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BE GLAD®

Late Roman and Byzantine EmpiresIdea Pages

By Anthoney Roe

I. Unit Big Ideas

* Rome's system of roads, aqueducts, ports, and common currency made the empire rich and prosperous.

* In addition to their own developments in science and engineering, the Romans borrowed many Greek ideas about art and literature; many of which still influence us today.

* The Eastern Roman Empire grew rich and powerful as the Western Roman Empire fell.

* The Byzantines developed a rich culture based on Roman, Greek, and Christian ideas.

II. Focus/Motivation Big Book Observation Charts Inquiry Chart Exploration Report Cognitive Content Dictionary

III. Closure Process Charts Conference Portfolios

IV. Social Studies Standards

READING STANDARDS FOR LITERACY IN HISTORY / SOCIAL STUDIES 6-8Key Ideas and Details

1. Cite specific textual evidence to support analysis of primary and secondary sources.2. Determine the central ideas or information of a primary or secondary source; provide an accurate

summary of the source distinct from prior knowledge or opinions.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill

becomes law, how interest rates are raised or lowered).Craft and Structure

4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

5. Describe how a text presents information (e.g., sequentially, comparatively, causally).6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,

inclusion or avoidance of particular facts).Integration of Knowledge and Ideas

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7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

8. Distinguish among fact, opinion, and reasoned judgment in a text.9. Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text

complexity band independently and proficiently.

WRITING STANDARDS FOR LITERACY IN HISTORY / SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS 6-8

Text Types and Purposes1. Write arguments focused on discipline-specific content.

a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument

presented.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

c. Use precise language and domain-specific vocabulary to inform about or explain the topic. d. Establish and maintain a formal style and objective tone. e. Provide a concluding statement or section that follows from and supports the information or

explanation presented.3. None

Production and Distribution of Writing4. Produce clear and coherent writing in which the development, organization, and style are appropriate

to task, purpose, and audience.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed

6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge7. Conduct short research projects to answer a question (including a self-generated question), drawing on

several sources and generating additional related, focused questions that allow for multiple avenues of exploration.


8. Gather relevant information from multiple print and digital sources (primary and secondary), using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.Range of Writing

10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Common Core State Standards with California Additions English Language Arts: Grade Seven

Reading Standards for LiteratureKey Ideas and Details1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters

respond or change as the plot moves toward a resolution.Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of a specific word choice on meaning and tone. (See grade 6 Language standards 4-6 for additional expectations.)

5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

6. Explain how an author develops the point of view of the narrator or speaker in a text.Integration of Knowledge and Ideas7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,

video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

8. (Not applicable to literature)9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy

stories) in terms of their approaches to similar themes and topics.Range of Reading and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades

6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.Reading Standards for Informational Text

Key Ideas and Details1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the

text.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgments.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,

through examples or anecdotes).Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and

technical meanings. (See grade 6 Language standards 4-6 for additional expectations.)5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and

contributes to the development of the ideas.a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media.


6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.Integration of Knowledge and Ideas7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in

words to develop a coherent understanding of a topic or issue.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and

a biography on the same person).Range of Reading and Level of Text Complexity10. By the end of the year, read and comprehend literary nonfiction in the grades6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing StandardsText Types and Purposes1. Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an

understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as

definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from the information or explanation presented.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant

descriptive details, and well-structured event sequences.a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize

an event sequence that unfolds naturally and logically.b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or

characters.c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time

frame or setting to another.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and

events.e. Provide a conclusion that follows from the narrated experiences or events.Production and Distribution of Writing4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)5. With some guidance and support from peers and adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.


Research to Build and Present Knowledge7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry

when appropriate.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and

quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres

[e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).

b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time

frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Speaking and Listening Standards

Comprehension and Collaboration1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with

diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to

the topic, text, or issue under discussion.d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection

and paraphrasing.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain

how it contributes to a topic, text, or issue under study.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and

evidence from claims that are not.Presentation of Knowledge and Ideas4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations),

sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion.

5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Language StandardsConventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.a. Ensure that pronouns are in the proper case (subjective, objective, possessive).b. Use all pronouns, including intensive pronouns (e.g., myself, ourselves), correctly.c. Recognize and correct inappropriate shifts in pronoun number and person.d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use

strategies to improve expression in conventional language.*


2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*b. Spell correctly.Knowledge of Language3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.a. Vary sentence patterns for meaning, reader/listener interest, and style. *b. Maintain consistency in style and tone. *Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6

reading and content, choosing flexibly from a range of strategies.a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence)

as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,

audience, auditory, audible).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the

pronunciation of a word or determine or clarify its precise meaning or its part of speech.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred

meaning in context or in a dictionary).5. Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings. a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better

understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;

gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Common Core State StandardsWith California Additions

Reading Standards for Literacy in History/Social Studies, Science,and Technical Subjects Grades Six-Eight

Reading Standards for Literacy in History/Social Studies

Key Ideas and Details1. Cite specific textual evidence to support analysis of primary and secondary sources.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of

the source distinct from prior knowledge or opinions.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes

law, how interest rates are raised or lowered).Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to

domains related to history/social studies.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or

avoidance of particular facts).Integration of Knowledge and Ideas7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in

print and digital texts.8. Distinguish among fact, opinion, and reasoned judgment in a text.


9. Analyze the relationship between a primary and secondary source on the same topic.Range of Reading and Level of Text Complexity10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity

band independently and proficiently.Reading Standards for Literacy in Science and Technical Subjects

Key Ideas and Details1. Cite specific textual evidence to support analysis of science and technical texts.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from

prior knowledge or opinions.3. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing

technical tasks.Craft and Structure4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used

in a specific scientific or technical context relevant to grades 6–8 texts and topics.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the

whole and to an understanding of the topic.6. Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment

in a text.Integration of Knowledge and Ideas7. Integrate quantitative or technical information expressed in words in a text with a version of that information

expressed visually (e.g., in a flowchart, diagram, model, graph, or table).8. Distinguish among facts, reasoned judgment based on research findings, and speculation in a text.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources

with that gained from reading a text on the same topic.Range of Reading and Level of Text Complexity10. By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band

independently and proficiently.Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects

Text Types and Purposes1. Write arguments focused on discipline-specific content.a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or

opposing claims, and organize the reasons and evidence logically.b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an

understanding of the topic or text, using credible sources.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),

counterclaims, reasons, and evidence.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and supports the argument presented.2. Write informative/explanatory texts, including the narration of historical events, scientific

procedures/experiments, or technical processes.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader

categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement or section that follows from and supports the information or explanation

presented.


3. (See note;* not applicable as a separate requirement)* Note: Students’ narrative skills continue to grow in these grades. The Standards require that students

be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.

Production and Distribution of Writing4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

purpose, and audience.5.With some guidance and support from peers and adults, develop and strengthen writing as needed by

planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

6.Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge7.Conduct short research projects to answer a question (including a self-generated question), drawing on several

sources and generating additional related, focused questions that allow for multiple avenues of exploration.8.Gather relevant information from multiple print and digital sources (primary and secondary), using search

terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

9. Draw evidence from informational texts to support analysis reflection, and research.Range of Writing10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a

single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

V. Vocabulary(See literary reinforcers)

VI. Resources

A. Text Book History Alive! Medieval Europe

B. Internet sites

C. Nonfiction LiteratureD. Fiction LiteratureE. Magazines


Planning PagesI. Focus /Motivation

Big Book Observation Charts Inquiry chart (What do we know about the Roman and Byzantine Empires?) Exploration Report ( Contributions; Justinian Code ) Cognitive Content Dictionary- Signal Word (Patriarch, Empire, Architecture, Orthodox, Iconoclasm,

etc.,.) Anticipation/Reaction Guide Literacy Reinforcers Read Aloud

II. Input Graphic Organizer Input : Late Roman and Byzantine Empires Timeline for Roman and Byzantine Empires Pictorial Input: Contributions of Rome Pictorial Input: Fall of Rome Comparative Input: Roman and Byzantine Empires Narrative Input: Cohort Read Aloud Expert Groups:

Contributions to SocietyFall of RomeRoman and Byzantine Empire

(Alternative study skill: Have students look for info. from books, periodicals, & online resources to sketch and record on a mind map the information they will need to teach for the process grid. Keep a bibliography)

III. Guided Oral Practice Expert Groups Team tasks Poetry, chants, highlighting T-graph for social skills (Cooperation) Picture file cards Personal Interactions 10/2 negotiating for meaning with L1 – numbered heads together Mind maps Flex groups: ELD review Sentence Patterning Chart (Noun (s): Romans, Byzantines) Process Grid: Roman and Byzantine Empires


PLANNING PAGES 2

IV. Reading / Writing ActivitiesA. Whole Class

Shared Reading, Whole class graphic organizer: Roman and Byzantine Empires Poetry Frame: Here, There Narrative Story Map

+ List sensory details and dialogue that developed the plot Cooperative Strip paragraph

2.2 Write expository compositions a. State the thesis or purpose.b. Explain the situation.c. Follow an organizational pattern appropriate to the type of composition.d. Offer persuasive evidence to validate arguments and conclusions as needed

Group Frame for ELD: student generated textB. Small Group/Cooperative practice

Team graphic organizer Team tasks Process Grid Partner focused reading Ear-to-ear reading Team writer’s workshop Observation charts Flexible groupings: leveled and heterogeneous

C. Individual Graphic organizer Individual tasks Interactive Journals Learning logs Home/school connections Letter to parents Writer’s Workshop

V. Extended Activities for Integration Listen Then Sketch Analysis of various architecture and engineering throughout history Investigations of current Istanbul and Rome using the internet

VI. Closure Process charts and inquiry Graffiti Wall-student generated test Assess learning logs: on-going Individual portfolios Three pieces of writing: expository, narrative, and poetry Personal models and presentation with rubric Personal exploration with rubric

Class/team big books

Demonstration AgendaEach demonstration day represents 1 to 1 ½ weeks of instruction in the classroom.


DAY 1

FOCUS/MOTIVATION Three Personal Standards Literacy Reinforcers Cognitive Content Dictionary (CCD) with Signal Word Observation charts Inquiry Chart Big Book Portfolios Anticipation/Reaction Guide

INPUT Graphic Organizer Input: Late Roman and Byzantine Empires– Living Wall

- L1 groups – 10/2 lecture- Learning Log- ELD Oral Review- Group Frame

GUIDED ORAL PRACTICE• Poetry• T-graph for Social Skills - Cooperation• Picture file cards

- Free exploration- Classify/categorize (list, group, label)- Exploration Report (Key Idea: Contributions of Rome to our society; Justinian Code 2nd time)

INPUT Narrative input: Cohort

- Personal Interaction: How

GUIDED ORAL PRACTICE• Poetry

READING/WRITING• Interactive Journal

CLOSURE• Process Inquiry Chart• Home/School Connection



DAY 2 FOCUS/MOTIVATION

Three Personal Standards Literacy Reinforcers Cognitive Content Dictionary with Signal Word Process Home/School Connection Read aloud

GUIDED ORAL PRACTICE Word Card Review

o Learning Logso ELD Retell

Chants/Poetry – highlight, add sketches and picture file cards

INPUT Pictorial input of volcano with rock cycle

-10/2 lecture- Learning Log- ELD Oral Review- Group Frame

READING/WRITING Team Tasks: GOIC & Pictorial

• Expert Group (1/2)

GUIDED ORAL PRACTICE T-Graph Review Process T-Graph with Oral Team Evaluation Poetry – highlight, add sketches and picture file cards

INPUT Word Card Review- Narrative Input




DAY 3FOCUS/MOTIVATION

• Three Personal Standards Literacy Reinforcers Cognitive Content Dictionary with Signal Word processing and Vocabulary Self-Collection Strategy

(VSS) Process Home/School Connection Read aloud

GUIDED ORAL PRACTICE• Poetry – highlight, add sketches and picture file cards Sentence Patterning Chart (Farmer-in-the-Dell)

- Read Game- Trade Game

READING/WRITING• Expert Group (if needed)

- Team Tasks

GUIDED ORAL PRACTICE• Mind Map • Process Grid Game

READING/WRITING• Cooperative Strip Paragraph – respond/revise/edit• Interactive Journal

GUIDED ORAL PRACTICE Dialogue Review Narrative Input

o Learning Log

READING/WRITING Writer’s Workshop





Three Personal Standards Literacy Reinforcers Cognitive Content Dictionary with Signal Word Process Home/School Connection Read aloud (re-read Big Book)

READING/WRITING• Story Map with Narrative• Team Tasks

- Team Evaluation – oral • Flexible reading groups

- Primary Language group- ELD Group Frame- Clunkers and Links with SQ3R (at or above)- Emerging Struggling Readers group

• Focused Reading- read the walls with personal CCD Ear-to-Ear Reading Listen Then Sketch DRTA • Memory Bank • Framed Poetry• Interactive Journal

GUIDED ORAL PRACTICE• Poetry – highlight, add sketches and picture file cards

CLOSURE• Process charts• Home/School Connection Meta-cognition




Three Personal Standards Literacy Reinforcers Cognitive Content Dictionary with Signal Word Process Home/School Connection Read aloud

GUIDED ORAL PRACTICE• Poetry – highlight, add sketches and picture file cards Team Tasks

READING/WRITING• Flexible Group Reading

- Team Tasks – written evaluations- Team presentations

• Found Poetry• Individual Graphic organizer

CLOSURE• Where’s My Answer

• Team Feud • Graffiti Wall• Process Inquiry Chart• Evaluate week• Letter home


(insert pictures)

Literacy Reinforces: Rome and Byzantine

Collapsed (V.-Latin)-Collapsed means to break down or fall apart. When you talk about entire empires, cultures, or civilizations collapsing, you are referring to the complete breakdown or military, social, and political structures.

Constantine (N.)-Roman emperor from 324-337 C.E.. Constantine is famous for establishing the Byzantine capitol of Constantinople (named after him), as well as making it legal to worship Christianity in the Roman world.

Architecture (N.-Latin)-The profession of designing buildings, usually considering how they look (design).

Corruption (N.-Latin)-The act of bribing or lacking integrity. A person can be corrupt, or an entire organization, culture, or civilization can be considered corrupt.

Decline (V.-Greek)-Decline can mean to refuse or reject, or it can describe the process of collapsing. Before an empire/government/organization collapses, it experiences a period of decline. Decline is the opposite of a Golden Age, or rise of an empire. Usually this happens towards the end of an empire’s existence.

Empire (N.-Latin)-A group of various people and/or nations who are rule by a powerful emperor or empress, or another powerful ruler or government. Empires are bigger than kingdoms. There was both a Roman and an Byzantine Empire.

Mosaic (N.-Latin)-A picture usually made of small colored stone or glass that is put together. Mosaics were common and popular throughout the Byzantine Empire.

Engineering (N.)-The art and science of making a real life useful application of understood math and science in order to build something for society, such as a bridge or a ship.


Aqueducts (N.-Latin)-A man-made structure built to transport water over great distances. Aqueducts typically use gravity and slopes to move the water.

Pantheon (N.-Greek)-A public building containing tombs and memorials of important dead people.

Scribe (N.-Latin)-A person who is a professional at writing and copying texts. Scribes are typically highly educated, and often are monks and/or priests. Scribes may be the only ones who were able to read and often held an important place in society.

Proverb (N.-Latin)-A saying or short passage that usually has ancient origins, and/or religious origins, and tries to give advice and/or wisdom to the reader.

Philosophy (N.-Greek)-The study/discussion of knowledge and wisdom. Philosophy typically tries to answer difficult questions, like ‘why are we here’, and ‘what is our purpose?”.

Byzantine (Adj.-Latin)-Referring to Byzantium, or the Byzantine Empire.

Revolt (V.-Latin)-To go against authority or a government. Revolts can be violent or nonviolent. Often, either the authority figure kills or imprisons those who revolt, or the authority or government gives in to the demands of those who revolt. Sometime, entirely new governments and nations can be the result of a revolt.

Patriarch (N.-Latin)-The male head of a family, or the male founder of a group of people. The emperor would be considered the ultimate patriarch in the Roman Empire. Patriarchs could also be religious leaders and/or prophets. Constantinople had a patriarch too, who was regarded as the highest church representative.


Eastern Orthodox Church (N.-Latin)-One of the (3) main divisions of Christianity. Orthodox church buildings are typically really elaborate and decorative, and worshippers often worship icons of Jesus and the Saints. The Byzantines were Eastern Orthodox Christians.

Iconoclast (N.-Greek)-A person who breaks or destroys religious images and items. This can also be a person who attacks traditional and/or religious beliefs as being superstitious or in error.

Justinian I-Byzantine Emperor from 527-565 C.E. Also referred to as Justinian the Great. He was well known for his military conquests, and for sponsoring the Justinian Code.

Appian Way (N.-Latin)- An ancient Roman highway extending from Rome to Brundisium (now Brindisi): begun 312 b.c. by Appius Claudius Caecus. About 350 miles (565 km) long.


The Important Book About Roman ContributionsBy Anthoney Roe

In addition to their own developments in science and engineering, the Romans borrowed many Greek ideas about art and literature, as Rome’s system of roads, ports, common currency, and a common language made the empire rich and prosperous.

However, in addition to their own developments in science and engineering, the Romans borrowed many Greek ideas about art and literature, as Rome’s system of roads, ports, common currency, and a common language made the empire rich and prosperous.

(above repeated on top and bottom of every page in book)

Page 1

*Romans adopted many ideas from the Greeks.

*Roman art heavily influenced by Greeks- “Greco-Roman” Art.

*Wall paintings, or frescoes, were common in the villas of rich Romans.

*Romans also made mosaics, or paintings out of tile, stone, or glass.

Page 2

*Common Language: Latin*Basis for Spanish, Italian, Portuguese, French, English (Germanic as well)*Allowed for common conversations, easier trade, spreading of ideas/sharing of culture

Page 3

**Roads like we see them today

*Extended across entire empire, connecting everyone (over 52,000 miles of roads!)

*Move goods, ideas, and military quicker

*Appian Way

Page 4

*The Romans were great engineers and architects.*They build things like aqueducts to carry water from mountains into cities.*They emphasized grandeur in order to show power and dignity.*The even built the Pantheon, a temple to all the Roman gods.

Page 5 *Roman law influences many cultures today, including our own legal system.*Laws were meant to be fair and to apply equally to all.*For example, people were thought the be innocent of a crime until it was proven that they did it.


The Important Book About The Fall of RomeBy Anthoney Roe

Although the Western Roman Empire was influential for many centuries, it finally fell in 476 C.E. as a result of political, military, and economic troubles.

However, although the Western Roman Empire was influential for many centuries, it finally fell in 476 C.E. as a result of political, military, and economic troubles.


Page 1 -Political

*Roman leaders began to fight amongst themselves.

*The Roman Senate was powerless over the emperor.

*Taxes were raised to support the rich, and this created huge gap between rich and poor.

*Praetorian Guard, emperors private army, choose new emperor (no fair succession).

Page 2 -Military

*Germanic tribes were invading Rome.*Soldiers no longer had discipline or loyalty to Rome, but to various commanders.*Rome relied on mercenaries, or foreign soldiers, for defense (sometimes, these mercenaries turned on Rome!)

Page 3 -Economic *Rome experienced a period known as the Pax Romana, or Roman Peace. The empire was rich and powerful, and people lived really good lives. However, this did not last, and the empire soon began to go bankrupt! *Invaders made trade routes unsafe, and people began to trade less. This led to even less money for the empire. *Rich began to spend too much gold and silver on luxury items from Asia. Soon, Rome had to start making coins with less and less silver in them. This caused inflation. Inflation is never a good thing! *Farmland was being destroyed by constant war. People couldn't grow as much food as before.

Page 4

*Emperor Diocletian helped Rome for a brief period. He doubled the armies and hired mercenaries. This kept people safe for a while, and allowed trade to resume. *Diocletian even divided the empire into two in order to make it easier to rule. There was now a Western, Latin speaking Roman Empire, and an Eastern, Greek speaking Roman Empire. *Diocletian didn't like Christians, and he persecuted many of them within his part (Eastern) of the empire.

Page 5*German tribes continued to invade Rome, and many mercenaries turned on the Roman Empire that had hired them. *In 476 C.E., the Western Roman empire finally collapsed as Germanic tribes continued to invade, plunder, and settle Roman lands.


The Important Book About The Byzantine EmpireBy Anthoney Roe

After the Roman Empire fell, the Eastern Roman Empire, know as Byzantium, grew rich and powerful as they formed a strong culture based upon Roman, Greek, and Christian ideas.

However, after the Roman Empire fell, the Eastern Roman Empire, know as Byzantium, grew rich and powerful as they formed a strong culture based upon Roman, Greek, and Christian ideas.


Page 1

*The Western Roman empire fell in 476 C.E and began the Middle Ages in Europe.

*Emperor Constantine moved the capital of the Eastern empire to Constantinople, and declared Christianity the official religion of the empire.

*The Eastern Empire became known as Byzantium, or the Byzantine Empire.

Page 2

*Constantinople was a very wealthy trade city located between the trade routs of three continents, Europe, Asia, and Africa. *Constantinople sat on a peninsula, in between the Mediterranean and Black Seas. *Constantinople became a center for learning, medicine, engineering, math, and philosophy.

Page 3 *Citizens still thought of themselves as Romans, because their cultures were so similar.*Constantinople used Roman-style architecture, such as domes and arches. The Pantheon and Hagia Sophia were similarly structured. *Byzantine cities had forums for trade, and arenas, such as the hippodrome, to entertain citizens...just like the Romans.*The official language was Latin, like the Roman Empire...but mostly everybody in Byzantium spoke Greek. *Like the Romans, the Byzantines were ruled by an emperor, such as Justinian, who had complete authority.

Page 4

*Emperor Justinian was a famous Byzantine emperor. *He re-conquered much of the territory lost after the fall of the Western Roman Empire. *Justinian took the old Roman code of laws, and solidified them into a single law code, known as the Justinian code. *The Justinian code was one of Byzantium's most important contributions, and would influence societies for centuries after.

Page 5 *Eventually, the Eastern and western forms of Christianity came into conflict. *The West and East became increasingly distant as the west continued to speak Latin, while the East spoke Greek.*In the West, during the Middle Ages, Popes (head of the church) had great power. The Popes claimed religious authority over all Christians, including those in Byzantium. *The West worshipped icons of Jesus and the saints, while the Eastern Christians banned the use of all religious images for over a century. *The Pope of the West (Leo IX) excommunicated the Patriarch of the East (Cerularius), who ignored the excommunication. This led to a schism between the East and West, and eventually the separation of the Western Roman Catholic and Eastern Orthodox Christian churches.


Narrative Input: The Cohort

The Roman Empire was a significant part of history from its origins around 800 BC to its final dissolution in 476 AD. They were currently battling a Barbarian force of over a thousand warriors, while the Romans only had one cohort (480 men).

Snow was falling as the Roman militia ascended into the Barbarian territory with a grim reminder of what was coming to them as they looked into the upcoming forest. The forest was dark and treacherous. As they got closer it loomed over them with a dark shadow even in the middle of the night. The ground was wet and cold, riddled with black puddles reflecting the moonless, black sky.

The murmur of the men was silent as they were scared of disturbing this beast of wild savage men, within dark woods. Not only blackness came from this evil abyss, but an eerie silence like the eye of a storm."We’ll never make it!" exclaimed a roman soldier. "This was a hopeless venture, as we are sure to lose!”This raised the attention of the other soldiers around him and they quickly started arguing whether they should ignore orders and flee for their lives. Others sought honor and dignity to die for Rome.

"We are surely doomed to a quick slaughter my brothers, and die a futile death!!"“We die for our families and for Rome!” argued another.The two men started quarreling and the others watched them fight."STOP" ordered a voice clearly in a tone of authority.The others gaped as it was the Captain of the cohort that addressed the brawlers. He raised them to their feet, all covered with mud from the quarrel. The Captain looked very built beside the average foot soldier, as he was a big hefty man capable of great strength. He had tinted bronze hair that flattened in front of his face because of the cold air stiffening it. And had hazel brown eyes that reminded you of an oak tree, most likely because of his size. The soldiers had a great fear of him, as he was a vicious, cruel leader that sometimes grew wild in the frenzy of a fight, unpredictable and new to the Roman Legion, but he was also cold and calculated in a typical Roman fashion.

"Easy men!" he scoffed. "The battle has not ensued and yet you are already fighting! And you others watch as if spectating two lions fight in the coliseums! You here who started this quarrel, go fetch a steed and scout the borders of this forest."The soldier merely looked at the Captain in disbelief. The Captain then gave him a cold hard stare giving him reason to hurry. As the soldier rather ran for a horse the Captain then turned to the other.“What is your name boy?” he grunted.“C-cacius sir” the soldier stuttered.“Tell me, why do you fight today Cacius?”“F-for Rome sir and my family b-back home sir”

Many heads turned in horror as they heard a galloping not far off in the distant dreary forest. It appears that the scout formerly sent to his inevitable death had come back.


Jaws dropped and teeth clenched as the soldiers stared at their former comrade. A headless corpse was riding the horse lazily drooping, and then they heard it. A scream deep in the forest now had all their eyes searching for it. The captain looked rather pleased with himself.“Looks like these wild demon men have found us then. Come brothers; let them have it!”Cacius looked in frightened awe at the Captains words. He looked at the Captains face, his jaw clenched, his eyes glazed. He was like a hungry dog waiting to be fed.

The Barbarians then showed themselves through the woods with cursed speed as this evil forest intended. The cohort kept silent as if waiting to die. They stood in a defensive position waiting when a heightened feeling overcame all of them. The wet black mud against their feet. The sharp cold air piercing their lungs. Then the two opposing forces clashed like giant sea waves onto the rocks, each holding their own. Cacius was behind the frontline and was surveying the enemy. The Barbarians were short, strong, demon looking creatures, with an unkindly speed, teeth barred to fangs, and razor sharp claws. It was crowded amongst the fight, even in the back of this battle that raged, with no footing room. Casius then saw the Captain. He was a twister of death, a monstrosity of chaos, leaving all dead who opposed him. Even his own men!

The Roman men were putting up an excellent fight and now an utterly lost battle had a spark of hope. The ground stained a permanent blackish red, as if this great battle torn asunder made the earth bleed. A large wild man swung wildly at Cacius with an axe that required two hands, but this demon only used one. In his other was a Gladius (Roman short sword).Cacius dodged and stepped frantically, his body not letting him die as instinct took over. Suddenly the brute stopped attacking Cacius and went for the Captain. The Captain met his pace and the two foes ran through enemy and foe to fight each other. The huge brute decapitating soldiers as he passed by with a face that would render the Romans dead, if looks could kill. They approached each other cautiously in a small clearing inside the belly of the beast ongoing. Even a few of these devil men began to watch. The Captain sprung at the brute like a tense snake attacking its prey. The brute charged him head on and they were fire and ice colliding with never ending blow after blow. The Captain saw an opening and dived for it as he snapped the devil’s double handed axe into two. The devil threw the now useless weapon and it stuck to the face of a Roman soldier who had a terrified look upon his carven face, frozen in the moment before death. He lunged wildly at the Captain in a useless attempt to hurt the seemingly invincible man. The brute shrieked a blood curdling scream as one of his hands fell loose from his body. His enemy made his mark of bone and flesh. The Captain ducked as arrows flew past them, but the wild barbarian was not quick enough. Three arrows had pierced his chest and one went completely through his body. The brute fell to his knees as the Captain neared.

It was first light the sun was red as if the bloodshed had made it bleed into the sky. As the break of ere day came, sunlight cracked into the woods and the grounds were wet with the red carnage that had recently passed. Hundreds of Roman and Barbarian bodies lay strewn across the battlefield of the night before. “We have won brothers but for what? Surely, we cannot hold back these brutes forever, can we?” Cacius asked a question on all of their minds.


Roman and ByzantinePoetry Booklet

Name: ______________


Roads Here, Roads There

By Anthoney Roe

Roads here, roads there

Roads, roads, everywhere

Lengthy roads sprawling endlessly.

Pithy roads halting suddenly

Courageous soldiers marching stoically,

And cultured merchants trading shrewdly

Roads on the Appian Way,

Roads near the seas and bays

Roads under aqueducts

And roads between great coliseums

Roads here, roads there

Roads, roads, everywhere

All roads lead to Rome!


Contributions Sound Off

By Anthoney Roe

The Romans contributed much important stuff

Even though their civilization ended kind of rough

Their engineers and architectures were really neat

They built upon and improved the ideas of the Greeks

Sound off…aqueducts

Sound off…coliseums

Sound off…1,2,3,4, contributions!

From England to the Middle East

And the River Rhine down past the Mediterranean Sea

Ideas spread throughout the empire

It really was an eclectic mix of cultures

Sound off…key stone arch

Sound off…paved roads


The Colosseum was a marvel of engineering

It’s where the gladiators fought, courageous and daring

Laws were fair and applied equally to each person

They became the basis for American and European systems

Sound off…innocent until guilty

Sound off…fair treatment



The Roman Empire was unified through language

Latin they spoke, the basis for all conversations

Spanish, French, English, Portuguese, and Italian

It also became the basis for future religious generations

Sound off…common language

Sound off…Latin



Byzantine Bugaloo

By Anthoney Roe

I'm a Byzantine, and I'm here to stay,

I survived the West for many, many a days.

Sometimes I speak Greek,

Sometimes I go to the Hippodrome,

But mostly I carry on the traditions of Rome.

Living wealthy, carrying on traditions too,

Doing the Byzantine BUGALOO!

The West fell in 476, but I'm here to stay,

And being a Byzantine is pretty awesome I must say.

We sit at the center of trade between East and West,

That's why our economy quite simply is the best.



Justinian, my emperor, is pretty well-known,

His wife is Theodora, and they rule the throne.

They reclaimed the territories lost by the Romans,

And established a code of law for all men and women.




A patriarch is the head of our religion,

Pertaining to God, he has final decision.

Eastern Orthodox is our branch of Christianity,

Although it's similar to our Roman Catholic family.




Roman ContributionsHome/School Connection

Home to School Connection

Contribution to Society

In box #1, sketch, label, and describe a contribution to society that came from the Romans or Byzantines. Then, explain to a caregiver or family member what the contribution was, and why it

was important. In box #2, sketch, label, and explain something you have seen in your community or on T.V. that is now part of our society because of either the Romans and/or Byzantines.

Student Name:_____________________________________

Parent or Caregiver Signature: ________________________________________________


Earth’s SystemsHome/School Connection

Tell a parent or adult caregiver about the narrative, Cohort. What was his or her reaction? Narra a un padre u otro adulto la historia, Cohort. ¿Cuál fue su reacción?

_________________________________ _________________________________ Student Signature Parent or Caregiver Signature


ContributionsHome/School Connection

Ask a parent or caregiver if they have ever seen or noticed something in their community that was a contribution from Roman or Byzantine Empires. You may have to help teach them some contributions first in order to help guide them! Write or sketch what they tell you.



Spanish/English Cognates from LatinHome/School Connection

Investigate common words in Spanish and English that have may have a Latin base (Cognates). What resources did you use? Did anything surprise you or your parents/care-givers?



The Legacy of the Roman Empire

7th Grade Social Studies Standards Covered: 7.1.1., 7.1.2., 7.1.3.

English Language Arts Standards RD1.3, RD 2.1, RD2.3, WR 1.3

At its height, around 117 C.E., the Roman Empire spanned the whole of the Mediterranean world, from northern Africa to the Scottish border, from Spain to Syria. During this time, the Roman world was generally peaceful and prosperous. There was one official language and one code of law. Roman soldiers guarded the frontiers and kept order within the empire’s boundaries. Proud Romans believed that the empire would last forever.

Problems in the Late Empire-- There was no single reason for the end of the Roman Empire. Instead historians point to a number of problems that combined to bring about its fall.

Political Instability. Rome never solved the problem of how to peacefully transfer political power to a new leader. When an emperor died, ambitious rivals with independent armies often fought each other for the emperor’s crown.

Even when the transfer of power happened without fighting there was no good system for choosing the next emperor. Often the Praetorian Guard, the emperor’s private army, chose the new ruler. But they frequently chose leaders who would reward them rather than those who were best prepared to be emperor.


Economic and social problems. Besides political instability, the empire suffered from economic and social problems. To finance Rome’s huge armies, its citizens had to pay heavy taxes. They taxes hurt the economy and drove many people into poverty. Trade also suffered.

For many people, unemployment was a serious problem. Wealthy families used slaves and cheap labor to work their large estates. Small farmers could not compete with the large landowners. They fled to the cities to look for work, but there were not enough jobs for everyone.

Other social problems plagued the empire, including growing corruption and a decline in the spirit of citizenship. Notorious emperors like Nero and Caligula wasted large amounts of money. A rise in crime made the empire’s cities and roads unsafe.

Weakening frontiers. A final problem was the weakening of the empire’s frontiers. The huge size of the empire made it hard to defend. It sometimes took weeks for leaders in Rome to communicate with generals. By the 300s C.E., Germanic tribes were pressing hard on the western borders of the empire. Many of these people settled inside the empire and were recruited into the army. But these soldiers had little loyalty to Rome.

The Fall of Rome-- In 330 C.E., the emperor Constantine took a step that changed the future of Rome. He moved his capital 850 miles to the east, to the ancient city of Byzantium. He renamed the city New Rome. Later it was called Constantinople. (Today it is known as Istanbul, Turkey.)

After Constantine’s reign, power over the vast empire was usually divided between two emperors, one based on Rome and one in Constantinople. Rome became the capital of just the western part of the empire.


The Legacy of Roman Art-- Romans were also great patrons (sponsors) of art. Wealthy families decorated their homes with statues and colorful murals and mosaics. Roman artists were especially skilled in painting frescoes, scenes painted on the moist plaster of walls or ceilings with water-based paints. Roman frescoes often showed three-dimensional landscapes.

The Romans also brought a sense of style and luxury to everyday objects. For example, they made highly decorative bottles of blown glass. A bottle for wine might be made in the shape of a cluster of grapes. They also developed the arts of gem cutting and metalworking. One popular art form was the cameo. A cameo is a carved decoration showing a portrait or a scene. The Romans wore cameos as jewelry and used them to decorate vases and other objects.

The Legacy of Roman Architecture and Engineering-- The Romans learned how to use the arch, the vault, and dome to build huge structures. A vault is an arch used for a ceiling or to support a ceiling or a roof. A dome is a vault in the shape of a half-circle that rests on a circular wall.


Roman baths and other public buildings often had great arched vaults. The Pantheon, a magnificent temple that still stands in Rome, is famous for its huge dome. The Romans used concrete to help them build much bigger arches than anyone had attempted before. Concrete is made by mixing broken stone with sand, cement, and water and allowing the mixture to harden. The Romans did not invent the material, but they were the first to make widespread use of it.

The Romans also invented a new kind of stadium. These large, open-air structures seated thousands of spectators. The Romans used concrete to build tunnels into the famous stadium in Rome, the Colosseum. The tunnels made it easy for spectators to reach their seats. Modern football stadiums still use this feature.

The grand style of Roman buildings has inspired many architects through the centuries. Medieval architects, for example, frequently imitate Roman designs, especially in building great churches and cathedrals. You can also see Roman influence in the design of many modern churches, banks, and government buildings. A fine example is the Capitol Building, the home of the U.S. Congress in Washington, D.C.

Engineering-- More than 50,000 miles of road connected Rome with the frontiers of the empire. The Romans built their roads with layers of stone, sand, and gravel. Their techniques set the standard for road building for 2,000 years. Cars in some parts of Europe still drive on freeways built over old Roman roads.


The Romans also set a new standard for building aqueducts. They created a system of aqueducts for Rome that brought water from about 60 miles away to the homes of the city’s wealthiest citizens, as well as to its public baths and fountains.

The Legacy of Roman Language and Writing-- An especially important legacy of Rome for people in medieval times was the Romans’ language, Latin. After the fall of the empire, Latin continued to be used by scholars and the Roman Catholic Church. Church scribes used Latin to record important documents. Educated European nobles learned Latin so they could communicate with their peers

in other countries.

Latin remains extremely influential today. Several modern European languages developed from Latin, including Italian, Spanish, and French. English is a Germanic language, but it was strongly influenced by the French-speaking Normans, who conquered England in 1066 C.E. English has borrowed heavily from Latin, both directly and by way of French. In fact, we still use the Latin alphabet, although Latin has 23 letters and English has 26.

A Philosophy Called Stoicism-- A Greek school of thought that became especially popular in Rome was Stoicism. Many upper-class Romans adopted this philosophy and made it their own.

Stoics believed that a divine (godly) intelligence ruled all of nature. A person’s soul was a spark of that divine intelligence. “Living rightly” meant living in the way that agreed with nature.


To the Stoics, the one truly good thing in life was to have a good character. This meant having virtues such as self-control and courage. Stoics prized duty and the welfare of the community over their personal comfort. Roman Stoics were famous for bearing pain and suffering bravely and quietly. To this day, we call someone who behaves this way “stoic”.

Law and Justice-- Another legacy of the Romans was the Roman idea of justice. The Romans believed that there was a universal law of justice that came from nature. By this natural law, every person had rights. Judges in Roman courts tried to make just, or fair, decisions that respected people’s rights.

Like people everywhere, the Romans did not always live up to ideals. Their courts did not treat the poor or slaves as equal to the rich. Emperors often made laws simply because they had the power to do so. But the ideals of Roman law and justice live on. For example, the ideas of natural law and natural rights are echoed in the Declaration of Independence. Modern-day judges, like the judges in Romans courts, often make decisions based on ideals of justice as well as on written law.

Citizenship-- When Rome first began expanding its power in Italy, to be a “Roman” was to be a citizen of the city-state Rome. Over time, however, Rome’s leaders gradually extended citizenship to all free people in the empire. Even someone born in Syria or Gaul (modern-day France) could claim to be a Roman. All citizens were subject to Roman law, enjoyed the same rights, and owed allegiance (loyalty) to the emperor.


Byzantine Empire

7th Grade Social Studies Standard 7.1.3.

English Language Arts Standards RD1.3, RD 2.1, RD2.3, WR 1.3

The Byzantine Empire was the continuation of the Roman Empire in the east. In 330 C.E. the emperor Constantine moved his capital from Rome to the ancient city of Byzantium. The city was an old Greek trading colony on the eastern edge of Europe. Constantine called his capital New Rome, but it soon became known as Constantinople (Greek for “Constantine’s City”).

After Constantine’s reign, control of the huge empire was usually divided between two emperors. One was based in Rome, and one in Constantinople. After the fall of Rome, the eastern half of the empire continued for another 1000 years.

Constantinople-- Constantinople was more than 800 miles to the east of Rome. Why did Constantine choose this site to the capital of the Roman Empire?

One reason was that the site was easy to defend. It was surrounded on three sides by water. The Byzantines fashioned a chain across the city’s harbor to guard against seafaring intruders. Miles of walls, fortified by watchtowers and gates, made invasion by land or sea difficult.

Constantinople also stood at the crossroads of Europe and Asia, and the many sea and overland trade routes linking east and west. Under the Byzantines, this location helped make the city, and some of its citizens, fabulously wealthy. For more than 700 years, Constantinople was the richest and most elegant city in the Mediterranean region. Ivory, silk, furs, perfumes, and other luxury items flowed through its markets.


The Reign of Justinian I-- One of the greatest Byzantine emperors was Justinian I, whose long reign lasted from 527 to 565. But Justinian’s reign nearly came to an abrupt end much sooner. In January 532, the emperor and his beautiful wife, Theodora, were attending the chariot races at the Hippodrome. In the past, Blues and Greens at the races often fought with each other. This time, however, both groups were upset over the arrests of some of their members. To Justinian’s horror, they united in denouncing him. Fighting broke out, spilled into the streets, and escalated into a full-scale rebellion…Constantinople lay in ruins.

The Eastern Orthodox Church-- To the Byzantines, Christianity was more than a religion. It was the very foundation of their empire.

Over time, the Byzantine Church became known as the Eastern Orthodox Church. The word orthodox means “in agreement with right belief.” The medieval Eastern Orthodox Church was based on a set of beliefs that its leaders traced back to Jesus Christ and the work of the bishops in early Christian council.

The Role of the Eastern Orthodox Church in the Empire—Religion and government were more closely linked in the Byzantine Empire than in the west. The Byzantines viewed the emperor not just as the head of the government but as the living representative of God and Jesus Christ. This meant that church and state were combined into one all-powerful body.


Conflict Between East and West-- Medieval Europe and the Byzantine Empire were united in a single faith, Christianity. Over the centuries, however, cultural, political, and religious differences brought the two parts of the old Roman Empire into conflict.

The two regions have been quite different even in the days of the old Roman emperors. The eastern half of the empire had many cities, and much trade, and great wealth. The western half was mostly rural and agricultural, and not nearly as wealthy.

Other differences became more pronounced after the fall of Rome. Byzantine culture was largely shaped by its Greek heritage. The west was influenced by Frankish and Germanic cultures. In Constantinople, people spoke Greek. In the west, Latin was the language or scholars, diplomats, and the church.

Perhaps most important was the conflict that developed between the churches of the east and west. After the fall of Rome, popes gradually emerged as powerful figures in western Europe. The popes claimed supreme religious authority over all Christians. The emperors and patriarchs of the east resisted such claims.


Iconoclasm—The first major disagreement concerned religious icons. Many Christians in medieval times used images of Jesus, Mary, and the saints in worship and prayer. Some Christians in the east, however, believed that people were wrongly worshipping the icons themselves as if they were divine. In 730 C.E., Byzantine emperor Leo III banned the use of religious images in all Christian churches and homes.

The policy of iconoclasm (“icon smashing”) led to the destruction of much religious art. Throughout Christian lands, people cried out in protest. In Rome, popes were angry because Leo’s order applied to parts of Italy that were under Byzantine control. Pope Gregory III even excommunicated the emperor.

The Byzantine Empire lifted its ban on icons in 843. But the dispute over iconoclasm had caused a major split between the east and west. It also helped drive popes in Rome to look for support and protection against enemies.

The Final Break-- Matters between east and west came to a head in 1054. The patriarch of Constantinople, Cerularius, wanted to reassert Byzantine control of the church. He closed all churches that worshipped with western rites. Pope Leo IX was furious. He sent Cardinal Humbert to Constantinople. The cardinal marched up to the alter of Hagia Sophia. In front of everyone, he laid down a bull (a proclamation by the pope) excommunicating Cerularius.

Cerularius responded by excommunicating the cardinal. This was only a symbolic act, for the patriarch did not have the power. But it showed that the split, or schism, between east and west was complete. Despite future attempts to heal the division, the Eastern Orthodox Church and the Roman Catholic Church were now separate churches.


Process Grid

Geography/Time Religion Achievements/Contributions

Political/Military Structure

Economic System

Social Structure !! Decline

Roman Empire

Byzantium


Web viewIn addition to their own developments in science and ... and people lived really good lives....

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Transcript of Web viewIn addition to their own developments in science and ... and people lived really good lives....