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Roman Civilization Chapter Introduction Section 1 Life in Ancient Rome Section 2 The Fall of Rome Section 3 The Byzantine Empire Reading Review Chapter Assessment Click on a hyperlink to view the corresponding slides.

Roman Civilization Chapter Objectives
Discuss the cultural achievements of the Romans and describe the daily lives of people in Rome. Explain why the Roman Empire fell and summarize its legacy in law, government, language, and the arts. Describe the rise and cultural accomplishments of the Byzantine Empire.

Roman Civilization

Get Ready to Read Section Overview Life in Ancient Rome
This section discusses the cultural achievements and daily life of the Roman people during the height of the empire.

Get Ready to Read (cont.)
Life in Ancient Rome Get Ready to Read (cont.) Focusing on the Main Ideas In addition to their own developments in science and engineering, Roman artists and writers borrowed many ideas from the Greeks. The rich and poor had very different lives in the Roman Empire, as did men and women.

Get Ready to Read (cont.) Meeting People
Life in Ancient Rome Get Ready to Read (cont.) Meeting People Virgil (VUHR·juhl) Horace (HAWR·uhs) Galen (GAY·luhn) Ptolemy (TAH·luh·mee) Spartacus (SPAHR·tuh·kuhs)

Get Ready to Read (cont.) Building Your Vocabulary
Life in Ancient Rome Get Ready to Read (cont.) Building Your Vocabulary vault (VAWLT) satire (SA·TYR) ode (OHD) anatomy (uh·NA·tuh·mee) forum (FOHR·uhm) gladiator (GLA·dee·AY·tuhr) paterfamilias (PA·tuhr·fuh·MIH·lee·uhs) rhetoric (REH·tuh·rihk)

Life in Ancient Rome Get Ready to Read (cont.) Reading Strategy Compare and Contrast Use a Venn diagram like the one on page 302 of your textbook to show similarities and differences between the rich and the poor in Rome.

Roman Culture Life in Ancient Rome
The Romans admired the Greeks and copied some of their ideas, though they often changed what they borrowed. Roman statues and art portrayed people with flaws, whereas Greek art and statues portrayed ideal people. Romans incorporated Greek ideas in their architecture, such as columns and porches. (pages 303–305)

Roman Culture (cont.) Life in Ancient Rome
They also used their own ideas, such as arches, domes, and vaults, which are curved ceilings. Two famous buildings still stand today: the Colosseum, which is a large arena, and the Pantheon, which is a temple built in honor of Rome’s gods. (pages 303–305)

The Roman writer Virgil wrote the Aeneid, which tells the story of the Trojan prince Aeneas and his followers. The poet Horace wrote satires, which are works that poke fun at human weaknesses, and odes, which express strong emotions about life. The writers Ovid and Catullus were inspired by Greek writing and myths. (pages 303–305)

Livy, one of Rome’s most famous historians, wrote the History of Rome. Many modern European languages spoken today are based on Latin, the language of Rome. The Greek doctor Galen brought Greek medical ideas to Rome. (pages 303–305)

Ptolemy was a famous scientist who studied and mapped the stars. Engineers created an advanced road system and aqueducts that provided water. (pages 303–305)

Life in Ancient Rome How did the historians Livy and Tacitus differ? Livy celebrated Rome’s greatness. Tacitus did not regard Roman culture positively. He felt the Romans were losing the values that made them strong and that the emperors had taken people’s freedom.

Daily Life in Rome Life in Ancient Rome
Rome was one of the largest cities in the ancient world. The Forum was in the center of Rome and served as a marketplace and public square. Wealthy Romans lived in large, fine homes. Poorer people lived in apartment buildings of stone and wood. (pages 306–310)

Daily Life in Rome (cont.)
Life in Ancient Rome Daily Life in Rome (cont.) Because of high rent, most people could not afford large homes. The government provided free grain and sporting shows, such as chariot races and gladiator contests. Gladiators were men who fought animals and each other. Roman families were large, including young and married children, other relatives, and enslaved servants. (pages 306–310)

Life in Ancient Rome Daily Life in Rome (cont.) The paterfamilias was the man who headed the family. Wealthy children—boys and girls—received an education through hired tutors. Some boys went to school. A boy became a man between ages 14 and years. (pages 306–310)

Life in Ancient Rome Daily Life in Rome (cont.) Girls became adults when they married. Women had few rights but were influential in the family. (pages 306–310)

Life in Ancient Rome Daily Life in Rome (cont.) Wealthy women had more freedom than poor women. Slaves were not uncommon in the Roman Empire. Slaves suffered many hardships and were treated poorly. Sometimes slaves revolted against the Romans. (pages 306–310)

Life in Ancient Rome Daily Life in Rome (cont.) Spartacus was a gladiator who led a slave revolt. Romans worshipped many gods and goddesses. As the Roman Empire grew, the Romans conquered people of other religions. They were allowed to worship freely as long as they did not threaten the Roman government. (pages 306–310)

Life in Ancient Rome How did the population of slaves grow during the time of the Roman Empire? As Rome took over more lands, they captured and enslaved more people.

Life in Ancient Rome What were some of Ptolemy’s scientific achievements? He mapped more than 1,000 stars and studied the motions of the planets.

Life in Ancient Rome How were the Roman and Greek religions similar?
The Romans adopted Greek gods and gave them Roman names.

Life in Ancient Rome Analyze Explain the importance of the language of the Romans. Answers should be based on the text.

Life in Ancient Rome Describe Describe the education of Roman children. Boys in rich families learned reading, writing, and rhetoric. Girls stayed at home to learn reading, writing, and how to manage households.

Life in Ancient Rome Conclude The Romans borrowed ideas from other people. Do you think our culture today borrows ideas from other peoples? Explain your answer. Answers will vary.

Life in Ancient Rome Make a list using the following headings. List several facts under each one to summarize the chapter. The Arts Science and Engineering Family Life Slavery Religion

Get Ready to Read Section Overview The Fall of Rome
This section chronicles the decline and fall of the Roman Empire and discusses the empire’s important legacy.

The Fall of Rome Get Ready to Read (cont.) Focusing on the Main Ideas Poor leadership, a declining economy, and attacks by Germanic tribes weakened the Roman Empire. Rome finally fell when invaders swept through the empire during the A.D. 400’s. Rome passed on many achievements in government, law, language, and the arts.

The Fall of Rome Get Ready to Read (cont.) Locating Places Constantinople (KAHN·STAN·tuhn·OH·puhl) Meeting People Diocletian (DY·uh·KLEE·shuhn) Constantine (KAHN·stuhn·TEEN) Theodosius (THEE·uh·DOH·shuhs) Alaric (A·luh·rihk) Odoacer (OH·duh·WAY·suhr)

The Fall of Rome Get Ready to Read (cont.) Building Your Vocabulary plague (PLAYG) inflation (ihn·FLAY·shuhn) barter (BAHR·tuhr) reform (rih·FAWRM)

The Fall of Rome Get Ready to Read (cont.) Reading Strategy Sequencing Information Create a diagram like the one on page 317 of your textbook. Show the events that led up to the fall of the Western Roman Empire.

The Decline of Rome The Fall of Rome
After Aurelius’s death, Commodus and the Severans ruled Rome. After the Severans ended, Rome’s leadership grew weak, and the government grew corrupt. With a weak government, the economy worsened. A plague, or a disease that spreads widely, broke out and killed many people. (pages 318–320)

The Decline of Rome (cont.)
The Fall of Rome The Decline of Rome (cont.) Inflation, or rapidly increasing prices, occurred because money became less valuable. Invaders began pushing into the empire’s territory, and the Roman government could not pay Roman soldiers. Emperor Diocletian tried to establish reforms that would improve the political situation. (pages 318–320)

The Decline of Rome (cont.)
The Fall of Rome The Decline of Rome (cont.) Emperor Constantine tried to stop the empire’s decline. He moved the capital city to Byzantium, and the city later became known as Constantinople. (pages 318–320)

The Fall of Rome How did inflation occur? The government put less gold in its coins to create more money to pay soldiers. People learned that the coins did not have as much gold in them, so they did not value the coins as highly.

Rome Falls The Fall of Rome
Theodosius became emperor after Constantine’s death. Theodosius split the empire into two separate empires: the Western Roman Empire and the Eastern Roman Empire. The Visigoths feared the Huns and asked Rome for protection. In exchange, Rome required the Visigoths to be loyal to them. (pages 322–324)

Rome Falls (cont.) The Fall of Rome
The Visigoths rebelled against the Romans and beat the Romans at the Battle of Adrianople. More Germanic groups invaded Roman territory. (pages 322–324)

The Visigoth leader Alaric and his soldiers captured the city of Rome and burned it. (pages 322–324)

The Vandals overpowered Rome’s territories in Spain and northern Africa. Then they entered Rome and destroyed buildings. Odoacer was a Germanic leader who took control of Rome’s government from the emperor Romulus Augustulus. This event marked the end of the Western Roman Empire. (pages 322–324)

A band of Visigoths killed Odoacer and set up a kingdom in Italy. The Eastern Roman Empire continued to prosper after the fall of the Western Roman Empire. It became known as the Byzantine Empire. (pages 322–324)

The Fall of Rome Why did the Visigoths rebel against the Romans? Although the Romans agreed to protect the Visigoths, they treated them badly. The Romans charged the Visigoths higher prices for food and kidnapped and enslaved many of them.

The Legacy of Rome The Fall of Rome
The law and government of the United States today is influenced by the laws and government of the ancient Romans. The alphabet of the Latin language is used through the Western world today. Many European languages stemmed from Latin. Many English words come from Latin. (pages 325–326)

The Legacy of Rome (cont.)
The Fall of Rome The Legacy of Rome (cont.) Western architecture uses styles of the Romans, such as domes and arches. Christianity began in the Roman Empire. (pages 325–326)

The Fall of Rome What ideas in the U.S. legal system came from the Roman system? We believe that all people are created equal, that people are innocent until proven guilty, that judges should be fair, and that the best form of government is a republic made up of equal citizens.

The Fall of Rome What social problems helped cause the empire’s decline? dishonest officials and a decline in respect for Roman values; widespread slavery; the people stopped serving in government and paying taxes; fewer people were educated

The Fall of Rome Why did the Roman government use Germanic warriors in its army? The Romans used Germanic warriors to help defend its borders.

The Fall of Rome Cause and Effect How did inflation affect Rome?
Prices rose sharply; weak economy meant fewer taxes paid; government could not pay its soldiers and officials; debased currency; people stopped using it.

The Fall of Rome Describe Who were the Visigoths, and how did they contribute to the fall of Rome? The Visigoths were a Germanic people who moved into Roman territory to escape the Huns; they defeated the Romans at Adrianople and sacked Rome.

The Fall of Rome Identify Give examples of Roman ideas in language and architecture that exist today. English and other modern languages were shaped by Latin. Roman architecture is reflected in many buildings today.

The Fall of Rome Persuasive Writing Imagine you are living in Rome around the time of the fall of the empire. Write an editorial for a newspaper identifying what you think is the main reason for the decline and fall of the empire, and what might have been done to prevent it. Answers will vary.

The Fall of Rome Could the Western Roman Empire have solved its problems and continued to exist? Explain your answer.

Get Ready to Read Section Overview The Byzantine Empire
This section discusses the rise and accomplishments of the Eastern Roman, or Byzantine Empire, which carried on the legacies of both Greece and Rome.

The Byzantine Empire Get Ready to Read (cont.) Focusing on the Main Ideas The Eastern Roman Empire grew rich and powerful as the Western Roman Empire fell. The policies and reforms of Emperor Justinian and Empress Theodora helped make the Byzantine Empire strong. The Byzantine developed a rich culture based on Roman, Greek, and Christian ideas.

The Byzantine Empire Get Ready to Read (cont.) Locating Places Black Sea Aegean Sea (ih·JEE·uhn) Meeting People Justinian (juh·STIH·nee·uhn) Theodora (THEE·uh·DOHR·uh) Belisarius (BEH·luh·SAR·ee·uhs) Tribonian (truh·BOH·nee·uhn)

The Byzantine Empire Get Ready to Read (cont.) Building Your Vocabulary mosaic (moh·ZAY·ihk) saint (SAYNT) regent (REE·juhnt) Reading Strategy Cause and Effect Complete a chart like the one on page 327 of your textbook to show the causes and effects of Justinian’s new law code.

The Rise of the Byzantines
The Byzantine Empire The Rise of the Byzantines The Eastern Roman Empire was known as the Byzantine Empire. It included Greeks, Egyptians, Arabs, Armenians, Jews, Persians, Slavs, and Turks. Constantinople was the capital of the Byzantine Empire. (pages 328–329)

The Rise of the Byzantines (cont.)
The Byzantine Empire The Rise of the Byzantines (cont.) Constantinople was located between the Black Sea and the Aegean Sea, at the crossroads of trade routes between Europe and Asia. People of early Constantinople initially followed Roman ways. They spoke Latin and enforced Roman laws. (pages 328–329)

The Rise of the Byzantines (cont.)
The Byzantine Empire The Rise of the Byzantines (cont.) Eventually, the Byzantine Empire became more influenced by Greece. People spoke Greek and drew upon Greek culture. Some ideas from the Slavs, Egyptians, and Persians also mixed in with the Greek influences. (pages 328–329)

The Byzantine Empire How did Constantinople’s location help protect it from invasion? It was located on a peninsula, with seas on three sides. A wall was built on the fourth side to protect the city from a land invasion.

Emperor Justinian The Byzantine Empire
Justinian was the emperor of the Byzantine Empire from A.D. 527 until A.D. 565. Empress Theodora, Justinian’s wife, helped her husband rule Byzantine. She gave him advice and advocated more rights for Byzantine women. Justinian tried to restore the Roman Empire by invading Western Europe and northern Africa. (pages 329–330)

Emperor Justinian (cont.)
The Byzantine Empire Emperor Justinian (cont.) Belisarius was a general who helped lead the Byzantine army. Tribonian was a legal scholar who worked with his colleagues to simplify the law code, so it could be more easily understood. (pages 329–330)

The Byzantine Empire Why did Justinian fail to reunite the Roman Empire? After conquering most of Italy and northern Africa, the Byzantine Empire did not have money to maintain an army large enough to hold the territory.

Byzantine Civilization
The Byzantine Empire Byzantine Civilization The Byzantine Empire lasted for about 1,000 years. Constantinople was its largest and wealthiest city. (pages 332–334)

Byzantine Civilization (cont.)
The Byzantine Empire Byzantine Civilization (cont.) The Byzantine Empire depended on trade. It was the center of trade between Europe and Asia. Silk weaving was a major industry. Byzantine emperors supported artists and architects. (pages 332–334)

The Byzantine Empire Byzantine Civilization (cont.) Hagia Sophia was the religious center of the Byzantine Empire and was a great architectural accomplishment. Mosaics are pictures made from many bits of colored glass or stone. Most mosaics showed saints, or Christian holy people. Marriage and family were very important in the Byzantine way of life. (pages 332–334)

The Byzantine Empire Byzantine Civilization (cont.) Byzantine women obtained some rights. They became educated, and some served as regents, or people who stand in for rulers who are too young or too ill to govern. The Byzantine government supported education. (pages 332–334)

The Byzantine Empire Byzantine Civilization (cont.) Boys studied academic subjects in Byzantine schools. Girls did not attend school but were taught at home. Most written literature was religious. (pages 332–334)

The Byzantine Empire What rights did Byzantine women have? Byzantine women could obtain an education and serve in government.

The Byzantine Empire What is a mosaic, and where were mosaics found in the Byzantine Empire? A mosaic is a picture made of tiny pieces of colored glass or stone, usually found in churches and monasteries.

The Byzantine Empire How did silk weaving develop in the Byzantine Empire? Byzantine travelers smuggled silkworm eggs from China to the empire.

The Byzantine Empire Describe What were some of the trade items that were exchanged between merchants in Constantinople? From Asia: spices, gems, metals, and cloth From Byzantines: farm goods, furs, honey, and enslaved people

The Byzantine Empire Explain Why were divorces difficult to get in the Byzantine Empire? Religion and the government stressed the importance of marriage.

The Byzantine Empire Analyze What important service did Byzantine writers provide to the rest of the world? Explain its significance. Byzantine writers copied and preserved the writings of the ancient Greeks and Romans; otherwise these works would have been lost.

The Byzantine Empire Persuasive Writing Which civilization do you think was the most advanced—that of the Greeks, the Romans, or the Byzantines? Write a speech explaining your answer. Answers will vary.

The Byzantine Empire List the contributions of the Byzantine Empire.

Section 1: Life in Ancient Rome
Roman Civilization Section 1: Life in Ancient Rome Focusing on the Main Ideas In addition to their own developments in science and engineering, Roman artists and writers borrowed many ideas from the Greeks. The rich and poor had very different lives in the Roman Empire, as did men and women.

Section 2: The Fall of Rome
Roman Civilization Section 2: The Fall of Rome Focusing on the Main Ideas Poor leadership, a declining economy, and attacks by Germanic tribes weakened the Roman Empire. Rome finally fell when invaders swept through the empire during the A.D. 400’s. Rome passed on many achievements in government, law, language, and the arts.

Section 3: The Byzantine Empire
Roman Civilization Section 3: The Byzantine Empire Focusing on the Main Ideas The Eastern Roman Empire grew rich and powerful as the Western Roman Empire fell. The policies and reforms of Emperor Justinian and Empress Theodora helped make the Byzantine Empire strong. The Byzantines developed a rich culture based on Roman, Greek, and Christian ideas.

Roman Civilization Review Vocabulary A. ode B. inflation
Define Match the vocabulary words with the definitions. A. ode B. inflation C. anatomy D. mosaic plague paterfamilias gladiator regent __ 1. pictures made of many bits of colored glass or stone __ 2. rapidly increasing prices __ 3. father of a family __ 4. emotional poem about life’s ups and downs D B F A

Roman Civilization Review Vocabulary
Define Match the vocabulary words with the definitions. __ 5. a disease that spreads widely __ 6. a person who stands in for a ruler who cannot govern __ 7. a warrior who fought animals and people in public arenas __ 8. study of the body’s structure E A. ode B. inflation C. anatomy D. mosaic plague paterfamilias gladiator regent H G C

Roman Civilization Review Main Ideas
Section 1 Life in Ancient Rome What did the Romans borrow from the Greeks? What did they develop on their own? Romans borrowed ideas in sculpture, architecture (porches, colonnades) and literature. They developed architecture (vault, dome, concrete), roads, aqueducts, and law and government.

Section 1 Life in Ancient Rome What were the lives of the rich and poor like in the Roman Empire? The rich lived in large, comfortable houses. They educated their children. The poor lived in crowded conditions in unsafe apartment buildings, and they did not educate their children.

Roman Civilization Review Main Ideas What weakened the Roman Empire?
Section 2 The Fall of Rome What weakened the Roman Empire? Poor leadership, a declining economy, and attacks by Germanic tribes weakened the Roman Empire.

Section 2 The Fall of Rome What caused the fall of Rome in the A.D. 400s? Germanic invasions

Section 3 The Byzantine Empire What policies and reforms helped make the Byzantine Empire strong? Justinian’s law code; rights for women; reconquered Italy and North Africa; added cavalry to the army

Section 3 The Byzantine Empire What different groups of people contributed to the Byzantine culture? Greeks, Egyptians, Slavs, Persians, and others

Roman Civilization Cause and Effect Why did Alaric’s capture of Rome shock the Roman people? Rome had not been conquered in 800 years.

Roman Civilization Predict What do you think would have happened if Theodosius had not divided the Roman Empire? Answers will vary.

Explore online information about the topics introduced in this chapter.
Click on the Connect button to launch your browser and go to the Journey Across Time Web site. Click on Chapter 9-Chapter Overviews to preview information about this chapter. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to

Maps Germanic Invasions of Rome c. A.D. 200–500 The Byzantine Empire A.D. 527–565 Charts Greek and Roman Gods The Decline of Rome Click on a hyperlink to view the corresponding slides.

Click the map to view an interactive version.

Life in Ancient Rome Ptolemy studied astronomy. He was also a geographer who plotted every geographic feature he knew on a grid and taught others how to create maps.

The Fall of Rome The Hippodrome was a racing track in Constantinople. It is estimated that the Hippodrome held about 100,000 people. Much of the Hippodrome is gone, but what remains forms a square in Istanbul.

The Byzantine Empire Empress Theodora came from a theatrical family. Her father was a bear keeper for the circus, and the empress was a very popular comedic actress.

Reading Social Studies
Learn It! Your Point of View An important part of reading involves thinking about and responding to the text from your own point of view. Read the paragraph on the following slide about daily life in Rome and look at how one student reflects as she reads.

The city of Rome was crowded, noisy, and dirty. People tossed garbage into the streets from their apartments, and thieves prowled the streets at night. Most people in Rome were poor. They lived in apartment buildings made of stone and wood. High rent forced families to live in one room. “What would that look like? What would it smell like?” “Reminds me of a city I visited once” “Were they like apartment buildings today?” —from page 306 “Sounds like it would be very uncomfortable and crowded!”

Practice It! Reflect and Respond Read the paragraph from Chapter 9 on page 301 in your textbook. Take a few minutes to reflect on what you have read and then respond by exchanging thoughts with a partner about the following topic questions. Do boys do anything today to show that they have become men? What does a toga look like? What does a palla look like?

Practice It! Reflect and Respond Read the paragraph from Chapter 9 on page 301 in your textbook. Take a few minutes to reflect on what you have read and then respond by exchanging thoughts with a partner about the following topic questions. Why did a woman have to wait until she married to become an adult? Why were boys and girls treated so differently?

Roman Civilization Introduction

Life in Ancient Rome

The Fall of Rome

The Byzantine Empire

The Book of Epodes

Primary Source Distrust of Money Rome is Attacked Click on a hyperlink to view the corresponding slides.

Distrust of Money

Rome is Attacked

Theodora Refuses to Flee

Ancient Roman Sports Sports & Contests
Sports were important to the Romans. Paintings on vases, frescoes (moist plaster), and stone show Romans playing ball, including a version of soccer. Roman girls are shown exercising with handheld weights and throwing an egg-shaped ball. Balls were made of different materials such as wool, hair, linen, sponges, and pig bladders wrapped in string. Some Roman sporting events took place in the Colosseum, amphitheaters, and the Circus Maximus. Wild beast fights, battles between ships, and gladiator contests attracted Roman spectators by the thousands. Chariot racing was held in the Circus Maximus, and the drivers wore team colors of red, white, green, and blue.

Connecting to the Past 1. How do we know sports were important to the Romans? Paintings on vases, frescoes, and stone show Romans participating in sports. 2. How are today’s sports different from Roman sports? How are they similar? Today sports do not feature fights between animals, battles between ships, or contests to the death between gladiators. Similarities may include comparisons between chariot racing and horse racing.

Slavery in the Roman Empire
Focus on Everyday Life Slavery in the Roman Empire Public and private slavery were common in Roman society. Public slaves were owned by the state. They took care of important buildings and served government officials. Educated public slaves were used to help organize the governments of conquered areas. Private slaves were owned by individuals. They were often forced to work long hours and could be sold at any time. Wealthy Romans had hundreds or even thousands of enslaved people. Most enslaved people worked on farms. Most enslaved people were men. This was probably because their work required great strength. Some enslaved men also became gladiators. Enslaved women made clothing and cooked for their owner’s family.

Connecting to the Past 1. What was the main difference between public and private enslavement? Public slaves were owned by the state. Private slaves were owned by an individual. 2. Which jobs were probably considered the most desirable by enslaved people? Answers will vary but may include jobs as groundskeepers or personal assistants at country villas.

Constantine The Great c. A.D. 280–337

Empress Theodora C. A.D. 500–548

Daily Focus Skills Transparency 9–1
Chapter 9 Ptolemy was limited to what he could see with his own eyes. When observed from the earth, the other planets and stars seem to rotate around.

Chapter 9

Chapter 9 Answers will vary, but should reflect that the Muslim Turks wanted to hide Christian symbols.

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