Download Significant Leaders of the Late Republic

Achievement Standard
Subject Reference
Classical Studies 2.4
Title
Examine socio-political life in the classical world
Level
2
Credits
6
Assessment
External
Subfield
Social Science Studies
Domain
Classical Studies
Status
Registered
Status date
17 November 2011
Review date
31 December 2018
Date published 20 November 2014
This achievement standard involves examining socio-political life in
the classical world.
Achievement Criteria
Achievement
Achievement with Merit
Examine sociopolitical life in the
classical world.
Examine, in-depth, sociopolitical life in the
classical world.
Drawing conclusions that are supported by primary source
evidence.
Features of an informed explanation include:
 Using primary source evidence of specific relevance to the
context.
 Explaining a range of aspects and/or factors.
Examine, with perception, involves:
 Giving an explanation that shows insight into aspect(s) of sociopolitical life in the classical world (eg the status and power of a
particular class within the social hierarchy), as communicated
though literary, art historical, and/or archaeological evidence.
 Drawing developed conclusions.
Features of a perceptive explanation may include but are not
limited to:
 Reasons for similarities and differences.
 Themes and patterns.
 Cultural expectations and codes of behaviour.
 Recognition of limitations of sources of evidence.

Achievement with
Excellence
Examine, with perception,
socio-political life in the
classical world.
Explanatory Notes
1
This achievement standard is derived from Level 7 of the Social
Sciences learning area of The New Zealand Curriculum,
Learning Media, Ministry of Education, 2007, and is related to
the material in the Teaching and Learning Guide for Classical
Studies, Ministry of Education, 2010 at
http://seniorsecondary.tki.org.nz.
2
Examine involves:
 Using primary source evidence.
 Giving an explanation of aspect(s) of socio-political life in the
classical world.
 Showing understanding of a wider cultural context.
 Drawing conclusions.
Examine, in-depth, involves:
 Giving an informed explanation of aspect(s) of socio-political
life in the classical world.
3
Socio-political life means the relationship between individuals,
society and government. Elaboration of suggested contexts is
provided in the Teaching and Learning Guide and Assessment
Specifications.
4
Assessment Specifications for this achievement standard can
be accessed through the Classical Studies Resources page
found at http://www.nzqa.govt.nz/qualificationsstandards/qualifications/ncea/ncea-subject-resources/.
NB: The four themes that will be accessed in the external exam are:
 Citizenship and society
 Culture and identity
 Empire and power
 Social and/or political conflict
1
Timeline: Roman History
1250 –
Aeneas flees
Troy
753 –
Romulus
founds Rome
264 – 146
The Punic
Wars
510 –
Superbus is
exiled
44 – Caesar
is
assassinated
100 – Caesar
is born
1200 BC
~
800 BC
Aeneas, a Trojan prince,
escapes Troy as it is
destroyed by the Greeks.
His odyssey takes him
throughout Asia Minor and
Northern Africa; where he
arrives in Carthage (where
he has an affair with their
queen Dido, then leaves
her. She curses his
descendants); then lands in
Latium where the Latins live.
His son Ascanius, founds the
city Alba Longa, 19km
southeast of Rome.
Early Foundation Myth
600 BC
The first king of
Rome was
Romulus.
Following
Romulus’ rule
were 6 other kings
from prominent,
early Roman
families. These
rulers were called
the Seven Kings
of Rome. The Latin
term for King is
rex, a word hated
by the Romans
after 510 BC.
The Kingdom of
Rome
400 BC
200 BC
100 BC
~
63 –
Octavian is
born
70 BC
753 –
Romulus
founds
27 – Augustus
becomes
Emperor
31 – Battle of
Actium
40 BC
10 BC
After Superbus Tarquinius, the last king of Rome was ostracised (exiled) from Roman
society for being tyrannical and unable to control his son Sextus, Rome became a
Republic.
This was a time when Rome was ruled by 2 magistrates called consuls who were elected
by the people (mainly the Patricians) and ruled for a year. They were advised by a
council of wise, elderly, ex-consuls called the Senate.
In the lead up to the Empire, Rome went through 100 years of revolution and civil war.
Important and wealthy men like Marius, Sulla, Julius Caesar, Pompey, Octavian and
Antony gained more power than the rules of the Republic allowed.
In 31 BC, a
young Octavian
defeated Marc
Antony and
Cleopatra at
Atrium. By 27 BC,
Octavian
changed his
name to
Augustus and
became the
sole ruler of
Rome.
The Roman Republic
The Roman
Empire
2
Maps of Rome
The regions of Italy between c. 1200 and 753 BC
Rome in 100 BC
Aeneas, Ascanius, Romulus and Remus all lived with the Latin people
in Latium. When Romulus and Remus decide to create their own
cities, they do so in the Etruscan region.
Part of the reason why Rome needed a change in government was
because it was too difficult to rule this much territory under a
Republic.
3
A Brief History of Rome
The Romans occupied an area
roughly in the middle of Italy in the
plains of Latium. This area was beside
the River Tiber and seven hills that
provided
natural
defence
from
,
,
and
and
attacks. A benefit
of this area was that it was very
which meant that
an agricultural lifestyle was well-suited.
i.
Mark the River Tiber on your
map.
Foundation Myth #1 :
Aeneas was a Trojan prince. He fought
during the Trojan War and managed
to escape unhurt. Just like
, Aeneas’ journey
was described in Virgil’s Aeneid. Aeneas eventually makes it to
long and arduous journey. His son founded a city called
southeast of Rome. This connects Aeneas to another famous founder of Rome called
.
ii.
Complete Aeneas’ family tree below:
Priam
after a
,
Anchises
Ascanius
Foundation Myth #2 and
:
Twin boys were born to
Silvia and the god Mars. Rhea Silvia was the
of
Numitor the legendary king of Alba Longa. Numitor’s brother
however, was
power hungry was took over the throne. Worried that Numitor’s grandchildren would take back the
throne he attempts to
the twins in the River Tiber. The twins were called
and
. They survive this due to four miraculous events, which were:
1.
2.
3.
4.
A Roman coin – the reverse sides shows Romulus and
4
Remus suckling the she-wolf.
The twins discover the truth about their birth and return to
, kill
Amulius, restore their grandfather to the throne, and decide to found a new city to rule.
iii.
On your map circle the hill that Romulus wanted to found a city on in one colour. In another
colour circle the hill that Remus wanted to found a city on.
Romulus and Remus argue about which hill was better. Eventually they decide to use the art of
to choose. They both claim that the signs are in their favour. Romulus kills
and founds the city of Rome on the
Hill.
Political History
The Kingdom of Rome (753 – c.509 BC):
According to the Romans, Seven Kings ruled Rome for 250 years. Modern historians doubt this as it is
difficult to believe that seven men could rule consecutively for an average of 36 years each
without being overthrown.
 Romulus – ruled for
years. Rome was almost always at war with the neighbouring
cities during the rule of Romulus.

- ruled for 44 years. Numitor was the most peaceful of the Seven Kings.
He was responsible for introducing religion to Rome.
 Tullus Hostilus – ruled for 31 years. Like Romulus, he was a
king and Rome was
almost always at war.

- ruled for 25 years. The
of Numitor, he
attempted to bring peace back to Rome. He was unsuccessful and ended up returning
Rome to a warlike state.
 Lucius Tarquinius Priscus – ruled for
years. During his reign his wife brings his attention to
a miraculous baby who he ends up adopting. When Lucius is injured during a fight, his wife
realised that he was going to die so she chose their adopted son over their legitimate son to
take over Lucius’ throng.
 Servius Tarquin – ruled for 43 years. The
son of Lucius. He takes control,
claiming that while the injured Lucius is recovering, he is simply a temporary king. Lucius,
however, had long died.

(a.k.a. ‘The Proud’) – ruled for 26 years. Took
the throne by force. The Romans severely disliked Superbus as he was a tyrannical leader.
They had wanted to get rid of him for years, but needed a legitimate excuse to do so. When
his son
rapes the noblewoman
, Patricians led by Brutus,
killed Sextus and exiled Superbus.
Republic (
BC):
In order to avoid one man having all the power (like the Kings of Rome), the Romans introduced a
new government – the Republic. Some of the important things about the Republic were:
 The Consuls:

The Senate:
5
Roman Social Life
Citizen Men
Upper Classes
Patricians
The Patricians were the highest class in Roman society. They were a group of families, who regularly intermarried in order to
keep their Patrician blood as pure as possible.
They claimed to be the descendants of the 100 men who were chosen by Romulus as the very first Senate. These men
were the followers of Romulus, who had fought by his side as he went up against his brother Remus. Upon the foundation
of his new city Rome, he realized that he needed a group of men who would advise him and support him. He chose the
100 men who had been by his side from the start.
The Patricians were generally the first pick for religious and political offices. When Rome became an Empire, most of the
Emperors came from Patrician families. You could not buy into the Patrician class, as you could do with the Equestrian and
the Senatorial Classes; you were either born into, or married into the class. The families are listed below.
Aebutia
Aemilia
Aquilia
Atilia
Claudia
Cloelia
Cornelia
Curtia
Fabia
Foslia
Furia
Gegania
Genucia
Herminia
Horatia
Julia
Lartia
Lucretia
Manlia
Menenia
Metilia
Minucia
Mucia
Nautia
Numicia
Papiria
Pinaria
Pollia
Postumia
Potitia
Quinctia
Quinctilia
Romilia
Sempronia
Sergia
Servilia
Sestia
Siccia
Sulpicia
Tarpeia
Tarquinia
Tarquitia
Tullia
Valeria
Veturia
Vitellia
Volumnia
Senatorial Class (Senators)
Equestrian Class (Equites)
The basis for this class was political. Members of this class
could rise to the highest offices and possess various
privileges. It included all men who served in the Senate,
and by extension their families. This class was dominated
by the nobles (nobiles); families whose ancestors included
at least one consul. The first man in his family to be elected
consul, thus qualifying his family for noble status, was
called a “new man” (novus homo), this term could refer to
an equestrian who was the first in his family to be elected
to political office and thus join the senatorial class, or to a
man from the senatorial class who was the first in his family
to be elected consul and thus join the nobles, or most
dramatically to an equestrian like Cicero who was elected
consul. Senators had to prove that they had money or
property worth at least 1,000,000 sesterces; there was no
salary attached to service in the Senate, and senators
were
prohibited
from
engaging
personally
in
nonagricultural business, trade or public contracts. Men of
the senatorial class wore the tunic with broad stripes
(laticlavi).
The basis for this class was
economic. A man could be
formally enrolled in the
equestrian order if he could
prove that he possessed a
stable minimum amount of
wealth (money or property
worth at least 400,000
sesterces); by extension his
family members were also
considered equestrians.
However, if an equestrian was
elected to a magistracy and
entered the Senate, he
moved up to the senatorial class; this was not particularly
easy or frequent. Equestrians were primarily involved in the
types of business prohibited to senators. Equestrians wore the
tunic with narrow stripes (angusti clavi).
Lower Classes
Plebeians (Commons or Vulgus)
Liberati or Libertini (Freedpeople)
All other freeborn Roman citizens. They formed the great
mass but were excluded from positions of power and
prestige. The special mark of dress for citizen males was
the toga. All Roman citizens had conubium, the right to
contract a legal marriage with another Roman citizen and
beget legitimate children who were themselves Roman
citizens. They could earn a living as craftsmen,
shopkeepers and small business owners or casual
labourers. Most were poor and dependent on patrons and
the public distribution of the corn dole. (Cura Annonae)
Men and women who had been slaves but had bought their
freedom or been manumitted (released from slavery). They
were not fully free because they had various restrictions on
their rights and owed certain duties to their former masters,
who now became their patrons, but they could become
citizens if their former masters were citizens and they had
been formally manumitted; they were not, however, eligible
for public office. This was the one class it was not possible to
leave, though the class encompassed only one generation.
The next generation, their freeborn children, became full
citizens (i.e., members of the commons, though there was a
social stigma attached to being a freedman's son) and
could even become equestrians if rich enough.
Freedpeople had low social status, and most were probably
fairly poor, but it was possible for them to achieve some
success in a trade, and a few might even become wealthy.
They had no special distinction of dress, though their names
indicated their status as freed people.
6
Citizen Women
Upper Class Women
Although membership in these classes was dominated by the same families over many generations,
the classes themselves were defined according to male activities rather than birth. Women's place
in these classes was therefore somewhat problematic. However, there came to be a customary
acceptance that women belonged to the social class of their fathers and then of their husbands,
although the women had no special dress that distinguished their status. This female participation in
social status began to crystallise and formalise under Augustus, who explicitly included the
daughters, granddaughters, and great-granddaughters of senators in his law prohibiting members
of the senatorial class from contracting legal marriages with freed people.
Lower Class Women
Since the lower classes were not defined by male activities, there was no problem with including
women; female and male children were automatically members of the social class of their parents
(except for freedpeople, since only one generation could be “freed”). If the parents were Roman
citizens and had contracted a legal Roman marriage, the children followed the social status of
their father (i.e., they were Roman citizens). However, in the case of Latins, foreigners, and slaves,
children took the social status of their mother, even if their father was a freeborn Roman citizen.
7
Slaves
Slaves were a vital part of Roman society. They formed the earliest class division within Rome
between aristocratic patricians and common plebeians and everyone else. Estimates of numbers
vary between one-fifth and one-third of the population in the first century AD. Male and female
slaves were either born into slavery or forced into it a captive of warfare or piracy, as a result of
infant exposure or as a form of punishment. Slaves could be bought and sold and passed on as
part of an inheritance. Men and women owned slaves and owners had the power of life and death
over their lives. Slaves made up the ‘invisible’ population of Rome.
Slaves performed a variety of work: in the domestic sphere they provided personal service and
were involved in household production; unskilled slaves provided manual labour on farms and in
other enterprises, and skilled and educated slaves were involved in commerce, industry and
administration. Slaves functioned at all levels of society. They had little cohesion as a group or social
class.
Agricultural and domestic slaves generally lived within the household, often in very small living
quarters. They did all the heavy manual jobs but were also in highly skilled and educated positions
and often ran businesses for their masters and mistresses. Inscriptions tell us they handled rental
agreement and tax matters. Some freedmen with their own businesses became very wealthy.
Slavery was not necessarily a permanent state and manumission (freedom from slavery) was
common. Slaves could be given their freedom or they could themselves purchase their freedom.
Some ex-slaves – freedmen and freedwomen – amassed great wealth, (for example, the Vettii
brothers) but as ex-slaves could not become citizens. The children of freed slaves, however, could
become citizens, and citizenship provided the legal and political rights required for upward social
mobility.
8
Slaves Activities
Use the ESA Guidebooks section on Slavery and the primary source evidence sheets provided by your
teacher to complete the following task sheet. You must complete at least TWO tasks from EACH column.
The Treatment of
Slaves
Work of Slaves
Attitudes towards
Slaves
Punishment and
Rewards
Impact of Slavery on
Roman Society
Why were most
slaves foreign
born?
Locate on a map
where most Roman
slaves originated
from.
Describe the
different type of
work slaves did:
 Within the
home.
 Outside the
home.
Describe the power
the paterfamilias
had over slaves.
Describe the
different methods
a paterfamilias had
to control his
slaves?
Describe the
economic effects
of slavery on
Roman life.
What made a slave
valuable or not?
Create an advert
for a slave trader
describing a slave
for sale.
Describe the
difference
between the work
a domestic male
slave did in
comparison to a
domestic female
slave.
What rights did
slaves have?
What are the
rewards for good
service a slave may
be entitled to?
Create a will for a
paterfamilias
describing how he
will reward a loyal
and faithful slave.
Describe the social
effects of slavery
on Roman life.
How could you tell
a slave from a
freeborn Roman?
Draw a picture of
one.
Describe a day in a
life for a typical
Roman slave.
Describe how
freedmen were
viewed by citizens
using Pliny’s writings
as evidence.
Describe the
process of
manumission. Wha
t is now expected
of the slave
following this
manumission.
Write a paragraph
describing the
positives of slavery
for Romans life.
Create a tomb
inscription for a
slave in your
service.
Explain which slave
had a better life:
the city or country
slave. Provide
evidence for your
reasonings.
Read the story of
Justa and the
lawsuit over her
case
After studying the
facts should Justa
have remained a
slave or be given
her freedom?
Research who
Spartacus was.
What happened to
him?
Explain why slavery
was never
abolished in
Roman times like it
was under
Abraham Lincoln?
9
Roman Social Classes
Use information provided to you in the workbook and any extra from your teacher to complete the
diagram to summarise the different social classes in Roman society.
LOWER CLASS WOMEN & SLAVES
MALE FREEBORN, LATINS, FOREIGNERS, & PLEBS
UPPER CLASSES & LOWER STATE OFFICIALS
EMPEROR & HIGH STATE OFFICIALS EG SENATORS/EQUITES
Extra – in your exercise books, write a paragraph to answer the question below.
What was the benefit of separating the Romans into classes?
10
Patron-Client Relationship
The patron-client relationship was also a major idea within Roman society. It had originated as a
relationship between free citizens. However, slaves who were give their freedom became clients of
their former owners. Attitudes towards patronage had changed over Rome’s history and moved
from the domain of the patrician class to cover all citizens. By the early Imperial period many
clients were not native Romans and so viewed this relationship differently than native
Romans. Some freemen viewed the role of client as that of sycophant. However when popular
elections ended there was a greater need for intense campaigning so having clients gather
support for their patrons was important. A patron would provide their clients with money or
influence and act as their ‘sponsor’, and in return the client would owe favours in return such as
political support or the spread of one’s good name. Clients would flock to the homes of patrons to
salute them in the morning. They would cluster around him all day, fawning and currying favour,
hoping for gifts, allowances, an invitation to dinner, or even an inheritance. (A bit Godfather like…
but without the Mafia Hits!)
In Rome, everyone except the Emperor was someone’s client. Therefore you could be in positions
at the same time. A wealthy freedman may have multiple poor clients but also be the client of his
own patron. The Romans called mutual support between upper-class men of relative—though
competitive—equality amicitia, “friendship.”
There were two types of patronage:
Public
Personal
A patron became the protector and benefactor of a
group (e.g., a craftsman's guild, a religious
association, even an entire city); such patronage
usually involved large gifts of money for public
buildings, food schemes, public entertainment, etc.,
but could also involve various forms of protection and
advocacy.
Public patrons expected to receive public
acknowledgment from their client groups in the form
of statues and inscriptions; personal patrons
expected various forms of public displays of respect
such as the morning greeting (see below),
accompanying the patron to the Forum, etc.
A patron aided an individual of lower status through
money, gifts, dinner invitations, help with lawsuits or
business affairs, and other forms of advice and
protection. Patronage relationships might be
maintained through several generations of the same
families.
Personal patronage extended to a man's or woman's
freedpeople as well as to freeborn individuals of a
lower status, but the former involved legally binding
duties and services that the freedperson owed his or
her patron in exchange for their freedom.
During the Republic, both types of patrons demanded political support from their clients; this type
of support became much less significant in the Empire, though social support and respect
remained very important. The patronage system made possible the rich legacy of Roman literature,
since wealthy patrons provided authors with a livelihood and expected in return commemoration in
the literature or at least enhanced status as intellectuals. For example, Maecenas, a wealthy and
influential equestrian associated with the court of Augustus, was the patron of the poets Horace
and Virgil.
The tie between ex-slave and ex-master did not end by the manumission (freeing). process. Freed
persons became the clients of their former owners and could not escape a subordinate position.
They had legal obligations to show deference (obsequium) to their owner/patron and to provide
several days labour or services a year (operae). The patron therefore continued to economically
benefit from the relationship. An important daily public ritual associated with patronage was the
salutatio, or formal morning greeting, when clients flocked to the homes of their wealthy patrons.
This was a formal occasion, requiring both patron and client to wear togas; thus the difference in
their clothing would be another visual reminder of their difference in status. Clients clustered in the
atrium, the vestibule, and even the streets outside the patron's house, waiting to be summoned
individually to greet the patron in his tablinum; after the greeting they might be required to
11
accompany the patron to the Forum or lawcourts if he needed a public entourage. Patronage was
the grease that kept the wheels of the Roman economy, society, and politics turning.
Like other public aspects of Roman society, the rituals of patronage derived from the male lifestyle.
However, because upper-class women participated in the Roman status structure and could
manage their own wealth (including freeing slaves), they could serve as both public and personal
patrons. Inscriptions throughout Italy and the provinces commemorate women as public patrons;
another page details the impressive buildings erected by three major civic donors in the Roman
east, Plancia Magna, Aurelia Paulina, and Regilla. In fact, participation in public patronage seems
to have been considered an honorable activity for a woman throughout Roman history. Personal
patronage was more problematic, however, especially if a woman's clients were men, since it
seemed to undermine the concept of natural male superiority and created opportunities for sexual
innuendo. Nevertheless, elite Roman women certainly did serve as patrons for men, especially
during the Empire, when connections to the imperial family gave women access and influence in
the court.
Create a diary entry describing the activities a typical client would do based on the information
provided.
Time
Location
Description of Activity
TASK: Complete the Primary Source Evidence questions using the source evidence cards provided
to you by your teacher.
12
Rites of Passage
Birth
The religious ceremonies around birth were intricate and there were many. There are two
reasons why this was the case:
1. Birth was difficult for both mum and baby
2. Birth was dangerous for both mum and baby
The patron god of childbirth was Juno Lucina – Juno of the light. Twenty other minor
numina oversaw childbirth at different stages of the process.
There were seven stages that needed to be followed after the birth. Fill in the gaps using
page 43 from Marion Findlay’s Roman Religion book.
1. A sacred
was
offered to two guardians of
the baby:
and
who
were brothers.
2. At night,
men gathered at the door.
One
Another
The third
Symbolising Intercidona, Pilumnus and Devarra.
3. The child was laid on the floor and
the father either accepted it by
picking it up or rejected it by walking
away. Rejection could be due to
three things:
1.
2.
3.
4.
5. A couch was
placed in the centre
of the room in honour
of
if the baby was a girl
and
if the
baby was a boy.
7. Friends brought
presents and the baby
was given a
which was made from:
if the
family was wealthy or
if the
family was poor.
6. On the
day if
a girl and the day if
a boy, the couch was
removed and the
baby was given a
name under the
assumption that they
would
.
13
The Coming of Age - Men
Watch the first 2.5 minutes of the YouTube clip about an average Teenage Boy’s life in Rome
(https://www.youtube.com/watch?v=juWYhMoDTN0). Then answer the following questions:
1. How old if Lucius’ brother and what event is he celebrating?
2. Why is this age in particular, celebrated by the Romans?
3. What actions does Lucius’ brother perform as part of this ceremony? What do these actions
symbolise?
4. What birthday has similar significance in today’s society?
5. Lucius is 17. By his age there are certain things he is expected to have learned so far. These
are:
a.
b.
c.
d.
e.
f.
6. How does this compare to the things we expect 17 year olds to have learned today?
7. Why do you think these things were important in AD73? Think about the types of things
people in the ancient world placed importance on.
8. What will Lucius be able to do when he turns 25?
9. Lucius’ father is organising Lucius’ betrothal to a seven year old girl. What is a betrothal?
10. Why do you think Lucius’ father organises it?
11. Why is Lucius set to marry a woman ten years younger than him?
12. At what age do you think Lucius will get married? Why?
13. What does this tell us about the rights and privileges of Roman men?
14. What does this tell us about the rights and privileges of Roman women?
14
The Coming of Age - Women
For women, the Coming of Age ceremony was also their wedding ceremony. This marked the
moment girls became women and left their fathers’ homes to join their husbands’ homes.
A betrothal was organised by the fathers of the bride and groom when they were young (7 for
women, 17 for men). Their betrothal was often marked with the exchange of money between the
fathers and the groom often showered their future bride with gifts. These gifts were to show other
eligible bachelors that this girl was already taken.
Using pages 43-45 from Marion Findlay’s Roman Religion, complete the protocols of the marriage
ceremony:
At the bride’s house…
 Attended by
(chief priest) and
(chief
priest of Jupiter).
 Sacrifice of a
which the
inspects in order to give approval for the ceremony
to take place.
 Marriage contract and the dowry are signed and passed over in front of witnesses.
 ‘
‘ – a woman still married to her first husband (symbolising the ideal Roman
woman) joins the couple’s hands together for the exchange of vows: ubi tu Gaius, ego Gaia
meaning
. This symbolises their partnership.
 Ceremony of the confarreatio:
o Chairs linked by a
o Simple offering and the sharing of a special
cake.
o People deliver their well wishes and a feast takes place.
In the evening, a procession escorts the bride to her new home…
 The ritual ‘seizing’ – recalls the tale of the
.
o Romulus and his men had no women in their newly founded city of Rome. They were unable
to negotiate any deals with neighbouring cities to marry their daughters. Romulus invited the
neighbouring Sabine tribe to a feast in Rome. During the feast, the Roman men kidnapped
all of the young women and raped them. Their families had been dishonoured by this and
knew they would be unable to marry their daughters off, so they agreed to let the Romans
marry their daughters.
 The bride was escorted by
for her protection.

led the procession.
 Torch carriers chanted
- the meaning of this is unknown.
 Young women carried the symbols of the bride’s new roles:
o
symbolised
o
symbolised

- rude jokes/verse shouted to avert evil from the happy couple.
 Throwing of
to signify fertility.
Upon reaching the groom’s home…
 A young boy throws a
to spectators – long life to the catcher.
 The bride rubs
and
upon the doorposts and hung them with
(symbolising her prosperity and her future role).
 The bride was carried over the threshold to
 Inside, the bride touches
and
(the basic elements of home life).

- a ceremonial couch is placed in the main room. It represented
the uniting of the groom’s
and the bride’s
.
 The bride was escorted into the bedchamber and prepared by attendants.
The next day, the new matron sacrificed to the
of her new family.
15
Education
In the early days of the republic, the education of children was informal. Children learned in their
family home and it was the responsibility and task of the parents to emphasise moral rather than
intellectual development. There was no public or state education as modern students are familiar
with. It was the father’s responsibility to make his children good citizens and train them to be
hardworking, obedient, steadfast and ready to sacrifice themselves for family and country.
At the beginning of the republic, education was just enough reading, writing and arithmetic to
enable them to understand simple business transactions and to count, weigh and measure. It also
consisted of a mixture of martial and practical arts and job training. Boys were expected to
emulate their fathers and girls their mothers. From about 250 BC, largely as a result of the influx of
educated Greek slaves, tutors were employed in richer homes or were set up as teachers of
informal schools although the ideal of father as educator was still cherished.
Until the age of seven, boys and girls were taught by their mother to speak Latin correctly and do
elementary reading, writing and arithmetic. A young boy was trained by his father. If his father was
a farmer, he learned to plow plant and reap. If the father was a man of high position in Rome, his
son stood beside him in the atrium when callers were received, so as to gain some practical
knowledge of politics and affairs of state. The father trained the son in the use of weapons in military
exercises, as well as in riding, swimming, wrestling, and boxing.
A boy would stay at his mother’s side until he was around seven, and then would be taught by his
father what it was considered ‘a man ought to know’. This included skills used in war, such as
swordplay and spear throwing, swimming, riding and running. He would also be taught skills to
follow his father’s occupation as a farmer, tradesman, or businessman. The son of a patrician would
learn reading, writing, and Roman law, history and customs. At seven a boy went on to a regular
teacher and a girl remained her mother's constant companion.
Until they married, girls remained at their mother’s side, learning the skills of a housewife which they
would be required to use in their husband’s house. A girl's formal education was cut short because
a girl married early and there was much to learn of home management. These skills included
looking after the fire used for cooking and warmth, fetching water if there was no supply in the
house, preparing food, and spinning and weaving to create the family clothing. Reading and
writing were not essential.
A boy’s father was also responsible for his son’s moral training, teaching him the traditional Roman
values. The most important virtues for a child to acquire were reverence for the gods, respect for
the law, unquestioning and instant obedience to authority, truthfulness, and self-reliance.
These values included the following:







Virtus – courage and manliness
Pietas – sense of duty
Frugalitas – moderation in all things
Honestas – sense of honour
Disciplina – training
Industria – hard work
Constantia – steadiness of purpose
16
By the beginning of the 1st Century BC, the care and education of children, like most household
duties, had been handed over to slaves, or freedmen of low status, though it remained the parent’s
responsibility, and some would still have supervised it carefully.
It was considered essential for educated Romans to learn to speak Greek, so their nurse was most
likely to be a Greek female slave, and when they were old enough to attend school (from the age
of seven onwards), a male Greek slave, a paedagogus, guarded them, taught them Greek, guided
their behaviour and watched their work habits.
Parents who could afford the fees sent their sons and sometimes their daughters to small schools of
up to 30 pupils to be taught by a single master and possibly an assistant. Lessons were given in a
rented room, often opening on to the street like a shop, equipped only with hard wooden seats
and a table. Pupils went to school early, often before daybreak, escorted by their paedagogus
carrying a lamp, books and writing gear. They worked until lunchtime, returned home for a small
lunch and usually returned for a short afternoon session.
Roman education was neither compulsory nor free, and though fees at elementary school were
notoriously low, the children of parents who could not afford them would have remained largely
illiterate.
This is a typical lesson at school:
Teacher: Tell me, Albanson, [literally son of Albanus] if you subtract 1/12 from 5/12, what is left? (Pause) You
should have the answer by now.
Student: 4/12 or 1/3
Teacher: Good! You will certainly be able to look after your money. Now if you add 1/12 to 5/12 what do you
get?
Student: 6/12 or 1/2
Horace, Epistles 2.3.325-330
Formal education for girls and most boys ceased at the age of 12, but boys who showed academic
promise were sent on, if their parents could afford the fees, to “grammar” schools, where they
stayed until they assumed the toga virilis, pursuing a curriculum which emphasized Greek as well as
Latin literature.
While the schools taught traditional religious observances and supplemented the training children
received at home in conduct and morality, older boys, as they grew up, were exposed to the
influence of the various branches of Greek philosophy, in which the upper classes at least came to
find a more acceptable guide to life than the religion of the state.


The sons of the wealthy went on to study at a ‘middle school’ under a Grammaticus, who
taught boys aged 12-15, adding Greek and Roman grammar and literature to more
advanced writing and arithmetic.
Boys 16 and over were still taught the basic subjects, but in addition, at advanced school,
they learnt the art of public speaking from a rhetor.
Tools Used:

Children learned to write using a wax-coated wooden tablet and a wooden stick called a
stilus, pointed at one end to make letters in the wax and shovel-shaped at the other end to
smooth the letters out.
17



For arithmetic, the basic functions of addition, subtraction, multiplication and division were
learned using an abacus.
Paper was imported papyrus and very expensive, so was used only by older boys writing with
pen and ink. Books were rolls of papyrus or parchment, and the writing was arranged in
columns (the reader unrolled the book scroll with the left hand and re-rolled it with the right.)
Books were copied by slaves and well-off Romans might keep several slaves for this
particular task.
In spite of references to corporal punishment in literature and art, it does not seem that it was any
more frequent or severe than in many schools well into the twentieth century.
Comprehension Activity:
Discuss the education of a son and daughter of a wealthy Roman would have received in the first century
AD. Describe:
The contribution their parents and household members (slaves) might have made to their education.
Their school(s) and teacher(s) outside their home.
The subjects they studied.
The equipment they used to learn and the techniques used to teach them.
-
What does the education of boys and girls reveal about the lifestyles they were expected to have when
adults?
Poster Task:
Create a visual poster for boys vs girls education. Display relevant facts about the different stages of
education a boy went through from early childhood up to 7, from 7 until 12 and 12-15 and beyond. Include
the different tasks and purpose of a girl’s education.
Include the following Latin terms where appropriate







Ludus
Paedagogus
Stylus
Grammaticus
Rhetor
Pietas (or other Latin values)
Litterator
Review Questions:
Download the Rome Exposed - Education pdf on http://www.rangiclassics.com/social-life.html to answer the
following questions
1. Who were young Romans first teachers?
2. Could girls attend schools in Rome and were those school public or private?
3. Older children would attend a elementary or grammar school, taught by a grammaticus. What was
taught in these schools?
4. How did a young man get formal training after his schooling was completed?
18
Death
Refer to page 46 of Marion Findlay’s Roman Religion book.
For the following steps in the death ritual, either fill in a description of the step or make up a name
for the step to help you remember it. The first one has been done for you.
1. The Return Home
The dying person is put on the ground so that Earth can absorb his/her numen (the reverse of the
birth ritual).
2. The Last Kiss
3.
Conclamatio: the household holds a loud lamentation.
4. You can’t go dressed like that!
5.
The deceased is laid out on a funeral couch in the main room of the house for friends and family to
pay their last respects.
6.
The procession carries the body outside the city to be cremated – mourners may have been hired
to tear hair and beat breasts.
7. A pyre afire
8.
Ashes are cooled with wine or water and put in an urn. The poor put their urns into niches
columbarium. Others buried their urns in public cemeteries with a wine jar on top which was
unburied so that offerings could be made in the future. The very wealthy put their urns in tombs.
NB: Nobody could be buried within the city walls!
9. The mournings after
10.
The house and all the inhabitants were purified and offerings were made.
11.
A feast was held for the living, often at the tombs/burial site of their loved ones.
12. Those were the days
19
Roman Religion
What was Roman Religion Like?
Roman religion is quite different to most modern-day religions. Firstly, it is polytheistic meaning that
the Romans worshipped many different gods (most modern-day religions are monotheistic where
the focus of the religion is on one deity or god). The Romans simply selected whichever deity or god
they thought would help them the most on any given day.
Unlike many modern-day religions, the Romans didn’t believe in evil spirits. They believed that all
deities were neutral and behaved depending on how they were treated. Mistreatment, or failure to
give the deity what they required, could result in that deity punishing you or your city.
The word ‘religion’ comes from the Latin word religio, which means ‘a linking’ or ‘binding’. The
Romans thought of religion as a contract and failure to uphold that contract would result in
punishment.
The most important things that we need to consider when we study Roman religion is:


The belief in the gods, not necessarily in the figures with names, depicted in art and
recorded in myth, but in the divine powers which controlled and influenced all nature and
everything which happened.
The second was to worship them in the right way, so that they would respond with help.
The Temple of Mars Ultor (meaning Mars the Avenger), built by Augustus in the Roman
Forum. Unfortunately, not a lot of the temple stands today - a few columns and the
foundation.
20
The State Gods of Rome
In your introduction unit we looked at the Roman deities that were directly influenced by the Greeks. In most cases, the deity was simply given a
Roman name (or not in the case of Apollo) and all of its roles remained the same, other times the deity was given a Roman name and
additional roles that were more important for the Romans than the Greeks.
Complete the table below using pages 11-14 of Marion Findlay’s Roman Religion book. The first has been done for you:
Jupiter (Zeus)
Juno (Hera)
Jupiter was originally a sky
spirit, numen of light – the sun
and moon – and of the
weather – wind and rain,
thunder, lighting and snow.
Eventually, he became
Rome’s chief god, defender
of city and state.
Jupiter is more responsible
and dignified than Zeus was.
Diana (Artemis)
Ceres was originally a simple
spirit of fertility and the
creative powers of the earth.
She was from Campania, an
area south of Rome that has
fertile soil as a result of the
volcanic activity of Vesuvius.
In rural districts the original
rites in her honour may have
resisted as long as corn was
grown there, but after she
was identified with the myths
and ceremonies of Demeter,
her worship in general was
Greek in nature.
Vesta (Hestia)
Minerva (Athena)
Mars was the most Roman
of all the gods and second
in importance only to
Jupiter.
He featured in the legend
of the founding of Rome as
the father of twins Romulus
and Remus.
Mars, unlike Ares, remained
on the side of the Romans
and always promoted
Roman victory.
Vesta was the most Roman
goddess.
Minerva was probably an
Etruscan warrior goddess
and protector of cities and
in this capacity was
honoured in Jupiter’s
temple of the Capitoline
Hill, making her the third
deity in the guardian triad
with Juno and Jupiter.
Unlike Athena, Minerva
was also the patron of
commerce and crafts.
However, she was never as
important as Athena was.
Apollo (Apollo)
Pluto (Hades)
Mercury (Hermes)
Apollo was totally Greek
and had no Roman
counterpart. He was not
very important in Rome
until Augustus decided that
his victory of Marc Antony
and Cleopatra was due to
the help of Apollo.
Mercury was the god of
commerce and trade. He
first appeared in the 5th
century BC as trade
began to develop in
Rmoe.
By Augustus’ time he was
very important to inidivual
business men.
Neptune (Poseidon)
Neptune was originally a
fresh-water god.
Vulcan was on the oldest
Roman gods.
21
Household Gods
Read page 14 of Marion Findlay’s Roman Religion book, then complete the following activities:
1. Who was Janus?
2. Why do you think the Romans needed a deity to guard doorways and entrances?
3. Describe what Janus looked like? Why does his appearance reflect his duty?
4. What month of the year is named after Janus and how is this significant to his role?
5. What were his other names and what did they mean?
6.
7.
8.
9.
Who are the Lares?
Who are the Penates?
Who was the Genius?
Augustus turns the Genius into a much more important god, what does he change him to?
Prayer
The Romans believed that to have any hope of influencing the gods, they had to make every
request in the form of a prayer, and that it was important that every prayer should follow a set
ritual:
1. The right god: it was vital that the person who was praying identified the correct god (often
this was the god that oversaw the thing you were after e.g. children – Juno). Not only that, the
Romans believed that they could offend the god by calling him/her the wrong name. Also
referring to their parents was a way to distinguish between the gods.
2. The right function: as many gods oversaw several aspects of human life e.g. Mercury is the
god of commerce AND trade, it was very important to identify exactly what you wanted that
god to help you with. As a result, it was important to provide the god’s full name as this often
identified what you needed their help for. Jupiter Optimus Maximus was the protector of the
city of Rome, whereas Jupiter Pluvius was the god of weather, so if you wanted it to rain,
Jupiter Optimus Maximus wouldn’t be very helpful.
3.
A clear request: the god/s you were praying to needed to be satisfied with your request. If you
didn’t ask nicely, or convincingly, the god/s would simply ignore your request. Flattery,
reminding them of what a good person you were and providing a sacrifice were some of the
common ways of convincing the gods you deserved what you were asking for.
Using the following checklist, create a Roman prayer in your exercise book:
 Address the right divinity
 Refer to their parents
 Identify the correct function you require from the god
 Make your request
 Explain the reasons why he/she should help you
 Make an offer – what you sacrifice is vital to what you are asking for. If it is something very
minor, the offer of gifts like food and flowers are acceptable, if you are requiring publicity,
creating a poem for that god/goddess is acceptable, if you require something large e.g.
money, a child, political office, to win a war etc. you must offer something that has/had a
lifeforce.
22
Traditional Roman Religion, Epicureanism and Stoicism
Your teacher has given you a worksheet with various boxes on it. Cut out the boxes and glue them
under the correct heading in the table below.
Traditional Religion
Epicureanism
Stoicism
23
Religious Festivals
Rituals for state festivals were held at the state’s expense in temples or other sacred areas. Most Romans did not take part in the religious rituals
and sacrifices, however, they often took part in the games that typically followed the religious aspects of the festival. These games could be:



Gladiatorial combats – the most famous amphitheatre for gladiatorial
combat was the Colosseum, built in AD 80. It was capable of hosting
approximately 55,000 spectators. When Titus opened the Colosseum for the
first time, he hosted 100 days of free entertainment.
Plays, pantomimes, dances and mimes.
Animal hunts – held in amphitheatres.


Ludi or Chariot races hosted in the circus. The largest circus in Rome was
called the Circus Maximus. The Circus Maximus was situated between the
Palatine and Aventine Hills.
Miniature sea battles – also held in amphitheatres. The Colosseum (and
other amphitheatre) were filled with water in order for mock sea battles to
be held in them.
In the table below, and using pages 55-60 of Marion Findlay’s Roman Religion (the red book), fill in the information about Roman state festivals:
Day/Month
13-22 February
15 February
Festival
Compitalia
Parentalia
New Years
14 and 19 March
15 March
17 March
Unknown, possibly Faunus
Mars
Vesta
Mars
Anna Perenna
Liberalia
15 April
19 April
April (end)
9, 11, 13 May
End of May
9-15 June
24 June
Deity
Lares
Parilia
Floralia
Feriae Latinae
Cybele
Fordicidia
Ceres
Pales
Flora
Lemures
Vestalia
23 July
Neptunalia
Fortuna
Apollo
Neptune
13 August
Feast of Diana
Consualia
Diana
Consus
23 August
5-19 September
13 September
Purpose
Purification
Keep the spirit of the dead happy
Sacred to Mars – by Augustus’ time, Mars is one of the most important Roman gods.
In honour of
In honour of
Replenish the ‘numen’ that …. Used
Celebrate founding
In honour of
Celebrated unity with the people of Latium
Festival of the dead
Safeguard the harvest
State festival of Vesta
Good luck
In honour of Hercules
In honour
In honour of
Ludi Romani
Jupiter
Fontonalia
4-17 November
15 November
17-23 December
Mars
Chariot races where the winning horse was sacrificed to Mars
Jupiter
Unknown. Possibly Faunus
Feast in honour of Jupiter
Feast
Feast in honour of
Ludi Plebis
Bona Dea
Saturnalia
24
The Roman Republic
The Structure of the Government
After the fall downfall of the last King of Rome, Lucius Tarquinius Superbus, the Republic was
established. The word Republic is derived from the Latin ‘res publica’ - literally the ‘public things’
or ‘public affairs.’ The Republic was balanced between three constitutional elements so that no
single one, at least theoretically, could dominate. The Romans referred the Roman State with the
letters SPQR Senatus Populusque Romanus – ‘the Senate and the people of Rome.’
Magistrates
Senate
People
Initially both the Senate and the Magistrates were exclusively from Patrician class, a small group of
wealthy families that traced their ancestry and monopolisation of power back to the founding of
Rome. The Plebeian class or Plebs made up the rest of Roman Society and had less power,
although over time some wealthy Plebs came to hold more power within the Senate
The Senate
Senators held their position for life and were initially selected to represent each of the Patrician
families. They dominated the magisterial positions and held positions of power and responsibility.
More specifically 10 to 20 powerful families dominated the Senate, mainly through monopolising
the office of the consul. In order to gain entry into the Senate, one had to be elected to the
lowest office of state: the quaestorship.
The People
Rome was not a democracy as we imagine our society to be today; voting was heavily rigged in
favour of the aristocracy and the wealthy. The people’s sovereignty was represented by various
assemblies but they could not freely debate on issues or initiate business, and only voted on what
was presented to them.
Comitia curiata
Comitia tribute
Concilium plebis
Comitia centuriata
Not law-making, just confirmed the imperium of the officeholders.
The Tribal assembly – laws were present to this assembly by the consuls for
voting, it also elected the offices of quaestor and curule aedile.
Identical to Tribal Assembly but only plebs could attend. They elected
tribunes and plebeian aediles and voted on resolutions that if successful
would become law (plebiscite).
Elected offices of praetor and consul but only had minor legislative role.
Dominated by wealthy elite.
Before going to assemblies, bills were first presented to the Senate for approval (senatus
consultum). Any bill that was not approved was highly unlikely to go forward to be voted on by
the assemblies. This is one way the Senate dominated the people.
25
*** insert scanned copy of pages 261-262 ESA 2006/2007 study guide ***
26
Refer to previous pages and complete the chart:
Comitia Curiata
Censors (2)
30 lictors represented
30 curiae (ancient
tribes)
Confirmed
appointment
of
__________.
Elected every __ years
for __ months. Took
_______ of citizens.
Reviewed _______
Comitia Centuriata
Organised by social
group.
Elected
________, _________,
and ____________.
_______(2)
_______________
Minimum age 42.
Presided
over
assemblies, _________
and commanded the
_________.
Governed a major
province
after
serving
as
a
_____________
Pro-praetor
Praetors (__)
Comitia Tributa
Organised by tribes
(35). Elected lower
magitrates such as
____________ and
_____________.
Senate
About ____members.
Life
membership.
Controlled financial,
military and ________
policy.
Min age 39. Presided
over the __________.
Held ___________.
__________ (4)
No
fixed
Responsible
infrastructure
public games.
age.
for
and
Quaestors (___)
Min age 30. Dealt with
___________matters.
Dictator
Concilium Plebis
___________ (___)
Assembly of the ____ only.
Their bills (plebiscite) had
the force of law. Elected
_______ and plebeian
_______.
Governed
a
_______ province
after serving as a
__________
Appointed for six
months
in
an
emergency
___________ (immune
from violence), could
_____ magistrates.
27
Significant Leaders of the Late Republic
The Republic’s successful expansion (partly as a result of the Punic wars - a series of wars between
264 BC to 146 BC with the North African Carthaginian Empire) led to some significant changes.
A passing of a law, Lex Claudia, in 218 BC restricting Senators from commercial activity effectively
boosted the power of the Equites or Equestrians, the social class just below the patricians, who
were originally the cavalry of the army. From this time onwards, senatorial families mostly invested
their capital in land. All other equestrians remained free to invest their wealth, greatly increased
by the growth of Rome's overseas empire after the 2nd Punic War, in large-scale commercial
enterprises including mining and industry, as well as land. Equestrians became especially
prominent in tax farming and, by 100 BC, owned virtually all tax-farming companies. As time went
on they sought an increased role in Politics and hence came into conflict with the Senate.
This new political-dynamic, along with the ever-increasing wealth and power of the Republic, set
the scene for ever increasing corruption and inter-class warfare. This set the stage for a number of
powerful figures to emerge who would dominate the politics of their eras, often breaking or
stretching the constitutional norms of the Republic.
Task: You are required to research a significant Roman leader in this late-Republican period. In
groups, your teacher will assign you a leader and you will need to prepare a brief presentation to
present your class. Your classmates will make notes on template on the following page.
You will be assigned one of the following:
Gracchi
brothers
Gaius Marius
Lucius
Cornelius Sulla
Pompey
Crassus
Cicero
In your presentation you must include the following:
1. Background of the individual
2. Political ideology (e.g optimates or populares)
3. Ways in which they maneuvered or subverted the constitution to gain or maintain power (if
they did?).
4. Their death and legacy.
5. You must incorporate primary evidence.
28
Significant Leaders of the Late Republic
Gracchi
Gaius Marius
Sulla
Cicero
Pompey
Crassus
Background
Political
Views
Maneuvered
into power
Death and
Legacy
PSE
29
Julius Caesar
How can Caesar’s actions be said to have led to the end of the Republic?
Closely read the article on Julius Caesar’s life that your teacher will give you. Complete the
activities below.
Chose one of the activities to complete from each of the three columns
30
The Roman Military
Sitting alongside the political structure of Rome was the Roman army. The organisation and
discipline of the Roman Army has often been cited as one of the reasons for Rome’s ability to
expand at the rate it did.
The Roman army was organised into four large regiments, called legions, of between 4,000 and
5,000 men. Each legion was divided into cohorts and centuries, with each centurt commanded
by officers called centurions:
In choosing their centurions the Romans look not so much for the daring type but rather for men
who are natural leaders, who will stand their ground when hard pressed and will die in defence of
their posts.
Polybius (2nd Century BC)
The Romans have an excellent method of encouraging young soldiers to face danger. The
general assembles the troops and calls forward those he considers to have shown exceptional
bravery. He praises them… and then he gives out gifts… At the storming of the city the first man to
scale the wall is awarded a crown of gold. The men who receive these trophies enjoy great
prestige in the army and afterwards in their own homes. They are also chosen to take the lead in
religious processions when they return home…
Polybius (2nd Century BC)
After reading the quotes above and watching the short ‘Roman Army Structure’ complete the
tasks below (https://www.youtube.com/watch?v=wCBNxJYvNsY)1:
How many men in each of these units?
Legion:
Cohort:
Century:
Who holds both military and civilian power?
With reference to the previous information about the structure of the government, who would outrank this person?
What evidence is there to suggest that Roman’s place a very high value on being a renowned
soldier? What political implications might this have?
1
For more information on the Roman military, listen to The History of Rome podcasts 13a and 13b A Phalanx with Joints.
31
Glossary of Terms
This glossary is not complete. Add to it as you go through the unit. These terms are really important
to learn. Students who do particularly well in their 2.4 External (achieving at Merit and Excellence
levels) are those students who use these terms fluidly throughout their work and demonstrate to
the marker that they understand the terms.
Term
Definition/Explanation
Term
Definition/Explanation
Forum
Lararium
Open air market place.
Household shrine for the Lares.
Praetorian Guard
Legion
Flamen
Alba Longa
A priest serving a particular god.
A region in ancient Italy known as
Latium. Founded by Ilus/Ascanius.
The head of the household (the
oldest male).
Following a year served as Consul,
Senators could be voted to govern a
province.
The Roman name for modern-day
France, Holland and Belgium.
Domus/Villa
Pontifex Maximus
The personal guard of the Emperor.
A Roman military unit consisting of
5000 soldiers.
Types of Roman houses.
The head of the principle college of
priests.
An ancient territory in Western
central Italy. Founded by Aeneas.
Pater Familias
Proconsul
Gaul
Latium
Aeneas
Consul
Romulus
Punic/Carthage
Julius Caesar
Octavian/Augustus
Pompey
Sulla
Marius
Antony
Etruscan
Latin
Tiber
Palatine
Aventine
Capitoline
Jupiter
Juno
Mars
Minerva
Apollo
Diana
Ceres
Vesta
Venus
Mercury
Neptune
Vulcan
Pluto
Janus
Lares
Penates
Patricians
Senators
Equestrians
Plebeians
Phalanx
Manipular
Liberati
Salutatio
Bulla
Polytheistic
Haruspex
Augur
32
Previous 2.4 Socio-Political Life Questions
2015
CITIZENSHIP AND SOCIETY
With reference to a classical city-state or civilisation:


Examine the ways in which slaves were used as both a private and public
labour force in your chosen city-state or civilisation.
Explain how slavery was used to benefit individual masters and/or the state.
CULTURE AND IDENTITY
With reference to a classical city-state or civilisation:
2014
CITIZENSHIP AND SOCIETY
Examine how different social classes of male citizens* contributed to the running of
the state in a classical city-state or civilisation.
In your answer:
 Examine how social classes of male citizens within your chosen classical city-state
or civilisation contributed to the running of the state.
 Draw developed conclusions about the advantages and / or disadvantages of a
hierarchical social structure in classical society.
* Citizens do NOT include slaves, children, or foreigners.


Examine the ways in which important festivals and/or commemorations*
were celebrated in your chosen city-state or civilisation.
Explain how these celebrations were used to create a sense of pride in the
city-state or civilisation.
*Commemoration may be a procession, a triumph, or a celebration in recognition of a military or political victory.
EMPIRE AND POWER
With reference to a classical city-state or civilisation:


Examine the structure of a political system* and how it functioned in your
chosen city-state or civilisation.
Explain the ways in which this political system was used to benefit individuals
and/or the state.
*Structure may refer to political hierarchies, executive and judicial systems, or law-making.
SOCIAL AND/OR POLITICAL CONFLICT
With reference to a classical city-state or civilisation:


Examine the causes of a conflict in your chosen classical city-state or
civilisation, and the actions taken by individuals and/or groups during this
conflict.
Explain the ways in which this conflict affected the power held by an
individual and/or the state.
CULTURE AND IDENTITY
Examine the education and / or training of men in a classical city-state or
civilisation.
In your answer:
 Examine the different types of education and / or training in which males
participated, and the ways in which this prepared them to participate fully in the
running of the city-state or civilisation.
 Draw developed conclusions about the ways in which education and / or training
advantaged those with political and / or cultural aspirations.
EMPIRE AND POWER
Examine the role played by an individual and / or group in developing the state in a
classical city-state or civilisation.
In your answer:
 Examine the actions taken by an individual and / or group in developing the state,
and the reasons* why these actions were deemed necessary.
 Draw developed conclusions about how successful the individual and / or group
was in the development of the state.
* Reasons may be, for example, economic, political, and / or cultural.
SOCIAL AND/OR POLITICAL CONFLICT
Examine a social and / or political conflict in a classical city-state or civilisation.
In your answer:
 Examine the actions taken by individuals and / or groups in a social and / or
political conflict within your chosen classical city-state or civilisation, and the
reasons for these actions.
 Draw developed conclusions about the extent to which this conflict was a force
for change in the city-state or civilisation.
33
2013
2012:
CITIZENSHIP AND SOCIETY
Examine the roles, rights, and responsibilities of male citizens in a classical society
that you have studied, and the ways in which they contributed to the development
and success of the state.
In your answer:
 Explain the various roles male citizens held within your chosen classical society.
 Examine the responsibilities male citizens had to meet in order to keep their
rights.
 Draw developed conclusions about the positive or negative ways in which male
citizens contributed to the state.
CITIZENSHIP AND SOCIETY
Examine the institution of slavery and the life of a slave in an ancient classical
society.
CULTURE AND IDENTITY
Examine how state festivals and / or public celebrations 1 were used to shape the
identity of the state in a classical society that you have studied.
In your answer:
 Explain the purpose of a state festival(s) and / or public celebration(s).
 Examine the rituals or activities involved in a state festival(s) and / or public
celebration(s).
 Draw developed conclusions about the ways in which your chosen state
festival(s) and / or public celebration(s) shaped the identity of the state.
In your answer:

Explain the duties of domestic and / or public slaves.

Examine a range of attitudes that different citizens and / or groups of citizens
had to their slaves.

Draw developed conclusions about the positive impact that slavery had for
households and society as a whole.
CULTURE AND IDENTITY
Examine the life and position of high status* men and / or women in an ancient
classical society.
In your answer:

Explain their role within the household.

Examine their social and / or political duties and responsibilities.

Draw developed conclusions about the ways in which the state reinforced
these roles.
*Note: high status may refer to people who enjoyed public prestige and / or wealth and / or held a prominent political
1 State festivals and public celebrations may refer to, but are not limited to, the Panathenaia, the Dionysia, a Roman triumph,
position and / or were members of the aristocracy / nobility.
or gladiatorial games and chariot races.
EMPIRE AND POWER
Examine the impact of one or more reforms* made by an important political figure
on an ancient classical society.
EMPIRE AND POWER
Examine the ways in which a classical society maintained or expanded its power.
In your answer:
 Explain the reasons why your chosen classical society wanted to maintain or
expand its power.
 Examine the methods2 used by your chosen classical society to maintain or
expand its power.
 Draw developed conclusions about your chosen classical society’s success OR
failure in maintaining or expanding its power.
In your answer:

Explain the socio-political climate that necessitated the reform(s).

Examine the contributions that the important political figure made to the
reform(s).

Draw developed conclusions about the impact of the reform(s) on the society.
*Note: reforms could include social and / or economic and / or political and / or military.
2 Methods may refer to either warfare, alliances, treaties, and / or colonisation.
SOCIAL AND/OR POLITICAL CONFLICT
Examine the relationship of conflicting groups or individuals living in an ancient
classical society.
SOCIAL AND/OR POLITICAL CONFLICT
Examine a social and / or political conflict3 in a classical society you have studied,
and the impact of the conflict on individuals and / or groups and / or the state.
In your answer:
 Explain the reasons for the social and / or political conflict in your chosen
classical society.
 Examine the actions taken by individuals or groups in response to the conflict.
 Draw developed conclusions about the impact of the conflict on individuals and
/ or groups and / or the state of your chosen classical society.
In your answer:

Explain who the conflicting parties or individuals were and the causes for the
conflict.

Examine the events that occurred as a result of the conflict AND the outcome.
Where appropriate, outline the role of the state in the events.

Draw developed conclusions about the consequences of this conflict,
including who benefited the most and how.
3 Social and/or political conflict may refer to revolts, class conflict, religious conflict, civil conflict, war between states
34
Approaches to the Year 12 Socio-Political Life Exam




Key messages:
A.T.B.Q
USE EVIDENCE!!!!!
Explain your points
Use wording of the question throughout your response.
Examine Socio-Political Life in the Classical World
Assessment schedule:
Achievement
Achievement with Merit
Achievement with Excellence
Examine socio-political* life in the
classical world involves:
 Using primary source evidence.
 Giving an explanation of aspect(s)
of socio-political life in the classical
world.
 Showing understanding of a wider
cultural context.
 Drawing conclusions.
Examine, in depth, socio-political life
in the classical world involves:
 Giving an informed explanation of
aspect(s) of socio-political life in
the classical world.
 Drawing conclusions that are
supported by primary source
evidence.
Features of an informed
explanation include:
 Using primary source evidence of
specific relevance to the context.
 Explaining a range of aspects and
/ or factors.
Examine, with perception, sociopolitical life in the classical world
involves:
 Giving an explanation that shows
insight into aspect(s) of sociopolitical life in the classical world
(eg the status and power of a
particular class within the social
hierarchy), as communicated
through literary, art historical,
and/or archaeological evidence.
 Drawing developed conclusions.
Features of a perceptive
explanation may include, but are
not limited to:
 Reasons for similarities and
differences.
 Themes and patterns.
 Cultural expectations and codes
of behaviour.
Recognition of limitations of sources
of evidence.
* Socio-political life means the
relationship between individuals,
society, and government.
E.g. the candidate demonstrates
understanding of socio-political life
in the classical world. Knowledge
and understanding demonstrated
are at a basic level, and specific
evidence may be lacking. One or
more parts of a question may be
underdeveloped or omitted.
Conclusions may be simple and
basic.
E.g. the candidate incorporates
some detail, qualitative or
quantitative as required, in an
answer demonstrating sound
knowledge and understanding of
socio-political life in the classical
world. Most parts of the question
are covered, but treatment may be
unbalanced. Supporting evidence
of specific relevance to the context
is present, and informed/relevant
conclusions are drawn.
E.g. the candidate’s answers
demonstrate a thorough
knowledge and understanding of
socio-political life in the classical
world and a wider cultural context.
All parts of the question are
answered in detail. Supporting
evidence is relevant, accurate, and
consistently provided, and informed
/ relevant and developed
conclusions are drawn.
You will respond to ONE question on set features/themes.




Citizenship and Society.
Culture and Identity.
Social and/or Political Conflict.
Empire and Power.
NB: At the time of printing, the above themes were those set by NZQA. However, these are
subject to change at any moment. Your teacher will inform you of these changes.
35
Suggested groupings are below (other combinations are possible – if you think of any, add these
in the empty boxes):
Citizenship and Society
The role of slaves in society.
The role of men (of varying classes) in society.
The role of women (of varying classes) in
society.
The roles, rights, and responsibilities of the
different social classes.
Social and/or Political Conflict
The causes and consequences of conflict.
The impact of conflict on individuals/the state.
The relationship of conflicting groups in society.
Culture and Identity
Religion, festivals and the gods.
Education.
The different classes in society.
The role of women (of varying classes) in
society.
Empire and Power
Structure of the Republic.
The development of the state.
The expansion of the state.
The maintenance of power and control.
Political reforms.
We (your teachers) recommend that you study for at least two different ‘themes’ and within these
‘themes’ you should study for at least two different possibilities e.g. if you were to study conflict
then we recommend that you also study empire and power.
36