Honors History of Western Civilizations – The Empire & Christianity
Chapter:
5
Essential Questions
1) How can the years of the Pax Romana be attributed to an effective government, a well-functioning corps of civil servants, & a reliable army?
2) In the 3rd Century, how did the Empire experience political instability, economic decline, and social turmoil?
3) Despite the reforms made by Diocletian & Constantine to extend its life, how did the Western Roman Empire succumb to its problems & fall?
4) Despite initial opposition from the government, how did the Christian Church eventually become the Empire’s official religion & elevate
Christianity to a major world religion?
The Empire at its Height
Concepts
“Restoration” of Republic = Empire
Augustus’ Administration
Augustus’ Three Unifying Elements
Tacitus – Pax Romana Reading
Role & Impact of Emperors
Roman Imperial Civilization
Cities, Economy, Agriculture,
Trade, Women, Law, Eng./Arch.
Ovid – The Art of Love Reading
Terms/Events
princeps
Praetorian Guard
Pontifex Maximus
Pax Romana
latifundia
People
Augustus
The Julio-Claudians
Tiberius, Caligula, Claudius, Nero
The Flavians
Vespasian, Titus, Domitian
The “Five Good Emperors”
Nerva, Trajan, Hadrian,
Antoninus Pius, Marcus Aurelius
The Period of Crisis
(192 – 284 A.D.)
Concepts
Changes to 3 Unifying Elements
Crisis of Leadership
Weaknesses of Slavery
Plight of the Poor
Poor & Land Problems
Terms/Events
“bread & circuses”
colonus/colonate
People
Commodus
The Late Roman Empire
Christianity & Its Early Rivals
Concepts
Diocletian’s Reforms – Problems
Rise of Constantine
Decline of West – Survival of East
The “Fall” of Rome?
Social, Political, Economic,
Military Causes for the Fall
“Why Rome Fell” Reading
Christianity – Cause/Effect of Fall?
Concepts
Christianity vs. Classical Values
Christianity & Mystery Religions
Appeal of Christianity
Christianity vs. Judaism
Jews in Roman Empire
Christianity – Rise, Law, Toleration?
Government of Church
Role/View of Women
Fathers of the Church
Terms/Events
Tetrarchy
Byzantium
Constantinople – “New Rome”
Edict of Milan
Edict of Toleration
Terms/Events
Mithraism
Gospels
martyrs
Edict of Milan
Theodosian Code
Creed of Nicaea (Nicene Creed)
heresy
Bishop of Rome = Pope
Daughters of Eve vs. Sisters of Mary
The City of God
People
Diocletian
Constantine
Romulus Augustulus
Odoacer
People
Jesus of Nazareth
Paul of Tarsus
Theodosius
St. Augustine of Hippo
“I Can” Statements: Over the course of the unit, place a check mark next to the statements that are true for you. This will allow you to
better prepare for unit assessments.
I CAN:
 1_____Explain Augustus’ 3 unifying elements as they relate to the peace, prosperity & success of the Pax Romana. (17.A.4a)
 1_____Describe the role, accomplishments, & failures of the Roman emperors during the Pax Romana & beyond. (16.A.4a)
 1_____Analyze the Roman imperial civilization, in regards to cities, economy, social classes, agriculture, trade, women, etc. (16.B.2a)
 1_____Argue that the Romans were the most skilled of the Classical civilizations in regards to law, engineering & architecture. (16.B.2a)
 2_____Analyze the crisis of the third century in regards to social, economic, and political problems. (16.A.4a)
 2_____Discuss how the use of widespread slavery initially solved Roman problems while later became the source of them. (16.B.2a)
 3_____Identify the problems that Diocletian & Constantine’s reforms solved, as well as new problems they created. (16.A.4a)
 3_____Explain the social, economic, political, & military causes for the fall of the Western Roman Empire. (17.A.4a)
 3_____Assess the differing interpretations of the “fall” of the West & survival of the Eastern Roman Empire. (16.B.3a)
 4_____Analyze the similarities & differences between Christianity & mystery religions, including its overall appeal at this time. (16.B.3a)
 4_____Decide whether Christianity was a cause, an effect, or both of the fall of the Roman Empire. (17.A.4a)
 4_____ Explain the origins of Christianity & how the role of women changed within the religion over time.(16.B.2a)
 4_____Discuss how theological controversies within Christian thought helped shape the beliefs & order of the Christian Church. (16.A.5a)
Common Core 9-10 Reading Standards for Literacy in History/Social Studies (RH)
Key Ideas and Details
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to
such features as the date and origin of the information.
CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of how key events or ideas develop over the course of the text.
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later
ones or simply preceded them.
Craft and Structure
CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
describing political, social, or economic aspects of history/social science.
CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics,
including which details they include and emphasize in their respective accounts.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in
print or digital text.
CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text
complexity band independently and proficiently.
Common Core 9-10 Writing Standards for Literacy in History/Social Studies (WHST)
Text Types and Purposes
CCSS.ELA-Literacy.WHST.9-10.1 Write arguments focused on discipline-specific content.
CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing
out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates
the audience’s knowledge level and concerns.
CCSS.ELA-Literacy.WHST.9-10.1c Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
CCSS.ELA-Literacy.WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument
presented.
CCSS.ELA-Literacy.WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
CCSS.ELA-Literacy.WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions,
concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
CCSS.ELA-Literacy.WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create
cohesion, and clarify the relationships among ideas and concepts.
CCSS.ELA-Literacy.WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic
and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.
CCSS.ELA-Literacy.WHST.9-10.2e Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing.
CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented (e.g., articulating implications or the significance of the topic).
Common Core 9-10 Writing Standards for Literacy in History/Social Studies Continued… (WHST)
Production and Distribution of Writing
CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach, focusing on addressing what is most significant for a specific purpose and audience.
CCSS.ELA-Literacy.WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.WHST.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.WHST.9-10.10 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.
Note
Students’ narrative skills continue to grow in these grades. The Standards require t hat 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.