Morey, W. C. (1901). Outlines of Roman history. New York, Cincinnati, Chicago: American Book Company. http://www.forumromanum.org/history/index.html Read Chapters 18 through 23Part 1Discuss how much o

*** much ** ***** ******* *** thought **** ***** in ********* dominance ** Rome ***** be felt ******** In *** ***** *** ****** *** ********* **** ** their ******* in ***** ** the ************* ***** ******* **** *** enemies *** ******* based ** *** ********* **** **** *** ******* ****** the **** **** ************* **** **** over ****** ***** *** * ***** ****** **** the ***** *********** ********* ** *** ****** **** ***** enemies ****** **** ***** *** ****** **** made them **** ***** **** *** ************* during *** *** *** ****** **** ***** with *** ****** ******** ** partnering **** *** ************* ****** ***** **** embarked on * mission **** aimed ** ********** ***** *** taking **** ********* ** *** ******** approaches **** ****** ******** in ********** *** Greeks was ** ******** **** ** was an *********** ***** *** these ********* ******** ****** ***** ******* ** *** ** *** Romans ********* *** Corinth ******* *** *** **** ** *** Greeks The ****** over *** ****** *** to the ********** ** ******* ** * ******** ** *** Roman ****** The ****** ** *** war **** ***** positively ** *** Greeks ******* *** loss of the **** **** ******* the ****** ** **** **** **** ****** 1901) It ** ******* this acts **** there *** much ** the Roman ******* *** ******* ** *** ***** originAs * ****** the ****** benefited **** *** submission of *** *** **** ****** positively *** even ***** *** ****** ***** *** ***** **** ** *** ***** **** the ****** gained **** the Greeks when they ******* ***** ***** *** ***** ** the ****** ** **** as entertainers *** teachers of *** ***** philosophy signified the ****** ************* **** *** been ******* ****** ***** The Plato's ******* *** ***** colleges in *** Greek *********** **** ****** ** the ****** who ****** ********* from *** ***** ***** philosophers  ReferencesWoolf * ****** ******** Roman ******* Greek: ******* identity *** the civilizing process ** *** ***** East *** ********* Classical ******* 40 ************ W C (1901) Outlines of ***** ******** *** *** use of **** schools *** academies ******** **** *************** ******* of Roman ************************** ********* had **** negative *** ******** ******* within the Roman territories Some ** *** ******** **** **** ******** ***** *** acquisition ** ****** and *********** ** **** as *** ******* of ***** ****** *** ****** of *** *** **** ******* devastating ******* ** other ******* ****** 1901) ********** this ***** will delineate *** ******** ****** ** *** ***** ********************** political ******** **** the ****** ******* *** not **** an ****** They *** best ********** for the ********** ***** of ********** **** employed ******* *** ******* ****** *** riches **** ********* ******* *** ********** *** ******* to *** ******* ********* ****** ********** *** involvement in ********* malpractice *** be **** as * negative ****** **** was adopted ** ***** ********* *** ability to imitate *** Romans style of ********** ** ***** ******* is **** to **** killed ********* (Mattingly 2013) It ** * clear ********** **** *** Roman ***** ** ********** **** *** implemented during *** **** had * negative impact as ** *** adopted ** ***** ********* ******* ** the ***** ** ************ ***** ********* ********** progress *** real ****** The ******* to ******* ***** ******* and **** ** *** *********** ** ******** was *** ****** ** an *********** **** ** **** and ****** was ********* ** *** ******* This *** a negative impact *********** ****** **** the **** ** *** ***** ****** *** *** **** ** * *** ********** *** ******* ****** ******** ***** ********* *** **** *** ******** ** innovative ********* *** *** ****** and ****** **** *** ***** ********* was ** indication ** the stagnation *** ********** ** ********** *** ********* ** **** ********** *** ******* ** said ** **** ******** ********* such as ***** England ***** others ******** ***** *** ********* ** *** ***** ****** ** said ** **** ********** **** technology and ********** Roman ********* *** a negative ****** ** *** ******* ** **** ******** slavery Different ***** **** ******** ** *** ****** **** the ******* regions ***** Carthaginians ***** Sicily among ****** *** ******* ** *** **** **** *** *********** ** ******** *** *********** ** ****** ** *** Romans However the process ** ********** *** ** **** *** **** **** ***** ******** ******* *** people to ****** ****** **** ******** **** ******** ** the ******* *** **** ****** ** **** ** *** ******* ***** ******* a pay Forced ***** *** **** *** ******** ******** (Wells 2001) ******* ****** rapidly ** *** area ** **** ** the people who *** **** ********* **** ********* ******** and ***** *** * ***** * ****** forcing **** ** **** on *** ******* ****************** Roman ********* caused * ****** class ***** *** **** ******* **** wealth while *** **** ******** in ****** ******* ******* increased due to *** consequences *** ******** ****** **** *********** ** *** **** was large **** is an ********** ** *** ******* effects **** were ******** ** ** ***** ****** **** the conquests **** the ****** ** ** excepted **** payment of ***** *********** the ******* ** the **** ** ****** *** said ** **** ****** ********* rifts **** other nations     ReferencesMattingly * J ****** Imperialism ***** and ********* ************ the ***** Empire ********* ********** ********** W C ****** Outlines ** Roman ******** for the use ** **** schools *** ********* American **** ************** * * ****** ********** ******* the ********** ***** ******* on ***** **** **** ** ****** ********** ********** * S (2001) The ********** ****** *** the conquered ******* ****** Roman ****** ********* University *********

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