Kent ISD Moodle VLE
G E O G R A P H Y
C H A L L E N G E
The Roman Empire, About 117 C.E.
BRITAIN CARPATHIA N . TS M
GAUL
ETRURIA Rome
SPAIN
GREECE
ASIA MINOR
ASSYRIA
JUDEA
EGYPT
S
A
H
A
R
A
N W
E S
0
400
800 miles
0 400 800 kilometers Azimuthal Equal-Area Projection
© Teachers’ Curriculum Institute
AW_ISN_U06_01 The Roman Empire, About 117 C.E. Black Third Proof
Geography and the Early Development of Rome 1
G E O G R A P H Y
C H A L L E N G E
Geography Skills Analyze the maps in “Setting the Stage” for Unit 6 in your book. Then answer the following questions and fill out the map as directed. 1. Locate the Alps. Label them. 2. What mountain range runs the length of the Italian peninsula? Label it. 3. Locate Rome. On what river is it located? Label this river. 4. What is a peninsula? Label the seas that make Italy a peninsula.
5. Locate the Po River. Label it. Use the compass rose to determine the answer to the following questions: In what direction does the Po River run? In what direction does the Tiber River run? How might the Tiber River have been helpful to the development of Rome?
6. Look at the map of the Roman Empire, displayed in the Unit 6 “Setting the Stage” feature in your book. How far north did it extend? In Europe, how far west?
7. What physical feature formed the southern boundary of the Roman Empire? Label this feature.
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 2
G E O G R A P H Y
C H A L L E N G E
Critical Thinking Answer the following questions in complete sentences. 8. Consider the location of the Italian peninsula. How might this location have helped the Romans control trade in the Mediterranean region?
9. How might the mountain ranges of Italy have affected people’s lives in ancient times?
10. Were the Romans more likely to choose a land or a water route to Spain? Explain your answer.
11. At one time, the Romans avoided sea travel because the Italian peninsula had few good harbors. What evidence can you find to support the argument that this geographical drawback was eventually overcome?
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 3
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Geography and the Early Development of Rome How did the Etruscans and Greeks influence the development of Rome? P R E V I E W
• Examine the two images of ancient Greek and Roman life. • Circle and label three features that you see in both images. • Explain why you think these features are found in both ancient Greece and ancient Rome. Scene from Ancient Greece
Scene from Ancient Rome
The Granger Collection, NY
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 4
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
R E A D I N G
N O T E S
Key Content Terms
As you complete the Reading Notes, use these terms in your answers. Rome Etruscan
cuniculus gladiator
Greco-Roman
Section 2
In the boxes below, create two simple cartoons. The first one should illustrate the myth of how Rome was founded. The second one should illustrate the history of how Rome was founded. For each cartoon, write a simple caption that explains what is happening. According to Myth
Caption:
© Teachers’ Curriculum Institute
According to History
Caption:
Geography and the Early Development of Rome 5
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Sections 3 to 8
For Sections 3 to 8, first read that section of your book. In the box for that section, summarize the Etruscan or Greek influence on Rome. Then draw and label an arrow on the map to show how the influence came to Rome. An example has been done for you on the map. Italian Peninsula, 6th Century B.C.E. E U R O P E L
A
P
0
100
Section 5
200 miles
0 100 200 kilometers Lambert Azimuthal Equal-Area Projection
S
Po River
ILLYRIA
ri
at
N E
River
Corsica
Ad I
Ti b e r
A P E Arno r N Rive ETRURIA N
S
LATIUM
wr i
ic
Se
a
Section 6
ti n g
Sardinia
Ty r rhenian S ea N
Sicily
Etruscan
W
Greek
E S
Latin City
A FR I C A
Mediterranean Sea
Section 7
Section 3
Map AW_ISN_32_RN-3 Mediterranean Region, Sixth Century B.C.E. Second Proof TCI18 150
Section 8 Section 4
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 6
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
P R O C E S S I N G
Which two Etruscan or Greek influences had the biggest impact on Roman life? In the circles below, create coins that commemorate the two cultural influences you think were the most important. Each coin should have: • a drawing representing an Etruscan or a Greek influence, such as an arch or a column. • a brief caption that describes the influence. • a sentence that tells why you think each influence was so important to Roman life.
Caption:
© Teachers’ Curriculum Institute
Caption:
Geography and the Early Development of Rome 7
C H A L L E N G E
The Roman Empire, About 117 C.E.
BRITAIN CARPATHIA N . TS M
GAUL
ETRURIA Rome
SPAIN
GREECE
ASIA MINOR
ASSYRIA
JUDEA
EGYPT
S
A
H
A
R
A
N W
E S
0
400
800 miles
0 400 800 kilometers Azimuthal Equal-Area Projection
© Teachers’ Curriculum Institute
AW_ISN_U06_01 The Roman Empire, About 117 C.E. Black Third Proof
Geography and the Early Development of Rome 1
G E O G R A P H Y
C H A L L E N G E
Geography Skills Analyze the maps in “Setting the Stage” for Unit 6 in your book. Then answer the following questions and fill out the map as directed. 1. Locate the Alps. Label them. 2. What mountain range runs the length of the Italian peninsula? Label it. 3. Locate Rome. On what river is it located? Label this river. 4. What is a peninsula? Label the seas that make Italy a peninsula.
5. Locate the Po River. Label it. Use the compass rose to determine the answer to the following questions: In what direction does the Po River run? In what direction does the Tiber River run? How might the Tiber River have been helpful to the development of Rome?
6. Look at the map of the Roman Empire, displayed in the Unit 6 “Setting the Stage” feature in your book. How far north did it extend? In Europe, how far west?
7. What physical feature formed the southern boundary of the Roman Empire? Label this feature.
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 2
G E O G R A P H Y
C H A L L E N G E
Critical Thinking Answer the following questions in complete sentences. 8. Consider the location of the Italian peninsula. How might this location have helped the Romans control trade in the Mediterranean region?
9. How might the mountain ranges of Italy have affected people’s lives in ancient times?
10. Were the Romans more likely to choose a land or a water route to Spain? Explain your answer.
11. At one time, the Romans avoided sea travel because the Italian peninsula had few good harbors. What evidence can you find to support the argument that this geographical drawback was eventually overcome?
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 3
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Geography and the Early Development of Rome How did the Etruscans and Greeks influence the development of Rome? P R E V I E W
• Examine the two images of ancient Greek and Roman life. • Circle and label three features that you see in both images. • Explain why you think these features are found in both ancient Greece and ancient Rome. Scene from Ancient Greece
Scene from Ancient Rome
The Granger Collection, NY
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 4
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
R E A D I N G
N O T E S
Key Content Terms
As you complete the Reading Notes, use these terms in your answers. Rome Etruscan
cuniculus gladiator
Greco-Roman
Section 2
In the boxes below, create two simple cartoons. The first one should illustrate the myth of how Rome was founded. The second one should illustrate the history of how Rome was founded. For each cartoon, write a simple caption that explains what is happening. According to Myth
Caption:
© Teachers’ Curriculum Institute
According to History
Caption:
Geography and the Early Development of Rome 5
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
Sections 3 to 8
For Sections 3 to 8, first read that section of your book. In the box for that section, summarize the Etruscan or Greek influence on Rome. Then draw and label an arrow on the map to show how the influence came to Rome. An example has been done for you on the map. Italian Peninsula, 6th Century B.C.E. E U R O P E L
A
P
0
100
Section 5
200 miles
0 100 200 kilometers Lambert Azimuthal Equal-Area Projection
S
Po River
ILLYRIA
ri
at
N E
River
Corsica
Ad I
Ti b e r
A P E Arno r N Rive ETRURIA N
S
LATIUM
wr i
ic
Se
a
Section 6
ti n g
Sardinia
Ty r rhenian S ea N
Sicily
Etruscan
W
Greek
E S
Latin City
A FR I C A
Mediterranean Sea
Section 7
Section 3
Map AW_ISN_32_RN-3 Mediterranean Region, Sixth Century B.C.E. Second Proof TCI18 150
Section 8 Section 4
© Teachers’ Curriculum Institute
Geography and the Early Development of Rome 6
I N T E R A C T I V E
S T U D E N T
N O T E B O O K
P R O C E S S I N G
Which two Etruscan or Greek influences had the biggest impact on Roman life? In the circles below, create coins that commemorate the two cultural influences you think were the most important. Each coin should have: • a drawing representing an Etruscan or a Greek influence, such as an arch or a column. • a brief caption that describes the influence. • a sentence that tells why you think each influence was so important to Roman life.
Caption:
© Teachers’ Curriculum Institute
Caption:
Geography and the Early Development of Rome 7
