The document provides an overview of the history and culture of ancient Rome from its origins as a legend explaining the founding of Rome by Romulus and Remus, to the establishment of the Roman Republic and Empire. It describes how the Roman Republic was ruled by senators and there was conflict between the plebeians and rich citizens for power. It then discusses how the Roman Empire expanded across Europe, Africa and Asia before eventually collapsing in 476 AD.
A presentation of the Roman Empire, suitable for Year 9 students, consisting in following: main periods, the Roman Republic, Patricians and plebeians, meals, bakeries, craft workers, reading and writing.
Developed by María Jesús Campos Fernández, teacher of Geography, History and Art in a bilingual section in IES Parque de Lisboa (Alcorcón, Madrid, Spain)
learningfromgeography.wikispaces.com
learningfromhistory.wikispaces.com
A presentation of the Roman Empire, suitable for Year 9 students, consisting in following: main periods, the Roman Republic, Patricians and plebeians, meals, bakeries, craft workers, reading and writing.
Developed by María Jesús Campos Fernández, teacher of Geography, History and Art in a bilingual section in IES Parque de Lisboa (Alcorcón, Madrid, Spain)
learningfromgeography.wikispaces.com
learningfromhistory.wikispaces.com
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Basic information about the Roman Empire and the invasion in Britain. I did this job for a presentation at the University. This aimed to explain history to primary school children.
Ancient RomeBeginning in the eighth century B.C., Anciencheryllwashburn
Ancient Rome
Beginning in the eighth century B.C., Ancient Rome grew from a small town on central Italy’s Tiber River into an empire that at its peak encompassed most of continental Europe, Britain, much of western Asia, northern Africa and the Mediterranean islands.
Among the many legacies of Roman dominance are the widespread use of the Romance languages (Italian, French, Spanish, Portuguese and Romanian) derived from Latin, the modern Western alphabet and calendar and the emergence of Christianity as a major world religion.
They then instead had a council known as the 'senate' which ruled over them. From this point on one speaks of the 'Roman Republic'.
Early Rome was governed by kings, but after only seven of them had ruled, the Romans took power over their own city and ruled themselves
The word 'Republic' itself comes from the Latin (the language of the Romans) words 'res publica' which mean 'public matters' or 'matters of state'.
The senate under the kings had only been there to advise the king. Now the senate appointed a consul, who ruled Rome like a king, but only for one year. - This was a wise idea, as like that, the consul ruled carefully and not as a tyrant, for he knew that otherwise he could be punished by the next consul, once his year was up.
Rome knew four classes of people. This division was very important to the Romans.
The lowest class were the slaves. They were owned by other people. They had no rights at all. The next class were the plebeians. They were free people. But they had little say at all.
The second highest class were the equestrians (sometimes they are called the 'knights'). Their name means the 'riders', as they were given a horse to ride if they were called to fight for Rome. To be an equestrian you had to be rich.
The highest class were the nobles of Rome. They were called 'patricians'. All the real power in Rome lay with them.
The greatest challenge the Roman Republic faced was that of the Carthaginians. Carthage was a very powerful city in North Africa which, much like Rome, controlled its own empire. The fight between the two sides was a long one and took place on land and on sea.
The most famous incident came when the great Carthaginian general Hannibal crossed the mountain chain of the Alps to the north of Italy with all his troops, including his war-elephants, and invaded Italy. Though Rome in the end won and Carthage was completely destroyed in the year 146 BC.
Rome's most famous citizen was no doubt Julius Caesar. He was a Roman politician and general who, without having any orders to do so, conquered the vast territory of the Gauls to the north of his province in France.
In the year 49 BC Caesar crossed the small river between his province and Italy, called the river Rubicon, and conquered Rome itself which he then ruled as a dictator.
His military campaigns also took him to Egypt where he met the famous Cleopatra.
His life though was ended as he was inf ...
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. ANCIENT ROME HISTORY AND CULTURE
What is the legacy of Rome? What did we
learn from the Romans?
2.
3.
4.
5. Listen to your teacher/assistant. Fill in the gaps in the following text. Use
these words:
Empire famous war killed uncle 753 ago wolf murdered senators France
citizens empire plebeians free slave twins ruled story legend
The origins of Rome. ________ and History
2,000 years _____ , Rome was the capital of the Roman _________. The
construction of Rome started in _____B.C. The Romans had a_____ to
explain how Rome began. Twin boys, Romulus and Remus, were the sons
of Mars (the Roman god of ______). An evil _____took them as babies
from their mother and threw them into the River Tiber. The babies floated
to land, and a mother ______ fed and cared for them. Later a shepherd
looked after the ____ until they grew up. Years later, Mars told his twin
sons to build a city there. The city was Rome. One day, Remus made fun of
the wall Romulus had built around the city. The twins argued, fought and
Romulus _______Remus. Today, historians agree that people lived in
6. Rome long before 753 B.C., but the legend is one of the most ______ in
world history.
The Republic
The Senate ____the republic. Rich men called ________ ran the
government. Poor men (called _________) had much less power. The
plebeians fought for fairer treatment. A plebeian was a _____man, not a
______ and could be a Roman citizen. People in lands conquered by the
Romans could become ______too. But women and slaves could not be
citizens, so they could not vote in elections. Rich men and plebeians
fought for the control of power. By the 1st century BC, Rome conquered
many areas in ______, England, Spain, and the North of Africa. Rome was
more than a republic, it was an _____. Some generals, like Julius Caesar,
were so important that they became the rulers of Rome. But, Julius Caesar
was ______ before he could become emperor.
7. The origins of Rome- Legend and History
2,000 years ago Rome was the capital of the Roman Empire. The
construction of Rome started in 753 B.C. The Romans had a story to
explain how Rome began. Twin boys, Romulus and Remus, were the sons
of Mars (the Roman god or war). An evil uncle took them as babies from
their mother and threw them into the River Tiber. The babies floated to
land, and a mother wolf fed and cared for them. Later a shepherd looked
after the twins until they grew up. Years later, Mars told his twin sons to
build a city there. The city was Rome. One day, Remus made fun of the
wall Romulus had built around the city. The twins argued, fought and
Romulus killed Remus. Today, historians agree that people lived in Rome
long before 753 B.C., but the legend is one of the most famous in world
history.
8. The Monarchy
During the early years of Rome, the city was ruled by kings. Many of these
kings were Etruscans, an old civilization from the north of Italy, which
dominated Rome for many years. In those times, the kings and the Senate
ruled the city. Around 590 BC, Romans expelled the Etruscans kings from
Rome. The last king of Rome was Tarquin the Proud.
9. The Republic
The Senate ruled the republic. Rich men called senators ran the
government. Poor men (called plebeians) had much less power. The
plebeians fought for fairer treatment. A plebeian was a free man, not a
slave and could be a Roman citizen. People in lands conquered by the
Romans could become citizens too. But women and slaves could not be
citizens, so they could not vote in elections. Rich men and plebeians
fought for the control of power. By the 1st century BC, Rome conquered
many areas in France, England, Spain, and the North of Africa. Rome was
more than a republic, it was an empire. Some generals, like Julius Caesar,
were so important than they became the rulers of Rome. But, Julius
Caesar was murdered before he could become emperor.
10. The Empire
After years of fighting, Octavian, a Roman army leader became Emperor in
27 BC. Augustus was the first Emperor of Rome. The Empire lasted till 476
AD when it collapsed and was conquered by Germanic tribes known as
barbarians. The Roman Empire dominated the Mediterranean Sea (Mare
Nostrum). Emperors extended the Empire throughout Europe, Africa and
Asia. Hadrian decided to stop the conquest and built a wall between
Roman Britain and Scotland (the Hadrian Wall). The Roman legions did not
pass the border of the empire in Germany(“limes”). But some of the
emperors wanted to become gods and paid little attention to the good
administration of the empire. After the 3rd century AD the empire
entered a crisis till its collapse in 476 AD.