Download Ch. 11 Rome: Republic to Empire Lesson 2: Rome as a Republic

Ch. 11 Rome: Republic to Empire
Lesson 2: Rome as a Republic Name _______________________
I. Governing Rome
A. Roman Social Classes
1)
There were two main social classes in early Rome: ___________________ and
_____________________.
a. __________________ were _____________ landowners who held government offices.
b. _______________ people were __________________, or the common people; most
were ______________________, ______________________, and ______________
2)
Patricians and plebeians could ________ marry each other.
3)
All patrician and plebeian ___________ were citizens and had the right to __________.
4)
They both paid taxes and joined the army, but only ________________ could be in the
_______________________.
B. The Republic
1) Early Roman government was _________________(_________________) in nature.
2) This form of Roman government created offices that represented the interests of various
groups, giving those people a _____________, directly or indirectly, in Roman government.
Examples:
a. __________________- who represented _________________ (common _____________)
b. the use of assemblies- various assemblies were created for many purposes,
including the Senate
c. __________________- served one year terms as the civil and military authority
3) The Roman ______________________ had __________ branches, or parts: a legislative, or
law making branch; a daily government branch; and a judging branch. This was to stop any one
part from getting too _________________. It was the idea of ________________ and
__________________. Roman government was structured in a complex way to prevent any
one group or body of ______________________ too much power.
4) The top leaders were two ___________________ who served for one year.
a. One consul headed the army.
b. The other headed the rest of the government.
c. Each consul could ___________, or ________________, the other consul’s decision.
5) Rome had _________ legislative bodies, or groups that made ___________.
a. The Senate was made up of 300 ___________________ men, who were senators
for _____________. They passed laws and approved building projects.
b. The second group that made laws was the ________________ of
__________________. It also elected consuls and ________________, or judges.
6) Roman praetors could lead armies and help run the government.
Lesson 2: Rome as a Republic (p.2)
Name _______________________
7) Over time, the plebeians became __________________; they had the duties of citizens, but
they could _________ be a part of the government.
a. They wanted _______________ rights, and in 494 B.C., the plebeians went on ________.
b. The __________________ were scared, so to prevent the collapse of the republic,
plebeians were allowed to set up the ______________ of ____________. It elected
__________________.
c. The __________________ told the government what the plebeians thought about issues.
The tribunes could also ____________ government decisions.
d. A few wealthy families still held most of the real power.
8) The Roman Republic included ____________________. Today, a dictator is a cruel
_____________ who controls everything.
9) A unique feature of Roman government to offset checks and balances was the ability to elect a
dictator to rule Rome with __________________ power for a ______________ period of time
during emergencies. As soon as the emergency ended, the dictator's rule ended.
C. Roman Law
1) Plebeians demanded that Rome's laws be _________________ ___________. That way,
everyone could know the laws and make sure the judges followed them.
2) In 451 B.C. Rome adopted its first written laws, known as the ______________ Tables.
a. They were carved on bronze ______________ and placed in the marketplace.
b. The Twelve Tables were based on the idea that _________ citizens should be treated
_______________.
3) When Rome began taking over other nations, they made a new set of laws called the
Law of _________________.
a. The Law of Nations listed ___________________, or ideas, for _________________.
b. We still use some of these ideas ________________.
4) American law says people are ___________________ until they are ________________ guilty.
Rome’s legal system was based on the idea that everyone should be treated
_______________. This is called “the rule of law.”
5) Many rich people did not like the rule of law. They were not used to _________________ the
law at all. The rule of law __________________ that.
II. The Punic Wars
A. Conflict develops with Carthage
1) Rome continued to grow, and wanted to control the entire ______________________ world, but
so did an empire named ____________________.
Lesson 2: Rome as a Republic (p.3)
Name _______________________
2) It was because of _______________ that Rome came into conflict with other powers, most
notably _______________________.
3) Carthage was a trading empire on the coast of _____________ ____________ and was the
largest and richest city in the western Mediterranean.
B. The Punic ____________ and Roman Expansion
1) The _____________ Punic War was fought between Rome and Carthage and lasted _____
years, until ___________ won in 241 B.C.
2) There would be two more Punic Wars with Carthage, with ___________, once again, defeating
Carthage each time.
3) Rome now ruled the ________________ ______________________ region. Carthage
remained a rich trading center.
4) Through these __________ ___________ Wars, Rome began to _____________ its control
____________________ the Mediterranean region.
5) By the 140s B.C., Rome conquered _______ of _______________.
6) Twenty years later, it took its first province in _____________. Romans began to call the
Mediterranean Sea “mare nostrum,” which means “our sea.”
III. Rome’s Lasting Impact
A. There are many lasting impacts that the Roman civilization has had on our world today in terms
of _________________, government, _______________________ and engineering.
B. ______________, the language of the Romans, is the basis of the “__________________
Languages” (from Roman): Italian, Spanish, French, Portuguese, and Romanian.
C. Although English developed from ___________________ languages, much of its vocabulary is
influenced by or comes directly from Latin (examples include et cetera, veto, and curriculum).
Furthermore, Latin terms are extensively used in the fields of _________________, law, and
_____________________, with every _________________ of _______________ and
____________________ given a Latin name.