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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