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 ’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. , 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 , 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. and Remus According to Roman mythology, a pair of twin brothers played an important part in the founding of . These brothers, named , 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 .  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 coerce

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History Overview and Assignments Plebs

Map of the Roman takeover of Italy

Reading and Assignments

 Read the article: The Roman .  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 ? 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 .

Adapted for Elementary School from the book: Ancient Civilizations source ushistory.org The

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 ; Once free, the Romans established a most wore a white toga. During the Empire, republic, a government in which citizens each wore a purple toga to elected representatives to rule on their distinguish himself as the , or “first behalf. A republic is quite different from a citizen.” , 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 measures maintained the other rights. A third type of passed by the senate. citizen could vote and practice commerce, Gradually, the 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 of Caracalla, all free people of the Roman The history of the Roman Senate goes as Empire could become citizens. far back as the 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 .

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; , a large building on the grounds of the marriage between the two classes was even Roman . Much later, Julius prohibited. Over time, the plebeians elected built a larger curia for an expanded Senate. their own representatives, called , By the 3rd century B.C., Rome had

Ancient: Elementary Unit 23: Roman Hegemony Page 310 conquered vast territories, and the powerful The 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 around 82 B.C. into 12 great tablets. The Twelve Tables, as Sulla had hundreds of senators murdered, they came to be known, were the first increased the Senate’s membership to 600, Roman laws put in writing. Although the and installed many non-patricians as laws were rather harsh by today’s senators. raised the number standards, they did guarantee every citizen to 900 (it was reduced after his equal treatment under the law. assassination). After the creation of the Roman Empire in 27 B.C., the Senate became weakened under strong 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 Twelve Tables Engraving any approval, and had full control over the Laws from the Twelve Tables: military. • Females shall remain in guardianship The best example of an ideal dictator even when they have attained their was a Roman citizen named Cincinnatus. majority (except Vestal Virgins). During a severe military emergency, the • A spendthrift is forbidden to exercise Roman Senate called Cincinnatus from his administration over his own goods. farm to serve as dictator and to lead the • It is permitted to gather fruit falling . When Cincinnatus stepped down on another man’s farm. down from the dictatorship and returned to • If any person has sung or composed his farm only 15 days after he successfully against another person a song such as was defeated Rome’s enemies, the republican causing slander or insult to another, he leaders resumed control over Rome. shall be clubbed to death. • Quickly kill…a dreadfully deformed child.

Ancient: Elementary Unit 23: Roman Hegemony Page 311 With respect to the law and citizenship, The two sides fought three bloody wars, the Romans took a unique approach to the known as the Punic Wars (264-146 B.C.), lands that they conquered. Rather than rule over the control of trade in the western those people as conquered subjects, the Mediterranean Sea. In the second war, Romans invited them to become citizens. , a Carthaginian general, These people then became a part of Rome, successfully invaded Italy by leading an rather than enemies fighting against it. army—complete with elephants—across the Naturally, these new citizens received the Alps. He handed the Roman army a same legal rights as everyone else. crushing defeat but was unable to sack the city of Rome itself. After occupying and The Punic Wars ravaging Italy for more than a decade, The early Roman Republic often found Hannibal was finally defeated by the Roman itself in a state of constant warfare with its general Scipio at the Battle of Zama in 202 surrounding neighbors. In one instance, B.C. when the Romans were fighting the Carthaginians, Rome was nearly conquered. Why “Punic”? The people of (a city in what is How did the word “Punic” become an today Tunisia in North Africa) were a adjective meaning “relating to the people of successful trading civilization whose Carthage”? “Punic” is derived from the interests began to conflict with those of the Latin word Poenicus, meaning “an Romans. inhabitant of Carthage.” Carthage was founded by Phoenicians, and Poenicus is the Latin word for “Phoenician.” By the , 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.

Hannibal marched his elephants south into the Italian peninsula during the .

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History Overview and Assignments Exploring Ancient Rome

Reconstruction of the Amphitheater of Statilius Taurus, Rome, Italy. Drawing from unknown artist, dating 1663

Reading and Assignments

 •There is no article to read for this Lesson, instead visit the website listed below and explore one or more areas in which you are interested. Be prepared to share what you learn with the class. ▪ Ancient Rome for Kids http://www.rome.mrdonn.org/  Be sure to visit www.ArtiosHCS.com for additional resources.

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