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Lesson 8 HIS 2100 Rome

Lesson 8 HIS 2100 Rome. In class Exercises First Half of Class Students will work in groups of 3. All students must contribute. Each student must identify their work in order to receive marks. Second Half of Class

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Lesson 8 HIS 2100 Rome

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  1. Lesson 8 HIS 2100 Rome In class Exercises First Half of Class Students will work in groups of 3. All students must contribute. Each student must identify their work in order to receive marks. Second Half of Class Groups will be called up to the lectern and all members of the group will participate in the presentation, to the class. Not all students will get a chance to present their work in class today. Those students that do not get a chance to present their work during this class, will get an opportunity to do so in a future class. In a future class, we will do the same exercise with different reference material. Students that earned their marks in a previous class, will be required to hand in their work, thereby still participating in the learning experience. Any student that does not submit work will lose half of the bonus previously earned.

  2. DIRECTIONS: Read the excerpt from the textbook and write your thoughts, comments, questions and insights in and around the paragraphs.When presenting, read the relevant citation and then your insightful comments.

  3. In class assignment #1In your small group of 3, read, think about, and then comment on this passage. The Collapse of the Republic In 146 B.C.E. Roman might spanned the Mediterranean world. After that year, the principal concerns of the Republic were no longer foreign invasions but adjusting city-state institutions to the demands of empire and overcoming critical social and political problems at home. The Republic proved not able to meet the challenge. Instead of developing a professional civil service to administer the conquered lands, Roman leaders attempted to govern an empire with city-state institutions, which had evolved for a different purpose. The established Roman administration proved unable to govern the Mediterranean world. In addition, Rome’s ruling elite showed little concern for the welfare of its subjects. Provincial rule worsened as governors, tax collectors, and soldiers shamelessly exploited the people in the provinces. During Rome’s march to build an empire, all its classes had demonstrated a magnificent civic spirit in fighting foreign wars. With Carthage and Macedonia no longer threatening Rome, this cooperation deteriorated. Internal dissension tore Rome apart as the ferocious drive for domination formerly directed against foreign enemies turned inward, against fellow Romans. Civil war replaced foreign war. Neither the Senate nor its opponents could rejuvenate the Republic. Eventually it collapsed, a victim of class tensions, poor leadership, power hungry demagogues, and civil war. Underlying all these conditions was the breakdown of social harmony and the deterioration of civic patriotism. The Republic had conquered an empire, only to see the spiritual qualities of its citizens decay. In a high moral tone, the historian Sallust (c.86-34 B.C.) condemned the breakdown of republican values: Growing love of money, and the lust for power which followed it, engendered every kind of evil. Avarice destroyed honor, integrity, and every other virtue, and instead taught men to be proud and cruel, to neglect religion, and to hold nothing too sacred to sell. Ambition tempted many to be false….At first these vices grew slowly and sometimes met with punishments; later on, when the disease had spread like a plague, Rome changed: her government, once so just and admirable, became harsh and unendurable.

  4. In class Assignment #2 Date:________ Group ______ Student 1:___________ Student 2:____________ Student 3:____________ DIRECTIONS: Summarize, in your own words the section on Julius Caesar and The Republic’s Last Years, page 85-86. Include your thoughts, comments, insights and questions.

  5. In class assignment #3 Senate and Centuriate Assembly Following the Gracchian Revolution. (see page 85 under the explanation of the generals)In a paragraph, on the back of this page, summarize the events that led up to reforms. Explain the intention of the reforms. 1. Include dates. 2. Name the politicians or generals. 3. Describe the reforms. Were they successful? On the flow chart, write the changes to the political powers from the times just after the struggle of the orders.

  6. Senate and Centuriate Assembly 5th Century BCEPrior to the Struggle of the Orders

  7. Presentations Upon completion of the presentations, done in groups of 3, students will bring their written assignment to Mr. Silver, to check for participation, while the next group comes to the front of the class to give their presentation.

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