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Antonine Plague Facts & Worksheets

The Antonine Plague, also known as the Plague of Galen, broke out in 165 CE, during the height of Roman dominance over the Mediterranean region, under the rule of Marcus Aurelius Antoninus, the final of the Five Good Emperors.

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The Antonine Plague, also known as the Plague of Galen, broke out in 165 CE, during the height of Roman dominance over the Mediterranean region, under the rule of Marcus Aurelius Antoninus, the final of the Five Good Emperors.

See the fact file below for more information on the Antonine Plague, or you can download our 24-page Antonine Plague worksheet pack to utilize within the classroom or home environment.

Key Facts & Information

BACKGROUND

  • The Antonine Plague destroyed the Roman Empire, sometimes known as the Plague of Galen (after the physician who first described it). It brought fevers, skin rashes, diarrhea, and sore throats to Rome by forces returning from western Asia.
  • It is generally accepted that measles and smallpox were to blame for this plague and the Plague of Cyprian, which struck around 70 years later. 
  • The widespread deaths observed (the first plague had a mortality rate of 25%) could be explained by the fact that the Roman inhabitants at this time would not have been exposed to either virus and would, therefore, not have developed immunity.

CAUSE AND SPREAD OF THE DISEASE

  • Most likely starting in China just before 166 CE, the disease spread to the west along the Silk Road and aboard merchant vessels bound for Rome. 
  • During the siege of Seleucia, (a major city on the Tigris River) perhaps between late 165 and early 166 CE, the Roman forces came into touch with the illness.
  • The plague spread northward to Gaul and among soldiers stationed along the Rhine River by soldiers returning from the battles in the East.
  • The precise origins of how the disease was introduced into the human population are the subject of two divergent stories. In the first tale, the plague was accidentally released when the Roman general and future co-emperor Lucius Verus opened a sealed tomb in Seleucia during the ensuing city’s destruction.
  • In the second tale, a Roman soldier let the plague out of a gilded coffin in the Babylonian temple of Apollo.

EPIDEMIOLOGY

  • Galen, a Greek physician and author, left Rome during the pandemic in 166. They returned in 168 after being called by Marcus Aurelius and Lucius Verus, the two Augusti who served as co-emperors.
  • In the winter of 168/69, he witnessed the epidemic among the troops stationed in Aquileia. In the work Methodus Medendi (“Method of Treatment”), Galen provided a concise account of his observations and an overview of the pandemic. He made numerous more references to it throughout his extensive writings.
  • He cited fever, diarrhea, pharyngitis, and a skin eruption that emerged on the ninth day of the disease. He also described the plague as “great” and long.
  • According to historian William H. McNeill, the measles and smallpox outbreaks that occurred during the Antonine Plague and the Plague of Cyprian (251–c. 270) were two distinct diseases. 
  • The devastating effects of the two plagues on Europe’s population may indicate that no one had ever been exposed to either illness before, giving survivors immunity.
  • According to other historians, smallpox was present in both outbreaks. The latter theory is supported by molecular projections that date the evolution of measles to some time after the year 1000 CE. 
  • However, Galen’s account of the Antonine Plague does not entirely align with smallpox.

DEATH RATE AND ECONOMIC EFFECTS

  • The repercussions and ramifications of the plague on the Roman Empire are hotly debated among academics today. The method employed to determine the actual number of deaths is the subject of this discussion.
  • At the height of the epidemic, Rome’s mortality rate was estimated by the Roman historian Dio Cassius (155-235 CE) to be 2,000 per day. The estimated death rate during the second outbreak was higher than 5,000 per day.
  • Most likely, the high mortality toll was brought on by people in the Mediterranean region experiencing this sickness for the first time. When infectious diseases are introduced to a “virgin population,” which is a population without acquired or inherent immunity to a particular illness, mortality increases.
  • Undisputed is that Marcus Aurelius passed away from the same sickness 11 years after Lucius Verus, the co-emperor with him, passed away from it in 169 CE.
  • Rome’s armed forces at the time of the plague included 28 legions with a combined strength of roughly 150,000 troops.
  • Despite the legions’ training, equipment, and preparation, none of these factors kept them from contracting the illness, getting sick, and eventually dying.
  • The Romans’ capacity to defend the empire was weakened by workforce shortages brought on by the sick and dying, particularly near the German boundaries.
  • Marcus Aurelius enlisted any fit male who could fight due to scarcely available soldiers, including gladiators, Germans, formerly enslaved people, and criminals. 
  • The Roman populace was dissatisfied because they wanted more amusement during extreme stress, not less, due to the decline in the number of gladiators, which led to fewer games at home.
  • In broader terms, the shocking death toll decreased the number of taxpayers, army recruits, political candidates, businesspeople, and farmers. Government earnings decreased as costs for the upkeep of the empire and the required armed troops to assure its security rose.
  • Due to fewer farmers, there was an increase in the amount of uncultivated land, which led to a loss in tax income. Crop shortages led to sharp price increases and dwindling food availability. 
  • The economic impact of the pandemic extended beyond the agriculture industry. Because fewer artisans were employed, less was produced, which hampered local economies.
  • For those who survived the epidemic, the labor scarcity also resulted in increased wages, and the absence of businesspeople, merchants, dealers, and bankers severely disrupted local and international trade. 
  • All of these downturns meant lower taxes for the state, which was already under extreme pressure to satisfy its financial obligations.

EFFECT ON RELIGION

  • The military and business were not the only areas affected by the sickness. Marcus Aurelius began persecuting Christians who refused to provide sacrifices to the gods, believing that this enraged the gods, whose fury manifested itself in a deadly pandemic.
  • Ironically, the attacks against Christians had the opposite effect on the general populace. Christians held that it was their duty to help others in times of need, especially illness, in contrast to supporters of the polytheistic Roman system.
  • For people who were too ill to care for themselves, Christians were willing to meet their most basic requirements, such as food and water. The Christians and their neighbors who practiced other religions got along well because of this essential degree of nursing care.
  • Furthermore, during crises, Christianity gave purpose to both life and death. Knowing that loved ones who died as Christians could enter paradise brought solace to those who survived. 
  • The expansion of monotheism inside a polytheistic culture was facilitated by the Christian promise of salvation in the here and now.

Antonine Plague Worksheets

This fantastic bundle includes everything you need to know about the Antonine Plague across 24 in-depth pages. These ready-to-use worksheets are perfect for teaching kids about the Antonine Plague. also known as the Plague of Galen, which broke out in 165 CE, during the height of Roman dominance over the Mediterranean region, under the rule of Marcus Aurelius Antoninus, the final of the Five Good Emperors.

Complete List of Included Worksheets

Below is a list of all the worksheets included in this document.

  1. Antonine Plague Facts
  2. Odd One Out
  3. Antonine Plague
  4. Variola Virus
  5. Roman Siege
  6. What To Do?
  7. One Person to Another
  8. Outbreak
  9. Epidemiological Triangle
  10. How to be an Epidemiologist
  11. Let’s Stand as One

Frequently Asked Questions

What was the Antonine Plague?

The Antonine Plague, also known as the Plague of Galen, was an ancient pandemic that occurred during the reign of the Roman Emperor Marcus Aurelius Antoninus (161-180 CE). It is believed to have started around 165 CE and lasted for about 15 years.

What were the symptoms of the Antonine Plague?

The symptoms of the Antonine Plague included high fever, diarrhea, vomiting, skin eruptions, and in some cases, death. The disease was described as highly contagious and had a significant mortality rate.

What was the impact of the Antonine Plague on the Roman Empire?

The Antonine Plague had a severe impact on the Roman Empire. It is estimated that it resulted in the deaths of millions of people across the empire, including soldiers and civilians. The loss of population had detrimental effects on the economy, agriculture, and overall stability of the empire.

How did the Romans respond to the Antonine Plague?

The Roman authorities attempted to manage the outbreak by isolating and quarantining affected individuals, but these measures were largely ineffective. The emperor Marcus Aurelius and his co-emperor Lucius Verus even resorted to conducting rituals and sacrifices to the gods in an effort to stop the plague.

What was the long-term significance of the Antonine Plague?

The Antonine Plague is considered a turning point in Roman history. It weakened the Roman military, strained the resources of the empire, and contributed to the decline of the Pax Romana (Roman Peace). The population loss also affected the social fabric of the empire and its ability to resist external threats. It is seen as one of the factors that contributed to the eventual fall of the Western Roman Empire.

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Use With Any Curriculum

These worksheets have been specifically designed for use with any international curriculum. You can use these worksheets as-is, or edit them using Google Slides to make them more specific to your own student ability levels and curriculum standards.

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