1. Bell Ringer Objectives Students complete
Describe Greek influence on Roman mythology
Analyze Roman life and culture, comparing expectations of men and women
How was the Roman Republic a Monarchy, Aristocracy and Democracy?
What check did the Plebeians have on the Patricians? What check did Patricians have on Plebeians?
What was the significance of the 12 tablets? How do they compare to our law, today?
State Standards
w.30 Assess the influence of geography on Roman economic, social, and political development. (G)
w..31 Describe Roman mythology and religion. (C)
w..32 Explain the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic. (C, G, P)

2. Bell Ringer Objectives Students complete Describe education in Rome
Analyze Roman life and culture, comparing expectations of men and women
Describe the structure of the Roman Army and the reasons for the Punic Wars.
-What is the most likely reason Rome adopted and adapted many of the Greek gods for themselves? -How was life different for rich vs poor in Rome? Men vs women? -Why was it a big deal to be a Roman citizen? -What role did the father play in the house?
State Standards
w.30 Assess the influence of geography on Roman economic, social, and political development. (G)
w..31 Describe Roman mythology and religion. (C)
w..32 Explain the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic. (C, G, P)

3. Roman Daily Life

4. Roman Citizens
Daily life for Rome’s citizens was a constantly noisy. It was a busy society.
The poet Martial wrote, “Before it gets light, we have the bakers. Then it’s the hammering of the artisans all day. There’s no peace or quiet in this city.”

5. The Average Roman Day

6. Roman Household
Head of household was paterfamilias which meant “father of the family.” The family was everyone below this rank (women, children, and slaves).
The father owned everything in the house (including people) and in order for a son to own property or do business he had to be emancipated – freed.

7. Being Counted as a Citizen
Despite overpopulated streets in Rome, citizens considered it an honor to be a citizen. During the republic, only citizens of Rome itself were citizens.
Every five years, Roman men registered for the census – official count of people living in Rome. If a man didn’t register, he risked losing his property and being sold into slavery.
Women, girls, slaves, and freed slaves were not counted as citizens.

8. Example of a Roman Census

9. Citizens and City
As the Roman Empire expanded, people beyond Rome (city) gained citizenship.
Even though people in Roman provinces were gaining citizenship, the people of Rome still considered themselves to be the greatest Roman citizens.

10. Roman Social Classes
Roman society was made up of a small number of rich people and many poor people and slaves. There was a huge difference between the lives of the rich and the poor.
Most of Rome’s poor people only survived because of government handouts.

11. Life of Luxury
The rich often had elegant homes in the city. Many other rich people enjoyed villas – country estates.
The rich often had feasts where they served game such as partridge or wild boar. Special occasions might bring flamingo or ostrich. These feasts also often had musicians or dancers.

12. The Roman Feast

13. Roman Villa

14. Another Way of Life for the Poor
Unlike the rich, the poor lived in rundown, poorly built apartment housing. Most didn’t have running water, toilets, or kitchens.
All waste had to be carried down to the street or – as often happened – dumped out of a window.

15. Roman Sanitation

16. Overview of Roman Education
Early Republic ( BC)
Domestic education by parents, esp. paterfamilias
Agricultural, domestic, moral, & civil skills, for both boys/girls
No strong national literature
Late Republic (300-0BC)
Emergence of more formal, tiered schools, by ability > age
Greek influence strengthens w/ private tutors, literature, higher ed.
Yet Roman reject Greek music, athletics in favor of oratory, law, and “practical” skills
Empire
Abundance of private schools
More international student body
I didn’t learn geometry and literary criticism and useless nonsense like that. I learned how to read the letters on public inscriptions. I learned how to divide things into hundreds and work out percentages and I know weights, measures and currency Petronius, Satyricon, 58

17. Types of schools Primary School (w/ litterator or magister ludi)
Reading w/ simple letters, phrases from texts & inscriptions
Writing w/ erasable wax tablet & stylus (CAPS only)
Simple math w/ abacus or pebbles (and Roman numerals)
Low fees, open to any student, mixed social classes
Secondary School (w/ grammaticus)
Writing w/ parchment & quills for advanced students
Latin & Greek for elite students
Oratory, beg. rhetoric, poetry, grammar = civic/political training
Oratory School/”College” (w/ rhetor)
More advanced rhetoric; typically noble students

18. School Life Academic Year Corporal Punishment common Pedagogy
Began March 24 (Feast of Minerva)
7 days/week, but many holidays (e.g., Quinquatria (Mar )
Sunrise start, followed by lunch/siesta & classes
Corporal Punishment common
Knuckles, ears, hair, posterior all fair targets
Horace referred to his teacher Oribilus as a “plagosus” (thrasher!)
Pedagogy
Oral emphasis (dictation, lecture, disputation)
Memorization and recitation, enunciation
Quaestiones (abstract concepts) vs. causae (specific situations) vs. declamatio (advocacy of action)
No systematic study or curriculum until 1st c. BC

19. Roman tools for school

20. Roman Writing Tablets

21. School Life II Paedagogus (“child leader”) School Buildings
Family slave (often Greek) who accompanied boy to/from school, provided tutoring & safety
School Buildings
Rarely purpose-built buildings
Rough, backless benches
Apprenticeships for older students
Vital for students to network, and to gain experience in diplomacy, military tactics

22. Lector emptor!

23. Role of Women in Society
A married Roman women’s only goal was to produce children. She was considered a daughter in terms of the household.
A women’s level of freedom depended on the husband’s wealth and status. Wealthy women had a great amount of independence.
Some women took jobs away from the home. Some were doctors, cooks, dressmakers, or actors.

25. Bread and Circuses
The poor needed wheat to survive. When the harvests were bad or when grain shipments from overseas were late, the poor often rioted.
To prevent this from happening, emperors supplied free grain and provided spectacular shows. The shows were held in circuses (arenas), which eventually became their name.

26. Bread and Circuses, cont.
The circuses could often be violent. Romans packed these events which often included animals fighting each other, humans fighting animals, or humans fighting other humans.
Other circuses might include clowns for entertainment, or public execution of criminals. The main events of the day were between gladiators – people who fought to the death.

27. Gladiators Armor and Weapons

28. Bread and Circuses, cont.
Before the battles, the gladiators paraded onto the floor of the arena. They would approach the emperor’s box, salute, and shout “Hail, Caesar! We who are about to die salute you!”
Men who performed well might be spared with a thumb’s up from the crowd.

29. Gladiator Battles

30. Support from the Government
The Roman government provided family support, usually to the upper classes, in various ways. For example, under Julius Caesar, fathers of 3 or more children received land.
Unmarried men over 20 and couples with no children suffered penalties. This was designed to make sure the upper class continued their family names.