SAMPLE CHAPTER

CONNECT WITH HISTORY 7

TEACHER’S EDITION
ISBN 978 0 17 021149 9

Customer Service: 1300 790 853

SEC 8223 www.nelsonsecondary.com.au

TEACHER’S EDITION

ROBYN BOWMAN
JOSIE MONRO
JAN BRADY

SEC 8226 Connect with History 7 TE Sample Chapter cvr 1 8/08/12 10:10 AM
 Nelson Connect with History 7 Teacher’s Edition

Chapter 5
Historical knowledge
and understanding
Rome

• The physical features of

ancient Rome (such as the
River Tiber) and how they
influenced the civilisation
that developed there
(ACDSEH004).
• Roles of key groups in
ancient Roman society (such
as patricians, plebeians,
women, slaves), including the
influence of law and religion
(ACDSEH038).
• The significant beliefs,
values and practices of
the ancient Romans, with
a particular emphasis on
one of the following areas:
everyday life, warfare, or
death and funerary customs
(ACDSEH039).
• Contacts and conflicts
within and/or with other
societies, resulting in
developments such as
the expansion of trade,
the rise of the Roman
Empire (including its
material remains), and the
spread of religious beliefs
(ACDSEH040).
• The role of a significant
individual in ancient Rome
such as Julius Caesar or
Augustus (ACDSEH131).
Key inquiry questions

• How do we know about the

ancient past?
• Why and where did the
earliest societies develop?
• What emerged as the
defining characteristics of
ancient societies?
• What have been the legacies
of ancient societies?
05 Greer 9780170198882 TXT 5pp.indd 138 20/12/11 2:54 PM 05 Gre

General capabilities

• Literacy
• Numeracy
• ICT competence
• Critical and creative
thinking
• Ethical behaviour
• Personal and social
competence
• Intercultural understanding
Cross-curriculum priorities

• Sustainability

138
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 138 17/07/12 2:54 PM

 Chapter 5 Ancient Rome

Further information
About the photo

This photograph shows part

of a large mosaic representing
gladiators in battle that
decorates the floor in a gallery
in Rome. The names of the
gladiators appear next to most
of the men in the scene.
To see the complete mosaic,
go to the Galleria Borghese
website, which is the museum
where it now resides.
Mosaics were made by
cementing tesserae (singular
tessera), pieces of stone or
glass, onto a wall or floor.
Most tesserae were naturally
coloured stones, from 3 cm to
a few millimetres in diameter.
Gladiator’s names

This name is the Roman spelling

of the Greek Bellerephon. In
Greek mythology, Bellerephon
was the godson of Poseidon and
the son of mortals. He killed the
Chimera with the help of his
winged horse, Pegasus.
The other names, Aurius
and Melea, don’t have
mythological origins. Beneath
the name Cupido, there is
an ‘o’ with a line through it,
this might indicate that the
gladiator is dead.

2:54 PM 05 Greer 9780170198882 TXT 5pp.indd 139 20/12/11 2:54 PM

Lesson idea
Mosaics as sources

There are so many detailed mosaics from the ancient Roman era that a source study based The following NelsonNet
on them is rewarding. An Internet image search will yield hundreds of photographs of resources are available for
mosaics. Discuss the likely accuracy of the evidence in mosaics: Chapter 5:
• What subjects • How informed • Did their techniques • Do mosaics have to be • nine worksheets
do mosaics would the affect their accuracy? accurate? • two interactives
describe? designers and • How can we cross- • Why do archaeologists • one puzzle sheet
• Speculate on makers have been? check evidence on use mosaics to help • one review quiz.
the purpose • How skilled were mosaics? describe Roman culture?
of mosaics. the makers?
Find a mosaic of a guard dog – there are several – do an image search using ‘mosaic guard dog’
as the search words. Students may enjoy answering the questions (above) about one of the
guard dog mosaics. The accepted theory is that these mosaics, which were usually in the
entrance corridor of a house, warned unwanted visitors to think twice about entering the house.

139
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 139 17/07/12 2:54 PM

 Nelson Connect with History 7 Teacher’s Edition

Further information
Romulus and Remus

This iconic statue of the

Capitoline Wolf pictured in
the timeline, representing
Romulus and Remus as babies
was originally thought to have
Etruscan (600 bce) origins, with
the twins added in the late 15th
century. Recent dating suggests
the wolf may have been made
in the 13th century.
Rule and overthrow
of kings 753–509 bce

This period was not enjoyed

by the Romans and their
subsequent dread of monarchy
led to the foundation of the
Republic.
Rome gained control of
the Italian peninsula 266 bce

From its beginnings as a small

town set on seven hills above
the marshes of the Tiber Valley,
Rome began its conquests by
first conquering its neighbours.

Literacy

Peninsula is a Latin word

that comes from pen meaning
‘nearly’ and insula meaning
‘island’. A peninsula is saved
from being an island by
the land that joins it to the
mainland.

05 Greer 9780170198882 TXT 5pp.indd 140 20/12/11 2:54 PM 05 Gre

Further information
Hannibal 247–182 bce
Hannibal was a general from Carthage, in modern-day Tunisia, and ranks amongst the
most talented military leaders of the ancient world. Perhaps the most famous episode in
his life was when he marched his troops through Iberia (Spain), crossing both the Pyrenees
and Alps, and invading Italy – with war elephants.
Spartacus 73 bce

Although little is known about Spartacus, his role as leader of a major slave revolt is
legendary.

140
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 140 17/07/12 2:54 PM

 Chapter 5 Ancient Rome

Further information
Augustus 63 bce–14 ce

Augustus, the adopted son

of Julius Caesar, was careful
to avoid being accused of
being a king. He chose the
title Princeps Civitatus (First
Citizen) and promised to
restore the Republic. In the
Roman world, the production
of busts was a way of
publicising a person’s existence
and achievements.
Julius Caesar 100–44 bce

Said to have destroyed the

republican government by
acting like a king or supreme
ruler, Julius Caesar was a
brilliant military leader. This is
a bronze statue of Julius Caesar,
which has been copied so many
times it is often made or drawn
in reverse.
Jesus Christ 1–33 ce

There is no year 0 in the bce/

ce timeline. The birth of Jesus
Christ has traditionally marked
the division of bce and ce at
year 1.
Pompeii 79 ce

After days of rumbling and

spewing ash, Mount Vesuvius
erupted, burying Pompeii and
several other towns nearby
(such as Herculaneum) in lava
or ash. People who heeded the
signs of eruption had already
left the area but many were
trapped as they fled or hid.
The picture on this timeline
is of a plaster cast made when
the cavity left by the decayed
human body was filled with
plaster and the surroundings
cut away; it is not a mummy.
2:54 PM 05 Greer 9780170198882 TXT 5pp.indd 141 20/12/11 2:55 PM

Destruction of Rome 410 ce

Traditionally, Rome’s beginning

and end have quite firm dates
but neither the beginning nor
the end would have happened
overnight. The Roman Empire
was split into east and west
long before the city of Rome,
capital of the Western Empire,
fell to the barbarians. Even so,
emperors of the Eastern Empire
(Byzantine Empire), based
in Constantinople, wanted to
restore the glory of old Rome.
Even Justinian, as late as the
7th century ce, wanted the
return of the Republic.

141
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 141 17/07/12 2:54 PM

 Nelson Connect with History 7 Teacher’s Edition

Unit 1
Reflection question
What do students
already know?
Weblink Unit 1:
Possible ideas for stimulating
Roman Empire
the physical
this brainstorm: Worksheet
features of
• Colosseum
ancient rome
The legend of Romulus
and Remus
• amphitheatres
• gladiators HIS07MWWK00043

• Julius Caesar
• chariot racing in the circus Weblink

• Pompeii Map of ancient Rome

• Latin alphabet
• togas
• forum ALPS
Reflection Po River
• slavery question
• Christianity
What do you
• catacombs

Via
Tiber River
already know

F
lam
• City of Rome about the

L
ina

L
IN

A
IN
IR
ancient Romans?

A pe
• Roman Empire

SICA

M
U
A d ri a t i c

VI
Brainstorm as a

E
nn

IN
• Hadrian’s Wall in England class and produce
Sea

IL
COR

U
ine

Q
a concept map. M
F orum

ES
• town planning ou
CAPITOLINE

Rome n ta
ins
• plumbing
INIA
PALATINE

• aqueducts T y rrh e n i a n Pompeii CAELIAN

r
SARD

ibe
• legionaries Sea

rT
ve
AVENTINE

Ri
• gods and goddesses
Via
Ap
pia

• the names of the planets M e d i t e rra n e a n

• Pantheon Sea
• month of July named after SICILY Ionian
Julius Caesar Sea
peninsula
• August named after
Projecting land
Augustus. that is almost
source 1a Maps of the Italian peninsula and Rome’s Seven Hills (right)
surrounded by
water When Rome began in about 753 bce it was just a small group of villages
scattered on seven hills overlooking the river Tiber in what is known today
Reflection as Italy.
question The Italian peninsula is a mixture of hills, plains and mountains. It is almost
completely surrounded by sea except in the north where a mountain range
How did physical
features such as provides a natural barrier against invaders. Approximately one-fifth of the Italian
the River Tiber peninsula is flat plain land and marshes, nearly half is hill country and the rest
influence the
development of
is mountains. It has dry, hot summers and cool, wet winters, ideal for growing
Rome and its grapes, olives and cereal crops and for grazing animals.

ISBN 9780170198882
ISBN

ISBN 9780170198882
9780170198882
civilisation? Rome was built on one of the only natural river crossings in the Tiber River
valley. This fertile land provided the early Roman people with food, fuel and

9780170198882
building materials. Being close to a river crossing, it was an ideal place for trade.

ISBN
142

05 Greer 9780170198882 TXT 5pp.indd 142 20/12/11 2:55 PM 05 Gree

Reflection question

Using textboxes to order ideas by rank

First, define ‘physical features’ as a geographical term referring to features such as
mountains, plains, rivers, valleys, islands and coastline in a landscape.
Put words in a textbox for each idea about the influence of physical features on a slide
or page. When students have contributed around five ideas, ask one student to move the
text boxes into order from most important to least important. A class discussion could inform
this process.
This list needs a heading such as ‘Features that supported the development of a
civilisation’.
Ideas for this brainstorm
Features that supported the development of a civilisation. (These ideas are not in any order.):
• Italy protected by Alps • climate suits crops and • water was available.
• land is available for crops animal farming
• Tiber River valley was fertile

142
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 142 17/07/12 2:54 PM

 Chapter 5 Ancient Rome

Worksheets
Chapter 5: Ancient Rome
The legend of Romulus
and Remus
Not without reason did gods and men choose this spot for the
site of our city ... the salubrious [health giving], hills,
Weblink (page 142) With an Internet
the river to bring us produce from the inland regions and sea- Map of ancient Rome link and a coloured photograph
borne commerce from abroad, the sea itself, near enough for
convenience yet not so near as to bring danger from foreign of the Capitoline Wolf,
fleets, our situation in the very heart of Italy – all these Worksheet students are asked to create an
advantages make it of all places in the world the best for a
city destined to grow great. Mapping the Roman Empire
illustrated storyboard of the
HIS07MWK00042
legend of Romulus and Remus.
Extract from History of Rome by Livy. Livy has a reputation as a careless historian who
source 1b made many factual errors. He was also a very patriotic writer, but often distorted the Mapping the Roman Empire
truth to show Rome as faultless. His History of Rome was written c. 26–17 bce.
aqueduct
Channel built on (page 143) A half-page
Around 575 bce, a powerful civilisation known as the Etruscans invaded arches carrying coloured map is the basis of
and captured Rome. They brought with them new ideas, such as the building of water from a water
six tasks and questions about
source to a town
arches, sewers and temples. In 509 bce the Roman people finally overthrew the
or city location and the impact of
cruel Etruscan kings and went on to conquer the entire Italian peninsula.
The Romans used technology to manage the natural resources of the region.
geography.
They built aqueducts, which channelled water from the mountains and hills to
the city, where it flowed through clay and lead pipes into the streets and houses.
Weblinks
Roman Empire

(page 142) These digital

models of ancient Rome feature
different areas of Rome.
http://romereborn.virginia.
edu/gallery-current.php
Map of ancient Rome

(page 143) These are clear

interactive maps generated by
choosing a region and an era.
www.roman-empire.net/maps/
map-empire.html
ISBN 9780170198882
ISBN

ISBN 9780170198882
9780170198882
9780170198882

Map of ancient Rome by Italian architect Pirro Ligorio, published in 1575 ce. He drew the map based on actual remains of
source 1c the city, and other sources.
ISBN

143

2:55 PM 05 Greer 9780170198882 TXT 5pp.indd 143 20/12/11 2:55 PM

Lesson idea
Roman holiday

Use holiday brochures, guidebooks and the Internet to produce your own ‘Roman holiday’
guide to ancient Rome.

143
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 143 17/07/12 2:54 PM

 Nelson Connect with History 7 Teacher’s Edition

Unit 1 continued
Textbook activities
Task 2 Analysis and use of sources
1 Using the maps on page 142, draw your own outline map of Italy and label the
Livy thinks Rome is perfectly important physical features of the area.
situated because of its 2 Read source 1B. Explain in your own words why Livy thinks that Rome is perfectly
geography. The hills and situated.
atmosphere promote the 3 Why do we need to be careful when using Livy as a source of information about
people’s health and the river is Weblink
ancient Rome? Does this make Livy a poor source of information?
useful for transport. The city About ancient Rome 4 Carefully examine source 1C and compare it with Livy’s description in source 1B.
is far enough inland to be safe What features shown in the map are also mentioned in source 1B?
from attacks from enemy ships. 5 Source 1C was produced 1000 years after the fall of the Roman Empire. The artist
based it on the actual remains of the city. What other source might he have used?
Task 3

We have to be careful when

using Livy as a source because
he has a bad reputation for Unit 2: society
being careless and making
errors. He is also biased Social structure
because he describes Rome as To be a citizen of Rome, a person had to be born in Rome and have parents who
being faultless. were Roman citizens. Women and slaves were not allowed to be citizens. To
citizen register as a citizen, a Roman had to declare his family, slaves, land and wealth in
Free person living
a census, which was held every five years. If he failed to do this, his possessions
in the city of Rome could be taken away from him. Registration was a mark of freedom and gave
men the right to wear a toga and join the army. The purpose of the census was
census to count the number of citizens and assess potential military strength and taxes.
Official count of the Later, in 212 ce, citizenship was granted to any free person living within
population the borders of the Roman Empire who was not a slave. The Roman Empire had
become so large that it was important to keep the people living within its borders
happy and united.
Roman citizens were divided into three social classes: patricians, equestrians
and plebeians.

Explanation and communication

1 Draw a pie chart or bar graph to show the structure of Roman society. Include the
following three social groups in your chart: patricians, plebeians and slaves.
2 Draw your own illustrated diagram showing the social hierarchy of ancient Rome.
Referring to your diagram, explain the citizenship rights of the following groups in
Roman society: patricians, equestrians, plebeians, women, provincials and slaves.
3 In 212 ce citizenship was granted to all free people living in the empire.
a Why would a ruler decide to make this change?

ISBN 9780170198882

ISBN 9780170198882
b How would the people at the time have felt about this decision?
c What effect might this have had on their lives?
Discuss as a class or in small groups.
144

05 Greer 9780170198882 TXT 5pp.indd 144 20/12/11 2:55 PM 05 Gre

Unit 2
Textbook activities
Task 1

Students can enter figures and create graphs and charts on a computer in a spreadsheet
program such as Windows Excel.

144
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 144 17/07/12 2:54 PM

 Chapter 5 Ancient Rome

Weblinks
About ancient Rome

(page 144) This link is to

information about Livy, but
students can locate other
primary sources from this page.
Text is large and clear.
www.historyforkids.org/
learn/romans/literature/livy.htm
Daily life in Rome

(page 145) This site has dozens

of links to aspects of Roman
civilization. Text suits younger
students.
http://rome.mrdonn.org/
dailylife.html

Using the Web

Photo Story

(Windows only)
microsoft-photo-story.
en.softonic.com/download
Microsoft Photo Story is a
free download that allows
ISBN 9780170198882

ISBN 9780170198882

students to create digital

stories. Students combine
their own spoken narration
over images to create a mini
movie. Works in a similar way
to Movie Maker (Windows) or
iMovie (Mac).
2:55 PM 05 Greer 9780170198882 TXT 5pp.indd 145 20/12/11 2:55 PM

Instructions

1 Select ‘begin a new story’ and then ‘Next’.

2 To import and add pictures from your computer, select ‘Import pictures’ and navigate to the folder where your photos are
saved.
3 You can change the order of the picture line-up by clicking on the photo and dragging it into desired place.
4 You can also edit images on the screen by selecting certain effects.
5 To add a title to your photos, select the first photo and type in a title for your story. Repeat steps to add titles to all the photos.
6 To add narration to your photos, you will need to have a microphone connected. When you click on the microphone, the
Sound Wizard will launch. Follow the prompts.
7 To narrate a particular picture, click on the desired picture and select the ‘Record narration’ button to start recording. When
finished, press the ‘Stop recording’ button. This step can be repeated for each photo.
8 To add music, click on ‘Select music’ and select the appropriate folder. (Audio must be saved as WMA, WAV or MP3 files.)
9 If your music finished before your photos, you can add another song to play through the remaining photos. You can repeat
this step until you have enough music for all photos.
10 The volume of the music can be adjusted by clicking the picture and adjusting the volume control.
11 Select ‘Save your story’ to save it to your computer.

145
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 145 17/07/12 2:54 PM

 Nelson Connect with History 7 Teacher’s Edition

Unit 2 continued
Further information
Roman names

There were only about 30 first

names for males in ancient
Rome.
The name Caesar may stem
from a word meaning ‘hairy’.
Many Roman names referred
to a person’s characteristics, for
example, Felix for lucky.
If you wonder about the link
between ‘Caesar’ and ‘caesarean
section’ in childbirth, a search
for the etymology of the word
reveals that ‘Caesar’ may mean
‘cut out’, and references to
Caesar may mean that the man
was born by caesarean section.
In ancient times this was only
done on dead mothers so, given
that Julius Caesar’s mother
lived, he would not have been
born by caesarean section.
Wealthy women

In the ancient world, there

was a distinction between the
ways wealthy women and poor
women were treated. Girls
and women in wealthy houses
were submitted to strict rules,
often to protect the family’s
reputation and enhance the
girl’s prospects for marriage.
For example, a wealthy girl was
chaperoned if she went out in
public. This way no one could
accuse her of impropriety.
On the other hand, women
from the working class had no

ISBN 9780170198882

ISBN 9780170198882
option but to be out and about
in the market and may have
even run a business.

05 Greer 9780170198882 TXT 5pp.indd 146 20/12/11 2:56 PM 05 Gre

Discussion idea
Patri or matri?

• pater – father (Greek)

• mater – mother (Greek)
• archein – to rule (Greek)
Both matriarchy and patriarchy influence the rules in a society governing names, inheritance,
primogeniture (rule of first-born sons inheriting titles) and authority within a family.
Students may enjoy discussing:
• Why would patriarchal societies be more common?
• What would it be like in matriarchal society?
• Should the British government change the rules of primogeniture so that any child, boy
or girl, could be monarch?

146
ISBN 9780170211499

05 CWH 7 TE 9780170211499 TXT 4pp.indd 146 17/07/12 2:55 PM