The Roman Empire, or Republic, or...Which Is It?/Crash Course World History

Learning Resource Type

Classroom Resource

Subject Area

Social Studies

Grade(s)

8

Overview

John Green explores exactly when Rome went from being the Roman Republic to the Roman Empire. Here's a hint: it had something to do with Julius Caesar, but maybe less than you think. Find out how Caesar came to rule the empire, what led to him getting stabbed 23 times on the floor of the senate, and what happened in the scramble for power after his assassination. John covers Rome's transition from city-state to dominant force in the Mediterranean. While Rome's expansion took hundreds of years, he explains it in just under 12 minutes. The senate, the people, Rome, the caesarian section, the Julian calendar, and our old friend Pompey all make appearances, but NOT the Caesar Salad, as Julius had nothing to do with it.

**Sensitive: This resource contains material that may be sensitive for some students. Teachers should exercise discretion in evaluating whether this resource is suitable for their class.

Social Studies (2010) Grade(s): 8

SS10.8.1

Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

UP:SS10.8.1

Vocabulary

  • artifacts
  • archaeological findings
  • evidence
  • Gregorian calendar
  • Julian calendar
  • nomadic
  • agrarian
  • monogamous
  • polygamous
  • prehistoric
  • B.C.E.
  • C.E.
  • B.C.
  • A.D.

Knowledge

Students know:
  • How artifacts and other archaeological findings provide evidence of the nature of movement of prehistoric people.
  • The historical basis for the Julian and Gregorian calendars. Various ways to describe historic and pre-historic time, including use of B.C.E. and C.E.
  • Terms to describe characteristics of early societies and family structures (Ex. monogamous, polygamous, nomadic, agrarian).

Skills

The students are able to:
  • Describe the difference between artifacts and fossils and how they are used by archeologists and historians.
  • Use examples to explain the ways artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.
  • Describe time through the use of a variety to calendars and methods.
  • Identify terms used to describe characteristics of early societies and family structures.

Understanding

Students understand that:
  • Archaeologists and historians use evidence left behind by prehistoric people to describe the nature of these people and their movements.
  • The Gregorian and Julian calendars differ and various calendars use different dates as their starting points.
  • There are a variety of ways to identify historical time.
Social Studies (2010) Grade(s): 8

SS10.8.6

Trace the expansion of the Roman Republic and its transformation into an empire, including key geographic, political, and economic elements.

UP:SS10.8.6

Vocabulary

  • Roman Republic
  • transformation
  • geographic, political, and economic elements
  • spatial distributions

Knowledge

Students know:
  • Details of the expansion of the Roman Republic and its transformation into an empire. Key geographic, political, and economic elements of the Roman Empire.
  • The spatial distributions and patterns of the Roman Republic.
  • How Rome gained control of the Mediterranean region events leading to the creation of a Roman empire.
  • The reforms of Augustus.
  • Effects of the Pax Romana.

Skills

Student are able to:
  • Analyze textual evidence of primary and secondary sources.
  • Locate places on a map.
  • Analyze the effects of geography on culture.

Understanding

Students understand that:
  • The Roman Republic evolved from a republic into an empire, and it later expanded.

CR Resource Type

Audio/Video

Resource Provider

PBS

License Type

CUSTOM

Accessibility

Video resources: includes closed captioning or subtitles
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