1. 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

2. Italian Peninsula

3. Greeks
Latins
Etruscans

4. 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

5. Tarquin The Proud

6. 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

7. Class System
Patricians
Plebeians
Slaves

8. 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

9. The Roman Republic

10. 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

11. The Roman Army

12. The Roman Legions

13. 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

14. The Twelve Tablets

15. 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

16. 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

17. 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 B.C. to 1700 B.C.

18. 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.

19. 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).

20. 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.

21. 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.

22. 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

23. 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.