The Roman Empire

Home , Decimation (punishment), Roman people

S1 SOCIAL SUBJECTS Home Learning Booklet

Angus Lauder

WHEC S1 SOCIAL SUBJECTS HOME LEARNING

This workbook has been created to support you with your social subjects learning at home. Please complete work at a pace that suits you and your family. Also, we understand that you have many different subjects sending you work and need to manage your time to complete work for all subjects.

We would recommend completing 1 or 2 tasks per week - some will take longer than others. As you complete a task, you can email it to your teacher (email addresses below). This will allow your teacher to give you feedback. You can attach your work as a word document or take a picture of work you have handwritten.

If you have any questions, we are also working from home, and will reply to any emails you send. Our email addresses are listed below:

Mr Sinclair – [email protected]

Ms Oliver – [email protected]

Mrs Millar – [email protected]

Mr Lauder – [email protected]

Contents

History: The Romans

1. Curriculum Links

2. History Skills

3. The Growth of Rome

4. The People of Rome

5. The Roman Empire

6. The Roman Army

7. Life in the Roman Army

8. Roman Slavery

9. Roman Food

10. Just for Fun

Curriculum for Excellence Level 3

• I can describe the factors contributing to a

major social, political, or economic change in the

past and can assess the impact on people’s lives.

SOC 3-05a

• I can use my knowledge of a historical period to

interpret the evidence and present an informed

view. SOC 3-01a

S1 History: The Romans

The Roman Empire was the largest empire in history up until the creation of the British Empire in the 19th Century. Through the efforts of its people the Roman Empire lasted hundreds of years.

History Skills

The Growth of Rome

Rome is the capital city of Italy. Building started in 753 BC and the Romans developed a story to explain how Rome was built.

Task 1

Watch the video clip. https://www.youtube.com/watch?v=wA1D9wd29jI – Romulus and Remus, the story of.

1. According to the story who built the city of Rome and why?

______

2. what parts of the legend are

shown in source 1?

Source 1 - Roman statue of Romulus and Remus

Source 2 From Gilles Feyel, a historian 1981

The story of Romulus and Remus is probably not accurate. The city was not founded in one day but instead when lots of small villages

in the local area became larger and started to trade with cities in Greece. The legend is a traditional story handed down from the ancient Romans.

3. why does source 2 tell us that the story of Romulus and Remus is not accurate. SOC 3-01a

______

The People of Rome

At the top of the of the pyramid came the Emperor. He was the most powerful Roman of all with a powerful army at his disposal. The Emperor decided on how Rome was governed.

The Senate was where the laws were made. Most of the Emperors listened to the views of the Senate, those who did not were sometimes murdered! Senators were voted for by citizens.

The Citizens of Rome were those who were born free in Rome. Many of the Roman citizens lived in very poor conditions and because of this there was always the fear that they would revolt against Emperor.

Next in the Pyramid came the freedmen and freedwomen, former slaves who were much the same as citizens but could not vote. The children of Freedmen and Freedwomen could become Roman citizens

Finally, at the bottom of the pyramid came the slaves. These were people from around the Empire who werecaptured then bought and sold in Rome. They had no rights and no protection by the law. Many were treated very cruelly by the Romans.

Task 2

On the lines of the pyramid write down the type of roman in order of status.

Emperor

Describe each group of Roman people.

Emperor –

______

The Senators –

______

The Citizens

______

Freedmen/women

______

The Slaves

______

The Roman Empire

The roman empire outside of Italy was divided into areas called provinces. Each province was ruled by a Roman who was appointed as governor.

These provinces were often as large as entire countries today. Britanniae was the name of the province which would later become Britain. Hispaniae would become Spain and Portugal.

Source 3 is a map of the Roman Empire in 117 AD

Task 3

1. Can you count on the map how many Roman provinces were part of the empire from source 3. What does this tell us about the Roman Empire? SOC 3-01a ______

Source 4 was written by a Roman historian about the growth of the Roman empire.

We decided to invade the area known as Gaul in 51 BC. This area was rich in good farmland and could provide Rome with a large supply of food. The people of this area were very jealous of the

Romans growing strength, so it was necessary to teach them a lesson. These savages were a menace and needed firm discipline.

Source 5 was written in a school history textbook about the Roman Empire.

The empire certainly benefitted from taking over Gaul. The Romans not only added more people to their army, but they also learned many skills which they would use in the future such as building roads and buildings.

2. Use the sources to explain two reasons why the Romans decide to invade Gaul. (read the sources carefully!) SOC 3-05a ______

3. What kind of sources are sources 4 and 5? Primary or secondary? Remove the wrong answer. Source 4 – Primary/Secondary

Source 5- Primary/Secondary

The Roman Army

The Roman Empire grew strong because it had a very good army to help conquer and later control all the other lands. The Roman Army had better weapons and was more organised than any army had been before.

A Roman soldier was called a legionary.

Roman soldiers had to be tough. They were expected to march 20 miles a day wearing armour. They were also expected to carry their own shield, some food and camping equipment.

Soldiers were also trained to fight together. They marched into battle in a flexible line with their shields next to each other. If the enemy shot arrows at them the soldiers in the rows behind, the front line would lift their shields over their heads like a roof to protect them. This was called a testudo, which means tortoise.

Source 6 was written by a Jewish writer called Josephus who describes training in the Roman army. Josephus fought against the Romans.

They do not sit around waiting for a war to start and then start training men to fight. It looks as if they are born with weapons in their hands. They never stop training; every soldier puts all he has into training, as if he were in a real war. Enemies are no match for romans and the romans always win.

Task 4

1. How far would Romans have to march each day and what made this even more difficult? ______

2. How would Romans protect themselves from marching into battle? ______

3. Read the source and explain why Roman legionaries made such good soldiers. ______

Life in the Roman Army

Centurions were in charge of discipline. They carried a stick of very hard wood and they used it to beat their soldiers. They used to punish even small things with extra duties, a whipping or a fine. Serious crimes such as desertion were punished by decimation.

Source 7 is by Polybius in the 2nd Century BC describes punishment in the Army.

An officer takes a bat and simply touches the man with it. This is a sign to all other soldiers that they must stone him or beat him to death.

Source 8 was written by a visitor to a Roman fort in Britain in 60 AD.

Out of 343 men in the fort, 12 were making shoes, 18 were building the bath house. Others were out collecting lead, clay and rubble for the buildings, while more were assigned to hospital

duty. There was a balniator (bath-house keeper) called Vitalis. Others included two vets, Virilis and Alio, a shield maker called Lucius, a medic called Marcus and a brewer called Atrecus.

The Romans managed to conquer so many countries because they had such a good army.

The Emperor used the army to protect Rome and to control the people it had conquered.

This meant that some soldiers were away from their families for long periods of time and they could not marry their girlfriends until they left the army. But the wages were good and when a soldier had served in the army for 25 years, he could become a citizen of Rome. There were other benefits such as a payment of land or money when they retired.

Task 5 - SOC 3-05a

1. What evidence in source 7 tells us that the Roman Army was very strict? SOC 3-01a ______

2. Read through source 8. Complete the spider diagram below which shows all the jobs Roman soldiers had to do in the fort.

Soldier

3. What are the advantages of being a Roman soldier?

______

4. What are the disadvantages of being a Roman soldier?

______

Roman Slavery

The Romans made many conquered people slaves. Just like pieces of property, they could buy and sell them, leave them to someone else when they died, or give them away as gifts.

If a woman slave had a child, it became the property of the master. It was up to the master if the mother could keep the child.

Rich people had many slaves. They had to do the hard work on the farms and the estates. Slaves were often treated very badly. They washed and cleaned dishes and clothes; they made clothes and served the master at dinner. They also taught the children how to read and write.

Source 9 is by the Roman writer Seneca in 10 BC.

Romans say that a master must be surrounded by crowds of slaves at the dinner table... the slaves must stand silent: not a word must pass between their lips, no food either. The slaves are beaten severely for letting slip a cough, a sneeze or a hiccup. They must stand their all night, starving and quiet.

Some Romans treated their slaves well. If a slave had served their master well it was possible for the slave to be given their freedom. They would be known as a freedman or freedwoman.

A slave called Tiro lived with the writer Cicero’s family and was loved and treated well. Cicero gave Tiro his freedom.

Source 10 was written by Cicero after Tiro died.

I do not speak to a soul. In the morning I hide myself in the wood where it is wild and thick and I don’t come out till the evening… I fight against the tears as much as I can, but as yet I am not equal

to the struggle.

Task 6 – SOC 3-05a

1. Read the information about slaves on page 17. Write four bullet points about slaves.

• Ghh

• Hghg Ghgh • Ghgh hg • Ghgh

2. What does source 9 tell us about the way slaves are treated?

______

3. How do we know from source 10 that Cicero was upset after Tiro’s death? What does this tell us about the way some slaves were treated? ______

______

• Task 7 - SOC 3-05a

1. Use the internet to research what it was like to be a Roman Gladiator. Once you have done this complete the ‘interview with a gladiator’ on page 21.

Will you live or die after your first fight as a Roman gladiator? Find out what fate awaits you on your journey to the arena… https://www.youwouldntwantto.be/gladiator-web-book/your-fate- awaits/

The Colosseum https://www.youtube.com/watch?v=U6oPfmJcU8s

Guide to Gladiator fighting training https://www.youtube.com/watch?v=JIWy9Wg7RfY

An Interview with a Gladiator

A top Roman magazine has sent a questionnaire to you, Rome’s most popular new gladiator, to fill in. Gladiators Today wants to make you a star, so tell them about yourself. Introduce yourself ______

How did you become a gladiator? (slave, criminal, chance of winning freedom) ______

What injuries have you suffered? ______

What is it like underneath the arena? (corridors, hot, trapdoors, animals, gladiators) ______

Can you tell us about the most spectacular show you’ve been involved in? (battle recreation, sea battle, animal fight) ______

Roman Food

Roman people ate very little food during the day. They had their main meal in the afternoon.

Wealthy people ate splendid banquets from low tables, lying down on cushions and propping themselves up with their elbows.

They used their hands to eat. Very often Romans would stick their fingers down their throats to make themselves sick so that they could continue with the Banquet!

Rich Romans loved to have big parties and feasts. They would eat anything from three to ten courses.

Vegetables were plentiful and most of the Roman's recipes included vegetables. They also ate a lot of fruit, especially grapes, and made wine.

They would have a first course of something like olives, mice, salad, snails, oysters and perhaps peahens' eggs.

They would then move on to a selection of meat and fish dishes stuffed dormice was popular. They would like to have something special like ostrich, flamingo, peacock, or a wild boar as the centre of their meal.

They would then finish off with nuts, fruit, stuffed dates and honey cakes. Wine was drunk all the way through the meal.

Source 11 is from a school history textbook about Ancient Rome.

A Roman Banquet often went on for many hours. The Romans used to keep one room as a vomitorium. Guests who were full and wanted to eat more could go into this room to make themselves sick and then re-join the group for more food.

Task 8

1. Prepare a menu for a Roman banquet using the information on pg. 24.

Roman Banquet Menu

Starter

Main

Dessert

2. Compare this with what we eat today, are there any similarities? ______

3. Why might a Roman banquet be considered healthy today? ______

Just for Fun!

Horrible Histories: The Rotten Romans https://www.youtube.com/watch?v=6dohpfFPi6U

A Day in the Life of a Roman Soldier https://www.youtube.com/watch?v=P5e7cl19Ha0