Roman RepublicThe

Looking Back, Looking AheadRomans had suffered under cruel

Etruscan kings. When they had thechance to create their own govern-ment, they chose something verydifferent.

Focusing on the • Rome’s republic was shaped by a

struggle between wealthy landownersand regular citizens as it graduallyexpanded the right to vote. (page 427)

• The Roman Republic’s legal systemwas based on the rule of law.(page 431)

• Rome slowly destroyed the Carth-aginian Empire and took control ofthe entire Mediterranean region.(page 432)

Locating PlacesCarthage (KAHR• thihj)Cannae (KA• nee)Zama (ZAY• muh)

Meeting PeopleCincinnatus (SIHN•suh•NA•tuhs)Hannibal (HA•nuh•buhl)

Content Vocabularypatrician (puh•TRIH•shuhn)plebeian (plih•BEE•uhn)consul (KAHN•suhl)veto (VEE•toh)praetor (PREE•tuhr)dictator (DIHK•TAY•tuhr)

Academic Vocabularylegislate (LEH• juhs•LAYT)accommodate (uh • KAH • muh • DAYT)challenge (CHA• luhnj)

Reading StrategyCategorizing Information Completea chart like the one below describingthe government of Rome.

264 B.C.Punic WarsbeginSPAIN

ITALY

GREECE

Rome

Carthage

450 B.C. 300 B.C. 150 B.C.450 B.C. 300 B.C. 150 B.C.

426 CHAPTER 9 • The Rise of Rome

Officials Legislative Bodies

146 B.C.Rome destroysCarthage

451 B.C.Romans adopt theTwelve Tables

HistorySocial ScienceStandardsWH6.7 Studentsanalyze the geographic,political, economic,religious, and socialstructures during thedevelopment of Rome.

WH6.7.1 Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historicalfigures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero.

WH6.7.2 Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government,checks and balances, civic duty).

Rome’s GovernmentRome’s republic was shaped by a strug-

gle between wealthy landowners and regular citi-zens as it gradually expanded the right to vote.Reading Connection Do you know where our word republic comes from? It is made up of two Latin wordsmeaning “thing of the people.” Read on to learn aboutthe republican government that early Romans created.

Early Romans were divided into twoclasses: patricians and plebeians. The patricians (puh • TRIH • shuhnz) were wealthylandowners. These nobles made up Rome’sruling class. Most of Rome’s people, how-ever, were plebeians (plih • BEE • uhnz). Thisgroup consisted of artisans, shopkeepers,and owners of small farms.

Both patrician and plebeian men wereRoman citizens. They had the right to voteand the responsibility to pay taxes and servein the army. However, plebeians had lesssocial status. Marriage between members ofthe two classes was forbidden. Plebeiansalso could not hold public office. Only patri-cians could serve in the government.

How Did Rome’s Government Work?Rome’s government was a tripartite govern-ment. This means it had three branches, justas our government does today. One group ofpeople ran the government. Another groupmade the laws, and a third group acted asjudges interpreting the law. It also hadchecks and balances so that one group ofpeople could not get too strong.

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Growth of the Roman Republic 500–146 B.C.

1. Movement What major islandsdid Rome conquer?

2. Human/Environment InteractionWhy do you think Rome did notexpand farther north?

Roman consul

Rome, 500 B.C.Territory added by 264 B.C.Territory added by 146 B.C.

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In the Roman Republic, the top govern-ment officials were the consuls (KAHN• suhlz).Two consuls—both patricians—were chosenevery year. They headed the army and ranthe government. Because they served suchshort terms, there was little risk that theywould abuse their power. The consuls alsokept each other in line because each couldveto (VEE• toh), or reject, the other’s decision.The word veto is Latin for “I forbid.” Romealso had other important officials calledpraetors (PREE • tuhrz). Their core task was tointerpret the law and act as judges in courtcases.

Rome’s most important legislative, orlawmaking, body was the Senate. This was

a select group of 300 patrician men whoserved for life. In the beginning, the Senateonly gave advice to the consuls. Over time,the power of the Senate grew. By the 200s B.C., it could propose laws, holddebates, and approve building programs.

Another legislative body was theAssembly of Centuries. It elected the con-suls and praetors, and passed laws. Like theSenate, the Assembly of Centuries was con-trolled by the patricians.

Plebeians Against Patricians As youmight predict, plebeians complained abouthaving so little power in the Roman Republic.After all, they fought alongside patricians inthe army, and their tax payments helped therepublic thrive.

In 494 B.C. many plebeians went onstrike. They refused to serve in the army.They also left the city to set up a republic oftheir own. These moves frightened thepatricians into agreeing to share power.

The patricians accommodated the ple-beians by allowing them to have their ownbody of representatives, called the Council ofthe Plebs in 471 B.C. The assembly electedtribunes who brought plebeian concerns tothe government’s attention. The tribunes alsowon the right to veto government decisions.In 455 B.C. plebeians and patricians wereallowed to marry, and in the 300s B.C., ple-beians were allowed to become consuls.

The most far-reaching political reformcame in 287 B.C. In that year, the Council ofthe Plebs finally was granted the power topass laws for all Romans. Now all male cit-izens had equal political standing, at leastin theory. In practice, a few wealthy patri-cian families still held most of the power,and women remained without a voice in government. The Roman Republic hadbecome more representative, but it was farfrom a full-fledged democracy.

428 CHAPTER 9 • The Rise of Rome

A Roman TriumphSometimes military leaders returning toRome after a victory took part in a greatparade called a triumph. “Thus arrayed [decoratively dressed], they entered the city, having at the head of the procession the spoilsand trophies and fig-ures representing thecaptured forts, cities,mountains, rivers,lakes, and seas—everything, in fact,that they had taken. . . .[When] . . . the victori-ous general arrived atthe Roman Forum . . .he rode up to theCapitol. There he performed certain rites and made offerings.”

—Zonaras, “A Roman Triumph”

Why do you think the military leaders andtheir troops were dressed decorativelybefore the triumph?

Roman soldiers

Ronald Sheridan/Ancient Art & Architecture Collection

Roman Dinner Parties Before Romebecame a powerful empire, Romans ate simple meals of porridge, driedvegetables, and greens. People rarelyate meat or seafood. After Rome’sconquests, the dining habits of wealthyRomans changed. Newly rich Romansshowed off their wealth with expensivefeasts that included exotic foods andlively entertainment for their guests.

At Roman dinner parties, guestsreclined on couches. The enslavedservants served the food, which wouldbe carried into the banquet room ongreat silver platters. Roman dishesmight include boiled stingray garnishedwith hot raisins; boiled crane withturnips; or roast flamingo cooked withdates, onions, honey, and wine.

A wealthy Roman womanreclining on a couch

Connecting to the Past1. Whose eating habits changed after Rome

became wealthy and powerful?

2. Describe how their eating habits changed.

Who Was Cincinnatus? An unusual fea-ture of the Roman Republic was the officeof dictator (DIHK • TAY • tuhr). Today wedefine a dictator as an oppressive rulerwith complete control over the state.Roman dictators also had complete con-trol, but they only ruled on a temporarybasis during emergencies. The Senateappointed a dictator in times of great dan-ger. As soon as the danger was past,Roman dictators gave up their power.

The best-known early Roman dictator isCincinnatus (SIHN • suh • NA • tuhs). About 460 B.C., a powerful enemy had surroundeda Roman army. Officials decided that Romeneeded a dictator and that Cincinnatus wasthe man for the job. Cincinnatus left hisfarm and gathered an army. He defeatedthe enemy in short order and returned toRome in triumph. Although he probablycould have continued ruling, Cincinnatusdid not want power. Having done his duty,he returned to his farm and gave up his dic-tatorship.

Romans strongly believed in civic duty,or the idea that citizens have a responsibil-ity to help their country. Cincinnatus was apopular example of someone doing hisduty as a citizen. He was widely admired inhis generation and in later ages. GeorgeWashington, for one, took inspiration fromhis example. Like Cincinnatus, Washingtonwas a farmer when he was asked to head anarmy: the Continental Army in theAmerican War for Independence. Afterleading the Americans to victory, Wash-ington returned to his plantation home.Only later, and with some reluctance, didhe agree to become the first president of theUnited States.

Explain What checks and balances existed in the Roman Republic’s government?

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WH6.7.1 Identify the location and describethe rise of the Roman Republic, including theimportance of such mythical and historicalfigures as Aeneas, Romulus and Remus,Cincinnatus, Julius Caesar, and Cicero.

430

LUCIUS QUINCTIUSCINCINNATUSc. 519–438 B.C.

The loyal devotion of Cincinnatus greatlyimpressed the Roman historian Livy. In hisHistory of Rome, Livy advised his readers tolisten to the worthwhile story of Cincinnatus,whose virtue rose high above any rewards thatwealth could bring.

According to Livy, Cincinnatus lived in Romebut owned and worked a four-acre field on theother side of the Tiber River. On the day thatthe officials looked for Cincinnatus, they foundhim hard at work in his field, covered with dirtand sweat. Cincinnatus was surprised when theofficials asked him to put on his toga and listenas they explained the wishes of the RomanSenate.

The officials explained the emergencysituation to Cincinnatus. He agreed to theSenate’s request that he become a dictator.Cincinnatus and the officials crossed the TiberRiver to Rome. The next morning, before daylight,Cincinnatus went to the Forum and gathered hisforces to attack the enemy.

The story of Cincinnatus was important to the ancient Romansfor several reasons. He wasvictorious in battle and quickly gave up the dictatorship. Perhapsmore importantly, he did his civicduty by responding to a call toserve.

Name a modern-day leader that you thinkhistorians will write about with greatadmiration. Explain why.

“The city was in the grip of fear.”

—Livy, The Rise of Rome

Cincinnatus is asked to lead Rome.

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WH6.7.2 Describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government,checks and balances, civic duty).

WH6.7.8 Discuss the legacies of Roman art and architecture, technology and science, literature, language, and law.

Roman LawThe Roman Republic’s legal system was

based on the rule of law.Reading Connection Have you ever heard the phrase“innocent until proven guilty”? Read to learn how Rome intro-duced this idea that we still use in our courts today.

One of Rome’s major gifts to the world wasits system of law. The legal system of the UnitedStates owes much to the Roman system.

Rome’s first code of laws was the TwelveTables, adopted about 451 B.C. Before this time, Rome’s laws were not writtendown. As a result, plebeians claimed thatpatrician judges often favored their ownclass. They demanded that the laws be putin writing for everyone to see.

The patricians finally agreed. They had thelaws carved on bronze tablets that were placedin Rome’s marketplace, or the Forum (FOHR•uhm). The Twelve Tables became the basis forall future Roman laws. They established theprinciple that all free citizens had the right tobe treated equally by the legal system.

The Twelve Tables, however, appliedonly to Roman citizens. As the Romans tookover more lands, they realized that newrules were needed to solve legal disputesbetween citizens and noncitizens. They cre-ated a collection of laws called the Law ofNations. It stated principles of justice thatapplied to all people everywhere.

These standards of justice included ideasthat we still accept today. A person was seenas innocent until proven guilty. Peopleaccused of crimes could defend themselvesbefore a judge. A judge had to look at theevidence carefully before making a decision.

The idea that the law should apply toeveryone equally and that all people shouldbe treated the same way by the legal systemis called the “rule of law.” In the age of

Rome, the rule of law was still a new con-cept. In many lands, people at the top ofsociety often had special privileges and didnot have to obey the same laws or use thesame courts as people lower down. In someplaces, people at the bottom of society didnot have any legal rights at all.

The rule of law is one of the key ideasthat the Romans gave to the world. Itremains the basis of our legal system today.

Identify What is the “ruleof law” and why is it important?

CHAPTER 9 • The Rise of Rome 431

Twelve Tables c. 451 B.C.The Twelve Tables were laws writtenon tablets that described the rights ofeach person in the Roman Republic. Thelaws were the first written rules to govern Rome. Writing the lawsdown and putting them on publicdisplay ensured that everyone knew the laws and that judges did notapply the laws differently to differentpeople.

The laws on the Twelve Tablesexplained a person’s rights concerningproperty, wills, public behavior, familylaw, and court actions. The TwelveTables were the first step toward equal rights for citizens of all classesin ancient Rome. They were also a first step toward the idea of the ruleof law that we still uphold today.

Alinari/Art Resource, NY

WH6.7.3 Identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of theempire, including how the empire fostered economic growth through the use of currency and trade routes.

Rome ExpandsRome slowly destroyed the Carthaginian

Empire and took control of the entire Mediterraneanregion. Reading Connection When you achieve a victory—whether it is in academics, sports, or some other field—doyou then strive for more success? That may have beenhow the Romans felt once they had taken over Italy. Readon to learn how they continued to expand their power.

While Rome developed its government,it also faced challenges abroad. The Romanshad completed their conquest of Italy.However, they now faced a powerful rival inthe Mediterranean area. This enemy was thestate of Carthage (KAHR• thihj) on the coast ofNorth Africa. It had been founded around

800 B.C. by the Phoenicians. As you learnedearlier, the Phoenicians were sea traders fromthe Middle East.

Carthage ruled a great trading empirethat included parts of northern Africa andsouthern Europe. By controlling the move-ment of goods in this region, Carthagemade itself the largest and richest city in thewestern Mediterranean.

The First Punic War Both Carthage andRome wanted to control the island of Sicily.In 264 B.C. the dispute led to war. The warthat began in 264 B.C. is called the FirstPunic War. Punicus is the Latin word for“Phoenician.” The war started when theRomans sent an army to Sicily to prevent aCarthaginian takeover. The Carthaginians,

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The Punic Wars 264 –146 B.C.

1. Location From what direction didHannibal attack Rome?

2. Movement Why do you thinkHannibal took the route he didinstead of sailing straight acrossto Rome?

Rome at the start of1st Punic WarCarthaginian EmpireHannibal’s routeScipio’s routeBattle

KEY

In December 218 B.C., Hannibal’s forces and the Roman army met in bat-tle near the Trebbia River in northern Italy. In a well-planned attack, theCarthaginian forces badly defeated the Romans. Hannibal made good useof his elephants in the attack, but most died following the battle. Atwhat other battle in Italy were the Romans defeated by Hannibal?

who already had colonies on the island,were determined to stop this invasion.

Up until then, the Romans had foughttheir wars on land. They soon realized theycould not defeat a sea power like Carthagewithout a navy. They quickly built a largefleet of ships and confronted their enemy atsea. The war dragged on for more than 20years. Finally, in 241 B.C., Rome crushedCarthage’s navy off the coast of Sicily.Carthage was forced to leave Sicily and paya huge fine to the Romans. The island thencame under Roman rule.

The Second Punic War To make up for itsloss of Sicily, Carthage expanded its empireinto southern Spain. Roman leaders werenot happy about Carthage gaining land

near Rome’s northern border. They helpedthe people living in Spain rebel againstCarthage. Of course, Carthaginians wereangry. To punish Rome, Carthage sent itsgreatest general, Hannibal (HA • nuh • buhl),to attack Rome in 218 B.C. This started theSecond Punic War.

Hannibal’s strategy was to take thefighting into Italy itself. To do this,Hannibal gathered an army of about 46,000 men, many horses, and 37 elephants.He landed his forces in Spain and thenmarched east to attack Italy.

Even before reaching Italy, Hannibal’sforces suffered severe losses crossing thesteep, snowy Alps into Italy. The brutalcold, gnawing hunger, and attacks bymountain tribes killed almost half of the

433

434 CHAPTER 9 • The Rise of Rome

soldiers and most of the elephants. Theremaining army, however, was still a pow-erful fighting force when it reached Italy.

The Romans suffered a severe loss in216 B.C. at the Battle of Cannae (KA •nee) insouthern Italy. Even though Hannibal’s armywas outnumbered, it overpowered the Ro-man force and began raiding much of Italy.

The Romans, however, raised anotherarmy. In 202 B.C. a Roman force led by ageneral named Scipio (SIH • pee • OH) in-vaded Carthage. Almost all of Carthage’stroops were with Hannibal. Scipio’s inva-sion forced Hannibal to head home todefend his city.

At the Battle of Zama (ZAY•muh), Scipio’stroops defeated the Carthaginians. Carthagegave up Spain to Rome. It also had to give up its navy and pay a large fine. Rome nowruled the western Mediterranean.

More Conquests While Carthage was nolonger a military power, it remained atrading center. In 146 B.C. Rome finallydestroyed its great rival in the Third PunicWar. Roman soldiers burned Carthage andenslaved 50,000 men, women, and chil-dren. Legend says that the Romans evenspread salt on the earth so no crops wouldgrow. Carthage became a Roman province,or regional district.

During the Punic Wars, Rome success-fully battled states in the eastern Med-iterranean. In 148 B.C. Macedonia cameunder Roman rule. Two years later, the restof Greece became Roman. In 129 B.C. Romegained its first province in Asia. It was nowonder that the Romans began to call theMediterranean mare nostrum—”our sea.”

Describe How did Romepunish Carthage at the end of the Third Punic War?

RomeInvadesSicily

Study Central Need help understanding howRome expanded? Visit ca.hss.glencoe.com and click on Study Central.

Reading SummaryReview the • During the Roman Republic, the

government changed as the ple-beians, or lower classes, and thepatricians, or ruling class, strug-gled for power.

• Rome introduced the idea of therule of law treating all citizensequally in court.

• Beginning in 264 B.C., Romefought and won a series of warswith Carthage and other powersand gained control of theMediterranean region.

1. Who were the top governmentofficials in the Roman Republic,and what were their duties?

2. What does mare nostrummean, and why did the Romansuse the term?

Critical Thinking3. Sequencing Information

Draw a diagram to describe the sequence of events fromthe start of the First Punic Warto the start of the SecondPunic War.

4. Geography Skills Where wasCarthage located, and why didit compete with Rome?

5. Summarize What other conquests did Rome carry out during the period of thePunic Wars?

6. How did the cre-ation of the Twelve Tableschange the legal system inRome?

7. Persuasive Writing Write aspeech demanding equal rightsfor plebeians in the earlyrepublic. CA 6WA2.5

CA HI2.

CA 6RC2.4

CA CS3.CA 6RC2.0

CA CS1.

What Did You Learn?

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Discovering Our Past: Ancient CivilizationsTable of ContentsA Guide to California Content StandardsCorrelation to the California StandardsPreviewing Your TextbookScavenger HuntReading Skills HandbookNational Geographic Reference AtlasWorld: PoliticalWorld: PhysicalEurope: PoliticalEurope: PhysicalMiddle East: Physical/PoliticalAfrica: PoliticalAfrica: PhysicalAsia: PoliticalAsia: PhysicalNorth America: PoliticalNorth America: PhysicalMiddle America: Physical/PoliticalSouth America: PoliticalSouth America: PhysicalPacific Rim: Physical/PoliticalWorld's PeopleWorld: Land UsePolar Regions

National Geographic Geography HandbookHow Do I Study Geography?How Do I Use Maps and Globes?Understanding Latitude and LongitudeFrom Globes to MapsCommon Map ProjectionsParts of MapsTypes of MapsUsing Graphs, Charts, and DiagramsGeographic Dictionary

Tools of the HistorianMeasuring TimeOrganizing TimeHistory and GeographyWhat Is a Historical Atlas?How Does a Historian Work?Making Sense of the PastLinks Across Time

Unit 1: Mesopotamia, Egypt, and IsraelChapter 1: The First CivilizationsReading Skill: Previewing Section 1: Early HumansSection 2: Mesopotamian CivilizationSection 3: New EmpiresChapter 1 Assessment

Chapter 2: Ancient Egypt and KushReading Skill: SummarizingSection 1: The Nile ValleySection 2: Egypt's Old KingdomSection 3: The Egyptian EmpireSection 4: The Civilization of KushChapter 2 Assessment

Chapter 3: The Ancient IsraelitesReading Skill: Making ConnectionsSection 1: The First IsraelitesSection 2: The Kingdom of IsraelSection 3: The Growth of JudaismChapter 3 Assessment

Unit 1 Review

Unit 2: India, China, and the AmericasChapter 4: Early IndiaReading Skill: QuestioningSection 1: India's First CivilizationsSection 2: Hinduism and BuddhismSection 3: India's First EmpiresChapter 4 Assessment

Chapter 5: Early ChinaReading Skill: MonitoringSection 1: China's First CivilizationsSection 2: Life in Ancient ChinaSection 3: The Qin and Han DynastiesChapter 5 Assessment

Chapter 6: The Ancient AmericasReading Skill: Taking NotesSection 1: The First AmericansSection 2: The Mayan PeopleChapter 6 Assessment

Unit 2 Review

Unit 3: The Greeks and RomansChapter 7: The Ancient GreeksReading Skill: Comparing and ContrastingSection 1: The Early GreeksSection 2: Sparta and AthensSection 3: Persia Attacks the GreeksSection 4: The Age of PericlesChapter 7 Assessment

Chapter 8: Greek CivilizationReading Skill: VisualizingSection 1: The Culture of Ancient GreeceSection 2: Greek Philosophy and HistorySection 3: Alexander the GreatSection 4: The Spread of Greek CultureChapter 8 Assessment

Chapter 9: The Rise of RomeReading Skill: Making InferencesSection 1: Rome's BeginningsSection 2: The Roman RepublicSection 3: The Fall of the RepublicSection 4: The Early EmpireChapter 9 Assessment

Chapter 10: Roman CivilizationReading Skill: Making PredictionsSection 1: Life in Ancient RomeSection 2: The Fall of RomeSection 3: The Byzantine EmpireChapter 10 Assessment

Chapter 11: The Rise of Christianity Reading Skill: Identifying Cause and EffectSection 1: The First ChristiansSection 2: The Christian ChurchSection 3: The Spread of Christian IdeasChapter 11 Assessment

Unit 3 Review

AppendixWhat Is an Appendix?SkillBuilder HandbookCalifornia Standards HandbookGlossarySpanish GlossaryGazetteerIndexAcknowledgements and Photo Credits

Feature ContentsPrimary SourceAnalyzing Primary SourcesWorld LiteratureBiographySkillBuilder HandbookNational Geographic: History MakersLinking Past & PresentNational Geographic: The Way It WasYou Decide . . .Primary Source QuotesMaps, Charts, Graphs, and Diagrams

Student WorkbooksActive Reading Note-Taking GuideCalifornia Standards Practice WorkbookReading Essentials and Study GuideSpanish Reading Essentials and Study Guide

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