Download Athens Roman Republic Roman Empire

Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
Graphic Organizer
Athens
Roman
Republic
Roman
Empire
Limited
Democracy
Republic /
Aristocracy
Autocracy
All male
citizens could
play some role
in decisionmaking and
were eligible to
be on the
Council.
All male
citizens could
participate in
the assembly,
but only
wealthy men
could serve in
the Senate.
The emperor
had complete
power . He
appointed
others to
positions of
power to help
him rule.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
Big Ideas Card
Big Ideas for Lesson 3, Unit 4
•
Power is the ability, strength, and capacity to do something. Authority is
the right to use power to enforce rules or give orders. Empires in Era 3
wielded power and authority in different ways.
• The global pattern of development for human societies during Era 3
included the emergence of large empires in most of which an individual
ruler held most of the power.
• Not every major society existed as an empire. Both empires and other
types of civilizations during Era 3 organized power and authority in different
forms including democracy, republics, and oligarchy.
•
Empires exercised power and authority over vast geographic areas and
many, many people during Era 3, thereby having an enormous impact on
the development of civilization in general.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
Word Cards
9
power
10
authority
the ability, strength,
and capacity to do
something
the right to use
power to enforce
rules or give
orders
Example: By commanding the strongest
army in the world, the emperor had the power
to take over foreign lands and their
inhabitants.
Example: Empires in Era 3 wielded power
and authority in different ways.
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11
democracy
12
dictator
rule by the
people or a
government in which many people
are able to participate
a ruler with absolute
power
Example: The United States’ government is
a representative democracy.
Example: Although Sulla was
the dictator of Rome for only two years, he
had total power for that time.
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13
republic
14
citizen
a government
with elected
leaders
someone officially
recognized as a full
member of a nation
or kingdom
Example: After the development of the
United States Constitution, the U.S. became
a republic.
Example: When the United States was first
formed, Native Americans and AfricanAmericans were not considered citizens.
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February 24, 2012
Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
15
aristocracy
16
autocracy
a government in which
a few elite citizens rule
and have power
a system of
government in
which all power is
held by one person
Example: The members of the Roman
Senate could be considered aristocracy.
Example: Rome became an autocracy when
it turned into the Roman Empire and had an
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
Student Handout 1 – Introduction to Athens and Athenian Democracy
Read the following introduction to the Greek city-state of Athens.
I ntroduction to Athens and Athenian
Dem ocracy
Take notes on this side about
who had POWER (who could
make decisions, vote,
participate in the court
system, etc.)
On this side, take notes on who
did NOT have power (who was
excluded from the decisionmaking process in society)
Why Athens was great
Athens was the largest city in Greece, and controlled a region called
Attica. Between the many mountains were fertile valleys, with many
farms. Athens became rich because Attica also had valuable sources
of silver, lead and marble. Athens also had the biggest navy in
Greece.
• Athens was a beautiful and busy city. People came to the city from
all over Greece, and from other countries, to study and to trade. The
city's most famous building was the temple called the Parthenon. It
stood on a rocky hill called the Acropolis. Inside the Parthenon stood
a statue of the city's protector-goddess Athena.
•
People power
• In the early 500s BC a new way of government was invented in
Athens. It was "democracy" or "'rule by the people". Not everyone
had a vote though. Only a male citizen had a say in how the city was
run. There were about 30,000 citizens. The ruling Council had 500
members, all men, and chosen for a year at a time. Women could
not be citizens, nor could slaves or foreigners.
•
The citizens met to vote on new laws put forward by the Council.
Usually around 5,000 citizens met, every 10 days or so on a hill
called the Pnyx. In Athens, you can still see the stones of this historic
meeting place.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
Take notes below on how
citizens could be a part of
making important decisions.
Guilty or not guilty?
• Athens had law courts with trial by jury. Juries were larger than the
ones we have today - 500 citizens normally, but sometimes more.
There were no lawyers, so people spoke in their own defense. After
listening to the evidence, jurors voted by placing metal discs into
one of two jars - one for guilty, one for not guilty. Punishments
included the death penalty. Speeches were timed by a water-clock.
•
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Lesson 3
Take notes below on what life
was like for slaves.
Citizens also voted to get rid of politicians they did not like. They
wrote the name of the person they hated on a piece of
broken pottery, called an ostrakon. Any politician who got more than
600 votes was banished from the city of 10 years.
Slaves
• Of the 250,000 to 300,000 people in Athens (at its biggest around
400 BCE), between a quarter and a third of them were enslaved.
Some slaves were captured in wars. Others were born slaves. Some
people were forced into slavery when they could not afford to pay
money they owed or as a penalty for criminal behavior.
•
A few slaves had special skills, such as nurses, teachers, or pottery
painters. Most slaves did the hardest and most unpleasant jobs. A
lucky slave might save enough money to buy his freedom.
Source: “Ancient Greeks: Athens.” Primary History. BBC. 24 February 2013 <http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/athens/>.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
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Lesson 3
Student Handout 2 Introduction to Ancient Rome….. Republic to Empire
Working with a partner, read the following excerpts from primary documents about the Roman Republic. Skim the document and the guiding questions
for notes before reading. Use the summaries in the middle column to help you understand the documents. Think about your purpose for reading each
document, and then take notes in response to the prompts as you read. You can talk quietly about the important ideas with your partner to help you take
notes, but stay focused! Write directly in the note-taking column.
Constitution of the Roman Republic - A translation of an account written by Polybius, a Greek historian who lived in Rome and observed the
transition from Republic to Empire firsthand.
Gary Edward Forsythe: Assistant Professor of Classical Languages and Literatures, University of Chicago. Author of The Historian L. Calpurnius Piso Frugi
and the Roman Annalistic Tradition. Robert A. Guisepi: Author of Ancient Voices
Polybius 6.11-18: [Polybius here sets forth a general analysis of the Roman constitution at the time of the Second Punic War.]
Text Excerpts:
I have already mentioned the three divisions of
government in control of state affairs. All three were so
equally and fittingly set out and organized in all respects as
regards their respective roles that no one, not even any of
the Romans themselves, could say for certain whether their
system of government was aristocratic in its general
nature, or democratic, or monarchical. And this uncertainty
is only reasonable, for if we were to focus on the powers of
the consuls it would appear to be altogether monarchical
and kingly in nature. If, however, we were to focus on the
powers of the Senate, it would appear to be a government
under the control of an aristocracy. And yet if one were to
look at the powers enjoyed by the people, it would seem
plain that it was democratic in nature. As for the parts of
government controlled by each element, they were at that
time and (with a few exceptions) still are as follows:
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Summary:
Note Taking column…. answer the
questions:
The government had three parts. These
three parts seemed equal to each other in
power. There was a part that was more
aristocratic (controlled by a small group of
wealthy people), a part that was more
democratic (controlled by a larger group of
people), and a part that was monarchical
(controlled by one person, like a king).
How was this government, with consuls, a
Senate, and the people, similar to and
different from Athens?
The consuls were sort of like kings. The
Senate was like an aristocracy (small group
of rich guys). Yet the larger population had
some power too, so that was more
democratic.
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February 24, 2012
Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
The consuls, when in Rome prior to leading out their
Copy the underlined phrases from the
armies, are in charge of all public affairs. For all of the other passage to the left in the space below:
public officials, with the exception of the tribunes, are
below the consuls and subject to their authority, and it is
the consuls who introduce foreign ambassadors to the
Senate. In addition to the powers just mentioned, the
consuls introduce to the Senate urgent matters for its
consideration and bring about the detailed implementation
of its decrees. Moreover, it is the consuls' duty to consider
all matters of public concern which are to be decided by the
people… Furthermore, they enjoy nearly autocratic powers
as regards preparations for war and the conduct of military
affairs. …
As best you can, see if you can re-write
these phrases and list the powers of the
consuls:
Copy the underlined phrases from the
passage to the left in the space below:
As best you can, see if you can re-write
these phrases and list the powers of the
Senate:
The Senate, first of all, has control of the treasury, for it has
complete authority over all revenues and expenditures. For
the quaestors are unable to disburse funds for any
particular need without a decree from the Senate, the only
exception being in the case of the consuls [see above]. The
Senate is in charge of by far the most important and the
greatest expenditure of public funds -- that which the
censors make every lustrum [i.e. every five years] for the
repair and construction of public works: it is through the
Senate that the funds are allocated to the censors.
Similarly, whatever crimes committed in Italy require a
public investigation -- for example, treason, conspiracy,
poisoning, willful murder -- these all fall under the
jurisdiction of the Senate.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
… the people alone amid the organs of state have
jurisdiction over the conferring of rewards and
punishments, these representing the sole bonds by which
kingdoms and states and, in a word, human society are
held together. ... The people pass judgment, then,
whenever the punishment for a crime involves a substantial
penalty, and especially when the accused have held high
office. And the people alone can pass judgment in capital
cases. ... It is the people who grant offices to the deserving,
the most noble prize for virtue in a state. They also have
authority over the ratifying of laws and -- the greatest of
their powers -- they deliberate and pass judgment
concerning war and peace. They also confirm decisions
concerning the various military alliances, truces, and other
treaties, rendering them valid or rejecting them. The result
is that, with a view to these powers, one might reasonably
say that the people have the greatest role in the state, and
that the constitution is democratic in nature.
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Lesson 3
Summary:
The people get to decide guilt or innocence
in public trials.
Do you think that all people really had
these powers? Did they have this power
in Greece? Who do you think “the people”
included?
The people get to elect some of their
leaders.
The people get to vote to pass laws.
The people have a voice in decisions relating
to war and peace.
Turn and Talk, and then Stop and Jot below:
In the Roman Republic, based upon what you read above, how were decisions made? How is this similar to Athens? How is it different? Who had
power and authority in the Roman Republic?
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
Student Handout 3- Power in the Roman Empire
In the column below, there are excerpts from a primary document, “The Deeds of the Divine Augustus,” in which Caesar Augustus, emperor of Rome,
celebrates his own deeds. Read each of the passages from this document. Check off which type of power you think it represents. For example, if it has
do with taking an army to fight another country, you could check off both military and foreign. You may work with a partner.
The Deeds of the Divine Augustus, By Augustus, Written 14 C.E. Translated by Thomas Bushnell, BSG
The excerpts below from “The Deeds of the Divine Augustus,” describe power and authority in the Roman Empire. It explains how
he subjected most of the world known to the Romans to the rule of the Roman people. This document was inscribed on two bronze
pillars, which were set up in Rome.
Excerpts from the Deeds of the Divine Augustus
Military
(war,
armies,
soldiers)
Economic
(money,
taxes, food)
Cultural
Legal
Foreign
Domestic
(art,
religion,
architecture)
(Laws,
courts,
crime)
(other
nations,
treaties,
peace, trade)
(life in
Rome,
food, work,
business)
2. I drove the men who slaughtered my father into exile with a
legal order, punishing their crime, and afterwards, when they
waged war on the state, I conquered them in two battles.
3. I often waged war, civil and foreign, on the earth and sea, in
the whole wide world, and as victor I spared all the citizens
who sought pardon. As for foreign nations, those which I was
able to safely forgive, I preferred to preserve than to destroy.
8.... I conducted a lustrum, after a forty-one year gap, in which
lustrum were counted 4,063,000 heads of Roman citizens.
(A lustrum was kind of like a ceremonial blessing after a
census, a counting of the population).
18. ... when the taxes fell short, I gave out contributions of
grain and money from my granary and patrimony, sometimes
to 100,000 men, sometimes to many more.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
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Lesson 3
20. I rebuilt aqueducts in many places that had decayed with
age, and I doubled the capacity of the Marcian aqueduct by
sending a new spring into its channel. (aqueduct=channel that
carried water to people)
21. I built the temple of Mars Ultor on private ground and the
forum of Augustus from war-spoils. I built the theater at the
temple of Apollo...
22. Three times I gave shows of gladiators under my name and
five times under the name of my sons and grandsons; in these
shows about 10,000 men fought. ...Twenty-six times...I gave
the people hunts of African beasts in the circus, in the open, or
in the amphitheater; in them about 3,500 beasts were killed.
25. I restored peace to the sea from pirates. In that slave war I
handed over to their masters for the infliction of punishments
about 30,000 captured, who had fled their masters and taken up
arms against the state.
26. I extended the borders of all the provinces of the Roman
people which neighbored nations not subject to our rule. I
restored peace to the provinces of Gaul and Spain...
31. Emissaries from the Indian kings were often sent to me,
which had not been seen before that time by any Roman
leader.... the kings of the Albanians, of the Iberians, and of the
Medes, sought our friendship through emissaries.
Stop and Jot: How would you describe the power of an emperor? How does this seem different from decision making during the Roman Republic?
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
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Lesson 3
Student Handout 4
As you read this, look for key events that caused the Roman Republic to become an Empire. Underline events you think might be important.
The Fall of the Roman Republic and the Rise of the Empire
In 100 BCE, the people of Rome lived in what was known as the Roman Republic. Although the most important positions in the
government were held by wealthy men, these men were elected by mass assemblies of citizens (free Roman men). The assemblies
could also vote on laws and important government policies. Roman people were proud they lived in a “Republic” in which many people
shared some of the power. While rich Roman men had more power, other Roman men could at least participate in the process.
This system of government eventually fell apart however, and it was replaced by the Roman Empire. The problems of the Republic
perhaps began around 133 BCE when a young aristocrat (rich guy!) name Tiberius Sempronius Gracchus was a tribune, an elected
official supposed to represent the common people. Gracchus wanted to return some land taken by the government to poor farmers,
and instead of asking the Senate (the usual procedure), he presented his idea to a mass assembly of the people. He managed to kick
out another tribune who went against him, and he got the bill passed. Not long after though, Gracchus was murdered by a group of
angry senators. This conflict between officials weakened the government of the Republic.
Meanwhile, Rome was growing as it fought several wars and conquered different places. Many of the Roman soldiers had been
farmers, and when they came home from war they found that their farms had been taken over by wealthy Romans. Conflict over land
and the treatment of returning soldiers became an issue too for Rome.
Some years later, Gracchus’ brother became a tribune too, and he was also murdered when he proposed big changes to help people
with less power and money. Wealthy senators did not want to compromise or give up their land or power.
As Rome gained new land through war, some military leaders gained lots of power and influence too. One Roman military leader,
Sulla, took over Rome with his troops in 82 BCE and declared himself “dictator.” Sulla ruled for two years and killed many, many
people who spoke out against his power. This was a big change from the early days of the republic.
These types of conflicts continued as different military and political leaders competed for power. Two leaders emerged eventually, both
of whom had been important generals in Rome’s wars: Pompey and Julius Caesar.
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
SS070403
Lesson 3
Caesar wanted to change the Roman system like Gracchus - giving land and more power to former soldiers. However, Pompey wanted
to keep the system the way it was and protect the wealthy. In 49 BCE, a civil war erupted in which Pompey and his supporters fought
against Caesar and his supporters. By the end of 48 BCE, Pompey had been defeated and beheaded, and Caesar took power,
becoming the first emperor of Rome, even if he did not take that title. Caesar began changing laws and giving away land to former
soldiers. In 44 BCE though he too was killed by a group of senators. More conflict followed as the followers of Caesar fought with his
killers and their supporters over who should take power. This conflict marked the end of the Roman Republic.
In 31 BCE however, Octavian, Caesar’s nephew and adopted son, won an important battle and defeated his opponents. Octavian
called himself Caesar Augustus and declared himself emperor of Rome. He ruled for 40 years and established the Roman imperial
system that would hold on for the next 400 years. He took control of all Roman territories as well as the entire Roman Army. He also
invested a lot of resources in making Rome a more advanced city by building new roads and other things. He died in 14 CE and his
stepson Tiberius took power.
Adapted from “Republic To Empire.” The Roman Empire In The First Century. PBS. 24 February 2013 <http://www.pbs.org/empires/romans/empire/republic.html>.
Republic
Empire
In the space above, identify a few key events that led to the change from Republic to Empire in Rome (summarize them from the reading).
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Seventh Grade: Early World History
Unit 4: Classical Traditions and Major Empires
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Lesson 3
Student Handout 5
Empire
Description of size... how many people lived under its
control, and how much land did it cover?
Who had the power? How was government structured? Who didn’t have any
power?
Athens
Roman
Republic
Roman
Empire
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