Topic 4
ROMAN REPUBLIC
GREECE AND ROME
Embedded Files
unit 3: Topic 4 - Curriculum Guide
unit 3: Topic 4 - Curriculum Guide
Table of contents
Table of contents
Unit 3 - Topic 4: Overview...................................................................................................................................................1
Unit 3 - Topic 4: Goal, GLEs & Description.........................................................................................................................2
Essential Content - GLEs
Ancillary Content - GLEs
Homework: What Did you Learn in Unit 3 - Topic 3........................................................................................................3
Student Strategies..............................................................................................................................................................4
Caterpillar Writing
Thinking Like a Historian
R.A.C.E. Strategy for Reading
C.E.R. Strategy for Reading and Stating Claims (Claim, Evidence, Reasoning)
Introducing Rome..............................................................................................................................................................5
Lesson Activity: Vocabulary Words - Homework...........................................................................................................6
Lesson Activity: Prior Knowledge Physical and Political Map......................................................................................7
Political Maps of Rome.......................................7A
Physical Map of Rome.........................................7B
Major Mountains and Major Rivers Map..........7C
Climate Zone Map...............................................7D
Time Zone Map....................................................7E
Lesson Activity: Developing a Claim/Formative Assessment.....................................................................................8
Lesson Activity: Building Context...................................................................................................................................9
Lesson Activity: Developing a Claim/Formative Assessment......................................................................................10
Lesson Activity: Building Context....................................................................................................................................11
The Founding of Rome..........11A
The Etruscans........................11B
Lesson Activity: Building Context: The Etruscan Kingdom...........................................................................................12
Lesson Activity: Building Context - Life in Roman Times..............................................................................................13
Lesson Activity: Building Context - Ancient Rome - Social Order.................................................................................14
Lesson Activity: Building Context - Ancient Rome - Gladiators, Chariots, and the Roman Games..........................15
Lesson Activity: Building Context - Ancient Rome - Roman Mythology.......................................................................16
Lesson Activity: Building Context - Ancient Rome - Inventions and Innovations.......................................................17
Lesson Activity: Developing a Claim/Formative Assessment........................................................................................18
Lesson Activity: Building Context - The Roman Republic...............................................................................................19
Lesson Activity: Building Context - Roman Republic Task.............................................................................................20
Document A: Polybius....................................20A
Document B: Professor Fergus Millar..........20B
Document C: Professor Alan Ward...............20C
Developing a Claim........................................20D
Lesson Activity: Summative Assessment.........................................................................................................................21
Lesson Activity: Building Context.....................................................................................................................................22
Unit 3 - Topic 4: Overview
Unit 3 - Topic 4: Overview
Page 1
Topic 4: Students investigate the classical ideas of the Roman Republic and how those ideas have influenced other cultures around the world, including the influence it had on the development of the government of the United States.
Unit 3 Description: Students examine the growth of civilization in ancient Greece; the birthplace of democracy, the achievements of the ancient Greeks, and the spread of the Hellenistic civilization and its contributions to Western civilization. Additionally, this unit focuses on the rise of the Roman Republic, its government structure and its contributions to the development of democratic principles, its transition into an empire, the reasons for its expansion and decline, and its contributions to western civilization. Students explore how permanent settlements can only thrive with common rules and organizational structures. They will also explore the role war plays in advancing civilizations. All characteristics of civilizations will be covered and analyzed.
Unit 3 - Topic 4: Goals, GLEs & Description
Unit 3 - Topic 4: Goals, GLEs & Description
Page 2
Topic 4: Goal
Students will be able to write about how geography and environment shaped the development of the South Asian civilizations by stating a claim supported by evidence.
Topics (GLEs) for the unit & pacing:
Unit 3: Approximately 7 Weeks
Topic 4: 7 class periods
Connections to the Unit Claim:
Students investigate the classical ideas of the Roman Republic and how those ideas have influenced other cultures around the world, including the influence it had on the development of the government of the United States.
Key Connections
Geographic factors shaped the development of ancient civilizations,
Resources and land use contributed to the development and expansion of trade between civilizations and world regions,
Political factors influenced the economic, social, and cultural development of ancient civilizations,
Territorial expansion, the growth of trade and taxation influenced migration patterns, and the spread of cultures, ideas, and religion, and
The Greek city-states and the Roman Republic influenced the development of democracy.
Claim:
What factors make a civilization influential?
Sub-Claim:
How are the qualities of the Roman Republic evident in the United States today?
essential Content
essential Content
6.2.5 Describe the characteristics of Roman civilizations; its cultural, political, and technological achievements; and its influence on later cultures
Discuss how the Etruscans influenced the Romans.
Describe the political, economic, social, and cultural characteristics of the Roman Republic including agriculture and trade, law/legal codes (Twelve Tables), importance of the military, influential people/leaders (Julius Caesar, Antony, Octavian/Augustus, Polybius), and beliefs of mythology (Romulus and Remus).
Explain the factors that weakened Roman Republic and the reasons for the fall of the Republic (social inequality, decisions of Julius Caesar, Pompey, and the Senate).
Discuss the fall of the Carthaginian Empire and the rise of the Roman Empire (Punic Wars, Hannibal).
Explain how the Pax Romana period both contradicted and exemplified "Roman Peace."
Describe the political, economic, social, and cultural characteristics and achievements of the Roman empire, including architecture (roads, columns, arches, domes, aqueducts, baths, forums, amphitheaters: the Colosseum, Pantheon), laws (Justinian's Code), beliefs and mythology (Roman deities/ gods and goddess), social structures (plebeians and patricians), recreation and entertainment (Gladiators).
Analyze the social, economic, military, and political factors that contributed to the fall of the Roman Empire and attempts at solutions (challenges with food and transportation, over-expansion and over spending, arrival of the Huns and Germanic Tribes, weakening of Roman Legions).
Analyze the legacy of the Roman Empire through its influence on later cultures (road network, infrastructure, legal principles and rights of the citizenry).
6.3.3 - Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps and globes.
Use maps to locate the major physical features (bodies of water, mountain ranges, deserts, coastlines, islands) of Greece and Rome, along with their city-states (Athens & Sparta) and colonies/territories (Anatolia, Britain, Egypt, Gaul, Greece, Italy, Macedonia, Spain), and explain how political boundaries changed over time.
Compare the boundaries of the ancient Greek city-states of Athens and Sparta.
Use maps to locate Alexander the Great's conquests and the extent of his empire, noting how the boundaries changed over time.
Locate the extent of the Roman Republic and the Roman Empire on a map.
6.4.1 - Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world.
Use maps to locate major geographic and physical features associated with ancient Greece and Rome, including bodies of water, deserts, mountain ranges, and other features.
-*-Ancient Greece: bodies of water (Adriatic Sea, Aegean Sea, Black Sea, Ionian Sea, Mediterranean Sea), mountains (Mount Olympus), islands (Crete), and peninsulas (Anatolian, Balkan, Peloponnese/Peloponnesus).
-*-Ancient Rome: bodies of water (Adriatic Sea, Atlantic Ocean, Black Sea, Mediterranean Sea, Tiber River), mountain ranges (Alps, Apennines, Atlas, Carpathian, Caucasus, Pyrenees), and peninsulas (Anatolian, Balkan, Iberian, Italian/Apennine).
Describe the physical features and climate conditions in ancient Greece and Rome (coastlines, harbors, mountains, fertile/arable land, natural resources, mild/moderate climate), and explain how they influenced settlement.
Analyze the geographical reasons that made Greece and Rome trading and colonizing civilizations (islands, poor soil, very long coastlines).
6.4.2 - Explain how world migration patterns and cultural diffusion influenced human settlement.
Explain how migration-related to Alexander the Great’s conquests led to the spread of Greek thought and culture (Hellenism) throughout his empire of Asia, Europe, Eurasia, and the Middle East.
Explain the relationships between migration along trade routes, the spread of culture/cultural diffusion, and settlement in the Roman Empire.
6.4.3 - Explain the connection between physical geography and its influence on the development of civilization.
Explain how physical geography influenced the development of ancient Greece (agriculture, trade, protection, social interactions).
Explain how geography and natural resources affected the fall of the Roman Empire.
6.5.2 Describe the government of the Roman Republic and how it influenced the development of democracy.
Explain the rise and structure of the Roman Republic, including law/legal codes (Twelve Tables), branches of government (Consul, Senate, Assemblies: Centuriate, Tribal, Plebeians Council, Praetor), citizens (qualifications, rights, responsibilities), and social groups/classes and related power struggles (patricians, plebeians, tribunes).
Analyze evidence for and against the Roman Republic being fully democratic.
Compare and contrast features of the Roman Republic with features of Athenian democracy and late democratic governments (United States).
6.6.1 - Explain the impact of job specialization in the development of civilizations.
Analyze the role, importance, and benefits of job specialization in ancient Greece and Rome (artisans/craftsmen, merchants, farmers, engineers, and laborers).
Analyze how job specialization influenced the growth of social classes in the Roman Empire.
6.6.2 - Analyze the progression from barter exchange to monetary exchange.
Explain the transition from a barter system to a monetary system in ancient Greece and Rome, including the use of coins as currency.
Describe the benefits of using currency for trade in the Roman Republic and the Roman Empire.
6.6.3 - Describe the economic motivation for expanding trade and territorial conquests in world civilizations using economic concepts.
Use economic terms to explain why ancient Greece and ancient Rome expanded trade (terms include goods, services, producers, consumers, supply, demand, scarcity, shortage, surplus, markets, import, and export).
Explain the relationship between the territorial expansion and the acquisition of markets and resources, using examples from the empire of Alexander the Great and the Roman Empire.
ancillary content
ancillary content
6.1.1 - Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:
Options to address 6.1.1 in Unit 3:
Use technology to research the achievements of ancient Greece and Roman civilization.
Analyze artifacts from ancient Greece and Roman civilizations.
Compare and contrast the long lasting influence of Greek and Roman culture.
Produce written claims on the factors that make a civilization influential.
6.1.2 - Construct and interpret a parallel timeline of key events in the ancient world
Create parallel timelines of the rise and fall of ancient Greek city-states, Alexander the Great’s empire, the Roman Republic, and Roman Empire.
Create a timeline using appropriate dates, including B.C.E/B.C. and C.E./A.D.
6.1.3 - Analyze information in primary and secondary sources to address document-based questions
Analyze primary sources, artifacts, and secondary sources related to ancient Greece and Rome, including excerpts from influential Greek and Roman thinkers (Plutarch, Pericles, Socrates, Plato, Aristotle, Titus Livius/Livy, Polybius) to answer questions about the political, economic, social, and cultural achievements of ancient Greece and Rome.
6.1.4 - Identify and compare measurements of time in order to understand historical chronology
Identify historical time periods and eras (classical antiquity, Pax Romana, Hellenistic Era).
Review terms related to measurements of time as needed (B.C.E./B.C., C.E./A.D., circa or c.).
Examine timelines of key Unit 3 content recognizing measurements of time, sequencing, chronology, location, distance, and duration.
6.3.1 - Identify and label major lines of latitude and longitude using a world map or globe to determine climate zones and time zones
Review the location of major lines of latitude (Equator, Tropic of Capricorn, Tropic of Cancer, Arctic Circle), climate zones and types (tropical, dry, mild, continental, polar), and the relationship between latitude and climate as necessary.
Using a climate map, describe the type of climate(s) present in ancient Greece and Rome.
Determine time zones by locating and identifying lines longitude using maps.
6.3.2 - Plot coordinates of latitude and longitude to determine location or change of location
Review how to find latitude and longitude as necessary by using maps to plot coordinates of latitude and longitude for important locations in ancient Greece and Rome, and recognize hemispheres, continents, and oceans.
6.3.4 - Determine world migration patterns and population trends by interpreting maps, charts, and graphs.
Explain the relationship between migration patterns, population trends, and the expansion of empires (Alexander the Great, Roman Empire).
Ancillary Content not addressed in the textbook at this time. Teachers should include Ancillary Content with the Topic.
homework: What did you learn in unit 3-Topic 3?
homework: What did you learn in unit 3-Topic 3?
Page 3
Directions for Homework: Before we start this new topic, take a minute to write about what you have learned so far. Use complete sentences in your writing. Try to fill these pages with the new knowledge you have gained. Celebrating YOU, Because YOU ARE SOMEBODY!!! Don't forget it.
Student Strategies - Caterpillar Writing, Thinking Like a Historian, & R.A.C.E.
Student Strategies - Caterpillar Writing, Thinking Like a Historian, & R.A.C.E.
Page 4
Student Strategies - CER (Claim, Evidence, and Reasoning)
Student Strategies - CER (Claim, Evidence, and Reasoning)
introducing Rome
introducing Rome
Page 5
Mr. Nicky's Video on Rome:
Directions: Watch the following video on Ancient Rome to discover a brief introduction of the topic.
rome - introduction
rome - introduction
The Beginnings of Rome
The history of ancient Rome begins with the overthrow of foreign kings in 509 BC. But Romans like to date the history of their city to 753 BC. That is when a legendary hero called Romulus is said to have found Rome.
A legend is a popular story from earlier times that cannot be proven. The legend about Rome's founding begins with Aeneas, a hero of the Trojan War. According to the legend, Aeneas settled in Italy after Troy was destroyed.
The Founding of Rome
The legend continues with the twins Romulus and Remus, the descendants of Aeneas according to some versions. They were abandoned by their mother but rescued by a wolf. When the twins grew up, they decided to found a city but fought over its location. Romulus killed his brother and traced Rome's boundaries around the Palatine Hill.
After Romulus, a series of Roman kings ruled the city. Sometime in the 600s BC, however, the Etruscans conquered Rome. The Etruscans were a people from northern Italy. But the Romans wanted self-rule. In 509 BC, they overthrew the Etruscan king and formed a republic. A republic is a government in which people elect their leaders.
lesson activity: vocabulary words - homework
lesson activity: vocabulary words - homework
Page 6
aqueducts
arches
aristocracy
chariot
dictator
gladiator
mythology
patrician
plebeians
republic
Roman senate
Directions: Open your NOTEBOOK and complete the vocabulary for a HOMEWORK assignment. You will not be tested on all words, but you need to know them for content.
Ancillary Content intentionally skipped for now. Teachers will include in their lesson. (Teachers, please see curriculum content for ancillary GLEs.)
Lesson activity: prior knowledge - physical and political maps
Lesson activity: prior knowledge - physical and political maps
Page 7
Activate Your Prior Knowledge
Use the map above to find Rome on the map. You will need to know where it is and what it looks like in order to find Rome on the Time Zone Map. The Coordinates of Rome are 40 degrees North, 15 degrees East. Put an X where Rome is located.
Review the definitions of political and physical maps.
Students will need to review the definitions of a Physical Map and a Political Map. Go to your NOTEBOOK, write the definitions, and make a list of things you would find on a physical map and a political map. Use your notebook or textbook to find the answers. You should also use the maps shown below to help you describe the two different maps. You have about five minutes to complete this task if you are in class or a student at home, it should not take you more than that to complete. Remember, this is prior knowledge and you should know the meanings of these words.
Political Maps of Rome
Pg. 7A
Political Maps of Rome
Pg. 7A
Geography and MapsAncient Rome. (n.d.). Retrieved January 20, 2021, from https://rome.mrdonn.org/geography.html
Mapping. (n.d.). Retrieved January 20, 2021, from http://greecerome302.weebly.com/mapping.html
The Roman Empire at its Greatest Extent - A Political Map of Rome's Provinces And Its Surrounding Areas .: Roman empire map, Ancient maps, Roman empire. (n.d.). Retrieved January 20, 2021, from https://www.pinterest.com/pin/437975132505357778/
Physical Map of Rome -
PG. 7B
Physical Map of Rome -
PG. 7B
Connelly. (n.d.). Roman Resources - Mrs. Connelly's History Class. Retrieved January 20, 2021, from https://sites.google.com/a/sau41.org/team-mcauliffe-history/Roman-Map-Resources
ThingLink. (n.d.). Chapter 19, Section 3: Geography of Ancient Rome by Thomanda Shaffer. Retrieved January 20, 2021, from https://www.thinglink.com/scene/633780881898602496
Geography. (n.d.). Retrieved January 20, 2021, from https://ancientcivilizations-rome.weebly.com/geography.html
Physical maps illustrate the physical features of an area such as the mountains, rivers, and lakes. Topographic maps include contour lines to show the shape and elevation of an area.
major mountains and major rivers Maps, PG 7C
major mountains and major rivers Maps, PG 7C
Students, look at your Graphic Organizer of the physical map of Rome and add the major rivers and mountain ranges that are located in Italy onto your map. Add symbols in the physical features section of the chart on your Mediterranean Civilizations worksheet. You may use your electronic NOTEBOOK if you are a virtual student or a paper copy if you are a student in school, it depends on your teacher.
climate zone map, PG 7D
climate zone map, PG 7D
Students will determine what climate zones are present in the current area of study.
Students will record the different climate zones of Rome on their Mediterranean Civilizations Worksheet.
Building Context: Students please research your climate zones. Use the blue button to the right to go to the site, "Climate Types for Kids." or use the map above. You will recognize this map from earlier topics.
“Home - Climate Types for Kids.” Google Sites, sites.google.com/site/climatetypes/home.
Time Zone Map - with latitude and longitude, Pg. 7E
Time Zone Map - with latitude and longitude, Pg. 7E
lesson activity: developing a claim/formative assessment
lesson activity: developing a claim/formative assessment
Page 8
Once you have completed the above map tasks, you will predict the impact of climate on human settlement patterns in this region. In other words, how will humans be affected by the climate? Use evidence from the maps and your outside knowledge to support your answers. Listed below are a few questions to help you in developing your claim.
What would attract a group of humans to settle in this area?
What aspects of Rome's climate zone are attractive for human settlement?
What physical features would attract or repel human settlement?
Go to your NOTEBOOK to answer these questions and to write your response.
Lesson Activity: Building Context
Lesson Activity: Building Context
Page 9
THINK/EXAMINE/ANALYZE: Look at the world map below, what do you see? Can you look at this map and identify where you think human settlement would occur? What do the colors mean? the Colors on this map indicate the different elevations. Green generally means lower elevations. Brown on this map means mountains. The lighter color green is slightly higher elevation than the darker green. Using this information, where might humans want to live? Use the map in your NOTEBOOK to indicate where you think humans may live.
Lesson activity: Developing a claim/formative assessment
Lesson activity: Developing a claim/formative assessment
Page 10
Directions: Students will now develop a claim identifying the locations that present the best environment for human settlement to develop in Italy. Students will write a paragraph in which they reference climate and geographic features in their response. Be sure to include details from task materials and from class discussions. Your teacher may take this for a grade. Use the claims rubric to write your paragraph, as your teachers will use this same rubric to grade your paragraph.
Lesson activity: building context
Lesson activity: building context
Read - The Founding of Rome and Etruscans
Page 11
Students will read and investigate the information below in order to discuss in class or with the virtual teacher. Review the pictures along with the readings so you will know what the items look like. Students will use the Characteristics of Civilizations graphic organizer in your NOTEBOOK to record pertinent information in the graphic organizer.
The founding of Rome, 11A
The founding of Rome, 11A
Romulus and Remus are the mythological twin brothers who founded the city of Rome. Here is their story.
Twins are Born
Twins are Born
Romulus and Remus were twin boys born to a princess named Rhea Silvia. Their father was the fierce Roman god of war, Mars. The king, where the boys lived, was afraid that someday Romulus and Remus would overthrow him and take his throne. So he had the boys left in a basket on the Tiber River. He figured they would soon die.
Raised by a Wolf
Raised by a Wolf
The boys were found by a she-wolf. The wolf cared for them and protected them from other wild animals. A friendly woodpecker helped to find them food. Eventually, some shepherds happened across the twins. One shepherd took the boys home and raise them as his own children.
The Founding of Rome. (2011, April 06). Retrieved January 19, 2021, from https://www.lookandlearn.com/blog/6629/the-founding-of-rome/
Growing Up
Growing Up
As the boys grew older they became natural leaders. One day Remus was captured and taken to the king. He discovered his true identity. Romulus gathered some shepherds to rescue his brother. They ended up killing the king. When the city learned who the boys were, they offered to crown them as joint kings. They could be rulers of their homeland. However, they turned down the crowns because they wanted to found their own city. The twins left and set out to find the perfect spot for their city.
Founding a New City
Founding a New City
The twins eventually came to the place where Rome is located today. They both like the general area, but each wanted to place the city on a different hill. Romulus wanted the city to be on top of Palatine Hill while Remus preferred Aventine Hill. They agreed to wait for a sign from the gods, called an augury, to determine which hill to use. Remus saw the sign of six vultures first, but Romulus saw twelve. Each claimed to have won.
Remus is Killed
Remus is Killed
Romulus went ahead and started building a wall around Palatine Hill. However, Remus was jealous and began to make fun of Romulus' wall. At one point Remus jumped over the wall to show how easy it was to cross. Romulus became angry and killed Remus.
Rome is Founded
Rome is Founded
With Remus dead, Romulus continued to work on his city. He officially founded the city on April 21, 753 BC, making himself king, and naming it Rome after himself. From there he began to organize the city. He divided his army into legions of 3,300 men. He called his 100 most noble men the Patricians and the elders of Rome the Senate. The city grew and prospered. For over 1,000 years Rome would be one of the most powerful cities in the world.
Ancient Rome. (n.d.). Retrieved January 19, 2021, from https://www.ducksters.com/history/ancient_rome/romulus_and_remus.php
the etruscans, 11B
the etruscans, 11B
Before the small village of Rome became "Rome" with a capital R (to paraphrase D.H. Lawrence), a brilliant civilization once controlled almost the entire peninsula we now call Italy. This was the Etruscan civilization, a vanished culture whose achievements set the stage not only for the development of ancient Roman art and culture but for the Italian Renaissance as well.
Though you may not have heard of them, the Etruscans were the first "superpower" of the Western Mediterranean who, alongside the Greeks, developed the earliest true cities in Europe. They were so successful, in fact, that the most important cities in modern Tuscany (Florence, Pisa, and Siena to name a few) were first established by the Etruscans and have been continuously inhabited since then.
Yet the labels 'mysterious' or 'enigmatic' are often attached to the Etruscans since none of their own histories or literature survives. This is particularly ironic as it was the Etruscans who were responsible for teaching the Romans the alphabet and for spreading literacy throughout the Italian peninsula.
Phersu and his victim, Tomb of the Augurs, late 6th century B.C.E., Tarquinia
influence on ancient rome
influence on ancient rome
Etruscan influence on ancient Roman culture was profound and it was the Etruscans that the Romans inherited many of their own cultural and artistic traditions, from the spectacle of gladiatorial combat to hydraulic engineering, temple design, and religious ritual, among many other things. In fact, hundreds of years after the Etruscans had been conquered by the Romans and absorbed into their empire, the Romans still maintained an Etruscan priesthood in Rome (which they thought necessary to consult when under attack from invading 'barbarians').
We even derive our very common word 'person' from the Etruscan mythological figure 'Phersu' -- the frightful masked figures you see in this Early Etruscan tomb painting who would engage his victims in a dreadful 'game' of bloodletting in order to appease the soul of the deceased (the original gladiatorial games, according to the Romans!)
Early on the Etruscans developed a vibrant artistic and architectural culture, one that was often in dialogue with other Mediterranean civilizations. Trading of the many natural mineral resources found in Tuscany, the center of ancient Etruria, caused them to bump up against Greeks, Phoenicians, and Egyptians in the Mediterranean. With these other Mediterranean cultures, they exchanged goods, ideas, and, often, a shared artistic vocabulary.
etruscan art and the afterlife
etruscan art and the afterlife
Unlike the Greeks, however, the majority of our knowledge about Etruscan art comes largely from their burials. (Since most Etruscan cities are still inhabited, they hide their Etruscan art and architecture under Roman, Medieval, and Renaissance layers). Fortunately, though, the Etruscans cared very much about equipping their dead with everything necessary for the afterlife - from lively tomb paintings to sculpture to pottery that they could use in the next world.
From their extensive cemeteries, we can look at the "world of the dead" and begin to understand some about the "world of the living." During the early phases of the Etruscan civilization, they conceived of the afterlife in terms of life as they knew it. When someone died, he or she would be cremated and provided with another 'home' for the afterlife.
This type of hut urn, made of an unrefined clay known as impasto, would be used to house the cremated remains of the deceased. Not coincidentally, it shows us in miniature form what a typical Etruscan house would have looked like in Iron Age Etruria (900-750 B.C.E.) - oval with a timber roof and a smoke hole for an internal hearth.
Etruscan hut urn (c. 800 B.C.E.), impasto (Vatican Museums)
Fibula from Regolini Galassi tomb in Cerveteri, gold, mid-seventh century B.C.E. (Vatican Museums)
more opulent tombs
more opulent tombs
Later on, houses for the dead became much more elaborate. During the Orientalizing period (750-575 BCE), when the Etruscans began to trade their natural resources with other Mediterranean cultures and became staggeringly wealthy as a result, their tombs became more and more opulent.
The well-known Regolini-Galassi tomb from the city of Cerveteri shows how this new wealth transformed the modest hut to an extravagant house for the dead. Built for a woman clearly of high rank, the massive stone tomb contains a long corridor with lateral, oval rooms leading to a main chamber.
A stroll through the Etruscan rooms in the Vatican museum where the tomb artifacts are now housed presents a mind-boggling view of the enormous wealth of the period.
Found near the woman are objects of various precious materials intended for personal adornment in the afterlife -- a gold pectoral, gold bracelets, a gold brooch (or fibula) of outsized proportions, among other objects -- as well as silver and bronze vessels and numerous other grave goods and furniture.
a bronze bed
a bronze bed
Of course, this important woman might also need her four-wheeled bronze-sheathed carriage in the afterlife as well as an incense burner, jewelry of amber and ivory, and touchingly, her bronze bed around which thirty-three figurines, all in various gestures of mourning, were arranged.
Though later periods in Etruscan history are not characterized by such wealth, the Etruscans were, nevertheless, extremely powerful and influential and left a lasting imprint on the city of Rome and other parts of Italy.
Bronze bed and carriage, Regolini-Galassi Tomb, (c.650 B.D.E.), Cerveteri (Vatican Museums)
Taylor, L. (n.d.). The Etruscans, an introduction (article). Retrieved January 19, 2021, from https://www.khanacademy.org/humanities/ap-art-history/ancient-mediterranean-ap/ap-ancient-etruria/a/the-etruscans-an-introduction
Students complete the Characteristics of Civilizations organizer that is shown to the left. Read the Founding of Rome and the Etruscans to explore the establishment of Rome. As you read, please record information on your Characteristics of Civilizations organizer that is found in your NOTEBOOK.
The ladder to political power in the Roman Senate was different for the wealthy patricians than for the lower-class plebeians.
lesson activity: building context
lesson activity: building context
The Etruscan Kingdom
Page 12
Students use the map located to the left as a reference. Complete the political features and major civilizations sections of the chart on your Mediterranean Civilizations worksheet. Your teacher will either give you a paper copy of this organizer or you will complete it in your virtual NOTEBOOK.
lesson activity: Building Context
lesson activity: Building Context
Life in Roman Times
Page 13
Direction: Students will learn about the rise of Rome as well as elements of Roman society. As they read, students will record information about the Roman civilization in the various sections of their Characteristics of Civilizations organizer.
Life in roman Times
Life in roman Times
As with many cultures, a person's quality of life depended in many ways on their rank within the social structure. Two Romans living at the same time in the same city could have very different lives.
The Life of the Poor. (n.d.). Retrieved January 22, 2021, from https://online.kidsdiscover.com/unit/roman-empire/topic/life-of-the-poor
Rich
Rich
For wealthy Romans, life was good. They lived in beautiful houses - often on the hills outside Rome, away from the noise and the smell. They enjoyed an extravagant lifestyle with luxurious furnishings, surrounded by servants and slaves to cater to their every desire. Many would hold exclusive dinner parties and serve their guests the exotic dishes of the day.
The Rich Lifes. (n.d.). Retrieved January 22, 2021, from https://thelifeofromans.weebly.com/the-rich-lifes.html
poor
poor
Poorer Romans, however, could only dream of such a life. Sweating it out in the city, they lived in shabby, squalid houses that could collapse or burn at any moment. If times were hard, they might abandon newborn babies to the streets, hoping that someone else would take them in as a servant or slave. Poor in wealth but strong in numbers, they were the Roman mob, who relaxed in front of the popular entertainment at the time -- chariot races between opposing teams, or gladiators fighting for their lives, fame, and fortunes.
Although their lives may have been different, they did have some things in common. In any Roman family life, the head of the household was a man. Although his wife looked after the household, he controlled it. He alone could own property. Only he decided the fate of his children and who they would marry.
Shared Rituals
Shared Rituals
There are other traditions that all Romans shared. Whatever their individual circumstances, all Romans observed certain practices at dinner time, the main meal of the day. Although they might eat very different food, they ate it roughly the same way.
And Romans of all classes made a point of visiting the baths after work each day. There they would mix freely with their fellow citizens, exercising, washing, and chatting. To citizens, the baths made them feel superior to the rest of the world -- they made them feel Roman.
The Roman Empire: In the First Century. The Roman Empire. Life in Roman Times. (2006). Retrieved January 22, 2021, from http://www.pbs.org/empires/romans/empire/life.html
Teenage life in ancient rome
Teenage life in ancient rome
Watch the video to the left to learn more about everyday life for teenagers in Ancient Rome. As you watch the video complete the Journal Journey video in your NOTEBOOK.
Lesson activity: Building Context
Lesson activity: Building Context
Ancient Rome - Social Order
Page 14
Students will read the article below to understand the role of the social order in Ancient Rome. Complete this activity by recording information about the role of the social order in your Characteristics of Civilizations organizer.
social order
social order
Traditionally, Roman society was extremely rigid. By the first century, however, the need for capable men to run Rome's vast empire was slowly eroding the old social barriers.
The social structure of ancient Rome was based on heredity, property, wealth, citizenship, and freedom. It was also based around men: women were defined by the social status of their fathers or husbands. Women were expected to look after the houses and very few had any real independence.
Emperor Toga
Dressed to impress
Dressed to impress
The boundaries between the different classes were strict and legally enforced: members of different classes even dressed differently. Only the emperor was allowed to wear a purple toga, while senators could wear a white toga with the latus clavus, a broad purple strip along the edge. Equestrian togas had a narrow purple stripe (clavus augustus).
Although the classes were strictly defined, there was a lot of interaction. Slaves and some freemen worked in homes of the upper classes, like the senators and patricians. Soldiers also mixed with their officers.
Dress of Roman Senators.
Patronage
Patronage
Roman society also involved a system of patronage. Members of the upper classes -- the patroni -- offered protection to freedmen or plebeians, who became their "cliens." Patronage might consist of money, food, or legal help. Traditionally, any freed slaves became the cliens of their former owners.
In return, patroni received respect and political favors. During the empire, cliens were required to offer daily greetings to their patroni, and the number of these greeters helped determine social status. On the frontiers of the empire, Roman generals served as patroni for the people they conquered, while Roman provinces or cities often sought out an influential senator to act as patroni and oversee their interests in Rome.
Members of the equestrian class.
Social class in ancient Rome. (2021, January 15). Retrieved January 22, 2021, from https://en.wikipedia.org/wiki/Social_class_in_ancient_Rome
The Chosen Few
The Chosen Few
Despite the inflexibility of Roman society, advancement was always possible for the select few. Wealth and property were well-known routes to social advancement, as was patronage by the emperor -- at one point, Caligula even made a horse a senator.
Over time, society did become more fluid. Augustus expanded the equestrian order and hired them into senior administrative positions. By the end of the first century, equestrians were recruited into the Senate.
Membership of the equestrian class was not restricted to Italian-born citizens, so letting equestrians into the Senate was a big step. Over time, the Senate would be open to Roman citizens from outside Italy. By the end of the first century, even the emperor himself would be born abroad.
The Roman Empire: In the First Century. The Roman Empire. Social Order. (2006). Retrieved January 22, 2021, from http://www.pbs.org/empires/romans/empire/order.html
EXTRA!!
EXTRA!!
Students, click the blue button to play a game where you get to make decisions as a Roman emperor.
This is your chance to rule the largest empire the world has ever seen.
You can choose which emperor you want to be, then you'll face real situations where you have to decide what you want to do.
Lesson Activity: Building Context
Lesson Activity: Building Context
Ancient Rome -- Gladiators, Chariots, and the Roman Games
Page 15
Students will read the article below to understand the social activities of Ancient Rome. Complete this activity by recording information about the role of the social order on your Characteristics of Civilizations organizer.
gladiators, chariots, and the roman games
gladiators, chariots, and the roman games
Two men ready with their weapons. An excited crowd of Romans cheers loudly in anticipation. Both combatants realize full well that this day might be their last. They are gladiators, men who fight to the death for the enjoyment of others.
As the two gladiators circle each other, each knows that his objective is to maim or trap his opponent rather than to kill him quickly. What's more, the fight must last long enough to please the crowd.
The gladiators jab swords and swing maces. They sweat in the hot sun. Sand and dirt fly. Suddenly, one gladiator traps the other with a net and poises to kill him with a three-pronged trident. The victor waits for the sign from the crowd. If the losing gladiator has put up a good fight, the crowd might choose to spare his life - and the vanquished gladiator will live to fight another day. But if the crowd is dissatisfied with the losing fighter - as was usually the case. its dissatisfaction meant slaughter.
In ancient Rome, death had become a form of entertainment.
Before fighting, gladiators had to swear the following oath: "I will endure to be burned, to be bound, to be beaten, and to be killed by the sword."
Let the Games Begin
The Etruscans of northern Italy originally held public games, (ludi), which featured such events as gladiator battles and chariot races, as a sacrifice to the gods.
The Romans continued the practice, holding games roughly 10 to 12 times in an average year. Paid for by the emperor, the games were used to keep the poor and unemployed entertained and occupied. The emperor hoped to distract the poor from their poverty in the hopes that they would not revolt.
Over time, the games became more spectacular and elaborate as emperors felt compelled to outdo the previous year's competitions. The games involved more participants, occurred more frequently, and became more expensive and more outlandish.
The Coliseum
In Rome, the gladiatorial contents were held in the Coliseum, a huge stadium that first opened in 80 C.E. Located in the middle of the city, the Coliseum was circular in shape with three levels of arches around the outside. In height, the Coliseum was as tall as a modern 12-story building; it held 50,000 spectators.
Like many modern professional sports stadiums, the Coliseum had box seats for the wealthy and powerful. The upper level was reserved for the commoners. Under the floor of the Coliseum were a labyrinth of rooms, hallways, and cages where weapons were stored and animals and gladiators waited for their turn to perform.
The Coliseum was also watertight and could be flooded to hold naval battles. Special drains allowed water to be pumped in and released. But, naval battles were rarely held there because the water caused serious damage to the basic structure of the Coliseum.
The Coliseum wasn't the only amphitheater in ancient Rome; there were several scattered throughout the entire empire. The amphitheater pictured is from Tunisia, Africa.
The Colosseum, Rome-U6oPfmJcU8s.mp4Video on The Colosseum
The gladiators themselves were usually slaves, criminals, or prisoners of war. Occasionally, the gladiators were able to fight for their freedom. Criminals who were sentenced to death were sometimes thrown into the arena unarmed to serve their sentence. Some people, including women, actually volunteered to be gladiators.
They were willing to risk death for the possibility of fame and glory. Many gladiators went to special schools that trained them how to fight. A few gladiators boxed. They used metal gloves to increase cutting and bleeding.
Some gladiatorial contests included animals such as bears, rhinos, tigers, elephants, and giraffes. Most often, hungry animals fought other hungry animals. But sometimes hungry animals fought against gladiators in contests called venationes ("wild beast hunts"). On rare occasions, the animals were allowed to maul and eat a live human who was tied to a stake.
This relief sculpture from the 2nd century C.E. illustrates what a chariot race in the Circus Maximus might have looked life. The competitors completed seven intense laps in front of a crowd of 300,000.
Bread and Circuses
Romans loved chariot races, which were held on special racetracks called circuses. The most famous circus, which was in Rome, was the Circus Maximus. In chariot races, two- or four-horse chariots ran seven laps totaling anywhere from three to five miles.
Roman games included other types of equestrian events. Some races with horses and riders resemble today's thoroughbred horseracing. In one type of race, riders began the competition on horseback but later dismounted and ran on foot to finish.
As the Roman Empire started its decline, the author Juvenal (55-127 CE) noted, "The people are only anxious for two things: bread and circuses."
Gladiators, Chariots, and the Roman Games. (2008). Retrieved January 22, 2021, from https://www.ushistory.org/civ/6e.asp
EXTRA!!!
EXTRA!!!
Students, click the blue button to play a game about the gladiators. Your choices in the game will determine whether or not your gladiator will be victorious!
lesson activity: building context
lesson activity: building context
Ancient Rome -- Roman Mythology
Page 16
Students will read the article below to understand the mythology of Ancient Rome. Complete this activity by recording information about the role of the social order on your Characteristics of Civilizations organizer.
Roman Mythology
Roman Mythology
background
background
Roman mythology is a collection of traditional stories, beliefs, and rituals that Romans used to describe the origin of Roman civilization, culture, history, and religion. Romans believed these stories to be true despite many supernatural events described in them. The religious part of Roman mythology is heavily inspired by Greek mythology.
The early Romans particularly liked Greek gods and adopted most of them. However, in an effort to make them look Roman, they changed their names and the stories. Roman mythology also borrowed many concepts and stories from the Etruscan religion which is not very well documents by historians. The earliest period of Rome is a blend of history and mythology. Characters like Romulus are considered legendary and there is no definitive evidence of their actual existence.
founding of rome
founding of rome
Romans tried to explain their origin, history, and religion, all through mythology. Their social, religious, and cultural beliefs were centered on Roman mythology. The founding of Rome is also a well-known myth. It describes two legendary characters, Romulus and Remus, who were twin brothers and were born to a woman named Rhea Silvia and the Roman god of war, Mars.
They were abandoned as infants and were suckled by a she-wolf and fed by a woodpecker. The two brothers later killed the usurper who had taken control of their maternal grandfather's kingdom and restored him to his throne. They decided to establish their own city and soon entered a dispute over the selection of the site. Romulus killed his brother Remus over this dispute. Romulus is credited in mythological accounts with the construction and founding of the city of Rome.
religion and roman mythology
religion and roman mythology
Roman mythology plays a very important role in religion. As the Roman religion was based on rituals, myths were very important to the adherents of the Roman religion. Romans believed in 'specialist gods' who all had a different specialty and affected the lives of Romans in different ways. Roman mythology explained the background, history, and powers of all these gods. Jupiter was considered the king of gods and god of thunder and lightning. He was also the patron god of Rome and was the Roman version of the Greek god Zeus.
Jupiter's wife, Juno was considered the protector of Rome and came from the Greek goddess Hera. Mars was the god of war, Mercury was the god of trade, Neptune was the god of the sea and patron of horses, Venus was the goddess of love and beauty, and Diana was the goddess of hunt, animals, and archery. Romans worshipped all these gods for varying reasons described in the mythology. Ancient Roman religion was almost entirely based on mythology. Romans welcomed foreign gods as well and adopted them for worship to gain universal favor from all divine sources.
Roman Mythology: Home. (2019, April 30). Retrieved January 22, 2021, from https://library.bentleyschool.net/mythology
Roman Mythology for Kids - Ancient Rome for Kids: Ancient rome kids, Roman gods, Roman myth. (n.d.). Retrieved January 22, 2021, from https://www.pinterest.com/pin/287597126180714868/
mythology and roman culture
mythology and roman culture
Romans used mythology to describe social values. Many stories that are a part of Roman mythology aim to explain cultural and social virtues. These stories revolve around a central character that served his state or nation and performed feats of bravery or intellect. Legends of Hercules (son of Jupiter), Servius Tullius (6th Roman king), Lucretia, Horatius at the Bridge, Mucius Scaevola, and Cybele are an important part of Roman mythology and culture.
importance of mythology in Roman history
importance of mythology in Roman history
Romans believed that their myths were accurately defined historical events and personalities. Roman mythology did not labor to address the theological and factual issues and was more concerned with rituals and augury (interpreting the will of gods by studying the flight of birds).
Heroism was an important part of these myths and an individual's responsibility and duty towards the state was emphasized. After Christianity was adopted as the state religion, myths lost their importance and the religious portion of mythology gradually faded out of society. Roman poet Ovid's literary work 'Metamorphoses' is the best-known work on Roman mythology.
the gods of ancient roman mythology
the gods of ancient roman mythology
Roman Myths - History facts for kids. (2020, March 25). Retrieved January 22, 2021, from https://www.historyforkids.net/roman-mythology.html
lesson activity: building context
lesson activity: building context
Ancient Rome -- Inventions and Innovations
Page 17
Students will read the article below to understand the mythology of Ancient Rome. Complete this activity by recording information about the role of the social order on your Characteristics of Civilizations organizer.
inventions and innovations
inventions and innovations
aqueducts
aqueducts
The Romans enjoyed many amenities for their day, including public toilets, underground sewage systems, fountains, and ornate public baths. None of these aquatic innovations would have been possible without the Roman aqueduct. First developed around 312 B.C., these engineering marvels used gravity to transport water along the stone, lead, and concrete pipelines and into city centers. Aqueducts liberated Roman cities from a reliance on nearby water supplies and proved priceless in promoting public health and sanitation. While the Romans did not invent the aqueduct -- primitive canals for irrigation and water transport existed earlier in Egypt, Assyria, and Babylon -- they used their mastery of civil engineering to perfect the process. Hundreds of aqueducts eventually sprang up throughout the empire, some of which transported water as far as 60 miles. Perhaps most impressive of all, Roman aqueducts were so well built that some are still in use to this day. Rome's famous Trevi Fountain, for instance, is supplied by a restored version of the Aqua Virgo, one of ancient Rome's 11 aqueducts.
Aqueducts Hist Channel.mp4Video - Aqueducts
concrete
concrete
Many ancient Roman structures like the Pantheon, the Colosseum, and the Roman Forum are still standing today thanks to the development of Roman cement and concrete. The Romans first began building with concrete over 2,100 years ago and used it throughout the Mediterranean basin in everything from aqueducts and buildings to bridges and monuments. Roman concrete was considerably weaker than its modern counterpart, but it has proved remarkably durable thanks to its unique recipe, which used slaked lime and volcanic ash known as pozzolana to create a sticky paste. Combined with volcanic rocks called tuff, this ancient cement formed a concrete that could effectively endure chemical decay. Pozzolana helped Roman concrete set quickly even when submerged in seawater, enabling the construction of elaborate baths, piers, and harbors.
The Impressive Engineering of the Roman Arch-HBuy176w9wY.mp4Video - Concrete
newspapers
newspapers
The Romans were known to contribute to public discourse through the use of official texts detailing military, legal, and civil issues. Known as Acta Diurna, or "daily acts," these early newspapers were written on metal or stone and then posted in heavily trafficked areas like the Roman Forum. Acta are believed to have first appeared around 131 B.C. and typically included details of Roman military victories, lists of games and gladiatorial bouts, birth and death notices, and even human interest stories. There was also an Acta Senatus, which detailed the proceedings of the Roman senate. These were traditionally withheld from public view until 59 B.C. when Julius Caesar ordered their publication as part of the many populist reforms he instituted during his first consulship.
Acta Diurna: The Romans Ancient Newspaper In 4 Minutes
Acta Diurna: The Romans Ancient Newspaper In 4 Minutes
Welfare
Welfare
Ancient Rome was the wellspring for many modern government programs, including measures that subsidized food, education, and other expenses for the needy. These entitlement programs date back to 122 B.C. when the tribune Gaius Gracchus instituted lex frumentaria, a law that ordered Rome's government to supply its citizens with allotments of cheaply priced grain. This early form of welfare continued under Trajan, who implemented a program known as "alimenta" to help feed, clothe and educate orphans and poor children. Other items including oil, wine, bread, and pork were eventually added to the list of price-controlled goods, which may have been collected with tokens called "tesserae." These generous handouts helped Roman emperors win favor with the public, but some historians have argued that they also contributed to Rome's economic decline.
bound books
bound books
For most of human history, literature took the form of unwieldy clay tablets and scrolls. The Romans streamlined the medium by creating the codex, a stack of bound pages that are recognized as the earliest incarnation of the book. The first codices were made of bound wax tablets, but these were later replaced by animal skin parchment that more clearly resembled pages. Ancient historians note that Julius Caesar created an early version of a codex by stacking pages of papyrus to form a primitive notebook, but bound codices did not become popular in Rome until the first century or thereabouts. Early Christians became some of the first to adopt the new technology, using it extensively to produce copies of the Bible.
roads and highways
roads and highways
At its height, the Roman empire encompassed nearly 1.7 million square miles and included most of southern Europe. To ensure effective administration of this sprawling domain, the Romans built the most sophisticated system of roads the ancient world had ever seen. These Roman roads -- many of which are still in use today -- were constructed with a combination of dirt, gravel, and bricks made from granite or hardened volcanic lava. Roman engineers adhered to strict standards when designing their highways, creating arrow-straight roads that curved to allow for water drainage. The Romans built over 50,000 miles of road by 200 A.D., primarily in the service of military conquest. Highways allowed the Roman legion to travel as far as 25 miles per day, and a complex network of post houses meant that messages and other intelligence could be relayed with astonishing speed. These roads were often managed in the same way as modern highways. Stone mile markers and signs informed travelers of the distance to their destination, while special complements of soldiers acted as a kind of highway patrol.
Roman arches
Roman arches
Arches have existed for roughly 4,000 years, but the ancient Romans were the first to effectively harness their power in the construction of bridges, monuments, and buildings. The ingenious design of the arch allowed the weight of buildings to be evenly distributed along various supports, preventing massive Roman structures like the Colosseum from crumbling under their own weight. Roman engineers improved on arches by flattening their shape to create what is known as a segmental arch and repeating them at various intervals to build stronger supports that could span large gaps when in bridges and aqueducts. Along with columns, domes and vaulted ceilings, the arch became one of the defining characteristics of the Roman architectural style.
Julian calendar
Julian calendar
The modern Gregorian calendar is modeled very closely on a Roman version that dates back more than 2,000 years. Early Roman calendars were likely cribbed from Greek models that operated around the lunar cycle. But because the Romans considered even numbers unlucky, they eventually altered their calendar to ensure that each month had an odd number of days. This practice continued until 46 B.C. when Julius Caesar and the astronomer Sosigenes instituted the Julian system to align the calendar with the solar years. Caesar lengthened the number of days in a year from 355 to the now-familiar 365 and eventually included the 12 months as we know them today. The Julian calendar was almost perfect, but it miscalculated the solar year by 11 minutes. These few minutes ultimately threw the calendar off by several days. This led to the adoption of the nearly identical Gregorian calendar in 1582, which fixed the discrepancy by altering the schedule of leap years.
the twelve tables and the corpus juris civilis
the twelve tables and the corpus juris civilis
Subpoena, habeas corpus, pro bono, affidavit -- all these terms derive from the Roman legal system, which dominated Western law and government for centuries. The basis for early Roman law came from the Twelve Tables, a code that formed an essential part of the constitution during the Republican era. First adopted around 450 B.C., the Twelve Tables detailed laws regarding property, religion, and divorce and listed punishments for everything from theft to black magic. Even more influential than the Twelve Tables was the Corpus Juris Civilis, an ambitious attempt to synthesize Rome's history of law into one document. Established by the Byzantine emperor Justinian between 529 and 535 A.D., the Corpus Juris included modern legal concepts such as the notion that the accused is innocent until proven guilty. After the fall of the Roman empire, it became the basis for many of the world's legal systems. Along with English common law and sharia law, Roman law remains hugely influential and is still reflected in the civil laws of several European nations as well as the U.S. state of Louisiana.
battlefield surgery
battlefield surgery
The Romans invented many surgical tools and pioneered the use of the cesarean section, but their most valuable contributions to medicine came on the battlefield. Under the leadership of Augustus, they established a military medical corps that was one of the first dedicated field surgery units. These specially trained medics saved countless lives through the use of Roman medical innovations like hemostatic tourniquets and arterial surgical clamps to curb blood loss. Roman field doctors also performed physicals on new recruits and helped stem the spread of disease by overseeing sanitation in military camps. They were even known to disinfect instruments in hot water before use, pioneering a form of antiseptic surgery that was not fully embraced until the 19th century. Roman military medicine proved so advanced at treating wounds and promoting wellness that soldiers tended to live longer than the average citizen despite constantly facing the hazards of combat.
Andrews, E. (2012, November 20). 10 Innovations That Built Ancient Rome. Retrieved January 22, 2021, from https://www.history.com/news/10-innovations-that-built-ancient-rome
the julian calendar
the julian calendar
Watch the video to the left to learn more about the Julian calendar. As you watch the video, complete the Journal Journey slide in your NOTEBOOK.
lesson activity: developing a claim/formative assessment
lesson activity: developing a claim/formative assessment
Page 18
In-School students and Virtual students, please answer the questions in your NOTEBOOK. Teachers may hold a discussion with the students to answer the following questions:
How were the civilizations of ancient Greece and Rome similar and different?
In what ways was the influence of ancient Greece evident in Roman society?
How did geography affect the development of Roman culture and society?
lesson activity: Building context
lesson activity: Building context
The Roman Republic
Page 19
When we looked at Greece, we looked at their distinct form of government. Rome is also known for the development of a special government type -- the republic.
Students will read about the Roman Republic. Complete this activity by recording information about the role of the Roman government on your Characteristics of Civilizations organizer.
the roman republic
the roman republic
The Romans established a form of government -- a republic -- that was copied by countries for centuries. In fact, the government of the United States is based partly on Rome's model.
It all began when the Romans overthrew their Etruscan conquerors in 509 B.C.E. Centered north of Rome, the Etruscans had ruled over the Romans for hundreds of years.
Once free, the Romans established a republic, a government in which citizens elected representatives to rule on their behalf. A republic is quite different from a democracy, in which every citizen is expected to play an active role in governing the state.
Citizen
The Roman concept of the citizen evolved during the Roman Republic and changed significantly during the later Roman Empire. After the Romans freed themselves from the Etruscans, they established a republic, and all males over 15 who were descended from the original tribes of Rome became citizens. Citizens of Rome distinguished themselves from slaves and other noncitizens by wearing togas; most wore white togas. During the Empire, each emperor wore a purple toga to distinguish himself as the princeps, or "first citizen."
Citizenship varied greatly. The full citizens could vote, marry freeborn persons, and practice commerce. Some citizens were not allowed to vote or hold public office, but maintained the other rights. A third type of citizen could vote and practice commerce, but could not hold office or marry freeborn women.
In the late Republic, male slaves who were granted their freedom could become full citizens. Around 90 B.C.E., non-Roman allies of the Republic gained the rights of citizenship, and by 212 C.E. all free people of the Roman Empire could become citizens.
The aristocracy (wealthy class) dominated the early Roman Republic. In Roman society, the aristocrats were known as patricians. The highest positions in the government were held by two consuls, or leaders, who ruled the Roman Republic. A senate composed of patricians elected these consuls. At this time, lower-class citizens, or plebeians, had virtually no say in the government. Both men and women were citizens in the Roman Republic, but only men could vote.
Tradition dictates that patricians and plebeians should be strictly separated; marriage between the two classes was even prohibited. Over time, the plebeians elected their own representatives, called tribunes, who gained the power to veto measures passed by the senate.
Gradually, the plebeians obtained even more power and eventually could hold the position of consul. Despite these changes, though, the patricians were still able to use their wealth to buy control and maintain influence over elected leaders.
the roman senate
the roman senate
The history of the Roman Senate goes as far back as the history of Rome itself. It was first created as a 100-member advisory group for the Roman kings. Later kings expanded the group to 300 members. When the kings were expelled from Rome and the Republic was formed, the Senate became the most powerful governing body. Instead of advising the head of state, it elected the chief executives, called consuls.
Senators were, for centuries, strictly from the patrician class. They practiced the skills of rhetoric and oratory to persuade other members of the ruling body. The Senate convened and passed laws in the curia, a large building on the grounds of the Roman Forum. Much later, Julius Caesar built a larger curia for an expanded Senate. By the 3rd century B.C.E., Rome had conquered vast territories, and the powerful senators sent armies, negotiated terms of treaties, and had total control over the financial matters of the Republic.
Senatorial control was eventually challenged around 82 B.C.E. and the Senate's membership was increased to 600 and included many non-patricians. Julius Caesar raised the number to 900 (it was reduced after his assassination). After the creation of the Roman Empire in 27 B.C.E., the Senate became weakened under strong emperors who often forcefully coerced this ruling body. Although it survived until the fall of Rome, the Roman Senate had become merely a ceremonial body of wealthy, intelligent men with no power to rule.
Occasionally, an emergency situation (such as a war) arose that required the decisive leadership of one individual. Under these circumstances, the Senate and the consuls could appoint a temporary dictator to rule for a limited time until the crisis was resolved. The position of dictator was very undemocratic in nature. Indeed, a dictator had all the power, made decisions without any approval, and had full control over the military.
The best example of an ideal dictator was a Roman citizen named Cincinnatus. During a severe military emergency, the Roman Senate called Cincinnatus from his farm to serve as dictator and to lead the Roman army. When Cincinnatus stepped down from the dictatorship and returned to his farm only 15 days after he successfully defeated Rome's enemies, the republican leaders resumed control over Rome.
the twelve tables
the twelve tables
One of the innovations of the Roman Republic was the notion of equality under the law. In 449 B.C.E, the government leaders carved some of Rome's most important laws into 12 great tablets. The Twelve Tables, as they came to be known, were the first Roman laws put in writing. Although the laws were rather harsh by today's standards, they did guarantee every citizen equal treatment under the law.
Laws from the Twelve Tables
Females shall remain in guardianship even when they have attained their majority.
A spendthrift is forbidden to exercise administration over his own goods.
It is permitted to gather fruit falling down on another man's farm.
If any person has sung or composed against another person a song such as was causing slander or insult to another, he shall be clubbed to death.
Quickly kill...a dreadfully deformed child.
With respect to the law and citizenship, the Romans took a unique approach to the lands that they conquered. Rather than rule those people as conquered subjects, the Romans invited them to become citizens. These people then became a part of Rome, rather than enemies fighting against it. Naturally, these new citizens received the same legal rights as everyone else.
Directions: The video above provides more information about law and order in Ancient Rome and the role of the Twelve Tables. View the video and then complete the video guide in you NOTEBOOK.
Twelve Tables: Ancient legislation that stood at the new foundation of Roman law: Twelve tables, Ancient rome, Ancient rome kids. (2021, January 11). Retrieved January 23, 2021, from https://www.pinterest.com/pin/397301998351563652/
Writers of Encyclopaedia Britannica. (2017, July 10). Punic Wars. Retrieved January 23, 2021, from https://www.britannica.com/event/Punic-Wars
The Punic Wars
The Punic Wars
The early Roman Republic often found itself in a state of constant warfare with its surrounding neighbors. In one instance, when the Romans were fighting the Carthaginians, Rome was nearly conquered. The people of Carthage (a city in what is today Tunisia in north Africa) were a successful trading civilization whose interests began to conflict with those of the Romans.
The two sides fought three bloody wars, known as the Punic Wars (264-146 B.C.E.), over the control of trade in the western Mediterranean Sea. In the second war, Hannibal, a Carthaginian general, successfully invaded Italy by leading an army -- complete with elephants -- across the Alps. He handed the Roman army a crushing defeat but was unable to sack the city of Rome itself. After occupying and ravaging Italy for more than a decade, Hannibal was finally defeated by the Roman general Scipio at the Battle of Zama in 202 B.C.E.
By the Third Punic War, Rome was ready to end the Carthaginian threat for good. After a successful several-year siege of Carthage, the Romans burned the city to the ground. Legend has it that the Romans then poured salt into the soil so that nothing would ever grow there again. Carthage was finally defeated, and the Roman Republic was safe.
Lesson Activity: Building Context
Lesson Activity: Building Context
Roman Republic Task
Page 20
Directions: use the documents below to evaluate how democratic the government of ancient Rome was. Each document will be accompanied by a task in your NOTEBOOK.
document A: Polybius, 20A
document A: Polybius, 20A
The following excerpt if the description of the Roman constitution provided by the Greek historian Polybius in his book The Histories written between 167-119 BCE, a period of rapid Roman expansion. Polybius greatly admired the Romans, and the purpose of his work was to describe how Rome came to dominate the world.
Vocabulary
aristocracy: form of government in which power is held by the nobility
despotism: form of government where a ruler holds absolute power
magistrates: local officials who administers the law
The Roman constitution has three elements. Each of them possesses independent powers, and their share of power has been so well regulated that no one can say for sure whether the constitution is an aristocracy or democracy of despotism.
The Consuls (magistrates) lead the military and are the supreme masters of the government. They bring matters requiring debate before the Senate. They also call together the people's Assemblies and carry out whatever the majority of the Assemblies decide. They have absolute authority in running the military and fighting wars and can spend as much public money as they choose. Seeing these powers would justify our describing the constitution as a despotism.
The Senate proposes laws and has the control of the treasury. It also handles all crimes requiring an investigation. In addition, if it is necessary to send diplomats to a foreign country to make peace or to proclaim war, this too is the business of the Senate. As a result, many foreign kings imagine the constitution is a complete aristocracy because nearly all the business they had with Rome was called by the Senate.
After all this, someone would naturally ask what part is left for the people in the constitution. There is, however, a part left to the people (the Assemblies), and it is a most important one. It is the people in the Assemblies who grant office to those that deserve it through the elections. The Assemblies also have final say in passing or repealing laws, and more important of all it is that they make the final decision on the question of peace or war. These considerations again would lead one to say that the chief power in the state was the People's and that the constitution was a democracy.
Directions: read document A and complete The Roman Republic Graphic Organizer in their NOTEBOOKS.
document b: Professor fergus millar, 20B
document b: Professor fergus millar, 20B
The following text is from The Crowd in the Late Republic, written by Professor Fergus Millar in 1998. The book focuses on the role of Roman people in the government during the final decades of the Roman Republic. Millar is a British historian and professor of Ancient History at Oxford University.
Vocabulary
anomalous: different from what is standard or expected
legislate: make laws
The constitution of the Roman Republic made it a variety of democracy. Every adult male citizen, unless specifically disqualified, had a vote, and there was no formal exclusion of the poor. Free slaves could also vote...
The system within which they voted was characterized by the feature that all voting, without exception, took place within subgroups (Tribal or Century Assemblies). Within each subgroup, the principle of the majority vote prevailed. The vote of each subgroup... was determined by the majority of groups votes...
The formal powers of the citizen was voter were divided into three categories. First, there was a residual role of the assembly to meet as criminal courts... Then there were elections, conducted by either the Century Assembly or the Tribal Assembly...
The most fundamental of all rights of the people were, however, the fact that they, and they alone, could legislate. Proposals for laws could be put before them only by a limited group of elected annual magistrates... The normal assembly for the passage of laws was the Tribal Assembly... The exclusive right of the assemblies to pass legislation is by far the strongest reason why, in purely formal terms, the Roman Republic has to be characterized as a democracy.
Directions: read document B and complete The Roman Republic Graphic Organizer in their NOTEBOOKS.
document c: Professor Alan Ward, 20C
document c: Professor Alan Ward, 20C
The following passage is from an article titled "How Democratic was the Roman Republic? written by Alan Ward and published in 2003. Ward is a historian and was a professor at the University of Connecticut.
Vocabulary
disenfranchised: deprived of the right to vote
sovereign: possessing ultimate power
equitable: fair
direct democracy: form of government in which citizens vote directly on laws and government actions
nugatory: useless, meaningless
If all citizens or their democratically elected representatives in a state have no likelihood of being able to cast their votes regularly, then those who cannot are effectively disenfranchised... Under those conditions, one unrepresentative group of voters can easily dominate sovereign popular institutions... so that the wishes of the people as a whole are not expressed. That was very much the case in Rome after the early Republic...
There were very practical barriers to fair and equitable voting in the popular assemblies. For example, all voting had to be conducted in Rome. Once Roman territory has expanded... it was mostly the well-to-do rural voters and their clients who could afford the time and expense to come to Rome to vote.
How easily a small number of urban residents registered in a rural tribe could determine the vote of that tribe is clear from the small percentage of citizens who actually voted. [Historian] Ramsay MacMullen persuasively argues that only 2% of Roman citizens usually voted, which makes any notion of direct democracy nugatory...
Also, in Republican Rome, the secret ballot did nothing to change the undemocratic situation in which the voters faced only the legislative and electoral choices presented by the higher magistrates... The voters had no role in selecting candidates for office or in proposing legislation in any assembly. The magistrates and tribunes, with or without a prior recommendation from the senate, were the only ones who could place legislation before the voters.
Directions: read document C and complete The Roman Republic Graphic Organizer in their NOTEBOOKS.
developing a claim, 20D
developing a claim, 20D
Directions: now that you have analyzed all of the documents, you will evaluate how democratic the Roman government really was. You will do so by completing The Roman Republic: Final Conclusion in your NOTEBOOKS.
Lesson activity: Summative Assessment
Lesson activity: Summative Assessment
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Students will write a paragraph that answers the following prompt: How are qualities of the Roman Republic evident in the United States today?
Students will use information from the task as well as background knowledge to complete this activity.
lesson activity: building context
lesson activity: building context
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Students will reference the map above. Draw the boundaries for the Roman Republic onto your Mediterranean Civilizations worksheet. Add this detail to the political features and major civilizations sections of the chart on your Mediterranean Civilizations worksheet that is found in your NOTEBOOKS.
we have reached yet another end to a wonderful topic in ancient history. Let's go to Unit 3 Topic 5.
we have reached yet another end to a wonderful topic in ancient history. Let's go to Unit 3 Topic 5.
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