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The Roman World Takes Shape

The Roman World Takes Shape

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Roman father and son Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction 1 A Proud Son Speaks of His Father If my character is flawed by a few minor faults, but is other- Objectives “ wise decent and moral, if you can point out only a few scat- As you teach this section, keep students tered blemishes on an otherwise immaculate surface, . . . if I focused on the following objectives to help live a virtuous life, . . . my father deserves all the credit. For them answer the Section Focus Question although he was a poor man, with only an infertile plot of and master core content. 1 land, he was not content to send me to [the school in his 1 home town]. . . . My father had the courage to take his boy ■ Describe the physical and cultural set- to , to have him taught the same skills which any tings in which Roman civilization equestrian [rider of horses] or senator would have his sons arose. taught. . . . I could never be ashamed of such a father, nor ■ Outline how the Roman was do I feel any need, as many people do, to apologize for structured and governed. being a freedman’s [former slave’s] son. —, Roman poet ” ■ Understand the rights and religious practices that characterized Roman Focus Question What values formed the basis of Roman society. society and government? ■ Explain how the grew and maintained its conquests. The Roman World Takes Shape

Prepare to Read Objectives Rome began as a small city in and became a ruler of the Med- • Describe the physical and cultural settings in iterranean and beyond. The story of the Romans and how they Build Background Knowledge L3 which Roman civilization arose. built a world empire begins with the land in which they lived. Remind students of the ways in which • Outline how the Roman republic was structured geography influenced the development of and governed. Roman Civilization Arises in Italy • Understand the rights and religious practices independent Greek city-states. Encourage The Italian peninsula is centrally located in the Mediterranean them to preview the map in this section. that characterized Roman society. • Explain how the Roman republic grew and Sea, and the city of Rome sits toward the center of Italy. This loca- maintained its conquests. tion would benefit the Romans as they expanded—first within Set a Purpose L3 Italy and then into the lands bordering the Mediterranean. Terms, People, and Places ■ WITNESS HISTORY Read the selection WITNESS HISTORY Unifying the Lands of Italy Because of its geography, Italy Etruscans plebeian aloud or play the audio. proved much easier to unify than Greece. Unlike Greece, Italy is republic not broken up into small, isolated valleys. In addition, the Apen- AUDIO Witness History Audio CD,

A Proud Son Speaks of His Father legion nine Mountains, which run down the length of the Italian penin- sula, are less rugged than the mountains of Greece. Finally, Italy Ask What virtues or traits does has broad, fertile plains in the north and the west. These plains Horace value in himself? (decency, supported the growing population. morality) Why is Horace proud of his father? (He showed courage, he Reading Skill: Identify Causes and Effects For Early Peoples Settle Italy By about 800 B.C., the ancestors of was willing to disregard what others each red heading, fill in a cause-and-effect chart like the Romans, called the , migrated into Italy. The Latins settled might think to do what he thought the one below to identify the cause(s) and the along the River in small villages scattered over seven low- was right.) effect(s) of an important event that you read about. lying hills. There, they herded and farmed. Their villages would in time grow together into Rome, the city on seven hills. Legend held ■ Focus Point out the Section Focus Cause(s) Event Effect(s) that twin brothers, and Remus, had founded the city. Question and write it on the board. Romans regarded this tale highly because the twins were said to Tell students to refer to this question be sons of a woman and the war god , lending the as they read. (Answer appears with Romans a divine origin. Section 1 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Vocabulary Builder Terms, People, and Places. ■ Reading Skill Have students use the Use the information below and the following resources to teach the high-use word from this section. Reading Strategy: Supporting Details Teaching Resources, Unit 1, p. 88; Teaching Resources, Skills Handbook p. 3

worksheet. High-Use Word Definition and Sample Sentence Teaching Resources, Unit 1, p. 89 , p. 153 vt. to have authority over

The club president dominated the discussion of the rules and did not allow others to express their opinions.

150 and the Rise of Christianity

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For: Audio guided tour ■ Ancient Italy About 500 B.C. Web Code: nap-0511 Have students read this

section using the Paragraph Shrinking P S Map Skills At the time the state of strategy (TE, p. T20). As they read, A L Po River Rome was founded, the Romans’ many have students fill in the chart 45° N neighbors on the Italian peninsula Genoa Rubicon describing the causes and effects of River included other speakers of Italic lan- A important events from this section. Arno P er E Riv T N guages such as Latin. i Reading and Note Taking b N

e Adriatic Sea

r I 1. Locate (a) Rome (b) Apennine N R E Study Guide, p. 48 i ve M Mountains (c) Mediterranean Sea Corsica r T N S. (d) (e) Tiber River Alalia Rome W E 2. Region Based on this map, which group would you think most influ- Teach S enced the Romans? Explain. 40° N Tyrrhenian 3. Make Generalizations What do Roman Civilization L3 Sea 20° E you think are some advantages and disadvantages of living near a variety Arises in Italy M Ionian e d Sea of different peoples? i t e Instruct r r 10° E a n °E e a Syracuse Conic Projection ■ Introduce Have students note how n 050 100 mi Carthage S e a Rome’s geography is different from that 050 100 km of Greece. ■ AFRICA Carthaginians Teach Ask students to describe Italy’s 35° N Etruscans geographic advantages. Ask In what Greeks Italic-speaking peoples ways was Rome’s location an

15° E advantage? (centrally located on a peninsula in the Mediterranean) What other geographic advantages did The Romans shared the Italian peninsula with other peoples. Among Italy possess? (access to the Mediter- them were Greek colonists whose city-states dotted southern Italy and ranean Sea, broad, fertile plains well the Etruscans, who lived mostly north of Rome. The origins of the suited to agriculture, providing ample are uncertain. One theory says they migrated from crops for population growth) Asia Minor, while another suggests they came from the Alps. What is cer- ■ Quick Activity Have students fill in tain is that, for a time, the Etruscans ruled much of central Italy, includ- The Roman god Jupiter, whose traits the Outline Map Ancient Italy. ing Rome itself. resembled those of Tinia, an important The Romans learned much from Etruscan civilization. They adapted Etruscan god Teaching Resources, Unit 1, p. 95 the alphabet that the Etruscans had earlier acquired from the Greeks. The Romans also learned from the Etruscans to use the arch in construc- Independent Practice tion, and they adapted Etruscan engineering techniques to drain the marshy lands along the Tiber. As well, the Romans adopted some Etrus- ■ Have students access Web Code nap- can gods and goddesses and merged them with Roman deities. 0511 to take the Geography Interac- tive Audio Guided Tour and then How did geography influence the origins and answer the map skills questions in expansion of Rome? the text. ■ Have students write a paragraph The Romans Establish a Republic speculating on which city was in a The Romans drove out their Etruscan ruler in 509 B.C. This date is tradi- better position to control trade on the tionally considered to mark the founding of the Roman state, which Mediterranean—Carthage or Rome. would last for 500 years. The Romans established their state with a form of government called in Latin a res publica, or “that which belongs to the people.” In this form of government, which today we call a republic, the Monitor Progress people chose some of the officials. A republic, Romans thought, would pre- As students fill in their charts, make sure vent any individual from gaining too much power. they understand that most events have multiple causes and effects. For a com- pleted version of the chart, see Note Taking Transparencies, 67 History Background

Etruscan Civilization Although few Etruscan homes. Tombs often had one or more rooms made of Answers houses have survived, thousands of ancient Etruscan stone that contained Etruscan works of art. By exam- Italy had a favorable central location in the

tombs remain intact. The Etruscans believed tombs ining the tomb artifacts and the construction of these Mediterranean on a peninsula and broad were the dwelling places of the dead, so they built rooms, archaeologists have learned a great deal about fertile plains suitable for farming. their tombs to look like the interiors of Etruscan the Etruscans and their use of arches in construction. Map Skills 1. Review locations with students. 2. Answers will vary. 3. advantages: access to diverse ideas and goods; disadvantages: miscommunication and conflict Chapter 5 Section 1 151

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INFOGRAPHIC The Romans Establish Structuring the Republic In the early republic, the senate made the a Republic L3 In 180 B.C., the Romans enacted a law that formalized the career path laws and controlled the government. Instruct of Roman officials. Called the , this path dictated that Originally, its 300 members were all men hold particular offices in a certain order and assigned age require- patricians, or members of the land- ■ Introduce: Vocabulary Builder ments to these offices. Previously, Roman men could fill the offices in holding upper class. Have students read the Vocabulary any order and do so at any age, as long as they had already completed Each year, the senators nominated Builder term and definition. Explain a period of military service. The cursus honorum became the foundation two from the patrician class. that in the early Roman republic mem- of a Roman political system in which politicians advanced based on Their job was to supervise the business bers of the landholding class dominated, merit and experience rather than popularity, influence, or class. of government and command the armies. or controlled, the Senate, the most Consuls, however, could serve only one powerful governing body. term. They were also expected to approve Censor (2) each other’s decisions. By limiting their ■ Teach Point out that the republic was • Patricians only originally; as of 339 B.C., time in office and making them responsi- a new form of government in the one had to be plebeian; must have held ble to each other, Rome had a system of consulship first ancient world. Have students explain • Maintained the official list of Roman checks on the power of government. how it differed from the Greek systems citizens; held much authority In the event of war, the senate might of direct . Have students sug- • No minimum age choose a dictator, or ruler who has com- gest reasons why Romans believed this plete control over a government. Each form of government would prevent any Consul (2) was granted power to • Patricians only originally; as of 367 B.C., rule for six months. After that time, he one person from gaining too much one had to be plebeian; must have held power. Ask What was the role of the praetorship first had to give up power. Romans particu- senate in the republic? (made laws • Served as joint head of state; larly admired Cincinnatus as a model could veto other consul dictator. Cincinnatus organized an for the republic) What checks and • Minimum age of 42 for and army, led the Romans to victory over the balances existed in this form of 40 for patricians attacking enemy, attended victory cele- government? (term limits on consuls (8 by 100 B.C.) brations, and returned to his farmlands— and ; consuls responsible to • Patricians only originally; as of all within 15 days. senate) How was the right of plebe- 337 B.C., plebeians eligible; must have ians to elect a check on held quaestorship first Plebeians Fight for Their Rights At • Served as legal officers with broad first, all government officials were patri- the power of the patrician senate? authority in government; stood in for (Tribunes had the power to veto laws consuls when they were away cians. Plebeians (plih BEE unz), the they felt were harmful.) • Minimum age set at 39 farmers, merchants, and artisans who made up most of the population, had the ■ Quick Activity Display Color Trans- legal rights of citizenship but little influ- parency 25: Roman Senators. Use ence. Plebeian demands for power the lesson suggested in the transpar- shaped politics in the early republic. ency book to emphasize the power of (10) (4 by 366 B.C.) In time, the plebeians gained the right senators during the republic. • Plebeians only; usually • Plebeians only originally; as of to elect their own officials, called tribunes, held quaestorship first 366 B.C., 2 new offices open to Color Transparencies, 25 • Presided over plebeian plebeians and patricians; must to protect their interests. The tribunes assembly and advocated have held quaestorship first could veto, or block, laws that they felt for plebeian demands • Oversaw care of the city, distri- were harmful to plebeians. Little by little, Independent Practice • No minimum age bution of grain, public games • Minimum age 36 plebeians forced the senate to choose plebe- Ask students to analyze the role of the ians as consuls and to admit plebeians as dictator in the Roman republic. Have members of the senate itself. These them write an opinion piece that answers (20 by 82 B.C.) changes made Rome’s government more • Patricians only originally; these questions: What are the benefits democratic. as of 421 B.C., plebeians Thinking Critically and risks of having a leader with total eligible Another breakthrough for the plebe- 1. Draw Conclusions Why do you control during a war? Do the risks out- • Oversaw finances in ians came in 450 B.C., when the govern- treasury and military think at least one of the censors ment oversaw the inscription of the laws weigh the benefits? • Minimum age set had to be a plebeian? of Rome on 12 tablets, which were set up at 30 in 82 B.C. 2. Predict Consequences In what Monitor Progress ways might the cursus honorum in the , Rome’s marketplace. Ple- have changed politics in Rome? beians had protested that citizens could Make sure students understand how the not know what the laws were because framers of the U.S. Constitution adapted the Roman ideas of a senate, veto, and checks on political power, including lim- ited terms of office. History Background

Laws of the The Twelve Tables bronze tablets. It described in clear, simple, and exact were the earliest written form of . Before language, the rights and duties of citizens. Although their publication, judgments of the courts were based the Laws of the Twelve Tables were a step toward the on unwritten custom. Until the plebeians demanded a rule of law, it was a harsh code that maintained class Answers written law code, a small group of patrician scholars divisions by banning marriage between patricians and were the only people who had exact knowledge of plebeians. The code also gave fathers the legal right Thinking Critically these customs. The code was probably engraved on to whip, imprison, sell, or kill their children. 1. to protect plebeians’ interests 2. made it more regulated and ensured positions were held on merit and experience 152 Ancient Rome and the Rise of Christianity

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they were not written down. The Laws of the Twelve Tables made it pos- sible for the first time for plebeians to appeal a judgment handed down Characterizing Roman by a patrician judge. Society/The Roman Vocabulary Builder Romans Leave a Lasting Legacy Although the senate still dominated dominated—(DAHM uh nayt id) vt. had Republic Grows L3 the government, the common people had gained access to power and won authority over safeguards for their rights without having to resort to war or revolution. Instruct More than 2,000 years later, the framers of the United States Constitution ■ Introduce Write the following words would adapt such Roman ideas as the senate, the veto, and checks on from the text on the board: loving, duti- political power. ful, dignified, and strong. Tell students How did the membership of the senate change over time? these adjectives describe the ideal Roman woman. Have students suggest how this ideal might be reflected in the Characterizing Roman Society rights given to women. The family was the basic unit of Roman society. Under Roman law, the ■ Teach As students read about Roman male head of the household—usually the father—had absolute power in society, have them think about the val- the family. He enforced strict discipline and demanded total respect for ues and beliefs reflected in their treat- his authority. His wife was subject to his authority and was not allowed ment of women, education of children, to administer her own affairs. The ideal Roman woman was loving, duti- and religious practices. Ask What ful, dignified, and strong. rights and freedoms did Roman The Role of Women Changes Over Time Roman women played a women gain over time? (right to own larger role in society than did Greek women. They could own property, and, in property, go to public baths, dine out, later Roman times, women from all classes ran a variety of businesses, from attend public entertainment with hus- small shops to major shipyards. Those who made their fortunes earned bands, learn to read and write) Was respect by supporting the arts or paying for public festivals. However, most religion a divisive or a unifying women worked at home, raising their families, spinning, and weaving. force in Roman society? (unifying, Over the centuries, Roman women gained greater freedom and influ- community celebrations and festivals ence. Patrician women went to the public baths, dined out, and attended provided a shared culture and a sense the theater or other forms of public entertainment with their husbands. of community) What values made Some women, such as Livia and Agrippina the Younger, had highly visi- ble public roles and exercised significant political influence. Roman citizens good soldiers? (loy- alty, courage, respect for authority) Romans Educate Most Children Girls and boys from the upper and How did these values influence lower classes learned to read and write. By the later years of the repub- Rome’s efforts to expand? (One rea- lic, many wealthy Romans hired private tutors, often Greeks, to educate son for its military successes was its their children. Children memorized major events in Roman history. Boys loyal, well-trained army.) who wanted to pursue political careers studied rhetoric. ■ Quick Activity As a class, discuss and Religion The Romans believed in numerous whether Rome’s policy of treating gods and goddesses, many of whom they adapted from Greek religion. defeated enemies justly was a wise one. Roman mythology was also similar to that of the Greeks. Like the Greek Have students list the benefits of this god Zeus, the Roman god Jupiter ruled over the sky and the other gods. policy for Rome and explain how this According to Roman myths, his wife Juno, like the Greek goddess Hera, policy reflected republican values. protected marriage. Romans also prayed to Neptune, god of the sea, whose powers were the same as those of the Greek god Poseidon. On the battlefield, they turned to Mars, the god of war. Independent Practice The was full of feasts and other celebrations to honor Ask students to write three sentences the gods and goddesses and to ensure divine favor for the city. As loyal that describe the expansion of the Roman citizens, most Romans joined in these festivals, which inspired a sense of republic. community. Throughout Rome, dozens of temples housed statues of the gods. In front of these temples, Romans took part in ritual activities such Monitor Progress as worshipping the gods and asking for divine assistance. Check Reading and Note Taking Study What social rights did Roman women have? Guide entries for student understanding.

Solutions for All Learners Answers L1 Special Needs L2 Less Proficient Readers Initially, the senate membership was only

For visual learners and students who need help with they think it was chosen for the Infographic, and what open to patricians; however, over time, plebe- basic skills, direct attention to the Infographic titled information it provides about the structure of the ians gained fuller participation in the decision- The Roman Cursus Honorum on page 152. Have stu- Roman republic. making process in the senate. dents take turns describing what each image is, why Patrician women were allowed to go to public

baths, dine out, and attend theater or other public entertainment with their husbands. A few had political influence.

Chapter 5 Section 1 153

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Assess and Reteach The Roman Republic Grows As Rome’s political and social systems evolved at home, its armies Assess Progress L3 expanded Roman power across Italy. Roman armies conquered first the Etruscans and then the Greek city-states in the south. By about 270 B.C., ■ Have students complete the Rome controlled most of the Italian peninsula. Section Assessment. Citizen-Soldiers Make Up the Rome’s success was ■ Administer the Section Quiz. due to skillful diplomacy and to its loyal, well-trained army. The basic Teaching Resources, Unit 1, p. 83 military unit was the legion, each of which included about 5,000 men.

As in Greece, Roman armies consisted of citizen-soldiers who originally ■ To further assess student under- fought without being paid and had to supply their own weapons. Eventu- standing, use ally, they received a small stipend, or payment, but their main compensa- Progress Monitoring Transparencies, 19 tion was always a share of the spoils of victory. Roman citizens often

made good soldiers because they were brought up to value loyalty, cour- Reteach age, and respect for authority. If students need more information, have To ensure success, Roman commanders mixed rewards with harsh them read the section summary. punishment. Young soldiers who showed courage in action won praise and gifts. If a unit fled from battle, however, one out of every ten men L3 Reading and Note Taking from the disgraced unit was put to death. Study Guide, p. 49 During the time of the late republic, Rome Is Just With Conquered Lands Rome generally treated its praetorians (above), or bodyguards, defeated enemies with justice. Conquered peoples had to acknowledge Adapted Reading and L1 L2 began protecting army generals. Later, Note Taking Study Guide, p. 49 they would become an elite guard for Roman leadership, pay taxes, and supply soldiers for the Roman army. In Roman . return, Rome let them keep their own customs, money, and local government. Spanish Reading and L2 To a few privileged groups among the conquered people, Rome gave the highly prized right of full citizenship. Others became partial citizens, Note Taking Study Guide, p. 49 who were allowed to marry Romans and carry on trade in Rome. As a result of such generous policies, most conquered lands remained loyal to Extend L4 Rome even in troubled times. Divide the class into small groups. Have each group pick one aspect of early Maintaining the State To protect its conquests, Rome posted soldiers Roman geography, social, religious, or throughout the land. It also built a network of all-weather military roads to link distant territories to Rome. As trade and travel increased, local peo- military practices and write a paragraph ples incorporated Latin into their languages and adopted many Roman telling why they think it is likely to be a customs and beliefs. Slowly, Italy began to unite under Roman rule. key factor in Rome’s later development. How did the Romans treat the people they conquered?

Answer

They treated them justly and generously, Progress Monitoring Online

especially compared to other groups at that For: Self-quiz with vocabulary practice 1 Web Code: naa-0511 time. They allowed conquered people to keep 1 their own customs, money, and local govern- Terms, People, and Places Comprehension and Critical Thinking ● Writing About History ment. A few privileged groups were allowed to 1. What do many of the key terms listed at 3. Summarize Describe the cultural Quick Write: Take Notes for Comparison become partial or full citizens. the beginning of the section have in setting in which Rome developed. Take notes on the government of the common? Explain. 4. Identify Central Issues In both Roman republic, including details about its Roman politics and Roman society, structure and functions. Then make a list of equality was prized. Describe an exam- other governments in history to which you 2. Reading Skill: Identify Causes and ple of Romans achieving political or could compare the Roman republic. Effects Use your completed cause- social equality. and-effect chart to answer the Focus 5. Recognize Cause and Effect What Question: What values formed the basis were two reasons for Rome’s success in of Roman society and government? expanding its power across Italy?

all classes and genders, just and generous women greater freedom, giving all classes Section 1 Assessment treatment of conquered peoples and genders access to education

1. Most are related to Rome’s early govern- 3. Early in its development, Rome was influ- 5. skillful diplomacy and a well-trained army ment or social class system. enced by Etruscan civilization, especially ● Writing About History 2. justice or fairness: creating a form of gov- in language, construction and engineer- ernment that kept any one person from ing, and religion. Responses should include details about the gaining too much power, a system of 4. political equality: making plebeians par- Roman republic’s structure and functions. checks on the power of government, inclu- ticipants in patrician senate, allowing sion of plebeians in the republic, increas- some conquered people to become citi- For additional assessment, have students ing social rights for women, education for zens; social equality: giving patrician access Progress Monitoring Online at Web Code naa-0511.

154 Ancient Rome and the Rise of Christianity

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