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1.3 Republican Government plebeians were allowed to elect their own representatives, called tribunes , who fought to protect the rights of ordinary citizens. killed. In 509 b.c., the people of Rome Roman goveRnmenT overthrew Tarquin and established a Rome’s new, more representative government furthered the development of democratic principles first introduced in the Greek city-state of Athens. The government contained three branches. An executive branch led the government and the army, a legislative branch made the laws, and a judicial branch applied the laws. You wouldn’t have wanted to meet the Etruscan king Tarquin the Proud in a dark alley. He ruled as a tyrant—a cruel new form of government. main iDea Rome developed a republican form of government that protected the rights of ordinary citizens. The Young Republic In a republic , citizens vote for their leaders. Only free adult men were citizens in Rome, but not all citizens were equal. Roman society was divided into two groups: the patricians and the plebeians. The patricians (puh-TRIH-shuhnz) were wealthy landowners. The plebeians (plih-BEE-uhnz), who included poorer farmers and craftsmen, made up the majority of Rome’s citizens but were under-represented in the government. The plebeians wanted a say in how Rome was run. As a result, in 494 b.c., they went on strike. The plebeians left the city, shutting down Roman shops and businesses, and set up their own government. Economic activity came to a halt. Once the patricians started losing money, they became frightened and agreed to share their power. In time, the The artist tries to show that Cicero has been talking for a long time. The other senators in the painting seem restless and bored. The Romans put in place a system of checks and balances, similar to that used in the United States, to prevent any one branch from becoming too powerful. They also replaced the position of king with two leaders called consuls . The consuls shared power so equally that they had the right to veto , or reject, each other’s decisions. The legislative branch was made up of the Senate, elected judicial officers, and two assemblies. The Senate advised the consuls. The assemblies represented the plebeians. In the beginning, most of the 300 members of the Senate were patricians. Over time, however, plebeians were also allowed to participate. Senators often spoke out about issues in the Senate House and in public squares. One of Rome’s most brilliant speakers was Cicero (SIH-suh-roh), who often used his speeches to attack those who he believed were a threat to the republic. In times of crisis, the Romans appointed dictators who had complete control but were expected to give up power after danger had passed. One such Roman dictator was Cincinnatus (sihn-suh-NA-tuhs). In 458 b.c., Rome’s army was facing defeat by a fierce enemy, and the Senate wanted STANDARDS NGSSS: SS.6.C.1.2 Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, civic duty). SS.6.C.2.1 Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process. SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome. SS.6.W.3.10 Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty). SS.6.W.3.16 Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves. LAFS: LAFS.68.RH.2.5 Describe how a text presents information (e.g., sequentially, comparatively, causally); LAFS.68. RH.3.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts; LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Cincinnatus to take charge. He accepted the dictatorship, defeated the enemy, and then surrendered his power and returned to his farm. The example set by Cincinnatus was celebrated by the Romans, who valued the idea of civic duty—putting service to the community ahead of personal interest. ReView & assess 1. Reading CheCk How did the Roman government come to protect the rights of the citizens? 2. COMPaRe and COntRast In what ways are the governments of the Roman Republic and the United States similar? 3. dRaw COnClusiOns Why was it important to the plebeians to have Roman laws written down? The Roman Republic 275 274 CHAPTER 10 270-277_SE66871_U04CH10S1.indd 274 Critical Viewing In this painting, cicero delivers a speech before the Senate. What qualities does the artist try to convey in his portrayal of cicero? Cicero Denounces Catiline, Cesare Maccari, 1888 ruler—and had many of his opponents The plebeians had one more demand. Because Rome’s laws were not written down, the patricians often interpreted them to favor their rich friends. The plebeians fought back. They insisted that the laws be not only written down but carved into bronze tablets and displayed for all to see. These laws became known as the Twelve Tables. They protected all Roman citizens from injustice. Some of these laws are the basis of our own laws today. POSSIBLE RESPONSE 3/14/16 270-277_SE66871_U04CH10S1.indd 8:51 AM 275 PLAN 3/14/16 8:51 AM OBJECTIVE BACKGROUND FOR THE TEACHER Describe the government of the Roman Republic and explain how it protected citizens’ rights. Marcus Tullius Cicero was born in 106 b.c. in Latium. He was a famous Roman lawyer, scholar, writer, and orator who devoted himself to upholding the principles of the Roman Republic during the civil wars that ultimately destroyed it. Appointed as consul in 63 b.c., Cicero gave many famous speeches designed to preserve the republic and expose what he viewed to be dangerous civil uprisings. His efforts to achieve equality among Rome’s social classes earned him the title of “father of his country” by some. He died in 43 b.c., leaving behind numerous writings including hundreds of letters, speeches, books, and works of philosophy and politics. ESSENTIAL QUESTION How did Rome become a mighty power in the Mediterranean? The Romans created a republic with three branches of government and written laws. Lesson 1.3 discusses how the republic protected the rights of ordinary citizens and prevented any one group from becoming too powerful. DIGITAL RESOURCES myNGconnect.com STUDENT RESOURCES TEACHER RESOURCES & ASSESSMENT Reading and Note-Taking Vocabulary Practice Section 1 Quiz Biography 274 CHAPTER 10 270-277_IWE10785_U04CH10L1.indd 274 5/14/16 4:49 PM CHAPTER 10 THE ROMAN REPUBLIC Provide students with a soft ball or small beanbag that can be safely tossed. Ask students to think of the branches of the U.S. government. Toss the ball or beanbag to a student and ask him or her to name one of the branches. If the student cannot, he or she can toss the ball or beanbag to someone else. Repeat the tossing and telling throughout the classroom until all three branches have been named. Then tell students they will learn how the Romans developed these three branches of government. 0:05 minutes On Your Feet: Plebeians versus Patricians Divide the class into two groups: plebeians and patricians. Provide each group with a large sheet of paper, and ask them to imagine it is 495 b.c. Have the groups create a list of their sentiments about the current state of Roman society, including what they like, dislike, fear, and would like to change or keep the same. After ten minutes, ask each group to share their concerns. You may wish to facilitate a debate or dialogue between the groups by asking questions such as, “Patricians, how do you feel about the fact that Rome’s laws are not currently written down?” “Plebeians, there are more of you in Rome than patricians, but you are under-represented in the government. Are you satisfied with this arrangement?” 0:20 minutes TEACH DIFFERENTIATE GUIDED DISCUSSION STRIVING READERS 1. Make Generalizations Were the demands of the Roman plebeians and the way they went about having their demands met reasonable and/ or successful? (Possible response: Yes, their demands were reasonable and successful. The plebeians just wanted to have equal rights to the patricians, and they proved they had a powerful voice in society. There were more plebeians than patricians, and the plebeians provided most of the goods and services to the patricians. When the plebeians closed their shops and businesses, the patricians were forced to listen to their demands.) How did the plebeian demand for written laws benefit all Romans? (Having permanent, public laws protected Roman citizens from having laws be interpreted in different ways that benefitted only the friends of powerful people.) Analyze Visuals Have students study the painting of Cicero giving a speech before the Roman Senate. In pairs, have students make a list of observations about the Roman Senate based on what they see in the painting. Encourage students to compare the layout of the Roman Senate to the United States Senate, providing photographs of the latter, if needed. INTRODUCE & ENGAGE TOSS AND TELL 2. Draw Conclusions As shown through Cincinnatus’s actions, the Romans valued setting aside personal interests to benefit the community. Do you believe politicians and leaders today are willing to set aside their personal goals, wealth, or interests to benefit their country or community? Why or why not? (Responses will vary. Students should be encouraged to defend their views using examples.) COMPARE AND CONTRAST ASK: How does the structure of the U.S. government compare to the structure of the representative government of Rome? As a group, work to make two diagrams on large sheets of paper or a whiteboard. One diagram should show the structure of Rome’s representative government, and the other should show the structure of the U.S. government. Include the three branches in both, but be sure to acknowledge and draw students’ attention to distinguishing features, such as having two Roman consuls versus having one American president. 0:20 minutes ACTIVE OPTIONS Active History: Compare Greek and Roman Governments Extend the lesson by using either the PDF or Whiteboard version of the Compare Greek and Roman Governments Active History activity. These activities take a deeper look at a topic from or related to the lesson. Explore the Active History activities as a class, turn them into group assignments, or even assign them individually. 0:15 minutes GIFTED & TALENTED Become an Orator Many consider Cicero to be the greatest speaker that ever lived. Even Julius Caesar acknowledged that Cicero’s achievements in learning and sharing knowledge were greater than his own expansion of the Roman Republic. Provide students with topics to speak about, or invite them to select their own. Brainstorm qualities that make a good speech and a successful orator. Remind students that speeches should have a clear theme and details that support the main idea. Guide students to write a short speech of 3–5 minutes and present it to their peers. As an added extension, consider studying one of Cicero’s famous speeches. Press in the Student eEdition for modified text. See the Chapter Planner for more strategies for differentiation. REVIEW & ASSESS ANSWERS 1. It wrote all laws down on bronze tablets so everyone could see them and not misinterpret them. 2. Both governments have three branches—legislative, executive, and judicial; both have written laws. 3. It was important because the plebeians wanted the laws to be applied equally. They didn’t want the patricians to get away with interpreting the laws in different ways that favored themselves. LESSON 1.3 275 270-277_IWE10785_U04CH10L1.indd 275 5/14/16 4:49 PM