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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] 1 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 2 • 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 3 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. 4 History Skills 5 6 7 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 8 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. 9 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 10 Describe each group of Roman people. Emperor – ___________________________________________________ ___________________________________________________ ___________________________________________________ The Senators – ___________________________________________________ ___________________________________________________ ___________________________________________________ The Citizens ___________________________________________________ ___________________________________________________ ___________________________________________________ Freedmen/women ___________________________________________________ ___________________________________________________ ___________________________________________________ The Slaves ___________________________________________________ ___________________________________________________ 11 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 ___________________________________________________ ___________________________________________________ ___________________________________________________ 12 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 13 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. 14 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. 15 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
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