe>jtheGreat), andJulius Caesar, and there eventual s;tmggle. In this light, it will be focused on tIteFirst Triumvirate"...and the.. actllal event", of the Glcea1Ctvil \VaL Yet it will be moreof a discussion of Roman values than of battles, It win center around the value ,of

sovereignry ID:l4er law exemp~cd by the figp:r~ofM. POlti-Cl.2dS Cato the YG~dllger,who was arguably the Roman most revered by om fbundllig fathers. Moreovet, itwill portray the values held b-yCaesa±:as antithetical co.:mparedto Cato' s, and thelesson will focus on having the students make and defend a value alternative choicebetween the aforementioned values. Further more", this lesson will end withassassination of Caesar in 44 B.C. and analyze tbis event in the context of thatvalues choice. This lesson is certainly 1:1'\.l}'mianthecause it deals with thetransformation of Roman society and government fi<omthose of a republic to thoseof an elIl:piricalmonarchy,. with j\.•.Ugllstus at the helm.

\,

Materials:"

ExceIpts nom Julius-Caesar' s-Commentaries on the Gallic arlfJ.Civil WarsExcerpts from Plutarch's Life ofCato the Younger

Goals / Objectives:IGoals: After the completfu'li o.fthislesson, the students will have a firm

understanding of the Roman Value ofsovereign't'yunder law, as well as the eventsand playerscol:llt)OSingtheGreat.Roman Civil Viar.

Objectives: The students will be able to complete a multiple-choice quizdealing with the-identificat..l6'ft.of PompC')\, Ceasar,. Cato the Younger. and Cicero,and the events of Caesar's conquest of Gaul, the Battle ofPharsalus, and theassassination of Caesar" with eig!lr,ypereent. w.-;cmacy.Moreover, they will beasked to make a values alternative choice dealing with the values held by Cato andthose held by Caesar.

Procedure:

The lesson will begin with the Icading of excerpts from Caesar'sCommentaries, and Plutarch's Ltle of Cato the Younger done by the students ashomework. In class,. the teacl1eI will intIQduce the value. of sovereit; ••ty under laW,.

and the students will be asked to provide examples of how Cato upholds thisvalue~ and how Caesar does not. By doingJhis;- the major value alternative held byCaesar of the sovereignty of one, will be introduced and analyzed. Then thestudents- will be split up into poups,.. and the teacher will advise them to make achoice between the two alternatives, and detend that choice as a group the qlasswill then have a debate (}verthe: (,-huiCt~:made:by the ~QU:ps,..and the teacher willhelp to focus opinions, and f',iOUp them accordingly.

Anticipated Difficulties:IT1..~. l~lJ 1.•• d:.I+-;: ••• - •• - , fur -.LJ:tCreare llAe.lYg!}mg..tobe Uchh"Cuitle&whca If'a\l:mgjhe stuaoots <- 'ough

debate because of the ardent nature of these values, yet I believe that student~should debate this: ttuestion vigt)Itmsly~ as th'~KomanSc wO-\lldhave. T'ne difficultiescan be alleviated if the teacher ensures that the students carry out the debate withthe utmost resyect for their tellow Students.

Evaluation:\,

I

(After the completion of this lessn~ the st"udents will be evaluated bycompleting a multiple-choice quiz. This quiz will ensure that the studentsunderstand the maj.or events,..players, and dates of ~ Great Roman Civil War witheighty percent accuracy. Furthermore, they will complete an essay wherein they.choose betweett the values of Caesar and Catli and do so by relating which is mostpertinent to their own lives.

Lesson 5 Title: The Rise of AugustusInquiry lesson - Historian's Model

PASS Objectives! SS-Standard: PASS Ohic~tivc:; 1.1, 5.2~& 5.3 for I-ligh School \VoIldHistory. Social Studies Theme ll: Time, Continuity, and Change

Rationale:

This lesson will seek the answer to the question Qf why the Roman peoplegave up the republican libelties on which their nation was founded, and acceptedthe rule of the Caesars. To do this .•three diverge-fit sources investigating the systemof Augustus will be analyzed. The first are The .Annals of Tacitus, which denouncethe system of Augustus as fund:nl1eiltally hYllocritical be"~ausethis s-ystemnominally promoted the idea of fioeedom, when in fact, it was designed to limitfreed""'" The C'AE'ond sour-" --~•.•he '7'1__ DniP~~' A,.~n._" ....._ L._ .•,- .•. an-Cl"e--t.. U"JJ.L .. ~",·w "Vill v LU£:: ~".FH;;"L:LuguslUS uy ill~ -. II

biographer Suetonius, which is a source that rejoices in the system enacted byAugustus as one which ended civil shire,. and promoted economic prmrperity. rhethird source under scrutiny vvill be The Decline and Fall of the Roman Ejnpire byEdward Gibbon,. widely considered to be the 5Jeatest example of a history writtenin English, which believes that while Augustus did bring peace and prosperity,.thesystem which h.e imposed set a precedent of leade-f,a'tlpwhich could not be upheldin previous generations. Moreover, Gibbon denounces the system of Augustusbecaus.e it madecfureign l1o-lic;y the problem or Qne.1l1an,",andas time went on, thehad different opinions as to the best course of action, thus the Romans changedpolicy with every change. or the EIllpeIOI. This lc.sson will also deal with theprogression of the concept of 1m per at or, to the concept ofmiHtary dictator, to theconceptofEmperoror.King.,.a wo±dmost hated bj:tl1eRomans, and it is in this

able to define the Latin term 1mperator, as well as discuss the transformation ofthis concept to that ofE:I1:lllemiC vI Kingin an ecasay. They win alst)-h~ able topersonally answer the fundamental question of this inquiry, and cite reasons fromthe sources as to why they believe what theydv. 'Ihey..will also be able to recitethe chronology of August .us.' rule, and various-measures.whichhe introduced.

Materials:\

Excerpts from The Annals of Tacitus.Excerpts from Tile De{lied Augustus by Suetomus.Excerpts from The Deelille arK;/ Fall oj-'tile l?OJtlall Enzpire by Ed\vard

Gibbon.

Procedure:

This lesson will begin by the students reading as homev.'ork, ~X(;e:i:p-ii;fi'omTacitus, Suetonius, and Edward Gibbon. The follov\i1ngday in class, the teacherwill lecture on the aC'l-uisitiO'..rof pvwer by Octavian, and his mc~aphoricaltransformation to AUg'.Jstu.s,a term which refers to the leader whom the Gods havesent. Then the teacher will pose the question of why the-Roman pCv~vletraded theirrepublican liberties for the rule of a king, an idea which was hated by Romans ofthe previous generations. Then. the teacher will discuss the transformation of theLatin concept Imperator, referr..ng to an unconquerable General, to the Concept ofEmperor of King,.in relation to the central questic,'il ofthemquiry. At this point the- -students will be asked to write then" thoughts down and share them with the classthe following.day. This will-entail- a class discussion of~the material, and the teacherwill synthesize the overall opinion made thereby.

Anticipated Difficulties:

Some difficulties arelike1:y.to arisepel~ainingJo the understanding ofconceptual information such as imperatoT'o Furthermore, there could be problemsduring the dehatahe.causeo£m'hnrmnt positifin~ helrlb.j' the stlldeIi1:s,but this is agood thing, and any relating problems can be alleviated by encouraging thestudents to always debate respectfully.

Evaluation:

Eollowing.the completion of this lesson, the students will take one morequiz with multiple-choice, and essay items. The former items will be based uponnominal eventual, and chronological information, and the students will beexpected to complete this section with eighty percent accuracy. The essay item willpertain to the fundamental question of the inqull)'; the students will be asked toregurgitate the opinion proffered by the class as a whole, and either support ordenounce it based upon th~J pefsonal mtef]{Ietation of the-te-xts.

Section 3: Evaluation and Resources

VIT.

A. Daily evaluation procedures will be focused around quizzes and sholtessays.

B. Unit Evaluation: Glltion 1

1) Who Crossed the Alps and invaded Italy in 218 B.c.?-0., ' " ,,' ,a...L .!frhus IJ.~~.lexanaer

c. Pompey d. Hannil;>al2'LWho defeated Hanfl-ibal at the Battle- vI' Zama in 201 B. C. ?

a. ScipiO' Afiicanus the Elder b. Julius Caesar

c. ScipiotheYoun~er d. Sylla3) WID h b ' ... > ••• ".~ .-. "~c rother lllitlatea a program 01 SOCIalretonn at KOme'{

a (rllli~Gt"-~Pt ..hI.l~ Lrrllin-~-rVI;u]US

c. CatO' the Y O'unger d. Tiberius Gracehus

4).Which :fi~ure Uili1eashed a violent proscri-ption upon his country,putting to' death all O'fhis pO'litical enemies?

G ' - ~ . 1. l\JF"•.••"'"'L "n.o;: I\!t"TfHl> u-~lluSc. CatO' the Elder d. Sylla:

5). Who is resj,lOllsible.fof destro:y:iag. CaJthage.in 146 B. C. ?a. PO'mpey b. Scipio j\JIicanus the Elder

C· 1 S '" -Tc. lC~:i'{} u. Clplu-tne. Y 0Ul;1ger6) Th R .- n.~-'-bli • ~ ~---;! u' th --=~~.:_1. ~.C'_. e Oillallr'-\Jf1u "Ie "ViiS .iuu.uue on e p.Lili\.l.ll'.Le v.l.',

sovereignty under law.a. lrae b. False

7} Scipio theY ounger believed the destruction of Carthage in 146B. C. to be a reasonable action.

a..-1'IU.e-. b, Ealse

8) Ut·'~· .' 1- ~.-1 L ~ ••.• ~;! -'-,---••-.- th -q~ ~.C' •.1 ~q. 1llZlIlg 31l.LianuOUtS preS~.il"~u l-l.Liuu.5il e COU.i.~~UJ.. "ill;.':)

lecture,. answer the fofrv"vmg..q.uestiO".J:sin a cfr'henmt essay:

Why did the Roman PeO'ple trade their republican libelties for the

governmental system of Augustus? Do you believe this was agood trade? \Vhy or why not?

VIII:. Bibliogr~phy,- .

l}Appian. The Civil Wars. Penguin Classics. 1996ed.

2) Caesar, Julius. Commentaries on the Gallic Campaign and the CivilWar. Barnes and Noble Books Inc. 2005ed.

3) Gibbon, Edward. The Declirw and Fall of the Roman Empire. lVlodemLibrary Classics. 2003ed.

4) Livy. The War VVithHarmibal (bks.XXI-Xl'0<. ofAb urbe Condita).i>eJ1gu1nClassics. 1965ed.

5) Plutarch The LI'''e~o-"'j'e 7Iroble r,"~~KS'~~n~~l D~~·l···~n'~ 1\lL~;L-.~ , ~k_.~~,.• 1.1 V I)" j t I,.J lV' V/~" UFtu -1~UfIUIw. LY-LUU\;;i-Lll L.lU.1a.i)

ClassiG.s'- 2CJOt ed.The Life qf A1arcellus

TJle L!je qf Tiberius Gracel1usThe-4fe. of Gai1.J.S. Gracchus

The Life oflvlarius

TIle Life C!f~S)~iiap.615 tor *ote1lIe L~fe~f'CaesarTh.e 4fe ql'POll1P~Y1he Life of Cato the Younger

6\Pol:ubm" s TheRl'-- .Fdl_e DOI'-a'lEn~nl're Pe-----c-- ,,--,,---"---- .----­.1-;J- - ~ -;:;,e ~j. lrt --n it f - - liTy"--. ngUlli \"""-laSSIliS. 1::1i Y.

6) Suetonius. The Deified Augustus derived :fi:omThe Lives of the Caesars.Rarne~ and Nohle An-oks tl'rr; 2fi.04ed.

7) Tacitus. The Annals and TIle Histories. Barnes a1l-d Noble Inc. 2005ed.