DOCSLIB.ORG

Roman Hegemony

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Roman Hegemony The Artios Home Companion Series Unit 23: Roman Hegemony Teacher Overvie w As the Greek civilization faded away, a new nation stepped into the spotlight. Influenced heavily by the Greeks, the Romans also sought to have a democratic society. They also had a polytheistic society and had many myths and legends that were part of their history. The Romans built an empire of gigantic proportions. At its height, it encompassed nearly the entire European continent as well as parts of the Middle East and Africa. The Roman Empire’s tentacles stretched from England to Egypt, from Spain to Iraq, and from southern Russia to Morocco. More significantly, ancient Roman civilization thrived for nearly one thousand years. The influence of the Romans over all of those peoples over that span of time defies measure. After adopting Christianity in the 4th century A.D., the Romans spread it to every corner of their empire. They also brought their brand of law and order to all of the territories that they conquered. Latin, the language of the Romans, became the basis for several modern European languages, including Italian, French, and Spanish. The Romans were particularly skilled in administration, organization, and engineering. They had a highly trained and disciplined military and an efficient bureaucracy. Without these qualities, the Romans would never have been able to manage their sprawling empire. They were not, however, as driven or original when it came to other intellectual pursuits. In fact, the Romans basically adopted and copied much of Greek art, literature, philosophy, and even religion. The Romans had the same set of gods as the Greeks, but with different names. In Roman mythology, Zeus became Jupiter, Hera became Juno, Ares changed to Mars, and Athena was Minerva, to name a few examples. The Romans did, however, spread these borrowed ideas everywhere they went. Romulus and Remus According to Roman mythology, a pair of twin brothers played an important part in the founding of Rome. These brothers, named Romulus and Remus, were the sons of Mars, the Roman god of war. Abandoned at birth, the twins were raised by a wolf. When they became older, they decided to found a city along the Tiber River near the spot where they had been abandoned. Each chose a hill upon which to begin a settlement. As often happens among brothers, disputes led to quarreling and fighting. Angered by Remus’s taunting, Romulus killed his brother in a fit of rage. Romulus went on to build the city that eventually became Rome—named, of course, after Romulus. As it turned out, Romulus chose a very good spot for his city. Rome was located on the Tiber River about 15 miles inland from the Mediterranean Sea. The Romans had easy access to the sea and were somewhat protected from seaborne invasion. Also, Rome lay in the middle of the Italian peninsula, the boot-shaped landmass to the west of Greece. From this central position, the Romans could easily access and control all of what is today the modern country of Italy. Ancient: Elementary Unit 23: Roman Hegemony Page 305 Finally, the Italian peninsula’s central location within the Mediterranean Sea made it possible for the Romans to trade and communicate with every part of the Mediterranean world. Adapted from the book Ancient Civilizations, source: ushistory.org At the height of its expansion (around 120 A.D.), the Roman Empire comprised nearly all of the lands surrounding the Mediterranean Sea. Reading and Assignments Based on your student’s age and ability, the reading in this unit may be read aloud to the student and journaling and notebook pages may be completed orally. Likewise, other assignments can be done with an appropriate combination of independent and guided study. In this unit, students will: Complete two lessons in which they will learn about ancient Rome. Define vocabulary words. Explore the following website: ▪ Ancient Rome for Kids http://www.rome.mrdonn.org/ Visit www.ArtiosHCS.com for additional resources. Ancient: Elementary Unit 23: Roman Hegemony Page 306 Leading Ideas Blessed is the nation whose God is the LORD, the people whom he has chosen as his heritage! — Psalm 33:12 It is God who executes judgment, putting down one and lifting up another. — Psalm 75:7 Vocabulary Lesson 1: Lesson 2: plebian none aristocracy patrician consul coerce Ancient: Elementary Unit 23: Roman Hegemony Page 307 L e s s o n O n e History Overview and Assignments Plebs Map of the Roman takeover of Italy Reading and Assignments Read the article: The Roman Republic. Define each vocabulary word in the context of the reading and put the word and its definition in the vocabulary section of your notebook. Ancient: Elementary Unit 23: Roman Hegemony Page 308 After reading the article, summarize the story you read by either: ▪ Retelling it out loud to your teacher or parent. OR ▪ Completing an appropriate notebook page. Either way, be sure to include the answers to the discussion questions and an overview of key people, places, dates, and events in your summary. Be sure to visit www.ArtiosHCS.com for additional resources. Vocabulary plebian aristocracy patrician consul coerce Discussion Questions 1. How did a Roman citizen distinguish 3. Who was involved in the Punic Wars? himself from slaves and noncitizens? 4. How did the Romans treat other 2. What is the legend about the birth of countries that they conquered? Rome? 5. Describe the Roman senate. Adapted for Elementary School from the book: Ancient Civilizations source ushistory.org The Roman Republic The Romans established a form of The Roman concept of the citizen government—a republic—that was copied evolved during the Roman Republic and by countries for centuries. In fact, the changed significantly during the later government of the United States is based Roman Empire. After the Romans freed partly on Rome’s model. themselves from the Etruscans, they It all began when the Romans overthrew established a republic, and all males over 15 their Etruscan conquerors in 509 B.C. who were descended from the original Centered north of Rome, the Etruscans had tribes of Rome became citizens. Citizens of ruled over the Romans for hundreds of Rome distinguished themselves from slaves years. and other noncitizens by wearing a toga; Once free, the Romans established a most wore a white toga. During the Empire, republic, a government in which citizens each emperor wore a purple toga to elected representatives to rule on their distinguish himself as the princeps, or “first behalf. A republic is quite different from a citizen.” democracy, in which every citizen is Citizenship varied greatly. The full expected to play an active role in governing citizen could vote, marry freeborn persons, the state. and practice commerce. Some citizens were Ancient: Elementary Unit 23: Roman Hegemony Page 309 not allowed to vote or hold public office but who gained the power to veto measures maintained the other rights. A third type of passed by the senate. citizen could vote and practice commerce, Gradually, the plebeians obtained even but could not hold office or marry freeborn more power and eventually could hold the women. position of consul. Despite these changes, In the late Republic, male slaves who though, the patricians were still able to use were granted their freedom could become their wealth to buy control and influence full citizens. Around 90 B.C., non-Roman over elected leaders. allies of the Republic gained the rights of citizenship, and by 212 A.D., under the Edict The Roman Senate of Caracalla, all free people of the Roman The history of the Roman Senate goes as Empire could become citizens. 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. Frescoes line the walls of long-forgotten Etruscan tombs. This painting, found in the Tomb of Augurs in Tarquinia, is titled Hell’s Door. 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 The ladder to political power in the Roman Senate senate composed of patricians elected these was different for the wealthy patricians than for the lower-class plebeians. consuls. At this time, lower-class citizens, or plebeians, had virtually no say in the Senators were, for centuries, strictly government. Both men and women were from the patrician class. They practiced the citizens in the Roman Republic, but only skills of rhetoric and oratory to persuade men could vote. other members of the ruling body. The Tradition dictated that patricians and Senate convened and passed laws in the plebeians should be strictly separated; curia, a large building on the grounds of the marriage between the two classes was even Roman Forum. Much later, Julius Caesar prohibited. Over time, the plebeians elected built a larger curia for an expanded Senate. their own representatives, called tribunes, By the 3rd century B.C., Rome had Ancient: Elementary Unit 23: Roman Hegemony Page 310 conquered vast territories, and the powerful The Twelve Tables senators sent armies, negotiated terms of One of the innovations of the Roman treaties, and had total control over the Republic was the notion of equality under financial matters of the Republic. the law. In 449 B.C., government leaders Senatorial control was eventually carved some of Rome’s most important laws challenged by Dictator Sulla around 82 B.C.
Load more

Recommended publications
  • RICE, CARL ROSS. Diocletian's “Great
    ABSTRACT RICE, CARL ROSS. Diocletian’s “Great Persecutions”: Minority Religions and the Roman Tetrarchy. (Under the direction of Prof. S. Thomas Parker) In the year 303, the Roman Emperor Diocletian and the other members of the Tetrarchy launched a series of persecutions against Christians that is remembered as the most severe, widespread, and systematic persecution in the Church’s history. Around that time, the Tetrarchy also issued a rescript to the Pronconsul of Africa ordering similar persecutory actions against a religious group known as the Manichaeans. At first glance, the Tetrarchy’s actions appear to be the result of tensions between traditional classical paganism and religious groups that were not part of that system. However, when the status of Jewish populations in the Empire is examined, it becomes apparent that the Tetrarchy only persecuted Christians and Manichaeans. This thesis explores the relationship between the Tetrarchy and each of these three minority groups as it attempts to understand the Tetrarchy’s policies towards minority religions. In doing so, this thesis will discuss the relationship between the Roman state and minority religious groups in the era just before the Empire’s formal conversion to Christianity. It is only around certain moments in the various religions’ relationships with the state that the Tetrarchs order violence. Consequently, I argue that violence towards minority religions was a means by which the Roman state policed boundaries around its conceptions of Roman identity. © Copyright 2016 Carl Ross Rice All Rights Reserved Diocletian’s “Great Persecutions”: Minority Religions and the Roman Tetrarchy by Carl Ross Rice A thesis submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Master of Arts History Raleigh, North Carolina 2016 APPROVED BY: ______________________________ _______________________________ S.
    [Show full text]
  • Calendar of Roman Events
    Introduction Steve Worboys and I began this calendar in 1980 or 1981 when we discovered that the exact dates of many events survive from Roman antiquity, the most famous being the ides of March murder of Caesar. Flipping through a few books on Roman history revealed a handful of dates, and we believed that to fill every day of the year would certainly be impossible. From 1981 until 1989 I kept the calendar, adding dates as I ran across them. In 1989 I typed the list into the computer and we began again to plunder books and journals for dates, this time recording sources. Since then I have worked and reworked the Calendar, revising old entries and adding many, many more. The Roman Calendar The calendar was reformed twice, once by Caesar in 46 BC and later by Augustus in 8 BC. Each of these reforms is described in A. K. Michels’ book The Calendar of the Roman Republic. In an ordinary pre-Julian year, the number of days in each month was as follows: 29 January 31 May 29 September 28 February 29 June 31 October 31 March 31 Quintilis (July) 29 November 29 April 29 Sextilis (August) 29 December. The Romans did not number the days of the months consecutively. They reckoned backwards from three fixed points: The kalends, the nones, and the ides. The kalends is the first day of the month. For months with 31 days the nones fall on the 7th and the ides the 15th. For other months the nones fall on the 5th and the ides on the 13th.
    [Show full text]
  • Expulsion from the Senate of the Roman Republic, C.319–50 BC
    Ex senatu eiecti sunt: Expulsion from the Senate of the Roman Republic, c.319–50 BC Lee Christopher MOORE University College London (UCL) PhD, 2013 1 Declaration I, Lee Christopher MOORE, confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. 2 Thesis abstract One of the major duties performed by the censors of the Roman Republic was that of the lectio senatus, the enrolment of the Senate. As part of this process they were able to expel from that body anyone whom they deemed unequal to the honour of continued membership. Those expelled were termed ‘praeteriti’. While various aspects of this important and at-times controversial process have attracted scholarly attention, a detailed survey has never been attempted. The work is divided into two major parts. Part I comprises four chapters relating to various aspects of the lectio. Chapter 1 sees a close analysis of the term ‘praeteritus’, shedding fresh light on senatorial demographics and turnover – primarily a demonstration of the correctness of the (minority) view that as early as the third century the quaestorship conveyed automatic membership of the Senate to those who held it. It was not a Sullan innovation. In Ch.2 we calculate that during the period under investigation, c.350 members were expelled. When factoring for life expectancy, this translates to a significant mean lifetime risk of expulsion: c.10%. Also, that mean risk was front-loaded, with praetorians and consulars significantly less likely to be expelled than subpraetorian members.
    [Show full text]
  • Aristocratic Identities in the Roman Senate from the Social War to the Flavian Dynasty
    Aristocratic Identities in the Roman Senate From the Social War to the Flavian Dynasty By Jessica J. Stephens A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in the University of Michigan 2016 Doctoral Committee: Professor David Potter, chair Professor Bruce W. Frier Professor Richard Janko Professor Nicola Terrenato [Type text] [Type text] © Jessica J. Stephens 2016 Dedication To those of us who do not hesitate to take the long and winding road, who are stars in someone else’s sky, and who walk the hillside in the sweet summer sun. ii [Type text] [Type text] Acknowledgements I owe my deep gratitude to many people whose intellectual, emotional, and financial support made my journey possible. Without Dr. T., Eric, Jay, and Maryanne, my academic career would have never begun and I will forever be grateful for the opportunities they gave me. At Michigan, guidance in negotiating the administrative side of the PhD given by Kathleen and Michelle has been invaluable, and I have treasured the conversations I have had with them and Terre, Diana, and Molly about gardening and travelling. The network of gardeners at Project Grow has provided me with hundreds of hours of joy and a respite from the stress of the academy. I owe many thanks to my fellow graduate students, not only for attending the brown bags and Three Field Talks I gave that helped shape this project, but also for their astute feedback, wonderful camaraderie, and constant support over our many years together. Due particular recognition for reading chapters, lengthy discussions, office friendships, and hours of good company are the following: Michael McOsker, Karen Acton, Beth Platte, Trevor Kilgore, Patrick Parker, Anna Whittington, Gene Cassedy, Ryan Hughes, Ananda Burra, Tim Hart, Matt Naglak, Garrett Ryan, and Ellen Cole Lee.
    [Show full text]
  • The Roman Empire. Or Republic. Or...Which Was It?: Crash Course
    Transcript The Roman Empire. Or Republic. Or...Which Was It?: Crash Course World History #10 Julius Caesar crossed the Rubicon, destroyed the Roman Republic, and turned it into an empire before getting stabbed a bunch of times. Or did he? Well, he definitely crossed the Rubicon and got stabbed, but did Caesar actually make Rome an empire? In this video, John Green discusses Caesar’s rise to power and argues that Rome already was an empire way before Julius Caesar crossed a river and stuck some leaves on his head. Transcript The Roman Empire. Or Republic. Or...Which Was It?: Crash Course World History #10 Timing and description Text 00:01 Hi, I’m John Green, this is Crash Course World History, and today we’re going to learn about the Roman Empire, which of course began when two totally Drawing of Romulus and nonfictional twins, Romulus and Remus, who’d been raised by wolves, founded a Remus breastfeeding on a city on seven hills. wolf John Green as his younger Mr. Green, Mr. Green, what, what does SPQR stand for? self It means, “Shut Piehole Quickly, Rapscallion.” No, it means, “Senatus Populusque Romanus,” one of the mottos of the Roman republic. So today we’re going to do Sculpture and painting of some old-school Great Man history and focus on Julius Caesar while trying to Julius Caesar answer a question, “When, if ever, is it okay to stab someone 23 times? CCWH theme song plays 00:40 Shakespeare answers that question by saying that Roman senators killed Caesar because he was going to destroy the Roman republic, but even if that’s true, we still have to answer whether A) the Roman republic was worth preserving, and B) whether Caesar actually destroyed it.
    [Show full text]
  • Ancient History, Rome
    4rome.qxd 4/14/04 2:33 AM Page 125 Ancient Rome Lesson 11 Rome: Republic to Empire OBJECTIVES Overview This lesson traces the history of Rome from its founding Students will be able to: myths through its kings, the republic, and the end of the republic. First, students hold a discussion on what a dictator • Explain the founding is. Then they read and discuss an article on the beginning of myths of Rome. Rome, the Roman Republic, and its transformation into an • Identify Cincinnatus, empire. Finally, in small groups, students role play members Julius Caesar, Cicero, and of a congressional committee deciding on whether the U.S. Augustus. Constitution should be amended to give the president greater • Describe the government powers in an emergency. of the Roman Republic, the checks on it, and its use of dictators. • Express a reasoned opin- STANDARDS ADDRESSED ion on whether the United States should adopt an California History–Social Science Standard 6.7: Students amendment to grant the analyze the geographic, political, economic, religious, president greater powers and social structures during the development of Rome. in an emergency. (1) Identify the location and describe the rise of the Roman Republic, including the importance of such mythi- cal and historical figures as Aeneas, Romulus and Remus, PREPARATION Cincinnatus, Julius Caesar, and Cicero. (2) Describe the government of the Roman Republic and its significance Handout 11A: Timeline of (e.g., written constitution and tripartite government, Ancient Rome—1 per student checks and balances, civic duty). Handout 11B: Map of the (4) Discuss the influence of Julius Caesar and Augustus in Roman Empire—1 per student Rome’s transition from republic to empire.
    [Show full text]
  • Gladiator from Screenplay to Screen
    NKL1 12/15/03 3:46 PM Page 1 chapter one Gladiator from Screenplay to Screen Jon Solomon Everyone interested in tracing the development of Gladiator has access to various sources: two preliminary versions of David Franzoni’s screen- play; several Internet interviews with Franzoni, director Ridley Scott, and co-producer Douglas Wick; the film itself; extra footage on its DVD issue; numerous comments on the World Wide Web; and, finally, the ancient historical sources for the life of the villainous Commodus – Cassius Dio, Herodian, and the Augustan History.1 The following essay offers a study of the development of Gladiator based on these sources, from its original artistic concept to its release version. To most of us, this may seem like a common or easy enough task: reading interviews with filmmakers, examining their notes or drafts, and finding additional material on a DVD or on the Web. But nothing could be further from the truth when these methods of research are applied to an ancient story. For example, Homer is not available for interviews, and we have none of Virgil’s notes or drafts. On his deathbed, Virgil report- edly requested his friends to burn the one copy of his not quite finished Aeneid, Rome’s national epic. We are fortunate to have his poem, but we cannot examine his notes or drafts. 1 The two drafts of the screenplay are published electronically at http://www.hundland. com/scripts/Gladiator_FirstDraft.txt (revised and dated April 4, 1998) and http://www. hundland.com/scripts/Gladiator_SecondDraft.txt (revised by John Logan and dated October 22, 1998).
    [Show full text]
  • Imperial Legitimacy in the Roman Empire of the Third Century: AD
    Imperial Legitimacy in the Roman Empire of the Third Century: AD 193 – 337 by Matthew Kraig Shaw, B.Com., B.A. (Hons), M.Teach. Submitted in fulfilment of the requirements for the Degree of Master of Arts University of Tasmania, July 2010 This thesis may be made available for loan and limited copying in accordance with the Copyright Act 1968. Signed: Matthew Shaw iii This thesis contains no material which has been accepted for a degree or diploma by the University or any other institution, except by way of background information and duly acknowledged in the thesis and to the best of my knowledge and belief no material previously published or written by another person except where due acknowledgement is made in the text of the thesis. This thesis does not contain any material that infringes copyright. Signed: Matthew Shaw iv Abstract. Septimius Severus, according to Cassius Dio, told his sons to enrich the soldiers and look down on all other men (Cass. Dio 77.15.2). This recognised the perceived importance of the army in establishing and maintaining the legitimacy of an emperor. This thesis explores the role of the army in the legitimation of emperors. It also considers whether there were other groups, such as the Senate and people, which emperors needed to consider in order to establish and maintain their position as well as the methods they used to do so. Enriching the soldiers was not the only method used and not the only way an emperor could be successful. The rapid turn over of emperors after Septimius' death, however, suggests that legitimacy was proving difficult to maintain even though all emperors all tried to establish and maintain the legitimacy of their regime.
    [Show full text]
  • The Roman Republic Established a Tripartite (Try•PAHR•Tyt) Government
    TERMS & NAMES patrician The Roman plebeian Senate consul Republic Cincinnatus Build on What You Know You have already learned that Rome overthrew its kings and formed a republic. This change to self-rule would not only affect Rome’s government. It would also affect Roman society. Early Strengths of Roman Society ESSENTIAL QUESTION How was Roman society structured? As Rome developed into a complex civilization, two classes arose. Inequalities between them would lead to conflict. This conflict, however, would eventually define Roman citizenship and the rights of citizens under Roman law. Patricians and Plebeians The upper-class patricians (puh•TRIHSH•uhnz) were wealthy landowners who held all of the highest positions in government. The plebeians (plih•BEE•uhnz) were mostly common farmers. Like all Roman Forum Ruins male Roman citizens, they could vote, but they couldn’t of the Roman Forum, hold important government positions. the religious, cultural, Resentment over the patricians’ power caused tension. and political heart Finally, the patricians passed a written constitution, called of Rome, still stand today. In the early the Twelve Tables, around 450 B.C. The Twelve Tables days of the republic, established basic rights and duties for Roman citizens. the Senate met in a small building in the Why did the division of Roman society cause tension? Forum. ▼ 437 Republican Government ESSENTIAL QUESTION How was the republican government organized? The leaders of the Roman Republic established a tripartite (try•PAHR•tyt) government. This type of government has three branches: executive, legislative, and judicial. The executive branch enforces a country’s laws. The legislative branch makes the laws.
    [Show full text]
  • “Roman”: Creating Identity in an Expanding World by Claudia I. Arno
    How Romans Became “Roman”: Creating Identity in an Expanding World by Claudia I. Arno A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in The University of Michigan 2012 Doctoral Committee: Professor David S. Potter, Co-Chair Professor Nicola Terrenato, Co-Chair Professor Bruce W. Frier Professor Raymond H. Van Dam © Claudia I. Arno 2012 To my family and friends, whose support is invaluable. ii Acknowledgements I owe a great many individuals and institutions thanks for their support and assistance during the years I have been researching and writing this dissertation. I would first like to thank the University of Michigan Interdepartment Program in Greek and Roman History, which promotes the interdisciplinary study of Classics and History, and with which I am very proud to be associated. I am also grateful to the University of Michigan History and Classics Departments, whose cooperation makes IPGRH possible. I would especially like to thank my graduate colleagues in IPGRH, Classics, and History, who have made my graduate experience so enjoyable and rewarding. The staffs at the Univeristy of Michigan and UCLA libraries, as well as the UCLA History Department, and in particular Professor David Phillips, were critical in helping me obtain access to research materials while I was living in Michigan, Los Angeles, and Boston. I would also like to express my deep admiration for Dr. Susan Lipshutz, who I unfortunately never had the opportunity to meet, but whose devotion to the success of women in academia inspired the creation of an award fund from which I received valuable support.
    [Show full text]
  • Roman Republic to Roman Empire
    Roman Republic to Roman Empire Start of the Roman Revolution By the second century B.C., the Senate had become the real governing body of the Roman state. Members of the Senate were usually wealthy landowners, and they remained Senators for life. Rome’s government had started out as a Republic in which citizens elected people to represent them. But the Senate was filled with wealthy aristocrats who were not elected. Rome was slowly turning into an aristocracy, and the majority of middle and lower class citizens began to resent it. Land was usually at the center of class struggles in Rome. The wealthy owned most of the land while the farmers had found themselves unable to compete financially with the wealthy landowners and had lost most of their lands. As a result, many of these small farmers drifted to the cities, especially Rome, forming a large class of landless poor. Changes in the Roman army soon brought even worse problems. Starting around 100 B.C. the Roman Republic was struggling in several areas. The first was the area of expansion. The territory of Rome was expanding quickly and the republic form of government could not make decisions and create stability for the new territories. With expansion, the Republic was also experiencing problems with collecting taxes from its citizens. The larger area of the growing Roman territory created difficulties with collecting taxes from a larger population. Government officials had to go to each town, this would take several months to reach the whole extent of Roman territory. The Roman Republic struggled to have a strong police force.
    [Show full text]
  • The Rise and Fall of the Roman Empire
    The Rise and Fall of the Roman Empire © Student Handouts, Inc. www.studenthandouts.com What was the Roman Empire? • There were two periods of Roman government. – Roman Republic • 509 BCE-30 BCE – Roman Empire • 30 BCE-476 CE • Rome technically had an “empire” under the Roman Republic. – But the term “Roman Empire” refers to the time period, beginning with Augustus, when Rome was ruled by emperors. Octavian Becomes Augustus • Octavian was sole ruler of Rome after his forces defeated Antony and Cleopatra at the Battle of Actium • The Senate gave him the name “Augustus,” meaning “most high” • 23 BCE – Octavian, now referred to as Augustus, was made consul for life by the Senate – Also made “Princeps,” meaning “first citizen” • Origin of the word “prince” – Also made “Imperator,” meaning “successful general” • Origin of the word “emperor” – Also made “Pontifex Maximus,” or “chief religious leader • Origin of the word “pontiff” (used to describe the pope today) – Also made a tribune – He had the power to call the Senate, veto the Senate’s laws, and make laws himself Primus inter pares • “First among equals” • Augustus and later emperors tried to maintain the façade that they were elected officials rather than dictators • Being “first among equals” gave the illusion that an emperor was the most prestigious and important member of the Roman Senate, but that each senator was simultaneously equally important • In reality, the Roman emperors ruled with little input from anyone else Rome under Augustus: A Golden Age Pax Romana – Roman Peace • Rome
    [Show full text]