Ancestors of Romans arrived in Italian Peninsula before 1000 B.C. The Origins of Rome Ancestors of Romans arrived in Italian Peninsula before 1000 B.C. Came from the Indo Settled along hilly region – Palatine Hill Created settlement known as Rome Rome – City in Latin-speaking area - “Latium” Three groups of people live there: Greeks, Etruscans and Latins All three influence Rome’s development

Italian Peninsula

Greeks Latins Etruscans

509 B.C. - Romans create a Republic The Early Republic Greeks created colonies along southern Italy – brought Greek civilization to Rome Writing, technology, religion 600 B.C - Etruscan kings began to rule Rome Etruscan king, Tarquin the Proud, ruled Rome harshly 509 B.C. - Romans overthrow him Romans vow to never have a king/dictator again 509 B.C. - Romans create a Republic Government where citizens elect leaders

Tarquin The Proud

Patricians and Plebeians As Rome gets bigger, Social classes develop : Patricians, Plebeians, Slaves Patricians/Magistrates—wealthy landowners – most powerful Had most political power and the most money Had the right to vote Plebeians—artisans, merchants, and farmers Did not have the same amount of political power Patricians had power to do overrule the Plebeians

Class System Patricians Plebeians Slaves

Government Under the Republic Two consuls (officials) lead the Republic One to lead army One to direct government Senate- Legislative body that makes laws for Republic Had 300 members – most were upper-class Members vote on laws, govern Rome, etc. Later plebeians were allowed into the Senate

The Roman Republic

Roman Legion—Military unit of 5,000 soldiers The Roman Army Romans placed great value on their army – Anyone who owned land had to serve in the military for a couple of years Roman Legion—Military unit of 5,000 soldiers Supported by cavalry – soldiers who are mounted on horses Army is powerful/well equipped - Key factor in Rome’s growing strength

The Roman Army

The Roman Legions

The Twelve Tables The laws protect free citizens Romans needed a code of laws to follow – group of 10 legislators came together to create system 451 B.C. - Roman laws carved on Twelve Tables Foundation of Roman law The laws protect free citizens Citizenship is limited to adult male landowners Plebeians who don’t own land aren’t always protected/nor are slaves Women can’t vote; noblewomen can inherit property and money though

The Twelve Tablets

Rome Spreads its Power Romans conquer territory from Greece to Syria, Egypt, Britain and Germany 265 B.C. - Rome controls Italian peninsula Conquered peoples treated fairly Most had right to vote (once they became citizens) Had more or less had the same rights as Romans Weren’t allowed to make alliances with anyone outside Rome

Rome’s Commercial Network Rome built a large trading network in the Mediterranean Rome traded wine, olive oil for silk, perfume, gold, salt, wood, etc. Trade will expand from Rome all the way to China in the east

DBQ Paragraph DBQ Body Paragraphs are used to support the thesis in the introduction Each Body Paragraph is dedicated to one document group Ex: Paragraph 1 – Documents 1 and 2 center around negative experiences women faced in Mesopotamia For the purpose of this exercise, we will use the prompt about experiences of women in Mesopotamia from 2800 B.C. to 1700 B.C.

1. Explanatory Sentence 1st Sentence – Explains why documents in the group are together Ex. – Documents 1 and 2 relate the limitations women could face in Mesopotamia.

2. Document Support 2-3 Sentences – Explain how each document supports the thesis Place (doc __) at the end of each sentence when you refer to the documents Ex: In document 1, Enheduanna laments how she was moved from her role as priestess because she didn’t have favor with the king of Ur (doc 1). In document 2, laws that were created by Hammurabi limited what women could say or do in public or they could be punished severely by lashings or drowning (doc 2).

Document POV Each paragraph (document group) must include one POV from one of the documents included in group (1-2 sentences) Ex: Continuing from document 1, Enheduanna expresses her despair at the loss of her status as priestess at the hands of the king (doc 1). This point of view shows that women were limited in what positions they could occupy in society and for how long.

Put It Together! Documents 1 and 2 relate the limitations women could face in Mesopotamia. In document 1, Enheduanna laments how she was moved from her role as priestess because she didn’t have favor with the king of Ur (doc 1). In document 2, laws that were created by Hammurabi limited what women could say or do in public or they could be punished severely by lashings or drowning (doc 2). Continuing from document 1, Enheduanna expresses her despair at the loss of her status as priestess at the hands of the king (doc 1). This point of view shows that women were limited in what positions they could occupy in society and for how long.

Separate Sheet of Paper Find the sheet of paper and write down the Introduction (1), they synthesis paragraph (2), and the first body paragraph (3) Now, write a DBQ body paragraph for the second document group (goes after the first paragraph): Documents 1 and 2: There are limitations to women’s freedoms in Mesopotamia Documents 3 and 4: Female figures of authority in Mesopotamia are treated with respect

The Conclusion is a restatement of the introduction. Conclusion Paragraph The Conclusion is a restatement of the introduction. Basically, you write the introduction in a different way.