A.D. 14Augustus dies

A.D. 96Rule of the GoodEmperors begins

A.D. 180Pax Romanaends

BRITAIN

GAULITALY GREECE

EGYPT

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PALESTINE

Rome

A.D. 10 A.D. 110 A.D. 210A.D. 10 A.D. 110 A.D. 210

The Early Empire

Looking Back, Looking AheadYou learned in Section 3 that

when Octavian became Augustus, theRoman world began to change. Therepublic gave way to an empire, andpeace and prosperity spreadthroughout the Mediterranean.

Focusing on the • By expanding the empire and

reorganizing the military andgovernment, Augustus created a newera of prosperity. (page 445)

• Rome’s system of roads, aqueducts,ports, and common currency madethe empire rich and prosperous.(page 446)

Locating PlacesRhine River (RYN)Danube River (DAN•YOOB)Puteoli (pyu•TEE•uh•LY) Ostia (AHS•tee•uh)

Meeting PeopleCaligula (kuh•LIH•gyuh• luh)Nero (NEE•roh)Hadrian (HAY•dree•uhn)

Content VocabularyPax Romana

(pahks roh•MAH•nah)aqueduct (A•kwuh•DUHKT)currency (KUHR•uhn•see)

Academic Vocabularysuccessor (suhk•SEH•suhr)commit (kuh•MIHT)capable (KAY•puh •buhl)

Reading StrategyCause and Effect Use a chart like the one below to show the changesAugustus made in the Roman Empireand the effect of each change.

Causes Effects

HistorySocial ScienceStandardsWH6.7 Studentsanalyze the geographic,political, economic,religious, and socialstructures during thedevelopment of Rome.

444 CHAPTER 9 • The Rise of Rome

WH6.7.4 Discuss the influence of Julius Caesar and Augustus in Rome's transition from republic to empire.

The Emperor AugustusBy expanding the empire and reorgan-

izing the military and government, Augustus cre-ated a new era of prosperity.Reading Connection What makes a good or badleader? Think about this question as you read aboutAugustus and other Roman emperors.

Augustus paved the way for 200 years ofpeace and prosperity in Rome. The emperorswho followed him were not all good rulers,but they helped the Roman Empire reach itspeak. For centuries, the Mediterraneanregion had been filled with conflict. UnderAugustus and his successors, the region wasunder the control of one empire. A long eraof peace began with Augustus and lasteduntil A.D. 180. It was called the Pax Romana(pahks roh•MAH•nah), or “Roman Peace.”

What Did Augustus Achieve? Uponbecoming emperor in 27 B.C., Augustus set agoal to make the empire strong and safe. Toprovide security, he built a permanent, professional army of about 150,000 men—all Roman citizens. Augustus also created aspecial unit called the Praetorian Guard.

This force consisted of about 9,000 men incharge of guarding the emperor. ThePraetorian Guard later became very influ-ential in Roman politics.

Augustus’s legions conquered new ter-ritories and added vast stretches of north-ern Europe to the empire. All of Spain and Gaul came under Roman rule, as didland in what is today Austria, Hungary,Romania, and Bulgaria.

Meanwhile, Augustus rebuilt Rome withstately palaces, fountains, and splendid pub-lic buildings. “I found Rome a city of brick,”he boasted, “and left it a city of marble.” Thearts flourished as never before, and Augustusalso imported grain from Africa to feed thepoor. He knew that a well-fed populationwould be less likely to cause trouble.

Augustus devoted much of his energy toimproving Rome’s government. During hisreign, more than 50 million people lived inthe Roman Empire. To rule this huge popu-lation, Augustus appointed a proconsul, orgovernor, for each of Rome’s provinces.

Augustus also reformed the Roman taxsystem. Previously, individual tax collectorspaid the government for the right to do thejob. To make their investment worthwhile,

CHAPTER 9 • The Rise of Rome 445

The city of Rome at the height of the Roman Empire

Victoria & Albert Museum, London/Bridgeman Art Library

WH6.7.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of theempire, including how the empire fostered economic growth through the use of currency and trade routes.

tax collectors were allowed to keep some ofthe money they gathered. Many of them,however, were dishonest and took too much.Augustus solved this problem by makingtax collectors permanent government work-ers. This change made the tax system fairer.

Augustus also reformed the legal system.He created a set of laws for people in theprovinces who were not citizens. As timepassed, however, most of these peoplegained citizenship. The laws of Rome thenapplied to everyone, although the legal sys-tem traditionally stressed the authority of thegovernment over the rights of the individual.

Who Came After Augustus? After rulingnearly 40 years, Augustus died in A.D. 14.No law stated how the next emperor was tobe chosen. Augustus, however, had traineda relative, Tiberius, to follow him. The nextthree emperors—Caligula (kuh • LIH • gyuh •luh), Claudius, and Nero (NEE • roh)—alsocame from Augustus’s family. They arecalled the Julio-Claudian emperors.Unfortunately, they were not all fit to lead.Tiberius and Claudius ruled capably.Caligula and Nero, however, proved to becruel leaders.

Mental illness caused Caligula to actstrangely and to treat people cruelly. Hehad many people murdered, wasted a lot ofmoney, and even gave his favorite horse theposition of consul. Eventually, thePraetorian Guard killed him and putClaudius on the throne.

Nero was also a vicious man. Amongthose he had killed were his mother and twowives. He is best remembered for having“fiddled while Rome burned.” According tolegend, he was playing music miles fromRome when a fire destroyed much of the cityin A.D. 64. Eventually, he committed suicide.

Explain What did Augustusdo to make the empire safer and stronger?

Unity and ProsperityRome’s system of roads, aqueducts,

ports, and common currency made the empire richand prosperous.Reading Connection Do you find that you are moreproductive when you are not worried about conflicts athome or school? Read to learn how the Roman Empireprospered during its time of peace.

After Nero committed suicide, Romepassed through a period of serious disor-der. In not much more than a year, four dif-ferent men had taken the title of emperor.

At first the senate tried to appointNero’s successor. However, the newemperor did not pay his personal troopsenough money, and they assassinated him.The leader of this conspiracy, a man namedOtho, became the next emperor. Many ofthe legions outside of Italy did not supporthim. The troops in Gaul picked one of theirown generals to rule, a man namedVitellius. After Vitellius defeated Otho inbattle, Otho committed suicide andVitellius became emperor.

However, the troops in Palestine did notsupport Otho or Vitellius. In July of A.D. 69,they declared the general Vespasian to beemperor. Vespasian led his soldiers back toItaly, where he defeated Vitellius and tookthe throne. Unlike the other generals,Vespasian restored peace and order. He putdown several rebellions in the empire,including the Jewish rebellion in Palestine.Troops commanded by his son Titusdefeated the Jews and destroyed the Jewishtemple in Jerusalem in A.D. 70.

During his reign, Vespasian began con-struction of the Colosseum—a hugeamphitheater—in central Rome. His sonTitus, then his other son Domitian, ruledRome after he died. Both sons oversaw anera of recovery and growth in Rome.

446 CHAPTER 9 • The Rise of Rome(t)C. Hellier/Ancient Art & Architecture Collection, (tc)Ronald Sheridan/Ancient Art & Architecture Collection, (bc)The Art Archive/Museo Capitolino Rome/Dagli Orti, (b)The Art Archive/Staatliche Glypothek Munich/Dagli Orti

447

Augustus overcame the obstacles of illness andpolitical enemies to become a great emperor.Can you think of any present-day individualswho overcame obstacles to excel at something?

AUGUSTUS63 B.C.–A.D. 14Octavian was born to a wealthy family in a

small Italian town southeast of Rome. During hisyouth, Octavian suffered a number of illnesses. Herefused to let his illnesses interfere with his life, however,showing the determination that would later make himRome’s first emperor.

Octavian’s father was a Roman senator, but it wasOctavian’s great-uncle—Julius Caesar—who firstintroduced Octavian to public life in Rome. In his lateteens, Octavian joined Caesar in Africa and then thefollowing year in Spain. At the age of 18, while Octavianwas studying at school, he learned that his great-unclehad been murdered. In his will, Caesar had adoptedOctavian as his son. Caesar had also made Octavian hisheir—a position that Antony had assumed would behis. Against his family’s advice, Octavian went to Rometo claim his inheritance. By the time he reached Rome,however, Antony had seized Caesar’s papers and moneyand refused to give them to Octavian.With remarkablepolitical savvy for someone so young, Octavian turnedthe situation around in his favor. He won the hearts ofCaesar’s soldiers and the people of Rome bycelebrating the public games that Caesar hadstarted.

In his rise to power and during his reign asEmperor Augustus, Octavian pushed himself andhis loyal followers with relentless energy. In hisprivate life, however, he lived simply and quietlyand shunned personal luxury. He was devoted to his wife, Livia Drusilla, and spent his spare time with her at their home on the outskirts of Rome.

Augustus

“I extended the frontiers of all the provinces of theRoman people.”

—Augustus, “Res Gestae: TheAccomplishments of Augustus”

WH6.7.4 Discuss the influence of JuliusCaesar and Augustus in Rome's transitionfrom republic to empire.

Robert Emmett Bright/Photo Researchers

The “Good Emperors” At the beginningof the A.D. 100s, a series of rulers who werenot related to Augustus or Vespasian cameto power. These five emperors—Nerva,Trajan, Hadrian (HAY•dree•uhn), AntoninusPius, and Marcus Aurelius—are known asthe “good emperors.” They presided overnearly a century of prosperity, from A.D. 96to A.D. 180. Agriculture flourished, tradeincreased, and the standard of living rose.

During this time, the emperor came toovershadow the Senate more than everbefore. The five “good emperors” did notabuse their power, however. They were

among the most devoted and capablerulers in Rome’s history.

Among the achievements of theseemperors were programs to help ordinarypeople. Trajan gave money to help poorparents raise and educate their children.Hadrian made Roman law easier to inter-pret and apply. Antoninus Pius passedlaws to help orphans. All the emperorssupported public building projects. Theybuilt arches and monuments, bridges androads, and harbors and aqueducts. Anaqueduct (A • kwuh • DUHKT) is a human-madechannel for carrying water long distances.

448 CHAPTER 9 • The Rise of Rome

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Expanded theempire to its

largest size; builtmany new public

works

Promoted art andscience; built new

public works;passed laws to aid

orphans

TrajanA.D. 98–117

Antoninus PiusA.D. 138–161

Extent of RomanEmpire, 146 B.C.

Extent of RomanEmpire, 44 B.C.

Extent of RomanEmpire, A.D. 14

Reformed land laws in favor of

the poor; revisedtaxes

NervaA.D. 96–98

Built Hadrian’s Wall in Britain;made Roman laws easier to

understand

HadrianA.D. 117–138

Helped unite the empire

economically;reformed

Roman law

Marcus AureliusA.D. 161–180

The Roman Empire: Trade and Expansion

The “Good Emperors” of the Pax RomanaThe “Good Emperors” of the Pax Romana

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A Unified Empire Later emperors contin-ued to conquer new territory for Rome. Theempire reached its largest size under Trajan.It spread well beyond the Mediterranean,including Britain in the north and part ofMesopotamia in the east.

Trajan’s successors, however, realizedthat the empire had grown too big to ruleeffectively. Hadrian began to pull back. Heremoved troops from most of Mesopotamia.In Europe, he set the empire’s eastern boundaries at the Rhine River (RYN) andDanube River (DAN • YOOB). He also builtHadrian’s Wall across northern Britain to

keep out the Picts and Scots—two warlikepeople who lived in northern Britain.

In the A.D. 100s, the Roman Empire wasone of the greatest empires in history. Itincluded about 3.5 million square miles (9.1 million square km). Its people spoke dif-ferent languages—mostly Latin in the westand Greek in the east. They also practiceddifferent local customs. What unified theempire, though, were Roman law, Romanrule, and a shared identity as Romans. TheRomans were also generous in grantingcitizenship. In A.D. 212 every free personwas made a Roman citizen.

CHAPTER 9 • The Rise of Rome 449

From China

FromIndia

From

Afric

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50°EAFRICA

ASIAMINOR

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Black Sea

CaspianSea

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ATLANTIC OCEAN

Adriatic Sea

Rhine

R. Danube R.

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Nile R.

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Corsica

Sardinia

Sicily

CreteCyprus

Hadrian’sWall

GAUL

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SYRIA

PALESTINE

ARABIAEGYPTAlexandria

Sidon

Byzantium

Athens

PuteoliOstia

Rome

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MassaliaTarraco

1. Human/Environment Interaction What fea-ture made up the far northern border of theRoman Empire?

2. Movement Describe in general the trade itemsthat came from the various regions of theempire.

Roman Empire,A.D. 200

Trade route

GlasswareGrain

HorsesMarbleMetals

Olive oil

SPICE

S

PerfumeSilk

SpicesTimberWild animals

Wine

WoolTraded goods:

KEYR

ic E

rgen

brig

ht

Roman Aqueducts Transporting water isa complex problem. Roman engineerssolved it by building aqueducts. Romanaqueducts carried water across a valley orhillside using gravity, aboveground stonearches, and underground pipes made ofstone or clay. Between 312 B.C. and A.D.226, 11 aqueducts were built to bringwater to Rome from as far away as 57miles. Once the water made it to Rome, itwas held in collecting tanks. Most peoplegathered water from these public tanks.Only the rich and high-ranking officialshad private water tanks in their homes.

Many Romanaqueducts still standand are used today.Engineers in ancientPersia, India, andEgypt built similarwater systemshundreds of yearsbefore the Romans.However, historiansagree that theRomans were thegreatest aqueductbuilders of theancient world.

Connecting to the Past1. How did the Romans transport water

to the city of Rome?

2. Why do you think that only the rich andpowerful had private water supplies?

A Booming Economy Most people in theRoman Empire made a living from theland. Small farms dotted northern Italy. Insouthern and central Italy, latifundia, or large estates worked by enslaved people, were common. On these estatesand in the provinces of Gaul and Spain,farmers produced grapes, olives, wine, andolive oil. In Britain and Egypt, the chiefcrops were grains. Bountiful harvests fromthese regions kept Rome’s people well fed.

Agriculture was the most importantpart of the economy, but industry wasimportant too. Potters, weavers, and jewelersproduced goods, and cities became centersfor making glass, bronze, and brass.

Traders came from all over theempire—and beyond—to ports in Italy.Two of the largest port cities were Puteoli(pyu•TEE•uh• LY) on the Bay of Naples andOstia (AHS • tee • uh) at the mouth of theTiber. The docks were lively places. Luxuryitems, including silk goods from China andspices from India, poured in to satisfy therich. Raw materials, such as British tin,Spanish lead, and iron from Gaul, went tothe workshops of Roman cities.

Roads and Money A good transporta-tion network was vital to the empire’strade. During the Pax Romana, Rome’s system of roads reached a total length of 50,000 miles (80,000 km). On the seas,the Roman navy helped to rid theMediterranean of pirates, allowing goodsto be shipped more safely.

Rome’s trade was helped by a commoncurrency (KUHR • uhn • see), or system ofmoney. For many years, Romans had mintedcoins so that merchants, traders, and otherscould buy and sell products with moneyrather than bartering.

Roman coins were accepted throughoutthe Mediterranean region by A.D. 100.

Roman aqueduct

(l)Roma, Museo Nazion/Art Resource, NY, (cr)Staatliche Glypothek, Munich, Germany/E.T. Archive, London/SuperStock, (others)Archivo Iconografico, S.A./CORBIS

CHAPTER 9 • The Rise of Rome 451

Merchants could use the same money in Gaulor Greece as they did in Italy. The Romansalso created a standard system of weights andmeasures. This made it easier for people toprice goods, trade, and ship products.

The Romans also stamped images oncoins as a way to share a message. For exam-ple, Augustus had coins made with imagesof himself and references to Julius Caesar orimages of his military victories. He wantedpeople to believe that he was a good leader.

Ongoing Inequality Roman culture hadbeen carried into every province by Romansoldiers and officials sent to govern.However, the Roman Empire’s prosperitydid not reach all of its people. Shopkeepers,merchants, and skilled workers benefited

and rich Romans lived in luxury. However,most city dwellers and farmers were poor,and many were enslaved.

Identify Who were the“good emperors,” and what did they accomplish?

Roman coins could be used throughout most ofthe empire, making trade much easier. Howelse did Rome improve trade during the empire?

Changes Under Augustus

Reading SummaryReview the • Augustus conquered new lands

and created a professional mili-tary and a system of proconsuls.He improved the tax system andthe legal system, ushering in thePax Romana.

• Under Vespasian, his sons, andthe five good emperors, Romanscontinued to be prosperous. Theybuilt an elaborate system ofroads and developed a commoncurrency that promoted tradeand economic growth.

1. What was the Pax Romana?

2. What products came from thefarms of Italy, Gaul, and Spain?

Critical Thinking3. Organizing Information

Draw a diagram like the onebelow. Add details about theimprovements and changesAugustus made to the RomanEmpire during his reign.

4. Sequencing InformationDescribe the sequence ofemperors who ruled Rome,from Augustus through the“good emperors.”

5. Why was Rome’screation of a common currencyimportant?

6. Creative Writing Write ashort play in which severalRoman citizens compare theaccomplishments of Rome’semperors.

7. Reading MapsLook at the maps on pages 448and 449. What natural featuresshaped the growth of theRoman Empire and its trade?

CA CS3.

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CA HI6.

CA CS2.

CA 6RC2.4

What Did You Learn?

Study Central Need help understanding theprosperity of the empire? Visit ca.hss.glencoe.com and click on Study Central.

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A Heroic Rescue AttemptPliny the Elder—a Roman admiral and well-known author and scientist—died attemptingto rescue people after Mt. Vesuvius erupted inA.D. 79. His nephew, Pliny the Younger,recorded his uncle’s death in a letter writtento a Roman historian named Tacitus.

Thank you for asking me to send you adescription of my uncle’s death so that youcan leave an accurate account of it for pos-terity; . . .

As he was leaving the house he washanded a message from Rectina, . . . whosehouse was at the foot of the mountain, sothat escape was impossible except by boat.She was terrified by the danger threateningher and implored him to rescue her. . . . For

a moment my uncle wondered whether toturn back, but when the helmsmanadvised this he refused, telling him thatFortune stood by the courageous. . . .

. . . My uncle tried to allay the fears ofhis companions. . . . They debated whetherto stay indoors or take their chance in theopen, for the buildings were now shakingwith violent shocks. . . .

. . . Then the flames and smell of sulphurwhich gave warning of the approachingfire drove the others to take flight. . . . Hestood . . . and then suddenly collapsed, Iimagine because the dense fumes chokedhis breathing.

—Pliny, Letters and Panegyricus

Roman PropagandaThe Romans knew the power of the written word. They

believed that history could be preserved by written records. Because of this, they often wrote their letters, histories, and other documents in a way to make themselves look good. For example, after Cicero had given some speeches, he rewrote the text of those speeches so that they were even better than the original. Each of the following passages is about a great Roman person.

Read the passages on pages 452 and 453, and answer the questions that follow.

posterity (pah•STEHR•uh•tee): futuretime

allay: calmprincipate: rule or reigndetention: imprisonment

allot (uh•LAHT): giveexpenditures (ihk•SPEHN•dih•chuhrs):

the spending of moneyexcel: be better thanmagistracy (MAH•juh•struh•see):

official duty

Reader’s Dictionary

452 CHAPTER 9 • The Rise of Rome

WH6.7.4 Discuss theinfluence of JuliusCaesar and Augustus inRome’s transition fromrepublic to empire.

Cicero

CHAPTER 9 • The Rise of Rome 453

A Heroic Rescue Attempt1. Why did Pliny the Elder sail to Mt. Vesuvius?

2. Does Pliny the Younger consider his uncle ahero? Why or why not?

Caesar ’s Story3. How does Caesar justify his attack on the

Gauls?

4. How does this passage show Caesar’s abilitiesas a leader?

The Emperor Augustus5. Why was it important that the temple doors

be closed?

6. Do you think Augustus was being honest?Why or why not?

7. Think about what you have read in thischapter about Augustus’s authority. Why doyou think he declined to be the consul? Howdid he transfer all power back to the Senatebut still excel others in authority?

Read to Write8. Use all of these passages to answer the

following question: How are the stories ofPliny, Caesar, and Augustus exaggerated? Giveexamples of words and sentences that createthe impression these three men had goodcharacter. CA HR5.

Caesar’s StoryJulius Caesar’s military victories helped to bringhim to power. In the following passage, Caesarexplains why he thought it was important to keepthe people of Gaul under control.

“In spite of the difficulties, Caesar had sev-eral strong reasons for undertaking this cam-paign: the unlawful detention of Romanknights, the revolt and renewal of hostilitiesby enemies who had submitted and givenhostages, the large number of tribes leaguedagainst him, and above all the danger that ifthese were left unpunished others might thinkthemselves entitled to follow their example.”

—“Julius Caesar in Gaul,” J.M. Roberts,Rome and the Classical West

The Emperor AugustusShortly before his death in A.D. 14, Augustuswrote a document called the Res Gestae to sum-marize his career.5. . . . In the midst of a critical scarcity of grain

I did not decline the supervision of the grainsupply, which I so administered that withina few days I freed the whole people fromthe imminent panic and danger by myexpenditures and efforts. The consulship,too, which was offered to me at that time asan annual office for life, I refused to accept. . . . I refused to accept any office offered mewhich was contrary to the traditions of ourancestors.

13. The temple of Janus Quirinus, which ourancestors desired to be closed wheneverpeace with victory was secured . . . whichbefore I was born is recorded to have beenclosed only twice since the founding of thecity, was during my principate three timesordered by the senate to be closed.

34. . . . I transferred the state from my ownpower to the control of the Roman senateand people. . . . After that time I excelledall in authority, but I possessed no morepower than the others who were my col-leagues in each magistracy.

—Augustus, “Res Gestae:The Accomplishments of Augustus”

Caesar crossing the Rubicon River

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Rome after Punic Wars, 146 B.C.Territory added by Caesar’s death, 44 B.C.Territory added by Augustus’s death, A.D. 14Territory added by A.D. 130Battle site

KEY

Growth of Rome

454 CHAPTER 9 • The Rise of Rome

Standard WH6.7

Review Content VocabularyEach of the following statements is false.Replace each word in italics with a word thatmakes the statement true. Write the correctwords on a separate sheet of paper. ___ 1. A legion is a form of government in

which the citizens choose their leader.___ 2. Patricians included artisans and

shopkeepers.___ 3. The judge in a Roman court case was a

consul.___ 4. In early Rome, the role of praetor lasted

only until a crisis had passed.___ 5. Large farming estates that used

enslaved people to tend crops werecalled aqueducts.

___ 6. A veto was a human-made channel forcarrying water.

Review the Section 1 • Rome’s Beginnings

7. Describe the role geography played in therise of Roman civilization.

8. How did treating people fairly help Rometo increase its power?

Section 2 • The Roman Republic9. How did the roles of patricians and ple-

beians differ in Roman society?10. Explain how Rome gradually defeated the

Carthaginians. Section 3 • The Fall of the Republic11. How did slavery weaken the Roman

Republic? 12. Who were the members of the First

Triumvirate?13. How did Augustus change the Roman

Republic? Section 4 • The Early Empire14. Was Augustus a successful ruler? Explain

your answer. 15. What advances helped make Rome

wealthy and prosperous?

Critical Thinking16. Compare Cincinnatus is often compared

to George Washington. Think of anotherperson who is similar to Cincinnatus.Explain how they are similar.

17. Explain Why did Caesar fight Pompey?

18. Predict What do you think would havehappened if Hadrian had tried to furtherexpand the Roman Empire?

Geography SkillsStudy the map below and answer the follow-ing questions.19. Place Which areas did Rome control after

the Punic Wars? 20. Human/Environment Interaction What

does Hadrian’s Wall reveal about the peo-ple north of it?

21. Region Why was control of theMediterranean important to Rome?

CA CS3.

CA CS3.

CA CS3.

CA HI2.

CA 6RC2.0

CA 6RC2.2

Self-Check Quiz To help prepare for theChapter Test, visit ca.hss.glencoe.com

Select the best answer for each ofthe following questions.

One of Rome’s most significantinfluences on the world is its_____________

A invention of paper.B creation of democracy.C establishment of the Silk Road.D system of law.

Caesar granted Roman citizenship to

A people living in Rome’s territories outside the Italianpeninsula.

B people living in the easternprovinces only.

C just the people who lived inItaly.

D members of the Senate.

29

28

Read to Write22. Persuasive Writing Suppose

you were working with Tiberius and GaiusGracchus to reform Rome. Prepare aspeech that explains why reform isneeded, what types of reforms shouldoccur, and why Rome needs strong leaderslike the Gracchus brothers.

23. Using Your Use your foldableto write a series of questions about thechapter. With a partner, take turns askingand answering questions until you havereviewed the entire chapter.

Using Academic Vocabulary24. Match the word in Column A with its

opposite in Column B.

Building Citizenship25. Making Connections Use the Internet

and your local library to research theTwelve Tables. Work with your classmatesto design a similar series of laws, andrecord them, using modern language.How is your law code similar to and dif-ferent from the Twelve Tables?

Reviewing Skills26. Analyzing Primary Sources

Reread the Primary Source feature on page 440. Write a paragraph that answersthe following questions. Is this a speech offact or opinion? Who is Cicero attacking inhis speech? How might the speech be dif-ferent if Cicero were a friend of Antony? Isthe speech effective in changing your opin-ion of Antony? CA HR5.; HR2.

CA 6WA2.3

CA HR1.

CA 6WA2.5

27. Making Inferences Readthe following passage from page 439:“. . . Caesar knew that reforms were needed.He granted citizenship to people living inRome’s territories. . . . He started new coloniesto provide land for the landless and createdwork for Rome’s jobless people. He orderedlandowners using slave labor to hire more freeworkers.”

What can you infer about Caesar’s lead-ership from these sentences? Write anessay describing his leadership. CA 6WA2.2

CHAPTER 9 • The Rise of Rome 455

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Discovering Our Past: Ancient CivilizationsTable of ContentsA Guide to California Content StandardsCorrelation to the California StandardsPreviewing Your TextbookScavenger HuntReading Skills HandbookNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalEurope: PoliticalEurope: PhysicalMiddle East: Physical/PoliticalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalNorth America: PoliticalNorth America: PhysicalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalPacific Rim: Physical/PoliticalWorld's PeopleWorld: Land UsePolar Regions

National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary

Tools of the HistorianMeasuring TimeOrganizing TimeHistory and GeographyWhat Is a Historical Atlas?How Does a Historian Work?Making Sense of the PastLinks Across Time

Unit 1: Mesopotamia, Egypt, and IsraelChapter 1: The First CivilizationsReading Skill: Previewing Section 1: Early HumansSection 2: Mesopotamian CivilizationSection 3: New EmpiresChapter 1 Assessment

Chapter 2: Ancient Egypt and KushReading Skill: SummarizingSection 1: The Nile ValleySection 2: Egypt's Old KingdomSection 3: The Egyptian EmpireSection 4: The Civilization of KushChapter 2 Assessment

Chapter 3: The Ancient IsraelitesReading Skill: Making ConnectionsSection 1: The First IsraelitesSection 2: The Kingdom of IsraelSection 3: The Growth of JudaismChapter 3 Assessment

Unit 1 Review

Unit 2: India, China, and the AmericasChapter 4: Early IndiaReading Skill: QuestioningSection 1: India's First CivilizationsSection 2: Hinduism and BuddhismSection 3: India's First EmpiresChapter 4 Assessment

Chapter 5: Early ChinaReading Skill: MonitoringSection 1: China's First CivilizationsSection 2: Life in Ancient ChinaSection 3: The Qin and Han DynastiesChapter 5 Assessment

Chapter 6: The Ancient AmericasReading Skill: Taking NotesSection 1: The First AmericansSection 2: The Mayan PeopleChapter 6 Assessment

Unit 2 Review

Unit 3: The Greeks and RomansChapter 7: The Ancient GreeksReading Skill: Comparing and ContrastingSection 1: The Early GreeksSection 2: Sparta and AthensSection 3: Persia Attacks the GreeksSection 4: The Age of PericlesChapter 7 Assessment

Chapter 8: Greek CivilizationReading Skill: VisualizingSection 1: The Culture of Ancient GreeceSection 2: Greek Philosophy and HistorySection 3: Alexander the GreatSection 4: The Spread of Greek CultureChapter 8 Assessment

Chapter 9: The Rise of RomeReading Skill: Making InferencesSection 1: Rome's BeginningsSection 2: The Roman RepublicSection 3: The Fall of the RepublicSection 4: The Early EmpireChapter 9 Assessment

Chapter 10: Roman CivilizationReading Skill: Making PredictionsSection 1: Life in Ancient RomeSection 2: The Fall of RomeSection 3: The Byzantine EmpireChapter 10 Assessment

Chapter 11: The Rise of Christianity Reading Skill: Identifying Cause and EffectSection 1: The First ChristiansSection 2: The Christian ChurchSection 3: The Spread of Christian IdeasChapter 11 Assessment

Unit 3 Review

AppendixWhat Is an Appendix?SkillBuilder HandbookCalifornia Standards HandbookGlossarySpanish GlossaryGazetteerIndexAcknowledgements and Photo Credits

Feature ContentsPrimary SourceAnalyzing Primary SourcesWorld LiteratureBiographySkillBuilder HandbookNational Geographic: History MakersLinking Past & PresentNational Geographic: The Way It WasYou Decide . . .Primary Source QuotesMaps, Charts, Graphs, and Diagrams

Student WorkbooksActive Reading Note-Taking GuideCalifornia Standards Practice WorkbookReading Essentials and Study GuideSpanish Reading Essentials and Study Guide

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