Roman Republic

Warm-Up 1. Personal Needs 2. Copy homework into agenda 3. Review from last two classes: Title paper = Ancient Rome: Geography and Expansion & Conquest –A. Provide three ways geographic features impacted the growth of Rome. –B. Provide two ways on how was Rome able to go from a small village into a huge empire.

Republic A government in which power belongs to citizens, who govern themselves through elected representatives. This government was formed in 509 BCE.

SPQR SPQR is an initial for the Latin phrase, Senātus Populusque Rōmānus, meaning "The Senate and the People of Rome."

Republic – Citizens All free male citizens could vote. Patricians A wealthy, landowning family who claimed to be able to trace its roots back to the founding of Rome….also priests, government officials. Plebeians An ordinary, working citizen of ancient Rome – such as a farmer, artisan or craftsperson. Between 494 and 287 BCE, the plebeians struggled to gain equality with the patricians.

A Constitution In the beginning, only Patricians could hold office and only Patrician Judges knew and made up the laws. Plebeians revolted and demanded reforms. First written code of laws, The Law of the Twelve Tables, in 451 BCE. Applied to BOTH Patricians and Plebeians Dealt with legal procedures, building codes, punishment and granted citizens INDIVIDUAL RIGHTS (trial by jury, witnesses at trial, and innocent until proven guilty

Roman Republic Name of Branch Who is involved? Characteristics Bases of Power Limits on Power

Balanced Branches of Power The Roman Republic consisted of three parts, which divided power : The Magistrates Or Consuls The SENATE The ASSEMBLY

Magistrates/Consuls 1. Magistrates were 20 elected officials (Patricians and at least one Plebeian): the two highest were Consuls, the most powerful political position in Rome. 2. Oversaw the work of the government: Acted as judges, Tax collectors, Urban planners, Directed the army 3. Elected for 1 year 4. Both consuls had to agree before the government could take action….each consul could VETO or reject, the decisions of the other. 5. In an emergency, consuls could choose a “dictator” to make quick decisions 6. They choose the senators

Senate – “Seniors” = 300 Men 1.Most Powerful!! 2.Only Patricians 2. Held office for life 3.W ere advisors to the consuls/ government officials 4. Could approve/ disapprove (veto, or I reject it) laws passed by the assembly 5. Decided how money should be spent 6. Made decisions concerning relations with foreign countries 7. Had influence over the Consuls and the army

“Assembly” of Tribunes of 1,000 men each – 35 tribes Plebeians and can have some Patricians = Council of Plebs…could elect ten officials, called tribunes, or tribunes of the plebs. 1.Protected the rights of Plebeians 2.Voted on laws 3. Could declare war or make peace treaties 4. Elected the 2 consuls 5. Elected government officials

Roman Forum The forum was the center of political, commercial and judicial life in ancient Rome. The largest buildings were the basilicas, where legal cases were heard.

1 = Basilica Julia 2 = Temple of Saturn 3 = Temple of Jupiter Optimus Maximus (on Capitoline hill) 4 = Tabularium (Archive Building) 5 = Temple of Vespasian 6 = Rostra 7 = Temple of Concord 8 = Triumphal Arch of Septimius Severus

1. What are some Similarities and Differences with Roman Republic and Athenian Democracy. 2.How did the Roman Republic impact the U.S. government? 3.Why was it important that the Roman Republic had 3 branches of power?

PEAK Review 1.Put all materials away. 2.On the count of 3, You will list everything that you can remember about the Roman Republic. 3.On the count of 3, You will move around the class and share your list. Add new items to your list….place a check by the items you already have. 4.Return to your group and share your list. 5.As a group you need to choose the three most important concepts of today’s lesson. 6.Share concepts and determine the class ideas!

Wrap-Up Summarize the lesson on the Roman Republic. Use at least 5 vocabulary terms or key concepts into your summary. Focus on what people should know or take away from the lesson.