Introduction Chapter Introduction This chapter will introduce you to The Roman Republic. You will learn about the development of the Roman republic, and about the growth of its government, society, and military. Section 1: The Rise of the Roman Republic Section 2: The Government of the Republic Section 3: Roman Society Section 4: The Republic’s Growth and Crisis

Tullia’s father saves the republic myStory Tullia’s father saves the republic How does Cicero feel about his daughter? What evidence is there for Cicero’s feelings for Tullia? Why are his views about his daughter unusual in the Roman republic? Show the myStory video and clarify Cicero’s position in Roman society. Then walk students through the process of determining and evaluating Cicero’s feelings for Tullia.

Tullia’s Father Saves the Republic myStory Tullia’s Father Saves the Republic In what ways was Tullia excluded from Roman politics? In what ways could Tullia be involved in Roman politics? Show the myStory video. Discuss the phrase “birds-eye view” and invite students to explain how Tullia’s position may have added to her knowledge. Contrast this with her lack of actual power.

Tullia’s Father Saves the Republic myStory Tullia’s Father Saves the Republic What was a positive effect for Cicero of his election as a consul? What was a negative effect? How did Cicero respond to attempts to overthrow the republic? Cicero’s Leadership Qualities Type of Leader Show the myStory video about Cicero’s roller coaster ride through Roman politics. Ask students to think about the picture it shows of Roman government. Have students use the organizer to list details about Cicero’s leadership actions, then ask them to describe the kind of leader he was. Use as many cause and effect diagrams as necessary to cover Cicero’s leadership style.

What should governments do? myStory What should governments do? Tell students to think about what they’ve read about the Roman government in Tullia’s story. Help them develop predictions about that government and how it affects Roman life. Tell them to use this graphic organizer from the Student Journal to list some of their predictions.

Geography of Your Community The Rise of the Roman Republic How does geography help communities grow? Geography of Your Community Ask students to suggest words or phrases that describe the geography of your community. Post these in the graphic organizer. Then lead a discussion about ways that this geography helps-or hinders-community growth. Ask students to predict how similar issues might affect the Roman republic.

Academic Vocabulary found—v., to set up or start The Rise of the Roman Republic Academic Vocabulary found—v., to set up or start My great-great-grandparents helped to found our community many years ago. consent—n., agreement When a bride says “I do,” she gives her consent to be married. identify—v., consider or treat as the same Mrs. Haronian identifies with her Armenian heritage. Tell students to use the list of Academic Vocabulary or high-use words to understand these terms when used in the section. If they are unfamiliar with the terms, students should read the definitions and practice by using them in sentences.

The Rise of the Roman Republic Key Ideas The Italian Peninsula and the area around Rome provided many natural advantages. Roman culture was influenced by Etruscan and Greek neighbors. The people of Rome overthrew their kings, founded a republic, and conquered Italy.

The Rise of the Roman Republic Key Terms forum—an open area in a city filled with public buildings, temples, and markets republic—a government in which citizens have the right to vote and elect officials. Students should use the Word Wise feature for Section 1 of The Roman Republic chapter of their Student Journal to explore Key Terms.

Key Terms legion—the basic unit of the Roman The Rise of the Roman Republic Key Terms legion—the basic unit of the Roman army, including 4,500 to 5,000 foot soldiers maniple—a unit of between 60 and 160 soldiers that could move independently Students should use the Word Wise feature for Section 1 of The Roman Republic chapter of their Student Journal to explore Key Terms.

What are some features of Italy’s geography? The Rise of the Roman Republic What are some features of Italy’s geography? Italy occupies a peninsula. Rome is near the center of that peninsula. The Alps separate the peninsula from the rest of Europe. The Appenines run down the center of it. Several large, flat plains provide land for farming. Volcanoes help create fertile soil, but volcanic eruptions can sometimes threaten where people live. Review the geographic features with students. Then help them recall what they know about the geography of Greece. Discuss how Italy’s geography, which is less rugged and has many rivers for transportation, might make it easier to unit the area.

The Beginning of Rome Who did the Romans believe founded their city? The Rise of the Roman Republic The Beginning of Rome Who did the Romans believe founded their city? Why are Roman beliefs about the founding of their city important? Ask students to paraphrase the story of Romulus and Remus. Then use the questions here to explore their understanding of the section subhead Rome’s Earliest Days.

Factors That Helped Rome Grow The Rise of the Roman Republic Factors That Helped Rome Grow The Growth of Rome Ask students to use the organizer to list factors that helped Rome grow.

from a monarchy to a republic? The Rise of the Roman Republic How did Rome change from a monarchy to a republic? Kings with broad powers ruled the city, with the consent of aristocratic senators.  Some kings treated their subjects badly, and this led to unrest in the kingdom. Romans overthrew the king and formed a republic, in which citizens had the right to vote and elect officials. Review the steps that led Rome from a monarchy led by kings to a republic led by citizens and their votes.

Influences on Roman Republic The Rise of the Roman Republic Influences on Rome Etruscans Greeks Influences on Roman Republic Explain that both Greeks and Etruscans had important effects on the Roman republic. Tell students to use the organizer to list effects of both earlier cultures.

The People of Italy How did Greek culture get to Italy? The Rise of the Roman Republic The People of Italy How did Greek culture get to Italy? What are some ways that Etruscan culture influenced Roman culture? Explain the sequence of influence from Greeks and Phoenicians to the modern world. Use these questions to review students’ understanding of the subheads The People of Italy and The Etruscans.

The Rise of the Roman Republic The Roman Army Legions of about 5,000 soldiers included maniples of 60–160 soldiers. Maniples could adapt to geography and battle situations. This helped the Roman army conquer many enemies. Romans signed treaties with defeated enemies. Soldiers from defeated armies joined the Roman army.

What military innovations did the Romans borrow The Rise of the Roman Republic Roman Expansion What military innovations did the Romans borrow from other peoples? What is one way that Roman armies changed the areas they passed through? Use these questions to review content from the Section 1 subhead Roman Expansion.

What should governments do? The Rise of the Roman Republic What should governments do? How did different factors contribute to the rise of the Roman republic? Tell students to think back on everything they learned in the section. Have them use this graphic organizer from the Student Journal to make notes about the influence of geography and other cultures on the development of Rome. Urge them to be as specific as they can.

What makes teams successful? The Government of the Republic What makes teams successful? Roles of Team Members Coach Team Captain Team Player Have students list the different roles on a typical sports team, such as captain, coach, and individual athlete. Post their ideas in the organizer, then discuss ways that the different team members have different roles. Ask students to consider people having different roles might influence the operation of a government.

The Government of the Republic Academic Vocabulary violate—v., break a rule or agreement If you violate the school’s rules, you will face consequences. policy—n., course of action taken by a government People voted this Tuesday for a new policy about national parks. Tell students to use the Academic Vocabulary or high-use words to review terms they may encounter in the section. If they are unfamiliar with the words, they should read the definitions and practice by using them in sentences.

The Government of the Republic Key Ideas In the Roman republic, power was divided among many different people so that no one person could become too powerful. The government of the Roman republic was made up of three separate branches that held different powers. The Roman republic influenced later republics, including the United States.

The Government of the Republic Key Terms constitution—system of rules by which a government is organized veto—to stop or cancel the action of a government official or body Students should use the Word Wise feature for Section 2 of the The Roman Republic chapter in their Student Journal to explore Key Terms.

Key Terms magistrates—elected officials who enforce the law. The Government of the Republic Key Terms magistrates—elected officials who enforce the law. toga—a garment worn by adult men as a symbol of Roman citizenship consuls—the top officials in the Roman republic Students should use the Word Wise feature for Section 2 of the The Roman Republic chapter in their Student Journal to explore Key Terms.

The Government of the Republic Roman Government Rome had an unwritten constitution, a system of rules that organized the government. Separation of powers kept any one person from holding too much power. Checks and balances kept the branches of government from abusing their power. Rule of law meant that even powerful people could be tried for breaking the law. Clarify that the Roman constitution was unwritten, unlike that of the United States. Then ask students to identify the groups that shared power in the Roman republic. Discuss the effect of a veto. Then ask students why the Romans wanted to divide power among individuals and branches of government.

The Government of the Republic Roman Citizens Patricians were from oldest families. They were usually wealthy, and, at first, they controlled all government offices. Plebeians were the majority of Romans. They were not aristocratic. Many were farmers and artisans. They gained access to political offices over time. Which group made up a majority of citizens? What were some rights and responsibilities adult male citizens had? Review the differences between patricians and plebeians. Then use the questions to review students’ understanding of the remaining text in the subheading Roman Citizens.

Branches of Roman Government The Government of the Republic Roman Government Branches of Roman Government With students, list and describe the three main branches (the assemblies, the senate, the magistrates) of the Roman government. Review the differences between members of the assembly different from magistrates or senators.

of the Roman government like? The Government of the Republic What was each branch of the Roman government like? Assemblies In what way were the Roman assemblies democratic? Senate In what way was the Roman senate an oligarchy? Magistrates In what way were Roman magistrates like monarchs? Use the questions to help students categorize each part of the Roman government.

The Race of Honors quaestors  aedile  tribunes of the plebs  The Government of the Republic The Race of Honors quaestors  aedile  tribunes of the plebs  praetors  consuls  Walk students through the different offices and steps in the Race of Honors. Ask them to give a detail for each group, such as a typical job duty or symbol of the office. Then have students state in one sentence the job of each official listed. Refer students to the Digital Simulation about the Race of Honors to explore this topic further.

What lasting effects did Rome’s government have? The Government of the Republic What lasting effects did Rome’s government have? Roman Government U.S. Both Help students complete the organizer with information about Roman government and the United States government. Discuss similarities and differences, such as in the role of women. Then ask students what they think America’s founders thought of the Roman republic

What should governments do? The Government of the Republic What should governments do? Tell students to think back on everything they learned in the section. Have them use this graphic organizer from the Student Journal to make notes about different parts of Roman government. Urge them to be as specific as they can.

What rights and responsibilities do different groups have? Roman Society What rights and responsibilities do different groups have? Rights and Responsibilities Have students label each column of the organizer with a group from your school, such as athletes, student council members, teachers, and staff/administrators. Then ask students to list the rights and responsibilities of each group in the column beneath the label. Students should distinguish between rights and responsibilities. Discuss how these differences might apply to the Roman government

Academic Vocabulary minority—n,. a group that is less than half of Roman Society Academic Vocabulary minority—n,. a group that is less than half of a population Speakers of Haitian creole form a significant minority of the population in the northeastern United States. tenant—n., a person who rents land or a home My grandmother has been a tenant of her apartment building for 20 years. Tell students to use the Academic Vocabulary or high-use words to review terms they may encounter in the section. If they are unfamiliar with the terms, they should read the definitions and practice by using them in sentences

Roman Society Key Ideas Roman men were the leaders of their families while women had other roles. Life was very different for different classes of Romans. Religion was important to the Roman people, and the Roman government played a role in it.

Key Terms patriarchal society—society in which men Roman Society Key Terms patriarchal society—society in which men rule their families and people trace their origins through male ancestors paterfamilias—head of the household Students should use the Word Wise feature for Section 3 of the Roman Republic Student Journal to explore Key Terms.

Key Terms villa—large country home Roman Society Key Terms villa—large country home established religion—an official religion supported by the government Students should use the Word Wise feature for Section 3 of Roman Republic chapter of their Student Journal to explore Key Terms.

for men and women in Rome? Roman Society How was life different for men and women in Rome? Men • owned all property • had absolute power over their families and its slaves Women • could own personal property • had an active role in social life and participated in religious rituals • were not allowed to vote, attend assemblies, or hold public office • were responsible for bearing and raising Roman children Use the lists to help students clarify the different roles of men and women in Roman society. Then ask students to recall what they learned about Greek women and compare their lives with those of Roman women.

for rich and poor Romans? Roman Society How was life different for rich and poor Romans? Rich • were small part of Roman society • made money from agriculture or business • owned slaves who did all the work • lived in large and luxurious houses; often had second houses in the country • participated in government and politics Poor • were largest part of Roman society • lived in crowded and dangerous conditions • were often tenant farmers or day laborers • also worked in shops or restaurants Use the lists to help students clarify the different roles of poor and wealthy people in Roman society. Have students briefly describe life for each group.

Slavery How did people become slaves in the Roman republic? Roman Society Slavery How did people become slaves in the Roman republic? What kinds of jobs did slaves do? What kind of lives did they lead? In what ways could a slave become free? Did Roman slaves ever fight back against their masters? Have students describe the lives of Roman slaves. Then use the questions above to review their understanding of the subsection Slavery.

How were Roman religion Roman Society How were Roman religion and government linked? Rome had an established religion, supported by the government. Top government officials were often priests or consulted religious experts about decisions. Roman leaders believed their success or the success of the empire came from the favor of the gods. Review the features of Roman religion. Then read the quote by Cicero in the textbook aloud and ask, What does Cicero’s remark about the gods suggest he believes about the importance of pleasing the gods?

What should governments do? Roman Society What should governments do? Think about government’s role in Roman society in terms of gender and class. Think back on everything you learned in Section 3. Use this graphic organizer from your Student Journal to make notes about the differences between each pair of groups. Then consider the overlaps in rights and responsibilities. Be as specific as possible.

What happens when members The Republic’s Growth and Crisis What happens when members of a group disagree? Conflicts Consequences Have students use the left column of the organizer to list possible conflicts that members of a group might experience, such as those between family members, teammates, or classmates. In the right column, urge students to list consequences of each conflicts. Then ask students how conflicts of the types they have listed might affect a government or country.

Academic Vocabulary equipment—n,. things used for a specific purpose The Republic’s Growth and Crisis Academic Vocabulary equipment—n,. things used for a specific purpose Equipment for playing baseball includes a ball, bat, and gloves. professional—adj., trained, expert A doctor is a professional healer trained in medical school. Tell students to use the Academic Vocabulary or high-use words to review terms they may encounter in the section. If they are unfamiliar with the terms, they should read the definitions and practice by using them in sentences

The Republic’s Growth and Crisis Key Ideas The Romans fought three wars against Carthage and took control of the Mediterranean region. Wealth and power led to problems in Roman society and government. The Roman republic was torn apart by civil war and replaced by the rule of the emperors.

Key Terms empire—a state containing several countries or territories The Republic’s Growth and Crisis Key Terms empire—a state containing several countries or territories province—areas within a country or empire Students should use the Word Wise feature for Section 4 of the Roman Republic chapter in their Student Journal to explore Key Terms.

Key Terms civil war—war between groups from the same country The Republic’s Growth and Crisis Key Terms civil war—war between groups from the same country Augustus—title used by Roman emperors meaning venerable or greatly honored one Students should use the Word Wise feature for Section 4 of Roman Republic chapter of their Student Journal to explore Key Terms.

Rome versus Carthage 218 B.C. Hannibal attacks in daring strike The Republic’s Growth and Crisis Rome versus Carthage 218 B.C. Hannibal attacks in daring strike over Alps; Rome barely avoids defeat. 204 B.C. Rome attacks Carthage; Hannibal must return home to defend his city and is defeated. 146 B.C. Still fearing Carthage, Rome destroys the city and sells its people into slavery. Use the timeline to help students trace the sequence of wars between Rome and Carthage. Ask them to consider how Rome managed to defeat Hannibal.

The Role of Geography The Republic’s Growth and Crisis Refer students to this map in Section 4 of their student editions. Have them describe the geographic issues in Hannibal’s daring attack and the Roman counterattack on Carthage.

How did the Punic Wars affect Rome? The Republic’s Growth and Crisis How did the Punic Wars affect Rome? Who did the Romans fight in the Punic Wars? What were the results of the second Punic War? Describe the extent of Roman rule after the Punic Wars. Use the questions above to review students’ understanding of the section subheading The Struggle with Carthage.

What problems did conquest cause for Rome? The Republic’s Growth and Crisis What problems did conquest cause for Rome? Problems Caused by Conquest Political Problems Poverty Military Difficulties Have students use the organizer to list problems that conquest caused for Rome. To get them started, suggest the categories of political problems, poverty, and issues in the military.

Growing Pains How did Roman magistrates behave late in the republic? The Republic’s Growth and Crisis Growing Pains How did Roman magistrates behave late in the republic? What two views about reform arose in the later years of the Republic? How did Gaius Marius change the Roman military? Use the questions to explore students’ understanding of the section subheading Growing Pains.

the collapse of the republic? The Republic’s Growth and Crisis What events led to the collapse of the republic? The power of generals increases.  Civil wars: Sulla vs. Marius; Caesar vs. Pompey/Senate  Caesar wins, makes himself dictator for life. Senators kill Caesar. More civil wars: Octavian vs. assassins; Octavian vs. Antony. Octavian becomes Emperor Augustus. Use the sequence diagram to help students understanding the events that led the Roman republic to collapse and be replaced by the empire. For each entry in the diagram, ask students to provide a brief summary of the events.

From Republic to Empire The Republic’s Growth and Crisis From Republic to Empire What happened after an assembly voted to take away Sulla’s command and give it to Marius instead? Which side did the senate take in the civil war between Caesar and Pompey? Describe the end of the Roman republic. Use the questions to review students’ understanding of the section subheading From Republic to Empire.

What should governments do? The Republic’s Growth and Crisis What should governments do? Tell students to think about what they’ve read about the collapse of the Roman republic. Have them use this graphic organizer from the Student Journals to record their understanding of the factors that led to this collapse. Urge them to be as specific as they can.