Q4 Daily Clas Work 11

We watched a moie on Youtube that was about Rome. The movie was focused on inequalities between the rich and the poor.

Q4 Daily Class Work 10

Mr. shick was angry about his classes that the class average was extremely low. Although I've assumed that alot of students didn't do well by observing some students concentration in class time missing iportant details that Mr. Shick lectured to class. I think, Mr. Shick could have more dicipline to the students so that some of students in class can do better and get our averages up. He than explained us test answers.

Q4 Daily Class Work 9

Today in class,  we took a test On ROME!!!!

Q4 Daily Class Work 8

In class, Mr shick read us the lrics again with explanation to prepare us for test tomato

Q4 Daily Class Work 7

We watche rap video's made by the students for extra credit.

Q4 Daily Class Work 6

Today in class Mr Schick announced that because of so many problems with "movie making" we will no longer be graded on our "Rome" movie and it will only be extra credit.

Q4 Daily Class Work 5

Mr. Shick was back in class again. We were assigned to work with partners to creat a movie including a rap that Mr Shick has created to portray image about the content so that we can understand the content better and prepared for the test soon or later.

Q4 HW 2

In class, we quietly written notes on LO2
Mr. Shick was away and a sub was here.

LO2 Notes:

Allies and Colonies

• Created a network of settlers from Rome
• allies provided infantry and cavalry Romans lacked
• Roman colonists shared the same citizenship with people who lived in Rome
• Social Wars

The Punic Wars

• 250 B.C. - Roman methods of conquest and administration paid handsome dividends , all of Italy south of the River Po was in Romans hands
• this success brought Rome into collision with a rival-state beyond the sea
• 700 B.C. - Phoenician colonists was founded
• The Punic Wars were waged on land and sea in 3 vicious rounds between 264 and 146 B.C.
• At the end of the Second Punic War in 202 B.C., Carthage was disarmed and helpless.
• Eventually, fearing a Carthaginian revival, Rome provoked a third war, and in 146 B.C., Carthage was captured after bitter fighting. In a final act of vengeance, the Senate ordered the city

Conquering the Empire

• The former possessions of Carthage in Sicily, Spain, and Africa became the first Roman provinces
• after 27 B.C., that the provinces began to share in the benefits of Roman order.
• some local rulers survived by becoming client kings, bound to Rome by ties of allegiance and support like those between Roman patrons and clients
• in the first century A.D. their kingdoms were mostly absorbed into the empire as normal provinces
• Rome's first involvement was in Greece, and it grew out of a special invitation
• Around 200 B.C., ambassadors from various Greek city-states appealed to Rome for aid in resisting the king of Macedonia, who had been allied with Carthage

Q4 Dailly Class Work 4

Mr. Shick's words......

On Friday, Section 01 will do the Pixton assignment described above. Section 02 and 03 will work independently taking notes on LO-2 in their text, putting the notes in their blog. Section 01 may have begun this work Thursday night; in any case, all sections must have the LO-2 notes, AND the link to their Pixton comic, posted to their blog by midnight Saturday night, so I can view it Sunday morning.

Q4 Daily Class Work 3

Today in Western Civ class we had a sub, Mrs. Magner. Mr. Shick had to take his daughter to college. While he was gone, we paired up into two groups to make the comic. In this comic, we told the story of Romulus and Remus and how they came to be and create the origin of Rome. I partnered up with Gavin. We did it on Gavin's computer because unlike google drive we could not share them on our own computers and in the end we made a quite an adequate comic that was related to Romulus and Remus. Although I didn't get the link from gavins computer because we forgot to do that.

Q4 Dailly Class Work 2

Mr. Shick came in class with unusual appearences. He rapped related to our current learnigs. Than we went over the test that we took last clss




RAP:

Well, you got the Etruscans and the Greeks

But the Latins came first

To the shores of the River Tiber

They drained a swamp (They drained a swamp)

Next thing you know

Livin’ in Rome, Rome, Rome, Rome, Rome, Rome, Rome, Rome

Now Tarquin’s kinda proud

But he got a little loud (little loud)

They turned around and ran that tyrant outta town (hey!)

Next thing you know (next thing you know)

No kings no more

Happened in Rome, Rome, Rome, Rome, Rome, Rome, Rome, Rome

 

Hey, we got three governments rolled into one

Patricians and plebeians havin’ some fun

Two consuls gotta be better than one

Brand new republic ready to run

Democracy

Aristocracy

Plus monarchy

Not a tyranny

Ho-o-o-old up wait a minute, do I see what I think I… hey!

That’s a Roman legion clear as day

5000 soldiers not in it for pay

Group of eighty’s a century

On horseback is the cavalry

Shield, sword, dagger, and armor and tunic

Fightin ’gainst Carthage in wars that are Punic

Hannibal riding on elephant back

Crossing the Alps just to launch his attack

So now you get the picture (picture)

All the rich are getting richer (richer)

And they’re livin’ on the latifundia

Farmers can’t cope (They just can’t cope)

They’re low on hope

They moved to Rome, Rome, Rome, Rome, Rome, Rome, Rome, Rome

I can hear the brothers Gracchus

Sayin, “Rich, please don’t attack us” (don’t attack us)

“We got a feeling that the senators will whack us” (hey!)

They hit the floor (they hit the floor)

Next thing you know

It’s civil war, war, war, war, war, war, war, war

Hey, let me take you back to 60 BC

It’s the start of the rise of Julius C

He grabbed two dudes and he formed a team

It’s a triumvirate -- that’s a group of three

“Crassus (come on), Pompey (come on), I’m JC! (come on)

We three will rule!

What you think I'm playin, baby girl?  I'm the man!

I'm conquering Gaul!”

All of his soldiers gave him their devotion

That’s why he swept over Gaul just like an ocean

Pompey couldn’t understand all the commotion

When he crossed the Rubicon, he kept up motion

It’s just like a potion

Caesar had self-locomotion

Power’s an ambitious emotion

Dictator is not a demotion

It’s promotion

But in 44 BC (BC)

On a day called March 15 (Ides of March)

Brutus and the Senate murdered Julius C

He hit the floor (he hit the floor)

Next thing you know

Caesar’s no more, more, more, more, more, more, more, more

You know he’s so depressed

23 stab wounds in his chest (in his chest)

He saw his friend and he raised one last protest (hey!)

“Et tu, Brute?” (Et tu, Brute?)

That’s what he say

Cuz he felt low, low, low, low, low, low, low, low

 

Only eighteen, Octavian makin’ the scene

He says, “I tell you what,

Got a new triumvirate

Here’s my boy Lepidus

And Mark Antony I trust”

(‘Til Marky met this chick

Cleopatra from Egypt)

Octavian was freakin’

Lust for power started peakin’

“Don’t try to play me or my navy,

At Actium you won’t slay me”

“O” won that game

Did explain

Now Augustus was his name

All his subjects did proclaim

He’s in the Roman Hall of Fame

Twenty-seven BC (BC)

For a couple hundred years (207)

Pax Romana is the word that brings the cheers (Yay!)

They’re on a roll (they’re on a roll)

They built some roads

Leading to Rome, Rome, Rome, Rome, Rome, Rome, Rome, Rome

Slaves don’t have many rights and

Then there’s gladiator fightin’ (OW!)

People find the Circus Maximus excitin’ (hey!)

Blood on the floor (knee-deep in gore)

And now you know

All about Rome, Rome, Rome, Rome, Rome, Rome, Rome, Rome

(C'mon!)

Q4 HW 1

On to Rome!

 

Now that we have tested on Greece, time to sail across the Adriatic Sea to ancient Rome.

After you have completed your test, read and take fantastic notes on your blog, covering LO-1 City-State and Empire: The Roman Republic, found on p. 88-94. There is a lot of information here, including at least a dozen key terms you should be familiar with.

 

The rise of the Rome began as a continuation of Greece's early westward expansion through the Mediterranean Sea, which brought the Greek model of civilization to the peoples of Italy during the eighth century B.C.

The Romans not only imitated Greek civilizations but also improved on it at least so far as government and warfare were concerned. About 500BC, Rome became a Greek style city state that was no longer ruled by kings, but the Roman government system-the republic, as they called it-was for several centuries more stable and more effective than in any Greece. The war fighting methods of Roman armies were more consistently successful than those of the Greeks, and Rome's treatment of conquered enemies were usually more generous. As a result, in five centuries Rome became the center of an empire that stretched from the borders of Mesopotamia to the Atlantic Ocean. But by the time, endless expansion had also led to social conflict, political crisis, civil war, and unstable rule by powerful army commanders until one of these commanders, Augustus Caesar, managed to turn military rule into a workable system of government by one man.

 

• Patricians: upper-class citizens who belonged to the oldest and noblest Roman families
• Republic: In reference to ancient Rome, the system of city-state government in which decision making power was sheared between the Senate and assemblies of male citizens
• Plebeians: the roman common people, including workers, small farmers, and wealthy people who were not patricians
• Senate: in ancient Rome, a government assembly appointed by the Kind, and under the Republic by the consuls; originally all members were patricians, but in time wealthy plebeians were appointed as well
• Consuls: In the Roman Republic, two senators who led the government and military for one-year terms and appointed their own successors
• Dictator: In the Roman Republic, a single leader with full decision making powers, appointed for a maximum of six-month term during time of emergency
• Tribunes: magistrates elected by the plebeians, who eventually gained power to initiate and veto laws
• Client: a person who provides personal services in return for money and protection from a patron
• Patron: a wealthy person who supports others with money and protection in exchange for personal services
• Pontiff: In ancient Rome, one of the Republic's leading priests
• Paterfamilias: The "family father" in ancient Rome, who had unlimited power over his household
• Matron: title of honor given to a married women in ancient Rome

• The rise of Rome began as a continuation of Greece's early westward expansion through the Mediterranean Sea.
• The Romans imitated and improved Greek civilization.
• At 500 B.C., Rome became a Greek-style city-state that was no longer ruled by kings; it was ruled by the Republic.
• Was more stable and effective than Greece for several centuries
• They had excellent war-fighting methods and were very successful.
• By the time Rome became the center of an empire that stretched from the borders of Mesopotamia to the Atlantic, the expansion led to social conflict, political crisis, civil war, and unstable rule by powerful army commanders.
• Augustus Caesar managed to turn military rule into a workable system of government

Italy and its People

• Able to support a larger population
• Wasn't as mountainous as Greece
• Could have a larger army
• Tribal groups were the first to appear- settled at the Tiber River
• The Romans thought that Rome was placed there by the gods, therefore they were born to rule everything
• Perfectly located for trade, communication, war, ect.
• Located in the middle of the Mediterranean Sea
• Latins, Etruscans, Greeks settled in Italy
• Romans got their alphabet from the Greeks

Italy and Its People

Tribes moved to Italy and they soon became stronger because they could control the waters. Around 750 BC the settlements joined to form a single city-state--Rome. The Etruscan's arrived in Italy sometime in the 9th century BC. The combined cultures of the Greeks and also were under the rule of kings. In the 7th century BC. the conquered Latium and ruled Rome itself. But that didn't last too long. Colonies that they planted in southern Italy began to spread northward almost to the borders of Latium. These people gave word the the Latins about the alphabet.

The Roman Republic: The Senate and the People

• Roman acquired the skills that enabled them to build their unique political institutions under the influence of the Etruscan and the Greeks.
• Roman overthrow its Etruscan rulers, and the monarchy was also abolished.
• Patricians were the aristocratic side in the conflicts of Republic
• The republic's original government system kept power in the hands of the patrician group as a whole by appoint a dictator.
• The plebeians became more numerous and often wealthier, the began to resent being treated as second-class citizens.
• The "Twelve Tables" served as the foundation for the elaborate system of Roman law that grew up in later centuries.
• The tribunes eventually gained the power to initiate laws in their assembly and veto laws passed by the Senate.
• The patricians gave way to the plebeians, until by 250 B.C.
• The separation of powers in the U.S. Constitution derives ultimately from the checks and balances between different branches of government in the Roman city-state.
• The leadership of the Republic still rested in the hands of the Senate.
• Senate governed firmly and effectively.
• The "mixed government" of Rome was not just a government system but part of a way of life.
• Pontiffs, a group of priests headed by the supreme pontiff, who were leading magistrates of the Republic
• The Romans shared other values specifically with Greek city-states.
• Some values were distinctive to Rome-among them, the qualities that the Romans most admired in the leaders of their city-state.
• The genius of the paterfamilias-the life-giving and life-upholding fatherly power that he embodied-was sacred and was worshiped by all in the household, including himself.
• The Romans revered the power of fatherhood not only in family life but also in the community life of their city-state.
• Matron was expected to contribute to the community as well as the family.
• Women were expected to help make sure that men had the qualities they needed to keep the Republic strong

 

 

Q4 Dailly Class Work 1

Today, we had a small test on Alexander the Great.
I was confused with some questions, but I think I did fine.