School Launch

School Launch · Family Study

Ancient Rome

One story for the whole family: the city on the Tiber, its kings and its Republic, Caesar and Augustus, the birth of Christ under Roman rule, the Gospel carried along Roman roads, the martyrs, Constantine and the fall of the West. Everyone hears the same read-aloud; each child then works at his or her own level in School Launch lessons that already exist.

6 weeks · From the founding of the city to the fall of the West, 753 B.C.–A.D. 476 · one read-aloud for everyone, then work for grades K–2, 3–5, 6–8 and 9–12

How to use this study

  1. Begin each week together: read the ‘Together’ section aloud (about 15 minutes), read the Scripture, and talk through the questions. Watch the video chapter if you like.
  2. Then each child does the lessons for his or her level. Two or three lessons a week is plenty alongside your other subjects; the extra links are for children who want more.
  3. Do the hands-on project as a family at the end of the week. Every project has a simpler and a harder version.
  4. Finish with the short quiz for each level. Answers are in the teacher key. The quizzes are for review, not for grades of record.

Printables: student pages (PDF) · teacher key (PDF). Or print this page.

Week 1 · A City on Seven HillsWeek 2 · The Republic and the Wars with CarthageWeek 3 · Roads, Arches and the End of the RepublicWeek 4 · Augustus and the Fulness of the TimeWeek 5 · The Gospel on the Roman RoadsWeek 6 · Constantine, Nicaea and the Fall of the West

The whole story in one video

The History of Roman Empire: Every Year (in Minecraft) · History in Minecraft · about 20 minutes

A map-and-voxel animation of Rome’s borders and buildings, year by year, from 753 B.C. to A.D. 476. The creator notes it is not an official Minecraft product. Preview it first: it is a narrated overview, so the Together reading gives the fuller story, and YouTube shows its own suggestions when it ends.

Chapters (each starts the player above at that point):

Week 1 · A City on Seven Hills

753–509 B.C.

Together

Long ago, on the banks of the Tiber River in Italy, shepherds and farmers built huts on a group of low hills. The Romans later told a story about how their city began: twin boys, Romulus and Remus, were left by the river, cared for by a she-wolf, and raised by a shepherd. When they grew up they quarrelled over where to build a city, and Romulus became its first king. The Romans dated their city from 753 B.C. No one can check every part of that story, and the Romans themselves knew it was half legend, but it tells us what they admired: courage, toughness and loyalty to the city.

Rome had seven kings, the Romans said. The kings gave the city laws, temples, a meeting place called the Forum and a great drain that turned marsh into dry ground. But the last king, Tarquin the Proud, ruled by fear. Around 509 B.C. the leading families drove him out and swore that Rome would never again have a king. From then on the Romans hated the very word rex, ‘king’.

Rome stood where a road crossed the river, between the hill country and the sea, with farmland all around. From that spot it would one day rule every land around the Mediterranean. Yet the Psalmist reminds us who really builds and keeps a city.

Except the LORD build the house, they labour in vain that build it: except the LORD keep the city, the watchman waketh but in vain.

Psalm 127:1 (KJV)

Watch: 0:00 The Kings of Rome (player)

Talk it over

  1. Why do you think the Romans liked to tell a story about a wolf raising their founder? What did it say about the kind of people they wanted to be?
  2. How is a legend different from history? How can we tell which parts of an old story we can trust?
  3. Why might a river crossing with hills nearby be a good place for a city?
  4. Psalm 127 says the watchman wakes ‘in vain’ unless the LORD keeps the city. What does that mean for a family, a town or a nation?

Each child’s work

Grades K–2

Listen to the Together reading, then draw the seven hills with the Tiber winding past. Add a bridge and a hut. Older K–2 children can learn the first Roman numerals I, V and X.

Grades 3–5

Start speaking like a Roman and read a true story from early Rome. Keep a Rome timeline on a long strip of paper all six weeks, starting with 753 B.C. and 509 B.C.

Grades 6–8

Read the legend of Horatius at the bridge in Latin class, then write a paragraph: is Horatius a good model of courage? Why or why not?

Grades 9–12

Complete the founding lesson in Ancient History, reading the primary sources it assigns. Then write half a page: what did the story of Romulus teach Romans to value, and where does it fall short of a Christian view of a ruler?

Hands-on: Build the seven hills

  1. On a tray or baking sheet, shape seven low hills from clay, play dough or crumpled foil covered with paper.
  2. Lay a ribbon of blue paper or yarn for the Tiber and mark the river crossing with a craft-stick bridge.
  3. Label the Palatine Hill, where the Romans said Romulus built, and the Capitoline Hill, home of Rome’s chief temple.
  4. Keep the model: you will add roads, an aqueduct and a church to it in later weeks.

Younger: Let little ones press the hills into shape and float a paper boat down the river.

Older: Older students draw a labelled map of the site to a scale they choose, and write three sentences on why the location helped Rome grow.

Quick quiz

Grades K–2 · 3 questions
  1. What river runs past Rome?
  2. In the Roman story, what animal cared for Romulus and Remus?
  3. What did the first rulers of Rome call themselves: kings or presidents?
Answers (for parents)
  1. The Tiber.
  2. A she-wolf.
  3. Kings.
Grades 3–5 · 3 questions
  1. In what year did the Romans say their city was founded?
  2. Who was the last king of Rome, and why was he driven out?
  3. What is the Roman numeral for 16?
Answers (for parents)
  1. 753 B.C.
  2. Tarquin the Proud; he ruled by fear and cruelty.
  3. XVI.
Grades 6–8 · 3 questions
  1. What does the Latin word rex mean, and why did the Romans come to hate it?
  2. Give one reason the site of Rome helped the city grow.
  3. What makes the story of Romulus a legend rather than history we can check?
Answers (for parents)
  1. King; their last king had been a tyrant, and after 509 B.C. they swore never to have another.
  2. Any one: a river crossing, hills that were easy to defend, farmland nearby, access to the sea by the river.
  3. It comes from much later writers, includes wonders that cannot be checked (the wolf), and the Romans themselves knew it was partly legend.
Grades 9–12 · 3 questions
  1. About when did the Romans expel their last king, and what form of government replaced kingship?
  2. Name one thing the Roman kings are remembered for building or founding.
  3. Explain in two sentences how Psalm 127:1 challenges the Roman founding story.
Answers (for parents)
  1. About 509 B.C.; the Republic.
  2. Any one: the Forum, temples, the great drain (Cloaca Maxima), early laws and institutions.
  3. Rome credited its rise to the courage of its founders and its gods; the Psalm teaches that unless the LORD builds and keeps a city, human labour and watchfulness are in vain.

Week 2 · The Republic and the Wars with Carthage

509–146 B.C.

Together

Without a king, the Romans shared power. Each year the citizens elected two consuls to lead the city and its army, and each consul could stop the other. A Senate of experienced men gave advice. Later the ordinary citizens, the plebeians, won leaders of their own called tribunes, and around 450 B.C. Rome’s laws were written on twelve tablets so that everyone could know them. The Romans called their state the res publica, ‘the public thing’, and stamped SPQR, ‘the Senate and People of Rome’, on their buildings and standards.

Romans loved stories of plain, honest leaders. When an enemy trapped a Roman army, the Senate sent for Cincinnatus, who was ploughing his small farm. He took command, won the war, and gave up his power after about two weeks to go back to his plough. Two thousand years later Americans compared George Washington to him.

Rome grew until it ruled most of Italy, and then it met Carthage, a rich trading city in North Africa. They fought three Punic Wars. In the second, the Carthaginian general Hannibal marched an army with war elephants over the Alps in 218 B.C. and destroyed a Roman army at Cannae in 216 B.C. Rome did not give up. It raised new armies, and in 202 B.C. Scipio defeated Hannibal at Zama. In 146 B.C. Rome destroyed Carthage completely. By then Rome was the strongest power in the Mediterranean world.

Where no counsel is, the people fall: but in the multitude of counsellors there is safety.

Proverbs 11:14 (KJV)

Watch: 1:57 The Republic Takes Italy · 5:55 Wars with Carthage (player)

Talk it over

  1. Why did the Romans elect two consuls instead of one? What problem were they trying to prevent?
  2. Cincinnatus could have kept his power. Why is it so rare, and so admirable, to give power up?
  3. After Cannae many nations would have surrendered. What does Rome’s refusal teach about perseverance? When is refusing to quit a virtue, and when is it pride?
  4. How does Proverbs 11:14 help explain why a council like the Senate could be wise?

Each child’s work

Grades K–2

Act out Cincinnatus leaving his plough and going back to it. Older K–2 children can hear the stories of Cannae and Zama.

Grades 3–5

Learn how a Roman army was organized, and follow Hannibal over the Alps. Add 218, 216 and 202 B.C. to your timeline.

Grades 6–8

Read about Cincinnatus in Latin and compare him with George Washington. Then study Hannibal’s plan at Cannae.

Grades 9–12

Complete the Ancient History lessons on the Roman constitution and the Punic Wars. Write a page comparing the checks in the Roman Republic with the checks in the U.S. Constitution.

Hands-on: Family Senate and a legion’s shield

  1. Hold a family ‘Senate’: choose two ‘consuls’ for the day, who must agree before any decision (what to have for lunch, which game to play). Notice what happens when they disagree.
  2. Make a Roman legionary’s shield (a scutum) from a large rectangle of cardboard, curved slightly, painted red with a yellow design.
  3. Paint SPQR on a banner and hang it over your seven-hills model.

Younger: Younger children decorate the shield and march with it.

Older: Older students draw a chart of the Roman Republic (consuls, Senate, assemblies, tribunes) and mark who could check whom.

Quick quiz

Grades K–2 · 3 questions
  1. After the kings, how many leaders did Rome choose each year?
  2. What was Cincinnatus doing when he was called to lead?
  3. What big animals did Hannibal bring over the mountains?
Answers (for parents)
  1. Two (the consuls).
  2. Ploughing his farm.
  3. Elephants.
Grades 3–5 · 3 questions
  1. What do the letters SPQR stand for?
  2. Which city fought Rome in the Punic Wars?
  3. Who finally defeated Hannibal, and where?
Answers (for parents)
  1. The Senate and People of Rome (Senatus Populusque Romanus).
  2. Carthage.
  3. Scipio, at Zama in 202 B.C.
Grades 6–8 · 3 questions
  1. Why did the Romans give each consul the power to block the other?
  2. Why were Americans reminded of Cincinnatus by George Washington?
  3. What happened at Cannae in 216 B.C.?
Answers (for parents)
  1. So that no one man could rule like a king.
  2. Both led in a crisis and then gave up power to return to their farms.
  3. Hannibal surrounded and destroyed a large Roman army.
Grades 9–12 · 3 questions
  1. Name three parts of the Roman Republic’s government.
  2. What were the Twelve Tables, and why did they matter?
  3. Give the dates of the Second Punic War and its outcome.
Answers (for parents)
  1. Any three: consuls, Senate, popular assemblies, tribunes of the plebs, praetors and other magistrates.
  2. Rome’s first written laws (about 450 B.C.); everyone could know the law, which limited arbitrary judgments.
  3. 218–201 B.C.; Rome won (Zama, 202 B.C.) and Carthage lost its empire outside Africa.

Week 3 · Roads, Arches and the End of the Republic

133–31 B.C.

Together

Victory brought Rome riches, slaves and new provinces, and it brought trouble too. Small farmers lost their land while a few families grew very rich. In 133 B.C. a tribune named Tiberius Gracchus tried to give land back to poor citizens and was killed by angry senators, and his brother Gaius met the same end a few years later. For the first time Romans settled a political quarrel with clubs and swords in their own city. Generals such as Marius and Sulla began to lead armies loyal to themselves rather than to the Republic.

Julius Caesar was the greatest of these generals. He conquered Gaul (modern France), winning at Alesia in 52 B.C., and in 49 B.C. he led his army across the little river Rubicon into Italy, which the law forbade. He won the civil war that followed and made himself dictator for life. On the Ides of March, 44 B.C., senators who feared he would become a king stabbed him to death. The orator Cicero, who had spent his life defending the Republic with words, was killed the next year.

While politicians fought, Roman builders were changing the world. They laid paved roads straight across hills and marshes, carried water into cities on aqueducts, and built bridges and halls with the round arch, held up by a wedge-shaped keystone at the top. Many Roman roads and bridges are still used today.

Pride goeth before destruction, and an haughty spirit before a fall.

Proverbs 16:18 (KJV)

Watch: 8:04 Expansion and Crisis · 10:13 The Civil Wars (player)

Talk it over

  1. Why is it dangerous when soldiers are more loyal to their general than to their country and its laws?
  2. Caesar was brilliant and often generous. Was he right to cross the Rubicon? Were the senators right to kill him? (Both can be wrong.)
  3. Where do you see pride in this week’s story? How does Proverbs 16:18 fit it?
  4. Why do you think Roman roads and arches lasted so long?

Each child’s work

Grades K–2

Build an arch and learn why it stands. Look for arches in your own town this week.

Grades 3–5

Learn how the keystone works and how Romans brought clean water to their cities. Read about Cicero in Latin class. Add 49 and 44 B.C. to your timeline.

Grades 6–8

Read Cicero against Catiline as a model speech, and Caesar’s own first sentence about Gaul. Then study Alesia and Roman bridges.

Grades 9–12

Complete the Ancient History lessons from the Gracchi to Cicero. Write a page: was the Republic killed by Caesar, or was it already dying?

Hands-on: Build an arch with a keystone

  1. Cut 9 to 11 wedge-shaped blocks from craft foam, thick cardboard or a large potato; or use sugar cubes and a little icing.
  2. Stack them over a curved form (a bent strip of card or a cardboard tube cut in half).
  3. Set the keystone in last, at the very top. Then gently pull the form away. Does the arch stand?
  4. Press down on the top. Feel how the push spreads out and down to the two sides. Add a road of craft sticks across your seven-hills model, carried over the river on your arch.

Younger: Younger children build a simple arch with blocks around a curved form and watch it stand.

Older: Older students sketch where the forces go, then design a short aqueduct from a cup ‘spring’ to a bowl ‘city’ that carries water downhill all the way.

Quick quiz

Grades K–2 · 3 questions
  1. What is the stone at the very top of an arch called?
  2. What did Romans build to carry water into their cities?
  3. Who was a famous Roman general who conquered Gaul?
Answers (for parents)
  1. The keystone.
  2. Aqueducts.
  3. Julius Caesar.
Grades 3–5 · 3 questions
  1. Why does an arch need a keystone?
  2. What river did Caesar cross with his army in 49 B.C.?
  3. What happened on the Ides of March, 44 B.C.?
Answers (for parents)
  1. It locks the other stones in place so the arch can carry weight.
  2. The Rubicon.
  3. Julius Caesar was killed by senators.
Grades 6–8 · 3 questions
  1. Who was Cicero, and how did he try to save the Republic?
  2. Why did crossing the Rubicon matter?
  3. Name one thing that made Roman roads last.
Answers (for parents)
  1. Rome’s greatest orator; he defended the Republic with speeches and laws (for example against Catiline).
  2. Bringing an army into Italy was against the law; it began a civil war.
  3. Any one: deep layered foundations, drainage, a crowned surface, careful surveying, stone paving.
Grades 9–12 · 3 questions
  1. What did the Gracchi try to do, and how did they die?
  2. Explain how armies loyal to generals weakened the Republic.
  3. Give two dates for the end of the Republic and what happened.
Answers (for parents)
  1. Return public land to poor citizens and help the plebs; Tiberius (133 B.C.) and Gaius (121 B.C.) were killed in political violence.
  2. Soldiers depended on their general for pay and land, so generals like Marius, Sulla and Caesar could use them against rivals and the Senate.
  3. Any two: 49 B.C. Rubicon; 44 B.C. Caesar killed; 43 B.C. Cicero killed; 31 B.C. Actium; 27 B.C. Octavian named Augustus.

Week 4 · Augustus and the Fulness of the Time

31 B.C.–A.D. 33

Together

After more civil war, Caesar’s adopted son Octavian defeated Mark Antony and Cleopatra at Actium in 31 B.C. In 27 B.C. the Senate gave him the name Augustus, ‘the revered one’. He kept the old offices of the Republic, but in truth he ruled alone; he was the first Roman emperor. He rebuilt temples and streets, and the Roman writer Suetonius tells us he boasted that he had found Rome a city of brick and left it a city of marble. Augustus ended the civil wars, and a long ‘Roman Peace’ began, the Pax Romana, with safe roads and seas from Spain to Syria.

Into that world Jesus Christ was born. Luke’s Gospel begins the Christmas story with a decree from Caesar Augustus himself, so the birth in Bethlehem happened at a real time, under a real emperor. The apostle Paul later wrote that God sent His Son ‘when the fulness of the time was come’. Christians have long noticed how Roman roads, Roman peace and the common Greek language would soon help the Gospel travel quickly.

Jesus was crucified outside Jerusalem under the Roman governor Pontius Pilate, in the reign of Augustus’s successor Tiberius, about A.D. 30–33. The sign over the cross was written in Hebrew, Greek and Latin. The Roman historian Tacitus, who was no friend of Christians, recorded that Christus suffered the extreme penalty under Tiberius at the hands of Pontius Pilate. On the third day He rose again, and His followers began to tell the whole empire.

And it came to pass in those days, that there went out a decree from Caesar Augustus, that all the world should be taxed.

Luke 2:1 (KJV)

But when the fulness of the time was come, God sent forth his Son, made of a woman, made under the law,

Galatians 4:4 (KJV)

Render therefore unto Caesar the things which are Caesar’s; and unto God the things that are God’s.

Matthew 22:21 (KJV)

“He boasted, not without reason, that he ‘found it of brick, but left it of marble.’”

Suetonius, Life of Augustus 28 (trans. Alexander Thomson, rev. T. Forester)

“Christus, from whom the name had its origin, suffered the extreme penalty during the reign of Tiberius at the hands of one of our procurators, Pontius Pilatus…”

Tacitus, Annals 15.44 (trans. A. J. Church and W. J. Brodribb)

Watch: 11:47 Augustus and the Principate (player)

Talk it over

  1. Augustus was called ‘revered’, and some in the empire worshipped him as a god. Who was born under his rule, and who is truly to be worshipped?
  2. Why does it matter that Luke names Caesar Augustus, and that Luke 3:1 names Tiberius and Pontius Pilate?
  3. Jesus said to render to Caesar what is Caesar’s and to God what is God’s. What belongs to each?
  4. How might peace, roads and a common language have helped the first Christians?

Each child’s work

Grades K–2

Read the Christmas story in Luke 2 together and find Augustus in the first verse. Visit the Holy Land and hear about Mary.

Grades 3–5

Learn how a Roman was named, see how Rome’s coins worked, and how Roman concrete built the Pantheon. Add 27 B.C. and the birth of Christ to your timeline.

Grades 6–8

Read part of the Deeds of the Divine Augustus in Latin and write your own short list of the year’s deeds. Study the great domes.

Grades 9–12

Complete the Ancient History lessons on Augustus, Judea under Rome and the life, death and resurrection of Jesus as history. Write a page on what Roman and Jewish sources outside the Bible tell us about Jesus.

Hands-on: A denarius and a decree

  1. Roll a small disc of clay or salt dough for a Roman coin. Press a face on one side and a simple picture (an eagle, a wreath) on the other. Write CAESAR around the edge with a toothpick.
  2. Read Matthew 22:15–22 together. Hold up your coin: whose image is on it? Then talk about whose image is on us (Genesis 1:27).
  3. Make a ‘decree’ scroll that begins ‘In the days of Caesar Augustus…’ and copy Luke 2:1 onto it in your best handwriting.

Younger: Younger children press the coin designs and carry the scroll in a family ‘census’ walk around the house.

Older: Older students find out what a denarius could buy in Jesus’ day from the parables (Matthew 20:2) and compare it with a day’s pay now.

Quick quiz

Grades K–2 · 3 questions
  1. In what town was Jesus born?
  2. Which Roman emperor ruled when Jesus was born?
  3. What did Jesus say to give to God?
Answers (for parents)
  1. Bethlehem.
  2. Caesar Augustus.
  3. The things that are God’s (ourselves, our worship).
Grades 3–5 · 3 questions
  1. What does the name Augustus mean?
  2. What was the Pax Romana?
  3. In what three languages was the sign on the cross written?
Answers (for parents)
  1. The revered (honoured) one.
  2. The long Roman Peace that began under Augustus.
  3. Hebrew, Greek and Latin.
Grades 6–8 · 3 questions
  1. What battle in 31 B.C. left Octavian with no rivals?
  2. Why do Christians say Christ came in ‘the fulness of the time’?
  3. Name the Roman governor under whom Jesus was crucified.
Answers (for parents)
  1. Actium.
  2. God sent Him at the time He chose; Roman peace, roads and the Greek language helped the Gospel spread.
  3. Pontius Pilate.
Grades 9–12 · 3 questions
  1. How did Augustus rule as emperor while keeping the forms of the Republic?
  2. Which Roman historian mentions Christus and Pontius Pilate, and why is he valuable as a witness?
  3. What does Matthew 22:21 teach about a Christian’s duties to government and to God?
Answers (for parents)
  1. He held the old offices and powers (consul, tribune’s power, command of the armies) and was ‘first citizen’, but in practice decisions were his.
  2. Tacitus (Annals 15.44); he was hostile to Christians, so he had no reason to invent it.
  3. Give the government its due (taxes, lawful obedience), but God is owed our whole selves and worship, which Caesar may not claim.

Week 5 · The Gospel on the Roman Roads

A.D. 33–250

Together

The disciples were first called Christians at Antioch, a great city of the Roman East. The apostle Paul was a Jew and also a Roman citizen by birth, and he used Roman roads and ships to carry the Gospel from city to city. When he was arrested in Jerusalem he appealed to Caesar, as a citizen could, and was sent to Rome under guard about A.D. 60. Before he ever saw the city he wrote his letter to the Romans: ‘For I am not ashamed of the gospel of Christ.’ He even sent greetings from believers in Caesar’s own household.

In A.D. 64 a great fire burned much of Rome. Tacitus wrote that the emperor Nero, to stop the rumour that he had ordered it, blamed the Christians and put many to death cruelly. Early Christian writers record that the apostles Peter and Paul were martyred in Rome under Nero. In A.D. 70 Roman armies destroyed Jerusalem and its Temple, and in A.D. 79 Mount Vesuvius buried the towns of Pompeii and Herculaneum.

The empire reached its greatest size under Trajan, about A.D. 116. One of his governors, Pliny, wrote to ask what to do about Christians. He reported that they met before dawn and sang to Christ ‘as to a divinity’, and promised not to steal, cheat or break their word. For two centuries Christians lived under the threat of sudden persecution. Some, like the young mother Perpetua and her servant Felicity in A.D. 203, chose to die rather than deny Christ. Yet the Church kept growing, by the faith of the martyrs and the kindness of ordinary believers, who cared for the sick and the poor.

For I am not ashamed of the gospel of Christ: for it is the power of God unto salvation to every one that believeth; to the Jew first, and also to the Greek.

Romans 1:16 (KJV)

For if I be an offender, or have committed any thing worthy of death, I refuse not to die: but if there be none of these things whereof these accuse me, no man may deliver me unto them. I appeal unto Caesar.

Acts 25:11 (KJV)

Fear none of those things which thou shalt suffer: behold, the devil shall cast some of you into prison, that ye may be tried; and ye shall have tribulation ten days: be thou faithful unto death, and I will give thee a crown of life.

Revelation 2:10 (KJV)

“…they met on a stated day before it was light, and addressed a form of prayer to Christ, as to a divinity, binding themselves by a solemn oath, not for the purposes of any wicked design, but never to commit any fraud, theft, or adultery, never to falsify their word…”

Pliny the Younger to the emperor Trajan, Letters 10.96 (trans. William Melmoth, rev. F. C. T. Bosanquet)

Watch: 14:00 The High Empire · 15:53 Crisis of the Third Century (player)

Talk it over

  1. Paul used his Roman citizenship to get a fair hearing. Is it right for a Christian to use the rights the law gives? Read Acts 16:37 and Acts 25:11.
  2. Paul wrote Romans 13, ‘Let every soul be subject unto the higher powers’, to Christians in Rome, the city that would later put him to death. How can both be true: honour the authorities, yet obey God first (Acts 5:29)?
  3. What did Pliny, an enemy, notice about how Christians lived? What would a neighbour notice about our family?
  4. Why do you think the Church grew when it was persecuted?

Each child’s work

Grades K–2

Follow Paul on his journeys with your finger on a map, and hear about Lydia, who opened her home to him.

Grades 3–5

Follow Paul’s journeys, hear the true story of Perpetua and Felicity, and see how Paul used the picture of a race. Add A.D. 64, 70 and 79 to your timeline.

Grades 6–8

Read about Paul’s shipwreck in Latin, then learn what Vesuvius did to Pompeii in A.D. 79 and how Pliny’s uncle died there. Trace Paul’s voyage to Rome in Acts 27–28.

Grades 9–12

Complete the Ancient History lessons on Paul, Nero and the fall of Jerusalem, and the persecutions. Study Paul’s defence before Agrippa as a speech, and write a page on why the early Church grew under persecution.

Hands-on: Paul’s roads and a letter of your own

  1. On a large map of the Mediterranean (print one or draw it), mark Jerusalem, Antioch, Philippi, Athens, Corinth, Ephesus and Rome.
  2. Use yarn and tape to trace Paul’s journeys from Acts 13–28. Use a different colour for his last voyage to Rome.
  3. Write a short letter as Paul did: a greeting, thanks to God, one truth you want your reader to remember, and a closing blessing. Send it to a grandparent or friend.

Younger: Younger children tape the yarn and dictate a two-sentence letter.

Older: Older students use the map’s scale to estimate how far Paul travelled from Caesarea to Rome, and how long it might take at 20 miles a day on foot.

Quick quiz

Grades K–2 · 3 questions
  1. Which apostle travelled on Roman roads and ships to tell about Jesus?
  2. Where were the followers of Jesus first called Christians?
  3. Who opened her home to Paul and his friends?
Answers (for parents)
  1. Paul.
  2. Antioch.
  3. Lydia.
Grades 3–5 · 3 questions
  1. Why could Paul appeal to Caesar?
  2. What happened to the city of Pompeii in A.D. 79?
  3. Who were Perpetua and Felicity?
Answers (for parents)
  1. He was a Roman citizen.
  2. It was buried by the eruption of Mount Vesuvius.
  3. Christian women martyred in A.D. 203 who would not deny Christ.
Grades 6–8 · 3 questions
  1. Which emperor blamed the Christians for the fire of A.D. 64?
  2. What happened to Jerusalem in A.D. 70?
  3. Name two things Pliny reported about how Christians worshipped or lived.
Answers (for parents)
  1. Nero.
  2. Roman armies destroyed the city and the Temple.
  3. Any two: met before dawn on a set day; sang/prayed to Christ as God; promised not to steal, commit adultery, lie or break trust.
Grades 9–12 · 3 questions
  1. Under which emperor did the Roman Empire reach its greatest size?
  2. Why is Pliny’s letter to Trajan useful evidence about early Christians?
  3. How did Paul both honour Roman authority and refuse to obey it when it opposed God?
Answers (for parents)
  1. Trajan (about A.D. 116–117).
  2. It is a contemporary non-Christian, official report (about A.D. 112) describing Christian worship and morals and Roman policy.
  3. He used his rights as a citizen and taught submission to rulers (Romans 13:1), yet preached Christ when forbidden and accepted death rather than deny Him.

Week 6 · Constantine, Nicaea and the Fall of the West

A.D. 284–476

Together

In the third century the empire nearly fell apart: emperors were murdered one after another, prices soared and enemies broke through the frontiers. The emperor Diocletian (A.D. 284–305) restored order by dividing the empire among several rulers. In 303 he began the last and worst persecution, ordering churches destroyed and Scriptures burned.

Then everything changed. In A.D. 312 Constantine defeated a rival at the Milvian Bridge outside Rome after, Christian writers tell us, he was told to mark his soldiers’ shields with the sign of Christ. In 313 he and his fellow emperor Licinius granted Christians and all others the freedom to follow their religion, and gave back the churches’ property. In 325 Constantine called the bishops to Nicaea, where they confessed that the Son is ‘of one substance with the Father’, the faith of the Nicene Creed. His mother Helena built churches in the Holy Land, and in 330 he dedicated a new capital in the East, Constantinople.

The western half of the empire grew weaker. In A.D. 410 the Goths under Alaric sacked Rome itself, and people asked whether Rome fell because it had turned Christian. Augustine, bishop of Hippo, answered with a great book, The City of God: every earthly city passes away, but the city of God endures for ever. In 476 the last western emperor, a boy named Romulus Augustulus, was removed by Odoacer. The eastern Roman Empire lasted almost a thousand years more, until 1453, and the Church, the Latin language and Roman law carried Rome’s best gifts into the Middle Ages.

For here have we no continuing city, but we seek one to come.

Hebrews 13:14 (KJV)

And in the days of these kings shall the God of heaven set up a kingdom, which shall never be destroyed: and the kingdom shall not be left to other people, but it shall break in pieces and consume all these kingdoms, and it shall stand for ever.

Daniel 2:44 (KJV)

“…it was proper that the Christians and all others should have liberty to follow that mode of religion which to each of them appeared best…”

The edict of Constantine and Licinius, A.D. 313, as given by Lactantius, Of the Manner in Which the Persecutors Died 48 (Ante-Nicene Fathers translation)

“Accordingly, two cities have been formed by two loves: the earthly by the love of self, even to the contempt of God; the heavenly by the love of God, even to the contempt of self.”

Augustine, The City of God 14.28 (trans. Marcus Dods)

Watch: 16:32 Diocletian and Constantine · 17:55 East, West and the Fall (player)

Talk it over

  1. In about ten years Christians went from the worst persecution to freedom. How should Christians act when they are suddenly given power and favour?
  2. Why did it matter what the Church confessed about Jesus at Nicaea?
  3. Some Romans blamed Christians for the fall of Rome. How did Augustine answer them? What does Hebrews 13:14 add?
  4. Rome fell, but much of Rome lived on. What gifts of Rome do we still use today?

Each child’s work

Grades K–2

Hear the stories of Helena, who built churches where Jesus lived, and Monica, who prayed for her son Augustine for years.

Grades 3–5

Learn how Jerome gave the Bible to the Latin-speaking world, and hear about Helena and Monica. Finish your timeline with 313, 325, 410 and 476.

Grades 6–8

See how Rome’s torch passed to later nations, and how Constantinople held out until 1453. Write a paragraph on one Roman gift we still use.

Grades 9–12

Complete the Ancient History lessons on Diocletian and Constantine, Nicaea and the Fathers, and the fall of the West. Read Book 8 of Augustine’s Confessions. Write a page answering: did Christianity cause the fall of Rome?

Hands-on: A Chi-Rho mosaic and the family timeline

  1. Cut coloured paper into small squares for mosaic tiles. On a card, draw the Chi-Rho, the first two Greek letters of ‘Christ’ (Χ and Ρ), and fill it in with tiles, as Christians did in Roman floors and walls.
  2. Add a small church to your seven-hills model.
  3. Lay out everyone’s timeline strips together and tell the whole story of Rome in order, from 753 B.C. to A.D. 476, each child telling the part they know best.

Younger: Younger children glue tiles inside a large, pre-drawn Chi-Rho.

Older: Older students write a one-page answer to Augustine’s question: what does each of the two cities love, and which city is our family part of?

Quick quiz

Grades K–2 · 3 questions
  1. Which emperor made it safe to be a Christian?
  2. Who was Helena?
  3. Who prayed for her son Augustine for many years?
Answers (for parents)
  1. Constantine.
  2. Constantine’s mother, who built churches in the Holy Land.
  3. Monica, his mother.
Grades 3–5 · 3 questions
  1. What did the edict of A.D. 313 give Christians?
  2. What did Jerome do?
  3. What happened in A.D. 476?
Answers (for parents)
  1. Freedom to worship (and the return of church property).
  2. He translated the Bible into Latin (the Vulgate).
  3. The last western Roman emperor was removed by Odoacer.
Grades 6–8 · 3 questions
  1. What was the new eastern capital Constantine dedicated in 330?
  2. What did the Council of Nicaea (325) confess about Jesus?
  3. Name one Roman gift that lasted after the fall of the West.
Answers (for parents)
  1. Constantinople.
  2. That the Son is of one substance with the Father: fully God.
  3. Any one: Latin language, Roman law, roads and arches, the calendar, the organized Church, the alphabet.
Grades 9–12 · 3 questions
  1. Who sacked Rome in 410, and what book did that event prompt?
  2. Explain Augustine’s ‘two loves’ in your own words.
  3. Give two reasons historians offer for the fall of the western empire, other than Christianity.
Answers (for parents)
  1. Alaric and the Goths; Augustine’s The City of God.
  2. The earthly city is built by love of self that despises God; the city of God by love of God that sets self aside.
  3. Any two: civil wars and short reigns, economic troubles and debased coinage, pressure from Germanic peoples and the Huns, loss of tax revenue and provinces, dependence on hired barbarian armies, division of the empire.

Scripture is quoted from the King James Version. Other quotations are from public-domain translations, credited where they appear. Lesson links open the School Launch course at that lesson. School Launch is a free helpful tool, not an accredited school; quizzes are for review, not grades of record.

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