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Similar to our most recent classes, we were directed to take a closer look at life in Ancient Rome following Julius Ceasar's death. In doing so, we read the final few slides (nine to be exact) to conclude our Roman studies, the notes as well as a personal analyst are listed below. The Roman Government Following Julius Ceasar's Murder In the aftermath of  Julius' vicious murder, his adopted son, Octavian, of only eighteen years of age forms a new triumvirate. Just as Julius' triumvirate, Octavian's included experienced leaders in both military and in politics. More specifically, his Triumvirate consisted of himself, Mark Antony, and Lepidus.  Though similar to the fate of Julius' Triumvirate, Octavian turns hostile towards his own partners, forcing Lepidus to retire. leading to a fierce rivalry between himself and Mark Antony. In typical Western fashion, Mark Antony joins forces after defecting from Rome and joins Cleopatra of Egypt. This partnership wa

In accordance with the designated testing time, I will be taking my Ancient Rome test on Tuesday, June 2nd from 1:25 to 2:15  PM. Besides stating our knowledge of the assessment's time, we were instructed to write notes on the slideshow regarding the rise and fall of Julius Ceasar. More specifically, notes on the Slides 32-42, of which can be found below as well as a Personal Reflection:  The Rise and Fall of Julius Ceasar In an effort to please the plebs, Juvenal, a Roman Poet, stated that Rome desired two things: bread and circuses. These two things came in the literal form of grain (bread) from the state and entertainment compliments of the Colosseum. In having both, it was expected that the plebs would remain quiet, distracted, and docile. Although not successful, Tiberius Gracchus noticed that courting the plebians could reap sizable rewards. To which military generals would court plebians and allow them to indulge in certain Roman riches, of course not until they conquered th

As our class has become aware, we have an upcoming test and essay for our ancient Rome studies. To better prepare ourselves for this assessment, we as a class are taking steps now to ensure that come June 1st-June 2nd, we are well prepared to ace this. For today, we were directed to select one of three questions to answer for the essay portion of our test. My selection, as well as my reasoning, is listed below:  For my essay section on my ancient Rome test, I have opted to answer the following question: A.)   Compare and contrast the government of ancient Rome with the government of the modern-day United States. In my answer, I'll likely touch on numerous aspects of the two governments including their system (democracy, republic, etc.), laws, terms, philosophy, roles of power, and possibly even the criminal justice system. The latter of which would be focused on because of the severe treatment our class has heard ancient Rome (and Greece for that matter) had practiced. In addition

Today, unlike other classes, we were instructed to take notes on our textbooks, which were photographed and posted to Mr. Schick's blog. Although I'm yet to take notes through my blog (I typically take notes in my own notebook), I feel this may be useful in terms of studying. More specifically, being able to transfer my notes in text straight to Quizlet for a better grasp of the textbook. This content, located on pages 160 through 165 of our "online textbook" focuses even further on the Roman Empire. My notes, as well as a Personal Analysis, are listed below:  The Roman Empire   The Republic Collapses: Along with growing dominance, money, and land, Rome faced the issue of properly ruling all of it, a problem that would lead to the Republic's Demise. Economic Inequality grew as Rome progressed in all aspects of society, meaning a clear disconnect in competitiveness among farmers. These small-time farmers would usually end up selling their farmland to bigger farms w

Today as we took extensive notes on slides 23-31, we were also informed to keep several questions in mind. Those being where, how, why, and who fought in the Punic Wars, the focal point of today's lesson. Further, as our slides had discussed, Hannibal was to be mentioned as he had a large impact upon these dreadful wars. As I'll be focusing more on the Punic Wars as a whole, I will be breaking down the wars into the following categories: How, Where, Why, and Who. Also, there will be a personal analysis category. These categories and their respective content is listed below:  How? The first of three Punic Wars was ignited after the Romans had interfered with their intimidating navy around the Carthaginian held island of Sicily. This initial war was won by Rome, though neither side was likely prepared for the future consequences of such conflict. Carthage then attacked with the help of Hannibal from the north side of Rome even though Carthage lied off the coast of Northern Africa

Rather than a normal note-taking class, our Cyber-Class today consisted of us summarizing two predominant topics that are covered in Mr. Schick's (Chi Cago's) Study Guide Presentation. Similar to life in Greece, social classes were very evident (as described in my previous blog posts) in Rome, impacting the way of life to an extreme point. That's what the majority of the slides (9-22) discussed today, though we broke it into two main points. Firstly, we were to explain the horrors of living under a terrible ruler, which will likely be easy, as nearly every ruler in that age treated the population harshly. Secondly, we were to research and examine the Roman government, predominately it's structure, which is located in our slideshow (13-22). The notes which I took as well as a personal analysis are listed below:  Life Under Harsh Rule:  Just as in Greece, Rome had its fair share of classes that prevailed, most notably tyrants. Among the tyrants lied what we would now cons