* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Ch. 11 Rome: Republic to Empire Lesson 2: Rome as a Republic
Ancient Roman architecture wikipedia , lookup
Berber kings of Roman-era Tunisia wikipedia , lookup
Legislative assemblies of the Roman Republic wikipedia , lookup
Military of ancient Rome wikipedia , lookup
Executive magistrates of the Roman Republic wikipedia , lookup
Travel in Classical antiquity wikipedia , lookup
Leges regiae wikipedia , lookup
Conflict of the Orders wikipedia , lookup
Promagistrate wikipedia , lookup
Food and dining in the Roman Empire wikipedia , lookup
Roman army of the late Republic wikipedia , lookup
Roman Republican governors of Gaul wikipedia , lookup
Roman Kingdom wikipedia , lookup
Roman funerary practices wikipedia , lookup
First secessio plebis wikipedia , lookup
Roman historiography wikipedia , lookup
Roman economy wikipedia , lookup
Roman Republic wikipedia , lookup
Rome (TV series) wikipedia , lookup
Education in ancient Rome wikipedia , lookup
Elections in the Roman Republic wikipedia , lookup
Constitutional reforms of Sulla wikipedia , lookup
Roman agriculture wikipedia , lookup
Culture of ancient Rome wikipedia , lookup
Treaties between Rome and Carthage wikipedia , lookup
Cursus honorum wikipedia , lookup
Early Roman army wikipedia , lookup
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.