OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
208 DEPTH STUDY: ANCIENT ROME 209

Australian Curriculum focus Digging deeper: Brainstorming inquiry

questions
HISTORICAL KNOWLEDGE AND Divide the class into four groups, one for each of the
UNDERSTANDING four key inquiry questions (see page 92). Students
• The physical features of ancient Rome (such as the could brainstorm their inquiry question and report
River Tiber) and how they influenced the civilisation back to the class. The focus could be on modern
that developed there Australian society or on what students already
• Roles of key groups in ancient Roman society (such depth study option known about Rome and other ancient societies.

Ancient Rome
as patricians, plebeians, women, slaves), including the The aim is to open up discussions about ancient
influence of law and religion Rome and to allow students to share what they
• The significant beliefs, values and practices of the already know.
ancient Roman, with a particular emphasis on ONE
of the following areas: everyday life, warfare, or death The civilisation of ancient Rome lasted some 1300 years. At its heart was
and funerary customs

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the city of Rome, one of the cities built by the ancient Etruscans. These
• Contacts and conflicts within and/or with other advanced people are thought to have moved into what we call Italy about
societies, resulting in developments such as the
2800 years ago.
expansion of trade, the rise of the Roman empire
(including its material remains), and the spread of A people known as Latins then lived in a fertile As it grew, ancient Rome was influenced by
region on the west coast of what is now Italy. the societies it conquered. One of these was
religious beliefs
It became known as Latium (see Source 5.75). ancient Greece. Later, in turn, many of Rome’s

PL
• The role of a significant individual in ancient Rome’s The Latins built simple farming settlements traditions, and cultural and technical legacies,
history, such as Julius Ceaser or Augustus and, later, towns. One of these towns was Roma were to influence our own Western civilisation.
(Rome). The etruscans turned Rome into a city. These included Christianity, Rome’s road-
In 509 BCE, the inhabitants of Rome revolted building methods, its architecture, its body of
HISTORICAL SKILLS and expelled the etruscan kings. They then law and its urban planning.
• Identify a range of questions about the past to inform a set up a republic. Through trade, alliances and by the 5th century CE, discipline and order
historical inquiry. the victories of its army, the republic of Rome were in decline. Rome’s huge empire was split
continued to grow. by 201 BCE, it included in two to make things more manageable, but
• Locate, compare, select and use information from a
today’s mainland Italy and the islands of Sicily, it was not enough. The western Roman empire
range of sources as evidence. Sardinia and Corsica. was eventually overrun by barbarians—
• Draw conclusions about the usefulness of sources. Within another 300 years, the Roman army people from outside the Roman empire and

5
• Identify and describe points of view, attitudes and (including the Praetorian Guard, shown on its civilisation. The last emperor, a boy called
this page) had conquered lands as far north as Romulus Augustus, was removed from power
values in primary and secondary sources.

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today’s england and as far east as Azerbaijan. by in 476 CE. The eastern empire continued until
this stage, ancient Rome was an empire. 1453 CE, when it was absorbed into the Ottoman
This is an extract from the History Australian Curriculum (Turkish) empire.
(Sydney, 2012: Australian Curriculum, Assessment and
Reporting Authority [ACARA]). ACARA does not endorse Key inquiry questions
Oxford University Press or this product.
5.1 How do geographical features influence human settlements?
Teaching tips
5.2 What shaped the roles of key groups in ancient societies?
It may be tempting at this stage to turn the page and SA
5.3 How do beliefs, values and practices influence lifestyle?
start the study of ancient Rome but there are a couple
of advantages in pausing for a moment. 5.4 How do contacts and conflicts change societies?
First, try to establish what students already know
about this period of history. You could start with a
brainstorm or a word splash. Students could write Stone relief of officers and soldiers of the Praetorian Guard, Rome, 2nd century ce
any facts or ideas they have about ancient Rome on
strips of paper. Once everyone has written down as
many facts and ideas as they can, they then group the
strips of paper together in piles on the floor or use of statues and stone reliefs that date from Roman 3 What clues about the importance of these men in Teaching tips 2 suggest why the Etruscans who settled there were
Blu-Tack to stick them on the whiteboard. Headings times. Why has the author of this book chosen this ancient Rome can you find in this source? As a group, read the introductory comments. It may able to be so successful.
for these groups are listed below. particular stone relief? What does it say about the 4 Is this a useful source of information about these be useful to have an atlas such as Oxford Atlas (p. 155) They could then answer the following questions.
Romans? Use the icebreaker questions that follow to men? open at a page of modern Europe while reading 1 What is a republic and what is an empire?
• Things I’m sure of
demonstrate one of the basic skills of the historian: 5 Compare this to Source 5.46. Which of these two through this introduction. The atlas also contains a 2 What made Rome such a successful civilisation Enter the ID numbers below into the search field of
• Things I’m not sure of
analysing sources as evidence about the past. sources of information is most useful? map of the world’s major empires and kingdoms in initially? your obook to access these resources.
• Things I’d like to find out more about
This icebreaker activity is designed to introduce your 1 ce (p. 247). This introduction is designed to lead 3 Why was the Roman empire split in two?
Use these groups of ideas to initiate a discussion Getting started ID05.01 Flashcard glossary: Ancient Rome
students to one of the key aspects of Roman society: students to the next activity—the timeline. 4 Who were the barbarians and what contact might
about how we find out about people who lived Look carefully at the large image of the soldiers that ID05.02 Weblink: Ancient Rome
the role of the army. It also introduces some of the During and after the reading of the introduction Rome have had with them in the past?
thousands of years ago and how some evidence is covers these two pages. Discuss the image with a ways in which historians use sources of information Website for the PBS program The Roman Empire it
more reliable than other pieces of evidence. partner and then with the class. students could:
to find out about ancient societies. includes information pages, videos, a timeline, a quiz
Second, you could focus on the image used as a 1 Describe what you see. 1 calculate the number of years covered by the
and lesson plans.
background in these pages. There are thousands introduction
2 What do we already know about these men?
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
210 BIG PICTURE: ANCIENT ROME 211

Australian Curriculum focus 4 What does it show about the legendary founders
An ancient mosaic of fighting gladiators; many staged
fights were held in the Colosseum of Rome?
HISTORICAL KNOWLEDGE AND 5 What does this legend tell us about the Roman

bigpicture
UNDERSTANDING
people?
• The physical features of ancient Rome (such as the
6 What other information could we look for to find
River Tiber) and how they influenced the civilisation 395 out if this legend is true?
that developed there
Empire permanently divided The aim of this activity is not to answer the questions
Ancient Rome
into east and west
• Roles of key groups in ancient Roman society (such but to ask them in the first place. You could divide
as patricians, plebeians, women, slaves), including the students into groups and allocate each group one of
influence of law and religion the illustrations.
The farming settlements that became the city of Rome
• The significant beliefs, values and practices of the were located about 25 kilometres upstream from the Alternatively you could project one of these images
ancient Roman, with a particular emphasis on ONE onto a screen and tell the class that an archaeologist
mouth of the Tiber River. At this spot were seven hills, 451
of the following areas: everyday life, warfare, or death has just discovered this artefact and has no idea
marshy land and a natural ford (river crossing). 80
330
Last strong military
and funerary customs what it is and what it might tell us about the people

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Colosseum opened in Rome, campaign of
where gladiators fought Work starts Roman army
• Contacts and conflicts within and/or with other Recent archaeological evidence confirms that a on St Peter’s who made it (the aqueduct image works well for
Basilica in
societies, resulting in developments such as the settlement began on one of these hills (Palatine Hill) Rome this activity). Using only the image and no prior
expansion of trade, the rise of the Roman empire
close to the legendary date for the start of the city of 122 knowledge of the civilisation that created this
(including its material remains), and the spread of
Rome: 753 bce. Rome was said to have been founded 44
Hadrian’s Wall built in artefact, what are some questions an archaeologist
Britain by Emperor Hadrian
religious beliefs The consul Julius Caesar assassinated could pose in order to find out more about this
then by a man named Romulus.
civilisation?

PL
• The role of a significant individual in ancient Rome’s
history, such as Julius Ceaser or Augustus During its history, ancient Rome was ruled as 360
146
476 Complete this as a class, you may need to give them
Huns start
a monarchy (under Etruscan kings), a republic End of Third Punic War;
Rome destroys Carthage CE 192 invading Odovacer, King of quite a bit of assistance and then show them another
Emperor Commodus Europe the Ostrogoths,
HISTORICAL SKILLS and finally an empire. It proved to be a powerful and conquers Corinth
murdered forces last artefact, either from this page or from another
264 Western emperor
• Sequence historical events, developments and periods. civilisation with a highly advanced culture and very Start of First to give up power
source. Students could then try this second example
Punic War 79
• Use historical terms and concepts. strong army. between Rome 64 Eruption of
on their own.
and Carthage Great Fire Mount Vesuvius,
• Identify a range of questions about the past to inform a which destroys
of Rome
historical inquiry. 27 the cities of 410
Start of the rule of Pompeii and Visigoths attack Rome
509 Augustus; Rome Herculaneum
Rome becomes a republic moves towards
This is an extract from the History Australian Curriculum BCE becoming an empire
(Sydney, 2012: Australian Curriculum, Assessment and

M
Reporting Authority [ACARA]). ACARA does not endorse 109
753 The aqueduct Aqua Traiana built by Emperor Trajan
Oxford University Press or this product. Legendary founding of Rome

Skillbooster: Analysing dates

202
Discuss with students the terms bce (Before Common Hannibal’s defeat
Era) and ce (Common Era). On this timeline of the c. 450 by Rome at Zama
(Second Punic War)
rise and fall of the ancient Roman civilisation, the First law code,
Law of the Twelve
line changes colour from black to red. Note that SA Tables, published

the bce dates go backwards from this point while

the ce dates go forwards. Make sure that students
understand this before moving on. Refer back to
chapter 2 (particularly p. 71), which outlines these One of many aqueducts that supplied water to Roman settlements Artist’s impression of the sacking of a Roman city by invading barbarians

and other important terms and ideas. Legend has it that Romulus and his brother, Remus, were raised by a wolf; Source 5.1 Timeline of some key events and developments
Romulus is said to have killed Remus before founding Rome. in the history of ancient Rome
chapter five ancient rome 211
Ask these questions:
1 How many years passed between the start of the
rule of Augustus and the Great Fire of Rome?
than everyday events? What clues can you find about Skillbooster: Glossary Skillbooster: Asking questions The process of historical inquiry develops transferable Workbook resources
2 When did Rome become a republic?
everyday life for Roman citizens in this timeline? Students build a glossary of important terms, places One of the most important skills for a historian is the skills, such as the ability to ask relevant questions’. Activity 5.2 Roman numerals
When did the last Western emperor give up power?
For how many years was there Roman rule in this Digging deeper: KWL and people in their notebook. Add these: ability to ask the right questions. Students are often This timeline is illustrated with several sources
part of the ancient world? very good at answering questions but not so good at and pieces of evidence about the past. Encourage
After looking carefully at the timeline, complete the • Etruscans • Ostrogoths and
Compare this timeline with other timelines in this framing questions in the first place. Historians ask students to ask questions about these illustrations
KWL table below. • Iapygians Visigoths
book. What are some of the similarities and some of questions in order to open up lines of inquiry about in order to open up lines of inquiry. Here are some Enter the ID numbers below into the search field of
• Latins • Huns
the differences between the histories of Rome and the culture and period of history under analysis. The questions about the statue of Romulus and Remus as your obook to access these resources.
What I already What I want What I learned • republic • Barbarians
other societies? Australian Curriculum rationale for History states an exemplar: ID05.03 Interactive timeline: Ancient Rome
know about to know about about ancient • artefact
• empire that ‘The study of history is based on evidence derived
Most of the entries on this timeline list political ancient Rome ancient Rome Rome 1 Who created this statue? ID05.04 Weblink: Romulus and Remus statue
• Western civilisation. from remains of the past. It is interpretative by nature,
events, such as wars and assassinations. There 2 When was it created?
promotes debate and encourages thinking about Latest evidence about the statue of Romulus and
is virtually no information on what life was like 3 How could we find out this information? Remus
for ordinary Roman people. Why do you think human values, including present and future challenges.
timelines tend to look at big political events rather
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
212 HOW DO GEOGRAPHICAL FEATURES INFLUENCE HUMAN SETTLEMENTS? 213

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND The Mediterranean Sea

UNDERSTANDING Some scholars think that the Mediterranean Sea was once a low-lying desert, with a number of deep
• The physical features of ancient Rome (such as the depressions. It flooded when high ridges to the west, separating it from the Atlantic Ocean, broke
River Tiber) and how they influenced the civilisation down some 5–6 million years ago.

that developed there

Geographical features
HISTORICAL SKILLS The sea is around 2.5 million square kilometres in area Trade made sea ports busy centres, where peoples of
(including the Sea of Marmara). It has little tidal movement different cultures exchanged goods, ideas, technologies
• Identify and locate relevant sources, using ICT and
and mostly stable wind patterns, so it has very few bad and processes. The ancient Romans called the
other methods. storms. Its waters wash about 46 000 kilometres of coastline, Mediterranean Sea Mare Nostrum—our sea.
• Use a range of communication forms (oral, graphic, much of which twists around sheltered bays and natural The sea also provided an easy passage for the navies of
written) and digital technologies. harbours. The climate of the region sees mild, wet winters conquerors. It was a factor, for example, in Rome’s conquest

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and hot, dry summers. These factors all helped to make of the empire of Carthage (see pp. 258–9).
the Mediterranean an important physical feature in the
This is an extract from the History Australian Curriculum
development of many early societies. Earthquakes and volcanoes
(Sydney, 2012: Australian Curriculum, Assessment and
The moving tectonic plates underlying the Mediterranean
Reporting Authority [ACARA]). ACARA does not endorse Sea transport route region make it prone to earthquakes. One fault line runs
Oxford University Press or this product. The sea connected a diversity of coastal settlements. It more or less down the length of the Apennines. Another
also allowed access to inland centres that lay on rivers runs across the Italian peninsula north of Naples. The
Getting started

PL
discharging into the sea. Its waters were criss-crossed by the eruptions over time of Mount etna and other nearby
You may like to introduce this topic by exploring ships of many ancient peoples before coming under Roman volcanoes (such as Vesuvius) have had major impacts on the
Source 5.2 The River Tiber, with St Peter’s Basilica in the background
control. These included the Phoenicians, Carthaginians, settlements of people living nearby.
the broader concept of the influence of physical
egyptians, Minoans, Mycenaeans and Greeks.
geography (hills, plains, rivers, etc.) on settlement

5.1
L
patterns. Students probably know little about AT L A N T I C BA

Ura
How do geographical features
Isles

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na
Dn pro

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Elb
this and it may be a good idea to spend a lesson Land's End e Vis

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t

River
ula River
English Channel Riv

Rh ne
CASPIAN
considering this before looking at the influence of O C E A N er

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influence human settlements?
Channel Islands Volg

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a DEPRESSION

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Point Ri

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S U D ETIC MOUN ve Don

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St Mathieu Riv

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T r ets Riv er
these factors on the Roman empire. er

in

River

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Riv
Loire

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ube ATHIAN M nister
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Dan
CARP
B a y
O Riv

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Locate a sketch showing the factors that influence o f River River U er

Ri
Ancient Rome’s position within the Mediterranean Sea gave it sea access

a
ve
CASPIAN

z
r

NT
Rive

Tis
Cape Finisterre B i s c a y

r
Grossglockner Sea of SEA
the location of cities. Particular emphasis is given

AIN
MASSIF Mt Blanc THE ALPS 3801 m Azov
to a range of markets. It also allowed it to develop a strong navy for

Ga Riv
CENTRAL 4807 m CAUCASUS

S
Krym MOUN

ro er
A

ne
TAINS
to availability of fresh water, ease of defence and
Dou Eb Po PE River NIAN

nn
Mt Elbrus 5642 m
ro ro PYRE TRANSYLVA
a time. At its peak, it grew to absorb all the cultures then around the

Rho
NN

e
Rive

M
r NE IN ALPS
ES

A
ES
transportation. For these and other reasons, large
Iberian

Riv

DI
D
Gulf of B L A C K S E A
sea. These included those of ancient Greece and ancient Egypt. Rome’s

Mo iver
Tagus

er
Lions

IA

AR
Peninsula

Tiber
River
BALKAN

R
rav
TI
River AL

IC
Elba
cities tend to be located near the mouths of rivers
Corsica MOUNTAINS

C
PS

a
expanded territory comprised a range of landscapes.

S
alquivir Rive Balearic Islands Balkan

E
uad
on the coast, often surrounded by hills. Introduce

A
r Minorca
Mt Vesuvius Peninsula

G
biza Majorca
The Italian peninsula was the centre of the ancient Roman empire. It is Mulhacen 3477 m
Sardinia 1281 m
Mt Olympus
students to the location of Naples on the slopes of shaped like a leg wearing a high-heeled boot. It is about 960 kilometres long and
Strait of Gibraltar M E D
TYRRHENIAN
Cape Teulada
2917 m AEGEAN ASIA
I SEA
T
Mount Vesuvius. 150 kilometres wide. Its coastline is about 7600 kilometres in length. E Sicily Mt Etna
IONIAN SEA
3323 m S E A
Naxos
Only about one-third of its area is suitable for farming. A rugged mountain
Through resources and a class discussion build up R
Malta
Cape
Tainaron
Rhodes
range, the Apennines, runs down its centre. To the north, the Alps largely R Crete Karpathos
a list of geographical features that are common to separate it from the rest of europe. The landscape is mostly mountainous to
SA A
N
many large cities. Here is a starting list: the central east, while there are fertile plains to the central west. It was in this
N E A N S E A

• flat land western plains region (Latium) that the civilisation of ancient Rome began. Mountains
0 600 km
AFRICA
• close to a river or other source of fresh water
Source 5.3 Physical map of the Mediterranean Sea and surrounds
• fertile soil for crops
• mild climate with reliable rainfall.
Examine Source 5.3 and the text under the heading, 212 oxford big ideas history 7: australian curriculum chapter five ancient rome 213

‘The Mediterranean Sea’ and tick off the features on

your list that are present in the city of Rome. Are
there any other features mentioned or shown that down in their workbook the three features that 4 Note how the position of Rome in central Italy Skillbooster: Extending your skills Left click on the icon and then right click on the
were not on the list? Which of these features are still are most noticeable about this region. might have helped its spread and development. Turn on the ‘Photos’ layer on Google Earth. This photograph. This will enable you to open the link so
relevant today and which are not? 3 Zoom in so the image covers the Italian You will need to discuss with your students why adds millions of photographs that are shown at the you can save the photograph and, importantly, cite
peninsula. Turn on the ‘geographical features’ trade, as well as military power, was important for location where they were taken. Use this feature to its location properly in a bibliography. You could
Skillbooster: Using ICT
layer in the ‘More’ section from the layers menu. the expansion of the Roman empire. find images of each of the following: then use these photographs to illustrate a wall
Use Google Earth to explore the Italian peninsula, display or to place them in an ICT program, such
You may need to zoom in to activate these labels. 5 Zoom in so that the image covers the city of • the Apennines, a rugged mountain range
with a particular focus on Rome. Here are some hints as PowerPoint.
Point out the features listed in the text, such Rome. Note the Tiber River, the spread of the • the Alps, a high mountain range Enter the ID numbers below into the search field of
about using Google Earth for this type of activity.
as the shape of the peninsula, the Apennines city across the fertile plains, the proximity of the your obook to access these resources.
• western fertile plains
1 Turn off all layers from the menu on the left-hand range, the Alps, the fertile coastal plains and the ranges and the coastal location. Students jot down
side of Google Earth. • Rome, a large city ID05.05 Weblink: Topography of Rome
Mediterranean Sea. Students jot down three more three more noticeable features.
2 Begin with an image showing roughly the same • a sea port on the Mediterranean Sea Website showing the topography of Rome including
noticeable features. 6 Students could then turn on the ancient Rome
region as the map in Source 5.3. Students jot • Mount Vesuvius the famed seven hills of Rome
3D layer in the ‘Gallery’ section and explore 3D
models of Rome’s ancient buildings. • Mount Etna.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
214 POMPEII 215

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND

UNDERSTANDING examiningevidence
• The physical features of ancient Rome (such as the
River Tiber) and how they influenced the civilisation that Pompeii
developed there

HISTORICAL SKILLS Pompeii was an ancient port. It

Possible route of Pliny the Elder
• Identify a range of questions about the past to inform a lay about 350 kilometres south of Land relief
Rome. (Its remains lie inland today,
historical inquiry. due to lava build-up.) It was (and Neapolis (Naples)
Mount
• Identify and locate relevant sources, using ICT and still is) close to Italy’s horizontal fault Vesuvius
line. By the 3rd century Bce, it was Misenum
other methods. Herculaneum
loosely controlled by Rome as an Pompeii

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• Identify the origin and purpose of primary and ally (friend). That changed in 89 Bce,
Gul f of N ap l e s
secondary sources. when the Roman consul Sulla put Stabiae
down a revolt by Pompeii (and other
• Locate, compare, select and use information from a
ally cities). He then sent some 5000
range of sources as evidence. Roman army families to settle in
• Draw conclusions about the usefulness of sources. Pompeii. N Source 5.7 Artist’s impression: eruption of Mount Vesuvius Source 5.8 These plaster shapes are of Pompeiians at the moment of
• Identify and describe points of view, attitudes and Ten years later it was buried under Area of their death

PL
a thick layer of ash and debris when main map
values in primary and secondary sources. 0 20 km Sixteen years ealier, in 62 ce, Roman records report that an
nearby Mount Vesuvius erupted.
earthquake damaged a number of buildings in Pompeii. On the check your learning
• Develop texts, particularly descriptions and Recent estimates suggest its Source 5.4 Part of the excavated city of Source 5.5 Location of Pompeii and
Pompeii, with Mount Vesuvius in the background nearby towns morning of the eruption (see Source 5.7), tsunamis (tidal waves) 1 a Which of these sources are primary sources for a
explanations that use evidence from a range of population may then have been that
smashed into the coastline, and smoke and ash blackened the study of Pompeii?
of a medium-sized Australian town. The excavated ruins (see Source 5.4) On the day Vesuvius erupted (24 August
sources that are acknowledged. sky. A rush of boiling mud wiped out farms and villas almost
Today, Pompeii is a protected World provide evidence that Pompeii had 79 ce), a Roman fleet was moored at b Write down a question for each source that would
instantly. Suffocating gases filled the air.
Heritage Site and one of Italy’s most a forum (with temples and markets) Misenum, commanded by Pliny the elder help you discover more about it than you currently
This is an extract from the History Australian Curriculum popular tourist destinations. This and paved streets. It also had a (23–79 ce). He ordered it to sail closer Source 5.9
know.
(Sydney, 2012: Australian Curriculum, Assessment and is because its ruins, when found, stone amphitheatre (where drama to Pompeii but he then lost his life. His 2 Study Source 5.4.
We [Pliny and his mother] had hardly sat down when darkness
Reporting Authority [ACARA]). ACARA does not endorse were more or less as the city had performances were held). The largest of nephew, Pliny the Younger, was also at a estimate the approximate distance between Mount
fell, not like the dark of a moonless night, but as if a lamp had
been in 79 ce. The excavations its public baths, the Stabian baths, would Misenum. Some years later, he reported Vesuvius and the city.
Oxford University Press or this product. have provided a wealth of evidence have covered a quarter of the Melbourne what happened in a letter to the Roman
been put out in a closed room. You could hear the shrieks of
women, the wailing of babies and the shouts of men … Some b check your estimate against Source 5.5, using the
for historians about ancient Roman cricket Ground. As well, there were historian Tacitus (56–117 ce). map’s scale.
were so terrified they prayed for death. Many prayed to the
Teaching tips lifestyles. many luxurious villas, such as shown in (See Source 5.9.) gods for help, but even more were of the view that there were no 3 Refer to Source 5.6. What evidence does it provide about

M
Source 5.6.
The focus on a study of the eruption of Mount gods left, and that the universe had been plunged into eternal villa life in Pompeii? Is this source reliable? explain.
darkness … The flames continued for a while, some distance
Vesuvius in 79 ce is based on the evidence of Roman 4 How useful was 5.7 in helping you to better appreciate
away. Then the darkness returned and ashes began to fall again,
Source 5.9? explain.
civilisation captured at the time of the eruption. this time in heavy showers. We stood up every now and then
to shake the ash off or we would have been crushed under its 5 Read Source 5.9 carefully.
The excavations of Pompeii are like opening a time weight. a What evidence does this source provide about the
capsule into a typical Roman town. Look carefully Translated extract from a letter to Tacitus by Pliny the Younger reaction of the people of Pompeii to the eruption?
with your students at what the discoveries at b Use the scale on Source 5.5 to estimate how far (in a
The excavation of Pompeii started in 1860. The archaeologist direct line) ash was being dispersed from Vesuvius if it
Pompeii have been able to tell us about Rome and Giuseppe Fiorelli found many strange cavities. He soon realised was falling on Pliny the Younger and his mother.
Roman lifestyle. Use the weblinks in the obook
extras panel on this spread to show how Pompeii
was covered during the volcanic eruption, leaving
us with a treasure trove of history for archaeologists
to discover. The various teaching resources outlined
here allow you to focus on this aspect of the eruption.
SA
214 oxford big ideas history 7: australian curriculum
Source 5.6 Artist’s impression of a
Roman villa, based on evidence provided
by ruins uncovered in Pompeii
they had contained human and animal remains. Over time, the
bodies had been reduced to dust and bits of bone. He poured
a type of plaster into the cleaned-out cavities to reveal shapes
such as those shown in Source 5.8.
6 With a partner, use Google earth to zoom in and out on
Pompeii. Look at some of the photographs and close-
ups of street views, and take note of Mount Vesuvius. Jot
down notes about anything that particularly interests you.

chapter five ancient rome 215

It is also important to keep in mind the curriculum
focus: the impact of physical features of the
environment on civilisation. There are two main
impacts to be noted in this study. Skillbooster: Virtual site study Answers: Check your learning we cannot be sure but it would have been based on
discoveries in the city.
• The first is obvious: the eruption killed many Go to the virtual site study using the weblink in the 1 a Sources 5.8 and 5.9 are primary sources. They
4 Individual answers will vary. Source 5.7 shows the ash
people and destroyed several towns. obook extras panel on this spread. Your students existed or were written at the time of Pompeii’s
and debris being thrown over the city, which could
will be required to place themselves in the position destruction. Source 5.7 may be a primary source
Enter the ID numbers below into the search field of
• The other impact is less obvious but even longer explain Source 5.9.
of a Spanish army officer in the 18th century who depending on when it was painted and by whom.
lasting. The volcano, like many volcanoes, your obook to access these resources.
5 a Most people panicked when Vesuvius erupted.
discovered the ruins of Pompeii. Through a series of b Individual answers will vary.
provides the surrounding countryside with fertile Many screamed and cried out while others prayed ID05.06 Virtual Site Study: Pompeii
fi lms, websites and activities, they carry out research 2 a Visually, the distance would appear to be 5 to 10 km.
soils. This encouraged the ancient Romans to live for help. People further away from the eruption ID05.07 Weblink: Pompeii
and produce a final report. Based on what they b Using the map scale it appears that the distance is
there and encourages millions of people to still were able to watch the events in relative safety.
discover at Pompeii, they have to decide if they will about 10 km. The official webpages for the A Day in Pompeii
live there today. b Pliny the Younger was at Misenum. This is located
take precious statues from the site to be used in a 3 Source 5.6 shows that Pompeii was a very civilised exhibition held at the Melbourne Museum. Includes
about 35 km from Mount Vesuvius.
new palace or preserve the site. Will they become a place. Housing was impressive and there were villas a virtual tour as well as videos and educational
6 Individual answers will vary. resources
tomb raider or a tomb saver? that were very affluent. It is an artist’s impression so
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
216 THE RIVER TIBER/BIG IDEAS 217

Australian Curriculum focus 10 The following table outlines some possible answers:

bigideas
Built
HISTORICAL KNOWLEDGE AND feature Benefit to trade
UNDERSTANDING
Lighthouse Make shipping more safe
• The physical features of ancient Rome (such as the
River Tiber) and how they influenced the civilisation 5.1 How do geographical features influence human settlements? Sea wall Protect ships from rough seas while
in harbour
that developed there
Remember Harbour Makes it easy to load and unload
1 List three physical features of the Italian peninsula. ships
HISTORICAL SKILLS
2 Make an A3-sized facts chart on the Mediterranean Sea.
• Identify a range of questions about the past to inform a Canal Allowed goods to be unloaded to
Refer to Source 5.3 for some of your information.
historical inquiry. smaller ships and transported to
3 What physical feature caused the devastation of Pompeii in
• Locate, compare, select and use information from a 79 ce? explain in a few sentences what happened and why
the city
range of sources as evidence. the geography of the region made such an event likely.
11 Individual answers will vary. Some possibilities include:

E
• Draw conclusions about the usefulness of sources. Understand helped Rome to defend itself from invasion, helped with
• Develop historical texts, particularly descriptions and 4 Suggest what it would have been like to have been one of trade, helped to provide Romans with food and water.
Source 5.10 A stone relief showing men hauling cargo up a river, probably the Rhône in France, during the time of ancient Rome. This was also done
explanations that use evidence from a range of on the Tiber. the boat haulers shown in Source 5.10. Think about the
12 Individual answers will vary. See the ‘Skillboosters:
sources that are acknowledged. difficulties and challenges of doing such a job.
Extending your skills section on page 213 of this
The River Tiber 5 In small groups, write and present one of the following to
convey the essence or spirit of the Mediterranean Sea: teacher’s guide for some suggestions about
This is an extract from the History Australian Curriculum Source 5.12 Artist’s impression of the ancient Roman port of Portus,
The River Tiber begins as freshwater springs in the a a rap this activity.

PL
north of Ostia, showing its artificial harbour and the canal that linked it to
(Sydney, 2012: Australian Curriculum, Assessment and
Apennines. It then flows west some 400 kilometres across b a collage of images and assorted texture items the River Tiber
Reporting Authority [ACARA]). ACARA does not endorse the Italian peninsula to the Tyrrhenian Sea. (This is one of (e.g. seaweed, shells, sprinkles of sand)
Oxford University Press or this product. 8 Present a one-minute ‘What am I?’ oral presentation for the
many deep sea basins that make up the Mediterranean Sea.) c a mime, accompanied by selected commercial music
class on a selected physical feature of the Mediterranean
The city of Rome developed on the eastern bank of this d a climograph, based on researched climate data for a
region. You will need to do some research. Leave it until the
Teaching Tips river. selected location.
last minute to reveal what you are.
At first, the river did little more than to mark off 6 In your notebook, construct an acrostic poem using the
Reflection the territory of tribes in the region. As the city of Rome word TIBeR. Your poem should reflect the impact of the Analyse
river on ancient Rome. An example is shown below to give
The ‘Big ideas’ activities allow students to review developed, the river became increasingly important as 9 o A link to a virtual site tour of Ostia is available on the
a transport route. Upstream from its mouth, it could be you an idea of what is required: obook. Take notes on what you observe as you ‘walk’
the influence of physical features and location on a Tumbling from the mighty mountains
navigated for about a quarter of its length. Vessels that around. Highlight any observations you regard as especially
people’s history. Into the Mediterranean Sea, useful.
sailed its waters included boats propelled by oarsmen and
Barges on its waters,
Question the students about the influence of barges dragged along by men walking the banks (see Source 10 Look carefully at Source 5.12. Decide how each of the built
Enters the mighty Tiber—

M
location on history. Use the map from Source 5.3 5.10).
Rome’s lifeblood.
structures you identify would have benefited Rome’s trade.

blown up on an overhead to review the beginnings The river also served as an outlet for a huge sewer, the
evaluate
and geographical location of the empire. What Cloaca Maxima, built around 600 bCe . The sewer’s remains Apply
are still there today. 11 Prepare a list of criteria (standards) that would help you
7 a With a partner, decide on the benefits and shortcomings
can students say based on the evidence it presents, decide which physical feature most influenced the way
A port, Ostia, was built at the river mouth. (Later, Ostia your school has because of its geographical location.
if any? Question whether they believed that the ancient Rome developed as a civilisation.
became an important naval base.) Through Ostia and other You will need to identify all the physical features of the
Mediterranean Sea would hinder rather than help the ports such as Pozzuoli and Portus (see Source 5.12), trade surrounding area. create
growth. goods poured into and out of Rome. These were mostly b Brainstorm inventive, but workable, solutions to allow
12 conduct photo research to create a four-page paper or
from colonies that Rome had set up. your school to take advantage of any benefits and
Ask students to revisit the geographical advantages SA digital album of one of the following: The Alps, Rhine River,
Source 5.11 A section of the Tiber River The Tiber River also caused some problems for Rome. to overcome any disadvantages. Be creative in your
Apennines, Nile River, Adriatic Sea. Add suitable captions
of Rome’s location. How does its position offer some each year, it flooded with snow melt from the Apennines,
thinking.
that help to explain how you think this feature may have
protection against invasion? How does it help in sometimes seriously. This prompted successive Roman rulers influenced the growth of ancient Rome, and why.
providing the food and supplies necessary for the to erect structures to strengthen river banks to protect areas
growth of Rome into a city? of the city from flood. Wharves were also built.

Skillbooster: Comparing cultures 216 oxford big ideas history 7: australian curriculum chapter five ancient rome 217
Now that students have an understanding of the
various ways in which physical features (such as
oceans, rivers, mountains, plains and volcanoes) can This could lead to a comparison of the lifestyles may choose to examine the Asian culture that you 2 Some possible facts are: large sea; surrounded by the 4 Individual answers will vary. It would be physically
influence a civilisation there is an opportunity to of desert people, rainforest people and coastal will later cover in your course or, alternatively, the shores of three continents (Europe, Asia and Africa); demanding as the haulers would have to pull the boat
apply this understanding to another culture. There people. other culture. relatively calm with few storms; Greek and Italian against the flow of the river along rough paths on the Workbook resources
are several possibilities depending on the structure 3 Compare the physical world of the Romans peninsulas protrude into the sea. bank. Activity 5.4 Create a storyboard
Answers: Big ideas
of your course: with another of the Mediterranean societies 3 The city of Pompeii was devastated by the eruption 5 Individual answers will vary.
1 The terrain of the Italian peninsula was dominated by a of Mount Vesuvius in 79 CE. Italy sits at the boundary 6 Individual answers will vary.
1 Examine the impact of physical geography on (the Greeks or Egyptians) examined in this
rugged mountain range that ran through its centre. To between two of the world’s tectonic plates: the African
prehistoric people, such as the impact of water textbook. This would allow you to examine 7 a Individual answers will vary.
the west were fertile plains while to the east the territory Plate and the Eurasian Plate. This makes volcanoes
supplies on the movement of people from Africa. how the common geographical feature—the b Individual answers will vary.
Enter the ID numbers below into the search field of
was more mountainous. The peninsula was protected and volcanic eruptions regular features of the Italian
This could tie in with an earlier overview of the Mediterranean Sea—was used differently and 8 Individual answers will vary. your obook to access these resources.
to the north by the Alps. The peninsula stuck out into landscape. The eruption in 79 CE covered Pompeii with
ancient world. similarly by different cultures at different times. the Mediterranean like a boot. 9 Individual answers will vary.
a deep layer of fine volcanic ash, which killed all of the ID05.01 Flashcard glossary: Ancient Rome
2 Examine the ways in which the physical 4 Compare the physical world of the Romans It extended for approximately 960 km and was residents of the city. ID05.08 Weblink: Site visit of Osta Antica
geography of Australia influenced the settlement with one of the Asian cultures (India or China) 150 km wide.
patterns and lifestyles of Indigenous Australians. examined in the Australian Curriculum. You
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
218 WHAT SHAPED THE ROLES OF KEY GROUPS IN ANCIENT SOCIETIES? 219

Australian Curriculum focus 3 What do you think is happening in this scene?

You could then take this further if you wish and
HISTORICAL KNOWLEDGE AND research the story of Cicero and Cataline. For a
Could vote in citizen
assemblies at age 25 weblink see the obook extras panel on this spread.
UNDERSTANDING
Identify the moment in the story shown in the
• Roles of key groups in ancient Roman society (such
Could not be tortured, Could nominate for fresco. An interesting point to follow might be why
as patricians, plebeians, women, slaves), including the whipped or crucified for positions of public office
the modern Italian Senate has this fresco in such
influence of law and religion an offence (e.g. magistrate)
a prominent place. Is this just a coincidence or is
the fate of Cataline intended to serve as a warning?
HISTORICAL SKILLS Rights
You could also explore the usefulness of this piece
Had the right to a legal
• Identify the origin and purpose of primary and Could own property and
trial at which they could
draw up legal contracts of secondary evidence in learning about the way in
defend themselves
secondary sources. which the Senate worked and explore any bias of the
• Locate, compare, select and use information from a artist as evidenced in the fresco.
range of sources as evidence.
Did not have to pay Could serve in army

E
• Identify and describe points of view, attitudes and certain taxes legions Skillbooster: Glossary
values in primary and secondary sources. Students could look up and then write the meaning
Source 5.14 Some of the rights of a full Roman citizen of the following words or terms into their notebook.
This is an extract from the History Australian Curriculum
(Sydney, 2012: Australian Curriculum, Assessment and • Rubicon River • consul
Reporting Authority [ACARA]). ACARA does not endorse
Source 5.13 This 19th-century fresco is the artist’s impression of a Senate meeting in Rome.
classes of citizen • abdicate • oligarchy

PL
Oxford University Press or this product. Roman citizens were divided into classes based on birth (lines of descent) and • depose • democracy
property (how much land they owned). This determined their role in society and • patrician • tribune

5.2
Teaching tips thus their lifestyle. broadly, the society was made up of patricians, plebeians and
• plebeian • dictatorship
The Roman political system and the changes it What shaped the roles of key slaves.
• citizens’ assembly • praetor
underwent over time are vital for an understanding
of how Roman civilisation developed. Students need groups in ancient societies? Patricians
Patricians were people who could typically trace their line of descent back to the
• Senate.

to be clear about the differing levels of society and The political and social divisions that shaped the roles of key groups in heads of those influential families who made up the original Senate in Rome. (This
the rights and responsibilities that these positions Roman society were similar to those of ancient Greece. For example,
was an advisory body first set up to advise the etruscan kings.)
Patrician families were wealthy and typically owned huge estates. For a long time,
gave the men and women who were in them. only certain people could be citizens. There was also a clear distinction they held all the positions of political importance, such as offices listed in Source
You will need to spend some time on the different between rulers and those who were ruled, between slaves and free- 5.15. Only they could interpret the laws (unwritten until 450 bCe). It was considered
governing bodies and their responsibilities, as well born people, between the wealthy and the poor, and between men and beneath them to be involved in commerce.

M
as on the particular positions of power and how a women.
Roman citizen could gain them. It can be difficult Source 5.15 Key government officials of ancient Rome
for students to fully understand the system of social The role of citizens Official Number appointed Role and responsibilities
controls that existed in an ancient society. Begin with Under Roman law, a boy was born a citizen if his father was a citizen and his consuls Two (for 1 year) Top ruling officials who shared power; called and
an icebreaker activity that requires students to think parents were legally married. (From time to time, these requirements changed oversaw meetings of the Senate and assemblies
about the social controls that exist in their own lives. slightly.) Foreigners (free men born outside ancient Rome, such as in Roman Praetors Up to eight Managed the legal system, appointed (or were) judges;
colonies) had some rights. but these foreigners could not be full citizens until could be appointed as governors of the provinces
Getting started 212 Ce . That was when the emperor Caracalla changed the law to allow this.
SA Aediles Two Looked after food supply, games, public buildings, city
Slaves were not citizens and had no rights at all. However, if slaves were freed, maintenance and markets
Start the lesson by referring students to a social unit they were given a limited form of Roman citizenship and their sons could become Quaestores Up to 40 Looked after financial matters within cities and the army
they know well, such as the classroom, school, family citizens. Freed slaves were called freedmen, or liberti. Some liberti become very
Source 5.16 This statue of a patrician shows
censores Two (every 5 years) Reviewed Senate membership; enrolled new citizens; him wearing a toga and holding busts of his
or local community. Ask them to nominate who and wealthy and often influential. Women were not citizens, although they had conducted census; oversaw tax collection and public ancestors. Such busts were regarded with
what they believe keeps that unit under control, and limited rights and a degree of personal freedom. works contracts great respect.

why. What means are used to do this? How effective

218 oxford big ideas history 7: australian curriculum chapter five ancient rome 219
are they? This works well as a class discussion. Allow
students to explore the various controls in their lives
and keep bringing it back to why we have controls
such as these. What, for example, are the benefits of Skillbooster: Comparing cultures Here are some of the privileges of Australian like to use this fresco to explore some aspects of They could also note who is not at the Senate
a well-ordered society where everyone knows their Read this spread and discuss the following: citizenship: the Roman Senate or of the particular moment in meeting. There are, for example, no women. The
duties and obligations? • vote (from the age of 18) Senate history depicted in this fresco. There are togas worn by all senators imply that they are all
• how people became Roman citizens
To function well, all social groups, whether families • register children overseas as Australian citizens some suggestions about using art in history on pages patricians. There are, therefore, no plebeians or
• the rights of citizens in Rome
or civilisations, need a system of controls. Otherwise, • apply for an Australian passport 230–1 of this Teacher Kit. Here are some ideas about slaves. Enter the ID numbers below into the search field of
• the divisions within the citizenry.
the group would not operate cohesively. Some of using this particular piece of art. Once students have identified the three key groups your obook to access these resources.
Compare these to modern Australian society. There • seek assistance from overseas diplomatic staff
these controls are obvious: rules and regulations, • election to Parliament Provide a copy of the fresco so students can write and individuals, they could try to interpret what they ID05.09 Weblink: Citizenship
are numerous resources available on Australian
police on duty, teachers on playground duty, school • apply for work in armed forces or public service. labels on and around it. Students could write the think is happening in this scene:
citizenship from the Department of Immigration Department of Immigration and Citizenship
rules, national laws, etc. Others are less so: social following labels on the fresco: 1 Why do you think the senator on the right is
and Citizenship (see the weblink in the obook extras Skillbooster: Analysing art in history resources for schools
divisions (with expected behaviours) and a fear of panel on this spread). • senators listening to the speech sitting alone?
The fresco of the Roman Senate (Source 5.13) is ID05.10 Weblink: Cicero and Cataline
non-compliance (with threats of punishment). • senator sitting alone 2 What is the attitude of the other senators towards
on the wall of the modern Italian Senate. You may The story of Cicero and Cataline
• senator speaking. this man? How can you tell?
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
220 PLEBEIANS/THE ROLE OF SLAVES 221

Australian Curriculum focus 4 Individual answers will vary.

5 a This would bring commerce to a halt in Rome.
BCE Plebeians
494 It would also demonstrate the power of the people
HISTORICAL KNOWLEDGE AND The role of tribune Plebeians were the ordinary people of ancient Rome. They made up the bulk of empathy: the role of slaves
and a way in which they could threaten the power

focus on …
UNDERSTANDING created following the population and thus the army. They also included those who were involved in Today most would be offended by the idea of owning slaves who had few
threatened strike action or no human rights. It would thus be easy to judge Roman slave owners of the patricians.
commerce. They had some say in how they were ruled though their membership
• Roles of key groups in ancient Roman society (such by plebeians
of the Citizens’ Assembly. However, this body was still dominated by patricians. by our standards. It is true that many slaves were treated badly. But let’s b Each change to the political structure outlined in
as patricians, plebeians, women, slaves), including the look at this from the perspective of an ancient Roman. Let’s exercise some
471 The poorest of the plebeians owned no property at all. Wealthier plebeians Source 5.17 gradually increased the political power
influence of law and religion Special assembly of historical empathy. In ancient Rome, owning a slave was a bit like us owning
(called equites) included artisans and moderately rich landowners. These of the plebeians. They became a more powerful
plebeians set up together a lawnmower! This does not make what some of them did moral. But we do
with existing governing landowners were often those whose forebears had been wealthy enough to join
need to view slave ownership through their eyes, not ours. group within the Roman political system.
bodies the cavalry of Rome’s first armies.
HISTORICAL SKILLS Most slaves were prisoners of war, though some were bought as ‘goods’.
449 450 During the years of the republic, the plebeians began to challenge the
• Sequence historical events and periods. A few were abandoned children or people who could not pay their debts.
Number of Law of the Twelve Tables long-held authority over them of the patricians. Unrest grew. As Source 5.17
• Locate, compare, select and use information from a tribunes drawn up, with written shows, they made their first threat in 494 bCe: they refused orders to attack an clever, well-educated slaves might become tutors in wealthy households.
increased to 10 laws recorded for the first A few even worked in powerful positions for emperors, as the former slave
range of sources as evidence. enemy force. Instead, they retreated to another hill near Rome. The patricians
time
Marcus Antonius Pallus (c. 1–63 ce) did for the emperors claudius and Nero.
• Identify and describe points of view, attitudes and were very concerned for the plebeians greatly outnumbered them; they also
Some slaves were given their freedom, or earned enough money to buy it.

E
values in primary and secondary sources. needed plebeian support and services to survive. And so began the first of many
421 concessions made to the plebeians over the next 200 or so years. These included Slaves had no choice in what they did. Ancient records report some having
• Develop texts, particularly descriptions and First plebeian to wear metal collars engraved with their owner’s name. The less fortunate
changes to the law.
explanations that use evidence from a range of quaestor elected might be forced to fight to the death as gladiators, or to work in Rome’s
sources that are acknowledged. mines and quarries. Punishments could be cruel. Text sources record one Source 5.20 Domestic female slaves in ancient Rome
man’s attempt to feed his slave boy to lampreys (blood-sucking eel-like fish) could be asked to attend to every need of their mistress.
• Use a range of communication forms (oral, graphic, for breaking a glass.
written) and digital technologies.
As in most ancient societies, including Rome, slaves provided a vital source

PL
of labour, especially on farms and in mines and quarries. Their efforts, though
This is an extract from the History Australian Curriculum often costing them their lives, helped to increase the prosperity of Rome.
(Sydney, 2012: Australian Curriculum, Assessment and 367
From this date, Source 5.19 Advice on managing slaves on an estate
Reporting Authority [ACARA]). ACARA does not endorse one of Rome’s
two consuls had Clothing for the slaves. A tunic weighing three and one half pounds and
Oxford University Press or this product.
to be a plebeian a cloak in alternate years. Whenever you give a tunic or a cloak to any
of them, first get the old one back to make patchwork cloaks of. Good
Skillbooster: Comparing cultures wooden shoes should be given to them every second year.

Explore the tension that arose in the lower class From On agriculture by cato the elder (234–149 Bce)

(the plebeians) and see if students can come up with

modern-day comparisons. Recent examples include 337
First plebeian
popular uprisings in Egypt, Libya and Tunisia. praetor elected check your learning

M
Explore the background of these uprisings and 1 create a mind map about citizenship in ancient Rome.
compare these to the situation amongst the plebeians 2 Why were the patricians such a powerful social group?
in ancient Rome. 3 Find out more about the Law of the Twelve Tables. How was this law
287 code recorded, why was it set down, and whom did it benefit?
Look carefully at Source 5.17. Students need to New law passed to
allow votes of plebeian 4 The setting is ancient Rome; the time is the day before harvest. Many
highlight what they believe are the three key events assembly to become law slaves will have to work hard to bring in the wheat crop that the
that represented the change that the plebeians landowner hopes will bring him much wealth. Record the thoughts about
brought about in Roman society and how that SA tomorrow from two different perspectives: that of the landowner and that
changed not only their political presence and of a slave.

position but also Roman society. You could also 5 a Why would the patricians have feared the strike action of the
BCE plebeians in 494 Bce? Source 5.21 Strong and/or beautiful people, such as
discuss the way in which these changes can be seen the slave depicted in this ancient mosaic, were typically
b How did changes to the law and governing arrangements change the
as moving Rome closer to a democracy. Source 5.17 Timeline of gradual increase in Source 5.18 Tomb of the plebeian Gaius cestius, who died during the 1st century bce. He was a
tribune in ancient Rome. role of the plebeians over time?
sought out to work in the households or on the estates of
the wealthy.
political power of the plebeians
Compare these political changes with what was
happening outside of Rome in the empire at these 220 oxford big ideas history 7: australian curriculum chapter five ancient rome 221
times. Get them to reflect on whether external
pressures or just internal pressures brought about
change. They should consider whether such change
• The plebeians are threatening a strike. Get willing to follow some orders from the consul, Answers: Check your learning their freedom; some slaves earned enough money to
was inevitable and argue why and how they have buy their freedom; a few freedmen become powerful
this group to develop the ideas that they might it is possible that they might also support the 1 This answer is to be in mind map form. Points that
developed the viewpoint that they hold. advisors to emperors.
use when they are asking for more power and plebeians. could be included are: Enter the ID numbers below into the search field of
Digging deeper: Roman Senate position within Roman society. Each group should select a spokesperson to outline Citizenship = citizens: boys whose father was Roman 2 The patricians, as a social class, were very powerful your obook to access these resources.
• On the other hand, the patrician group can be the demands and points of view of their group. Once because it was from their group that the Senate was
It is 287 bce. The Roman Senate, fearing a strike and whose parents were married; Roman Citizens had ID05.11 Weblink: Social order
made up of some senators and a consul. Get them all groups have presented their views they can be certain rights; were divided into two classes, Patricians selected. Initially they were the only men who could hold
by the plebeians, has invited a group of prominent political office as well.
Provides notes on social classes including patricians,
plebeians to speak at the Senate. Concerned that to try to develop some thoughts about how they questioned by members of other groups. The army (ancient, wealthy families) + Plebeians (ordinary
plebeians, slaves, equestrians and soldiers
can placate the plebeians without losing too much and then plebeians could then be dismissed and the Romans who made up the bulk of the population) 3 The 12 tables were drawn up on 12 ivory plaques that
the plebeians may try to seize power to remind the ID05.12 Weblink: Slaves
face or power. senators could discuss the potential impacts of the Citizenship = foreigners (free men born outside Rome): were placed in the Roman Forum on public display.
plebeians of their strength, the Senators have also These were the first written laws and were equally
• The soldiers can be there as a possible means to threatened strike and how these can be avoided. had some rights, but could not be full citizens Extensive lesson plan called ‘Slaves, the labour force
allowed some soldiers to be present. binding on both patricians and plebeians. This was
enforce the wishes of the consul; but, again, these Citizenship = slaves: had no rights; were usually and the economy’ where you might find some useful
Divide the class into three groups: plebeians, prisoners of war; educated slaves might become tutors advantageous to plebeians as it placed them on a more teaching ideas
soldiers might argue that it is not their job to fight
patrician and soldiers. Each group should discuss Citizenship = freedmen: slaves who had been given equal footing with the more powerful patricians.
against other Romans and, while they might be
their aims and tactics before the Senate meeting:
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
222 THE ROLE OF WOMEN 223

Australian Curriculum focus 4 Women were not allowed to vote, own property, have
legal control over their children, be alone in public or be
involved in politics. They also received a lower level of
HISTORICAL KNOWLEDGE AND Source 5.22 Fresco from education than men.
UNDERSTANDING Pompeii of a young mother
and her baby 5 They could both read and write and were therefore well
• Roles of key groups in ancient Roman society (such educated.
as patricians, plebeians, women, slaves), including the The role of women 6 a Individual answers will vary.
influence of law and religion What we know about Roman women was written by men. There are also very few sources significance: Cornelia Source 5.25
b Individual answers will vary.

focus on …
about the lives of poor women. but we do know that the paterfamilias, the oldest male in Gracchus Sculpture of cornelia
and her two sons
the family, had all the power. (A family in ancient Rome typically included parents, married cornelia Gracchus (190–100 Bce)
HISTORICAL SKILLS and unmarried children and slaves.) The paterfamilias decided whom his daughter married was a remarkable trailblazer
• Locate, compare, select and use information from a and whether a newborn lived or died. for women’s independence at
range of sources as evidence. this time in history. She was the
Source 5.23 Roles of women in ancient Rome daughter of the Roman general
• Identify and describe points of view, attitudes and
Constraints (legal and social) Opportunities Scipio (see p. 258). She and her
values in primary and secondary sources. husband, Tiberius Gracchus Major, had check your learning

E
could not vote or own property Had more personal freedoms than, say, the women of
• Develop texts, particularly descriptions and Athens 12 children, only three of whom (two
boys and a girl) survived. 1 How did the paterfamilias influence the
explanations that use evidence from a range of role of women in ancient Rome?
Had no legal control over their children Many were taught how to read and write
sources that are acknowledged. When her husband died, cornelia refused
to marry again, despite offers. Instead 2 a In your own words, explain why
Had to have a male guardian in public Many became highly respected figures
• Use a range of communication forms (oral, graphic, she took total control of her sons’ cornelia Gracchus is a significant
Most had a less formal education than A number were able to work or run their own figure in history.
written) and digital technologies. boys (e.g., learned spinning and weaving businesses, or helped their husbands with their
education and made her own decisions.
When asked why she dressed so simply, b What do you think Livy might have
rather than, say, maths, history and business, unlike Athenian women who were largely
thought of her? Why?

PL
philosophy) shut away in their homes it is said that she replied ‘My sons are my
This is an extract from the History Australian Curriculum
jewels.’ She even set up a club where 3 How did the Punic Wars help to
(Sydney, 2012: Australian Curriculum, Assessment and Had no active role in civic or political life could play an active role in preparing sons for civic life prominent literary and political figures change the role of women in ancient
Reporting Authority [ACARA]). ACARA does not endorse could gather to share ideas.  Rome?
Oxford University Press or this product. changing women’s roles She is significant because she was a 4 What evidence does Source 5.23
woman ahead of her time. She was well provide about the limits on the role of
The main role of women, especially those of the higher class, was to raise children and most women in ancient Rome?
Teaching tips regarded as a virtuous, ideal mother
run the household. The Punic Wars (see pp. 258–60) did much to change this. With their
figure by ancient Romans. Yet she was 5 The magistrate and his wife shown
It is very important that students be able to describe men away fighting, many Roman women had to manage on their own (with their slaves). also strong-minded and independent. in Source 5.26 both hold writing
After the war, widows often received large sums of money. This further boosted their self-
the position of women in Roman society. They materials. What do you conclude from
reliance. this evidence?
will also be expected to compare and contrast the Much later in the republic, a new type of marriage evolved that gave women a little 6 a Word-process a short letter that a
position of women in ancient Rome to the position more freedom. They were now less under the direct control of their husbands. With modern women’s rights supporter
of women in other civilisations they have studied, their husbands, many women attended dinner parties, gladiator fights, chariot races and might send to cornelia Gracchus

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as well as with the situation in the present day. religious festivals, and regularly went to the public baths. Not all men were happy about (if that were possible!) explaining
this though. why she is regarded today as such
Compare the status of women in ancient Rome a ‘trailblazer’.
to that of women in three other societies: ancient Source 5.24 b Using the editing tools in your
Greece (see pp. 170–3), ancient China (see pp. 284–5) If you give women equal freedom with men, do you think this will make them easier to live with? Far word-processing program, check
from it! If women have equality, they will become men’s masters. your writing for spelling and
and modern Australia (see the weblink provided in Translated extract from the writing of Livy, a Roman historian (59 Bce to 17 ce) grammatical accuracy. How does
the obook extras panel on this spread). Use a table the grammar and spelling check
by the early days of the empire, many upper-class women had a new prosperity and compare with formal grammar and
such as the one below to contrast and compare
social standing. This encouraged many to further ‘push the rules’ in the way they behaved.
SA spelling you have learned in other
women’s status in these societies. The criteria for This development worried Rome’s ruler Augustus (63 bCe to 14 Ce). He believed Rome classes, such as english? Assess
comparison are meant only as a starting point. Add would be strong only if its people were moral. As part of his reforms, he introduced strict the accuracy and suitability of the
others of your own, perhaps following a discussion laws to restrict women’s behaviour. For example, woman had to sit in the top tiers of the word-processing program you use.
Would you recommend it to other
and brainstorming session with your class. Colosseum. There were also harsh penalties for adultery. The laws he created saw even Source 5.26 Painting of Roman magistrate Terentius
students? Why?
Augustus’ own daughter, Julie, exiled. Nero and his wife from Pompeii (1st century ce)
Ancient Ancient Ancient Modern
Criteria Rome Greece China Australia 222 oxford big ideas history 7: australian curriculum chapter five ancient rome 223

Had a No No No Yes
vote

Could
For your information unemployed people to encourage small farmers. to send her into exile? How long did Julie spend while also showing women that they could take
He was killed in a riot in 133 bce. His brother Gaius in exile and where did she get sent? more responsibility for education.
own Cornelia Gracchus, as pointed out in the text, was
property quite significant in Roman history. She was married at became a tribune in 123 bce. He created a coalition of b Livy would be concerned that Cornelia’s ideas
Answers: Check your learning
18 to a 45-year-old senator, Tiberius Gracchus Major. the poor and equestrians and gained success until he would make women believe that they were equal Enter the ID numbers below into the search field of
Could 1 The paterfamilias decided who a girl should marry with men. This would upset the social order of
They were married for 17 years until his death. Her lost control of his coalition. He committed suicide by your obook to access these resources.
work and whether a newborn child should live or die. They Rome. Livy believed that women were not the
children who survived were Sempronia, Tiberius falling on a sword held by his slave. ID05.13 Weblink: Women in Australia
therefore had a lot of effect on the women of ancient equals of men.
Could
and Gauis, who were respectively 16, 14 and 5 when Digging deeper: Women Rome. Fact sheet on women’s status in modern Australia
fight in 3 The Punic Wars gave women the opportunity to take
her husband died. Cornelia refused many offers of 2 a Cornelia Gracchus was significant because of her
wars • Investigate the changes that Emperor Augustus greater control of their households as many men were ID05.14 Weblink: Powerful women
remarriage. She lived a simple life and once, when ability to live within the constraints set by Roman
made to the position of women. What were the away fighting in the wars. After the wars, some war Information on five powerful Roman women,
The effect of war could be used as an effective asked where her jewels were, is reputed to have called society at the time while also advancing the cause
laws that he introduced? widows became wealthy and this too changed their including Cornelia Gracchus (listed by her maiden
contrast and could be used for examining the her sons to her and stated, ‘My sons are my jewels’. of rights for women. This is because she upheld
• Look at the case of Julie, his daughter. Investigate social status.
changing role of women in World War II, for name, Cornelia Africana)
Her sons became major reformers near the end of the the Roman tradition as a mother and home-maker
what happened to her and who made the decision
example, and how there are similarities to what Republic. Tiberius wanted to give land to the poor,
happened during the Punic Wars.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
224 THE ROLE OF EMPERORS 225

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND The role of emperors Four emperors

Dividing line between the empi
empires
UNDERSTANDING Historians often talk about Rome Western
W
Weste rn Roman empire
empi
being ruled by emperors after Source 5.30
• Roles of key groups in ancient Roman society (such Trier Eastern Roman empire
empi
Octavian assumed almost total power I am Augustus, Rome’s first Source 5.32
as patricians, plebeians, women, slaves), including the Centre of western emperor (though I never called I am Nero. I became emperor in
in 27 bCe (see Source 5.30). This is emperor’s rule
influence of law and religion because it is the easiest way to refer
myself that). After my great-uncle 54 ce when I was only 17. The
Julius caesar was murdered first few years went smoothly. I
• The role of a significant individual in ancient Rome’s to the role they had. However, the in 44 Bce, I changed my birth was very interested in the arts,
history, such as Julius Caesar or Augustus ancient Romans never used the word Black Sea name to Gaius Julius caesar but I was also a good chariot
‘emperor’. Rome
Byzantium
Octavianus. caesar was like a racer. So good, I might kill anyone
father to me and I was very upset who was better than me. I had my
In theory, the republic continued
HISTORICAL SKILLS after 27 bCe . but this was a pretence.
Centre of
eastern emperor’s rule
that he was killed. Historians say mother killed when I was 21. Then
I was clever the way I became there were the military campaigns
• Sequence historical events, developments and periods. In practice, ruling power became so powerful, as I was a ‘nobody’ in Britain and Judea. But it was
• Identify and locate relevant sources, using ICT and more and more concentrated in one in Rome when Uncle Julius was the fire in Rome in 64 ce that

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person. The Senate, which had been murdered. My rule began in caused the most fuss. Some
other methods. Mediterranean Sea
the supreme body during the republic 27 Bce. The Senate renamed me Augustus. It means ‘exalted one’. people said I started it.
• Locate, compare, select and use information from a years, lost much of its influence. You might be wondering why I ended up fighting Antony. After But I blamed the christians—they made an excellent scapegoat.
range of sources as evidence. all, he had been my comrade in battle. Well, he left my sister for We fed some to the lions and painted others with tar before setting
These rulers (hereafter called 0 400 800
that egyptian queen cleopatra for a start. But when he gave away them alight. I built a new palace for myself on Rome’s burned ruins.
• Develop texts, particularly descriptions and emperors) became so powerful kilometres
Roman provinces to their children … that was enough for me! As The Senate plotted to get rid of me, but did not succeed. But
explanations that use evidence from a range of because they took on (or were given Source 5.28 Western and eastern empires of ancient Rome Rome’s leader, I made it a better place to live. For a while, there was the army revolts in 68 ce were the final straw. I lost the throne to

sources that are acknowledged. by the Senate) so many rights, titles peace (after a century of civil war). I increased its territory to include Galba—and a man from the province of Spain at that! So I took my

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and official roles. countries you know as France, egypt and Spain. I built heaps of own life that year.
• Draw conclusions about the usefulness of sources. roads, bridges and aqueducts, and encouraged trade (including
Many emperors ruled well and worked well with the
with the country you know as India). Art and literature flourished, too.
Senate. Others were corrupt and brutally abused their After my death in 14 ce, the people worshipped me as a god.
This is an extract from the History Australian Curriculum power. Some, such as Augustus, were declared to be gods Princeps senatus— No wonder, I say!
Source 5.33
(Sydney, 2012: Australian Curriculum, Assessment and after their death. Others, such as Nero, declared themselves leader of the Senate
I am Marcus Aurelius. I was
Reporting Authority [ACARA]). ACARA does not endorse to be gods! Having a god–emperor as a central ruling figure 40 years old when I became
Oxford University Press or this product. helped to unify a territory that consisted of a diversity of emperor of Rome, ruling between
peoples, languages and beliefs. Imperator—supreme Source 5.31 161 ce until my death in 180 ce.
Pontifex maximus—
commander of the Historians say I ruled well—the
Teaching tips Source 5.27 The power of emperor constantine (272–337 ce), the first
high priest
Roman army
I am caligula (Gaius Julius
last of five good rulers they say.
caesar Augustus Germanicus
christian emperor
Begin with a discussion about leadership. What do to be precise). I was Rome’s I increased the size of the army
third emperor, ruling from 37 to and introduced many social
students consider the most important trait for a good [He] controlled foreign policy, making peace and war at will: he
my death in 41 ce. Historians reforms, such as giving more
could raise what taxes he willed and spend the money at his
leader? Is it possible for a leader of a country to be pleasure: he personally appointed to all offices, civil and military: say I started well. I abolished rights to women and slaves.

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Some titles, roles I was a thinker and philosopher,
universally liked or accepted? Who would students he had the power of life and death over all his subjects. He was
and responsibilities
sales tax, worked well with the
even if I was a bit cruel to the
Senate and put on lots of games.
recognise as being a good leader? moreover the sole fount [source] of law and could make new rules
Did you know I fought a whale christians from time to time.
or abrogate [discard] old at pleasure …
Fair enough; their beliefs were
The study of the four emperors is quite important. From The Later Roman Empire 284–602 by A.H.M Jones, Oxford, Basil
once during sea games in the
undermining ours. For most of my reign, I and my co-emperor
Blackwell, 1964, p. 321 colosseum? Then I became very
Students, through their study, will be able to look at ill. Some say that’s when I went (my stepbrother Verus) for a while fought the barbarians—he in

the different effect of different styles of leadership. between 27 bCe and 395 Ce (when the Roman empire was Princeps civitatis — Augustus—meaning mad. I suppose I did try to get my Parthia (towards Asia) and I in Germanica. Unfortunately, his troops
first citizen, or first ‘exalted one’, with horse elected as consul. There’s talk, too, that I was in love with my brought the plague back to Rome and thousands of people died.
You might ask them to decide the most interesting finally divided in two), there were 147 emperors. Another among equals religious overtones
favourite sister, Drusilla. I loved putting those senators down. And In 2000 ce they made a film called Gladiator, meant to depict one
23 emperors ruled in the Western empire before its collapse
or effective leader or the one that seems the most SA money! I made it law that wealthy men leave me their fortunes in their of my battles (when I was an old man). My son commodus ruled
in 476 Ce . In the eastern empire, another 94 emperors ruled after me. Historians say he was unbalanced and that people feared
unlikely leader. As they carry out this work, they are until 1453 Ce , after which it became part of the Ottoman
will. Why not? I was a god. The Roman writer Suetonius said I was
him. His rule marked the end of Pax Romana.
Source 5.29 Some of the titles, roles and responsibilities of Roman depraved. If enjoying watching gladiators die and the odd bit of slow
using perception, communication, explanation and (Turkish) empire. emperors torture is ‘depraved’, he might have been right. I was 29 when the
communication skills. Praetorian Guards murdered me. They were meant to protect me!

The profi les on the emperors could be read out

by class volunteers. Encourage them to read
dramatically. Follow with a brief class discussion 224 oxford big ideas history 7: australian curriculum chapter five ancient rome 225
on how students think the personality/behaviour of
each emperor helped him to control the empire. This
could lead into a broader discussion on the nexus execution as well. Soon after this in 62–63 ce Nero’s You could allocate one emperor to each student and 7 Was his rule a period of greatness for Rome and, rule well but only Marcus Aurelius is remembered as
between control, leadership and authority. rule began to worsen. He lavished wealth on himself each student could complete the activities that follow. if not, why not? a good ruler.
For your information and continued to remove those around him who he Alternatively, each student could write a biography of Once every student has become an ‘expert’ on a Depending on the success of these groups, reform
feared, including his nineteen-year-old wife. In 68 ce, their selected emperor in the style of the biographies selected emperor, you could then place them into them with different combinations and so on. In this Enter the ID numbers below into the search field of
Agrippina was Nero’s mother and shared power
when his own royal guard turned against him, he on this spread. groups of four students. Within a set time (about way, each student learns about other emperors while your obook to access these resources.
with him initially. On coins you could find his face
committed suicide. three minutes keeps them focused), they must find also knowing more about one emperor than any ID05.15 Weblink: List of emperors
on one side and hers on the other. During this time, 1 Why or how did he become emperor?
Rome seemed to prosper. In 55 ce as Agrippina something that all four emperors represented in the other person in the class.
Skillbooster: Research and report 2 What support did he need to hold his position? Comprehensive list of emperors. Click on the name
began to lose power, she moved out of the palace group had in common (something beyond ‘they were
For a list of emperors see the weblink in the obook 3 Did he suffer from any illness or disability and to get information about them and their reigns.
and, in a move that worried Nero, seemed to favour all Roman’ or ‘they all wore a toga!’) and one thing
extras panel on this spread. Select one of the how did that effect the way that he ruled? ID05.16 Weblink: Emperors
his step-brother, Britannicus. Nero’s response was that was unique about their emperor. You could
emperors or a group of emperors and research their 4 Did he see himelf as a Roman god and, if so, why? Another good PBS lesson plan, this time on learning
to order his execution. Four years later, sick of model this first with the four emperors shown in the
time as leader of Rome. 5 How did he lose his power? textbook. For example, all four emperors began their about the emperors of Rome
Agrippina’s plotting, Nero apparently ordered her
6 What great public buildings did he erect or what
events did he sponsor?
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
226 JULIUS CAESAR 227

Australian Curriculum focus Individual responses will vary. Timelines may contain
the following events:
100 BCE – Julius Caesar born
HISTORICAL KNOWLEDGE AND
68–59 BCE – Caesar served in a number of positions
UNDERSTANDING significantindividuals in the provinces of the empire
• Roles of key groups in ancient Roman society (such
as patricians, plebeians, women, slaves), including the Julius caesar 59 BCE – Elected consul for the first time. He would
serve as consul three more times.
influence of law and religion 49 BCE – the Senate, worried about Caesar’s
• The role of a significant individual in ancient Rome’s popularity, ordered him to give up his military
history, such as Julius Caesar or Augustus command. Caesar refused, and civil war was
On 15 March in 44 Bce the consul caesar and cleopatra Approximate extent of republican Rome
Julius caesar was murdered. A large While in egypt, caesar fell for cleopatra’s charms. They had a Atlantic after Caesar’s military victories
declared.
group of senators, including his Ocean
HISTORICAL SKILLS child, a boy named caesarion, born in 47 Bce. The three of them Land relief 48 BCE – Caesar followed his former ally Pompey,
friends, stabbed him 23 times when returned that year to Rome to live. There caesar threw himself now leading the Senate’s army, to Egypt, where
• Sequence historical events, developments and periods. he entered the Senate House. into reforms. He introduced a new currency and reformed the Black Sea
Corsica Pompey was murdered.
• Use historical terms and concepts. can you imagine that happening to calendar (called the Julian calendar). He declared that new
47 BCE – While in Egypt, Caesar had a child with the

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our Prime Minister? It would be a Roman colonies had been set up in Africa, Gaul and Greece
• Identify and locate relevant sources, using ICT and d i t e Sardinia
terrible crime. But let’s look at this and started building what would become Rome’s chief law M e r Queen of Egypt, Cleopatra. He returned to Rome
r
other methods. murder from the perspective of courts: the Basilica Julia. a
Sicily
n and introduced many reforms, including setting up
• Locate, compare, select and use information from a those who killed him. In other words, N e Crete
let’s try to empathise with them. Too much ambition
a n S e a new Roman colonies and changing the currency and
range of sources as evidence. What were their motives for ending the calendar.
In 44 Bce, caesar adopted the role of dictator for life. This was
0 800 km
• Draw conclusions about the usefulness of sources. caesar’s life? Were these justified? too much for the republican senators so they killed him. 44 BCE – Caesar adopted the title of ‘Dictator for Life’,
Source 5.37 The extent of republican Rome after caesar’s military
• Use a range of communication forms (oral, graphic, The early years before being murdered by a group of senators who

PL
Source 5.36 conquests
written) and digital technologies. Julius caesar was born into a feared he would destroy the Republic.
But those who had come prepared for the murder bared each of
patrician family in 100 Bce. In 68 Bce, them his dagger and closed in on Caesar in a circle. Whichever 27 BCE – Caesar’s adopted son and heir, Augustus,
This is an extract from the History Australian Curriculum he was elected as a quaestor. Some way he turned he encountered blows and weapons levelled at his becomes the first ‘Emperor’ of Rome, after the
four years later, he was made a
(Sydney, 2012: Australian Curriculum, Assessment and Source 5.34 A bust of Julius caesar. He is Source 5.35 This statue of caesar shows him
face and eyes, and driven here and there like a wild beast he was senate grants him a series of political powers for life.
praetor and governor of the province entangled in the hands of all; for it had been agreed that they
Reporting Authority [ACARA]). ACARA does not endorse of Spain.
often shown wearing a laurel wreath on his head as a confident military commander—a role he
should all strike him and taste of the slaughter … For they say 2 Individual answers will vary.
as he was reportedly sensitive about his balding carried out very well.
Oxford University Press or this product. On his return to Rome, caesar made hairline. he received twenty-three wounds, and many of the conspirators 3 Individual answers will vary.
a pact (formed a triumvirate) with were wounded by one another as they directed so many blows

Teaching tips two other leading political figures, caesar’s rising popularity Showdown against one body.
Pompey and crassus. Pompey and caesar was considered a brilliant military In 49 Bce, the Senate ordered caesar to From the Life of Caesar by the historian Plutarch (c. 45–125 ce)
The rule of Julius Caesar is a good place to look at the crassus agreed to help get caesar commander who was popular with the give up his military command after his
change from republic to empire. These are important elected as consul (one of two top people and his troops. As governor of the conquests in Gaul. But caesar refused. He And afterwards …
governing positions in republican Roman province of Gaul (roughly today’s returned to Rome with his troops, crossing
terms in a study of this civilisation, and students caesar’s murder was followed by about 15 years of civil war.

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Rome). They succeeded in 59 Bce. France), he fought the barbarian Celts. His the Rubicon River. This was a clear sign
His death saw the rise to power of a man whom the Senate
must be aware of the changes that came about in caesar was elected consul a further victories there and elsewhere saw large of his refusal to obey.
allowed to have a great deal of power. This man was Octavian,
social order because of this political change. Begin three times. amounts of new territory added to the civil war was declared. Pompey (now caesar’s great-nephew and declared heir (see Source 5.30).
Roman republic.
by reviewing the timeline at the beginning of the In short, caesar was rising fast— directly opposed to caesar) fled to egypt Source 5.38 Artist’s impression of the assassination of caesar
becoming a ‘tall poppy’. By 53 Bce one member of the triumvirate in 48 Bce. caesar and his troops followed,
chapter. Pay particular attention to 509 bce (Rome was gone: crassus. He died fighting the to be presented with Pompey’s head. 1 Why do you think historians regard Julius caesar as a
4 Based on what you have learned about caesar, would
becomes a republic), 27 bce (Rome moves towards Parthians in the east. (The bloody deed was the work of the significant person in history?
you say he was a strong leader? Justify your answer by
2 o A link to a timeline tool is available on the obook. Draw a
becoming an empire), 395 ce (empire permanently By 49 Bce, many senators had begun to vizier Ponthius and the younger brother of first listing a series of points by which you judge leadership,
worry about caesar’s rising popularity and cleopatra, then the rightful ruler of egypt. timeline online to list key events in the life of Julius caesar.
divided) and 476 ce (last Western emperor forced to These two men, ambitious for power, had
and then deciding how he measured up against these.
his military successes. He was starting
SA 3 Show your empathy for the perspective of one of those who
give up power). to take on roles without the Senate’s forced her to flee.) caesar was revolted, assassinated Julius caesar. Try to understand his motives.
rather than impressed as the men had Prepare and deliver a short oral presentation for the class,
Use the glossary in the textbook to review the words approval. This was something republican
hoped. caesar had Ponthius killed and
senators had feared since the time of the describing why you participated in such a gruesome deed.
‘republic’ and ‘empire’. Review the role of citizens etruscan kings. cleopatra reinstated as ruler of egypt.
under a republic (pages 218–20). Focus on this being a
period where citizens had some degree of control over
the laws and government. For example, the plebeian 226 oxfo g id a chapter five ancient rome 227
class gradually bought about political change as they
wrested some power away from the patricians.
As an empire, power became concentrated in the students to discuss in class whether any one group Skillbooster: Comparing cultures Digging deeper: Thinking strategies The prediction. Julius Caesar changed the Roman
hands of the emperor and his elite. Some of these or influence has greater effect on the structure of a republic to an empire. Predict how an empire was
Initiate a discussion on the merits of living in a As a way of examining the life and influence of
emperors were good men and others were tyrants. society than another. They might want to investigate more vulnerable to invasion than a republic.
republic and compare this with living in an empire. Julius Caesar use a series of thinking strategies
Review the four emperors on page 225, noting how whether the influences grow or change as a society This could move on to a discussion of Australia’s that encourages students to look at information in Answers: Significant individuals
decisions made by the emperor, no matter how crazy, becomes bigger or more complex. status as a constitutional monarchy. In other words different ways. Here are some possibilities: Enter the ID numbers below into the search field of
were absolute. Disobedience could mean death. 1 Caesar was largely responsible for the transformation
Some consideration should be given to the reasons we’re a bit like a republic (we get to vote, for example) What if? What if Julius Caesar were to be the leader your obook to access these resources.
Science fiction fanatics in your class may like to of Rome from a republic where the people had some
why the plebeians slowly gained political strength. and a bit like an empire (the Queen as head of state). of the opposition in the Australian Parliament today? ID05.17 Weblink: Create a timeline
compare the Roman republic and empire to the Star control over political power to an empire where power
Pose the question about what might have happened if This is a reflection of our history as part of an empire. Consider this question and brainstorm possible
Wars Galactic Republic and Empire. (A weblink to was in the hands of one person: the emperor. He ID05.18 Weblink: Ancient Rome and Star Wars
this power had not been given to them. Another discussion point is modern Italian politics. scenarios. Write these on an ideas wheel or mind
use as a starting point is provided in the obook extras achieved this by forming an agreement with two other
Discussion page on the parallels between Star Wars
Italy is now a republic (again) after it emerged from map with the question at the centre. leading politicians.
panel on this spread.) and Roman politics, particularly the transition of
the dictatorship of Mussolini after World War II.
Social groups, gender roles and political power have The question. Julius Caesar is the answer. What are Rome from a republic to an empire
Modern Italy was created in 1861 as a kingdom.
all been reviewed in some way in this chapter. Get five possible questions that result in this answer?
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
228 BIG IDEAS 229

Australian Curriculum focus • What sort of person was he?

• Where does this information come from? What
primary sources are available?

bigideas
HISTORICAL KNOWLEDGE AND
UNDERSTANDING • How did this person influence historical events?
• Roles of key groups in ancient Roman society (such
• Why is this person considered to be a major
as patricians, plebeians, women, slaves), including the historical figure? What is his legacy?
influence of law and religion 5.2 What shaped the roles of key groups in ancient societies? Once students have framed their questions, they
• The role of a significant individual in ancient Rome’s should then consider where to find information.
history, such as Julius Caesar or Augustus Remember 8 Write a news article suitable for the fictional newspaper Emphasise to students the importance in History
Ancient Rome Daily, based on an interview you conducted
1 Decide whether the following statements are true or with Julius caesar at the height of his power. Include
of using evidence to draw conclusions about people
false. correct any false statements and write them in your quotations you create (based on facts). and events. While many websites and books will
HISTORICAL SKILLS workbook.
9 create a timeline of Rome’s emperors, plotting as many give them a full life history of these men, encourage
• Sequence historical events, developments and periods. a The patricians made up most of ancient Rome’s
dates as you can identify from the information provided on students to use primary sources where available.
population.
• Identify a range of questions about the past to inform a page 225.
b Sons born to slaves who had been freed could become Constantine wrote many letters outlining his

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historical inquiry. Roman citizens. Apply decisions and desires, while the contemporary
• Identify and locate relevant sources, using ICT and c A tribune was first elected as consul in Rome in 450 Bce. 10 Work in small groups. Identify a modern person all members historian Livy mentions the role of Spartacus.
other methods. d The Senate was abolished once Octavian came to know of. Bring to the discussion some information about
power in 27 Bce. this person that you have found through research. Agree on Use this evidence to address the questions posed
• Identify the origin and purpose of primary and
2 A man named Marcus Antonius Pallas was the equivalent factors that shaped this person’s life and current role. earlier. Some questions may need to be changed and
secondary sources. to the Treasurer of Rome during the rule of the emperors 11 a What was a toga, and who wore them in ancient Rome? others omitted if there is not sufficient evidence to
• Locate, compare, select and use information from a claudius and Nero. What was significant about Pallas? b o A link to a website showing how to tie a toga (using

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3 What role did religion play in the way some emperors’ roles
address them. A simple tool for students to report
range of sources as evidence. an old bed sheet) is available on the obook. Bring
were viewed? digital or print photos of your efforts to share with your their findings is to use an evidence table, such as
• Draw conclusions about the usefulness of sources.
classmates. the one below. As students work their way across
• Develop texts, particularly descriptions and Understand 12 Use an online program to create a crossword based on key each row, they are encouraged to put their evidence
explanations that use evidence from a range of 4 a Look at Source 5.24. What evidence does this provide words (bolded text) used in this section. You will need also
about what Livy really thought about women? through a fi lter of reliability.
sources that are acknowledged. to prepare the clues. Swap your completed crossword with
b What do you think cornelia Gracchus’ perspective might a partner to solve.
have been on the issue Livy discusses? What this
This is an extract from the History Australian Curriculum c What evidence is there that Augustus was prepared Analyse The Where I The evidence
(Sydney, 2012: Australian Curriculum, Assessment and to ‘put his money where his mouth was’ with respect 13 Turn to page 225 and compare and contrast the profiles of
Source 5.39 The story of Spartacus has been told in films, plays, books, question The got this reliability tells me
Reporting Authority [ACARA]). ACARA does not endorse to his concern about the growing change in women’s etc. This is a scene from the ballet Spartacus. either the emperors Augustus and Marcus Aurelius or Nero
behaviour? and caligula. What do you conclude about them as rulers?
I wanted evidence evidence of this about my
Oxford University Press or this product.
5 The rations listed in Source 5.40 were documented by 14 a What does Source 5.41 reveal about how the emperor Source 5.41 The head, carved from marble, of a statue of constantine. to answer I found from evidence question
The statue was about 10 metres high.

M
the Roman statesman cato the elder (234–149 Bce) in 6 Find out who Spartacus was and why he is regarded as constantine wanted his people to view him?
Answers: Big ideas On Agriculture. What evidence does this provide about the
What did ‘Seventy- From the This is Spartacus
significant by historians. b How is this supported by Source 5.27?
restricted rights and entitlements of slaves in Rome? Spartacus four website a quote was the
1 a False. Most of the people in Rome were plebeians. 7 Frame two questions that would guide your research in
b True finding out more about cornelia Gracchus. evaluate create do that gladiators www.livius. from The co-leader
Source 5.40
15 Aelia Pulcheria (399–453 ce) was one of the few women 16 With a partner, hypothesise about what might have made him … began a org/li-ln/livy/ Periochae, of a slave
c False. In 450 BCE the Law of the 12 Tablets was ever to have real political power in ancient Rome. She was happened in ancient Rome if: so famous? war under periochae/ a history revolt that
drawn up. Item for issue to slaves Quantity and quality the de facto ruler (she acted as a ruler, though unofficially) a the plebeians had withdrawn their services totally and
command periochae091. of Rome defeated
d False. Octavian, also known as Augustus, did Bread Four pounds a day in winter for those working in chains of the eastern empire for a time. permanently from Rome in 494 Bce
conduct some research to find out more about her. of Crixus html#95 written by a Roman
b Julius caesar had not been assassinated
not abolish the Senate although its powers were Relish Only olives that have dropped off the tree and then only those with least oil; when all eaten, pickled
SA Rate her significance on a scale of 1 to 5 (1 = not significant, c women had been given the right to play a full and active and historian army.
diminished. fish to be supplied
5 = extremely significant). Justify your rating. role in political life in Rome. Spartacus, Livy who
2 Pallas had been a slave. Wine Set quantities of whatever wine can be made after the harvest for a vintage is completed
consider, in particular, how these outcomes might have and lived
3 One of the roles of some Roman emperors was that of influenced social roles. defeated from 59
pontifex maximus or high priest. Some emperors, such the army BCE –17 CE.
as Augustus, were revered as gods after their death. of praetor I consider
Some emperors, such as Nero, persecuted some Publius this to
228 oxford big ideas history 7: australian curriculum chapter five ancient rome 229
religious groups, such as Christians. Varenus be very
4 a The quotation from Livy reflects the view that and his reliable.
women are in many ways stronger as he stated deputy
that if they gained equality they would become the significant by historians because he demonstrated that 41 CE – Caligula is murdered by his own Praetorian 10 a A toga was an item of clothing worn in Roman Digging deeper: Spartacus Claudius
masters of men. oppressed people could rise up against their oppressors. Guards. His early reign was promising, but he times. Only Roman citizens could wear a toga. and Constantine Pulcher’.
b She would disagree with Livy because she believed 7 Individual answers will vary. apparently showed signs of ‘madness’ after an illness in b Hands-on activity Students could be encouraged to follow a historical
that women should work towards a higher status in 8 Individual answers will vary. 39 CE. His uncle, Claudius, became Emperor.
11 Individual answers will vary. line of inquiry to find out more about one of these
Roman society. Individual answers will vary. Points to go on the timeline 54 CE – Claudius dies, and his step-son Nero becomes
12 Individual answers will vary. two men. Here are some guidelines for directing
could include: emperor.
c One of the laws created by Augustus to restrict 13 a This shows that Constantine wanted his people your students:
27 BCEE – Augustus becomes Rome’s first Emperor. 68 CE – Nero also began his reign positively, but became
women’s freedom resulted in his own daughter to view him as ‘larger than life’. The face shows a
unpopular with the army and the senate. A revolt by the Begin with what they already know. For Constantine,
being exiled. Augustus’ reign bring about a period of peace called strong, handsome man and the laurel wreath on his
the Pax Romana. army brought Galba to the throne, and Nero was forced re-read Source 5.27 and look again at Source 5.41. For Enter the ID numbers below into the search field of
5 Some slaves worked in chains. Slaves were given food head, the traditional symbol of victory.
14 CE – Augustus dies and is succeeded by his stepson to kill himself. Spartacus, review student answers for question 6. your obook to access these resources.
and drink that was inferior to the standard given to b This secondary source describes Constantine
Tiberius. 161 CE – Marcus Aurelius and his step-brother Verus Based on these few ideas, encourage students to ID05.01 Flashcard glossary: Ancient Rome
others in Roman society. as being all-powerful, supporting the impression
37 CE – Gaius, better known as Caligula, succeeds become co-emperors. Aurelius’ death in 180 CE marked frame some historical questions to guide their
6 Spartacus was a slave who led an uprising against given of him in the statue. ID05.19 Weblink: How to tie a toga
Tiberius as Emperor. the end of the Pax Romana. research. Some suitable questions are listed here.
the Roman republic in 73–71 BCE. He is regarded as 14 Individual answers will vary.
9 Individual answers will vary.
15 Individual answers will vary. • What do we know about this person?
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
230 HOW DO BELIEFS, VALUES AND PRACTICES INFLUENCE LIFESTYLE? 231

Australian Curriculum focus 2 Research the biography written in 121 ce known

as The Twelve Caesars on which the painting is
Roman deities were worshipped in temples and in the home. Sacrifices based. There is a full English translation, but
HISTORICAL KNOWLEDGE AND and offerings were made and festivals were held in their honour. Rituals and
you should read this to assess its suitability
UNDERSTANDING ceremonies were the most important part of Roman religious practice. For
example, certain parts of sacrificed animals were burned as an offering to before showing it to students. (A weblink
• The significant beliefs, values and practices of the
the gods. The Romans believed such practices would keep the gods happy. To for the full English translation of The Twelve
ancient Romans, with a particular emphasis on ONE of
discontinue them risked having bad things happen to Rome. Caesars is provided in the obook extras panel
the following areas: everyday life, warfare, or death and
This was why Roman rulers such as Nero feared Christianity with its worship on this spread.) This research could lead on to a
funerary customs of one god. This fear motivated Roman leaders to try to stamp the religion out.
discussion about how we know so much about
In fact, for about 300 years, ancient Romans who became Christians were often
tortured or killed. They might be crucified, burnt alive or fed to the lions, often
people who lived thousands of years ago.
HISTORICAL SKILLS
in front of jeering crowds. 3 Imagine that you are one of the people who
• Use historical terms and concepts. witnessed the burning of the Christians shown
Despite these efforts, Christianity continued to spread. by 394 Ce , emperor
• Identify a range of questions about the past to inform a Constantine had made it ancient Rome’s official religion. Today, the traditions of in the painting. Describe what you saw and how
historical inquiry. Rome’s early Christian church have gone on to influence the beliefs and practices
you felt about it. Use the expressions on the faces

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• Identify and locate relevant sources, using ICT and of many people in the modern world.
of the participants for some clues about their
other methods. Source 5.43 Some Roman deities, and their Greek equivalents feelings.
• Identify the origin and purpose of primary and
Ancient Roman deity Role Ancient Greek deity
secondary sources.
Skillbooster: Glossary
Jupiter king of the gods Zeus
• Locate, compare, select and use information from a Students could look up and then write in their
range of sources as evidence. Juno wife of the king, goddess of women Hera notebook the meaning of the following words or

PL
and childbirth
• Draw conclusions about the usefulness of sources. terms:
Source 5.42 Nero and his courtiers watch as christians (at right) are set alight. (Leading Light of Neptune god of the sea Poseidon
• Identify and describe points of view, attitudes and Christianity—Nero’s torches, by Henry K. Siemiradzki) • toga
values in primary and secondary sources. Mars god of war Ares • stola

5.3
• Develop texts, particularly descriptions and • hippodrome
How do beliefs, values and
Venus goddess of love and beauty Aphrodite
explanations that use evidence from a range of • palla
Bacchus god of wine and pleasure Dionysus Source 5.45 Statue of the Roman ruler
sources that are acknowledged. • gladiator
practices influence lifestyle?
Augustus (see p. 225). When acting as chief
Vesta goddess of the hearth Hestia priest, he covered his head with part of his toga
to signify this role. • arena.
This is an extract from the History Australian Curriculum
(Sydney, 2012: Australian Curriculum, Assessment and Our lifestyles are influenced by the traditions and beliefs we inherit from our Skillbooster: Discussing values
Reporting Authority [ACARA]). ACARA does not endorse families and the communities in which we grow up. Some of these influences Read Source 5.44. Discuss how values such as these
Fides—honesty,
Oxford University Press or this product. have a very long history. They may go back generations, even centuries. Industria—willingness to trustworthiness, help to control society and also reflect that society.
work hard, diligence

M
Others may reflect the recent influence of friends of a different culture. believability,
dependability Now discuss Australian values. What are some of the
Teaching tips key values of this society?
It was no different in ancient Rome. People’s customs and beliefs were Options
Divide the class into groups to carry out more often a mix of those they had inherited from their forebears and from the Clementia—willingness Gravitas—self-control, Next, compare your list to the values that new
Values dignity, seriousness, How beliefs, values and practices
detailed research into Roman religion; the effect of cultures of societies they conquered. Together, they had an impact on to let go of one’s rights
cool-headedness, influenced the lifestyle of the ancient arrivals to Australia must agree to when applying for
Christianity on the practice of religion in Rome; how the ancient Romans lived. responsibility Romans is discussed in respect to the residency. Refer to the website of the Department of
different styles of Roman housing (compare city/ three topic areas listed below. choose
Immigration and Citizenship. (A weblink is provided
Virtus—courage,
country, rich/poor, etc.). Some groups could Religious beliefs and practices
SA honour, toughness,
desire to excel
Pietas—respect,
ONe of these.
• warfare (pp. 232–7) in the obook extras panel on this spread.) How does
investigate Roman fashion or institutions, such as dutifulness, good living,
your list differ? How is it the same?
The rulers of ancient Rome did not believe in one god, as Jews, Christians and reverence • everyday life (pp. 238–47)
marriage. Another group might look at death and Muslims do. Most of their deities were the equivalents of ancient Greek gods and • death and funerary customs (pp.
burial. Those interested in sport might like to look at goddesses (see Source 5.43). They also included deities of other conquered peoples, Source 5.44 Some key values of the ancient Romans. These made up part of an unwritten code
248-51).
areas such as gladiators, the Colosseum and the types such as the Persian god Mithras and the egyptian god Isis. on which ancient Romans based their behaviours and attitudes. Related activities are on pages 252–3.
of games that were held, including when and why
they were held.
230 oxford big ideas history 7: australian curriculum chapter five ancient rome 231
Workbook resources
Digging deeper: Using artworks as Activity 5.3 Analyse a photograph
evidence
This spread provides you with an opportunity to interpreting sources they identify their origin and 1 Which of these artworks is likely to be a 3 What does the painting tell us about the attitude 7 Read the biography of Augustus on page 225.
use artworks as evidence. The two artworks shown purpose.’ The analysis of the sources should move secondary source of information and which is of Nero to Christians, and about the lifestyle of Why do you think Augustus chose to have
(Leading Light of Christianity—Nero’s torches; through a sequence of questions based on these key likely to be a primary source? the Roman emperor? himself depicted in the statue as a chief priest?
hereafter referred to as ‘the painting’; and a statue of questions: 2 Look carefully at the painting and describe what 4 In groups, discuss what the artist meant by Enter the ID numbers below into the search field of
Digging deeper: Analysing artworks
Augustus, hereafter referred to as ‘the statue’) and 1 What can you see? you see (How many people? Who do you think is calling this painting the ‘leading light of your obook to access these resources.
Here are some suggestions for using the artworks on
the following activities can be used to show students 2 What does this show us about the past? the most important and why? What is happening Christianity’. ID05.20 Weblink: Twelve Caesars
these pages in other ways:
how art can be used in History. They can also 3 What is the artist telling us about the past? in the right hand side of the painting? How 5 How useful is this painting in learning about the An English translation of the biography The Twelve
help you assess the Year 7 Australian Curriculum are other people in the painting responding to treatment of Christians under Roman rule? 1 The statue of Augustus is missing its hands. From
4 How useful is this source? Caesars
achievement standards: ‘They identify and select this activity? etc.) Swap questions with another 6 Re-read the biography of Nero on page 225. Does what you know about Augustus what would be
You could also incorporate ICT into this lesson. ID05.21 Weblink: Australian values
a range of sources and locate, compare and use student and try to answer each other’s questions. the painting of him seem like a fair portrayal of some appropriate objects for him to be holding
Students could scan the artworks and, using labels
information to answer inquiry questions. They (Repeat these activities for the statue.) him and his lifestyle? in his hands? Sketch the statue and include these From the Australian Government Department of
or a snipping tool, could complete the following
examine sources to explain points of view. When objects. Immigration and Citizenship
activities.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
232 WARFARE 233

Australian Curriculum focus the soldiers trained very hard and faced strict discipline;
they were often sent to foreign lands and then had to
Warfare carry their food, equipment and everything that they
HISTORICAL KNOWLEDGE AND
Military service was a part of life for Roman citizens. It was needed at first to help to increase Rome’s territory and then to needed to establish a camp.
UNDERSTANDING
defend it. In fact, for a time the main Roman god was Mars, the god of war. 7 Virtus (courage, honour, toughness and a desire to
• The significant beliefs, values and practices of the Through intense and disciplined training, Rome’s army became very strong. It was fuelled by a belief in Rome and excel) encouraged soldiers to be brave in battle and to
ancient Romans, with a particular emphasis on ONE of particularly by the value virtus (see Source 5.44). The breakdown in order and self-discipline in the army was one of the stand up for what they believed. Industria (willingness
the following areas: everyday life, warfare, or death and reasons Rome’s western empire eventually crumbled. to work hard, diligence) helped soldiers to cope with
funerary customs hard times in battle and to do as they were commanded
early days
to do.
In the early days of the republic, the
HISTORICAL SKILLS army was made up of landowners
• Identify the origin and purpose of primary and (large estates and small farms). Some
secondary sources. were wealthy enough to own horses
• Locate, compare, select and use information from a and buy armour and weapons. These

E
men formed the cavalry.
range of sources as evidence.
by 260 bCe , the army had control
• Draw conclusions about the usefulness of sources of the country that we call Italy. As
• Identify and describe points of view, attitudes and its territory grew, Rome needed a
values in primary and secondary sources. larger and more permanent army. Source 5.48 A suit of armour typically worn by legionaries Source 5.49 The testudo (from the Latin word for a tortoise shell) provided shell-like
Lengthy wars fought a long way after about the 1st century ce. The iron plates it contained protection against enemy attack, such as when soldiers were approaching the walls of an
from home made it hard for men to protected the body. It was lighter than the chain mail coat enemy fort. The shields were sometimes held above the head.
This is an extract from the History Australian Curriculum worn by some auxiliaries.

PL
maintain their farms, even those that
(Sydney, 2012: Australian Curriculum, Assessment and
were quite small.
Reporting Authority [ACARA]). ACARA does not endorse Army organisation
Oxford University Press or this product.
Around 100 bCe , a Roman consul, check your learning
Marius, declared that anyone who The army comprised many legions. each legion, led by a legatus, was
1 Which god was at first the main god of
joined the army no longer had to made up of both heavy and light infantry and a cavalry. In each legion
Teaching tips own land. Consequently, thousands were 10 groups, each made up of centuries. There were 100 (later 80)
Rome? What does this suggest?
2 How did the decision of the consul Marius in
The following three double-page spreads focus on of men (including the very poor) soldiers in a century.
100 Bce change the make-up of the Roman
joined up.
the organisation and role of the army in Roman Source 5.46 A still from the 2000 movie Gladiator showing Roman troops readying themselves for battle
Soldiers were called legionaries. At first only Roman citizens could
army?
be legionaries. Later, auxiliaries were used (soldiers from, say, a Roman
civilisation. You may like to begin with a quick 3 Find out what a maniple was and how it
colony) who might have the special skills needed. They might, for
discussion of the role of the army in any civilisation. example, be very good archers.
worked as a strategy on the battlefield. Draw
a sketch to illustrate your findings.
As a teacher, you can spend time in the first section evidence: a tough life Roman soldiers in the 2nd century bCe were organised for battle
4 List some of the things that you think might
focus on …

looking at the organisation of the army and how it Evidence provided by ancient writers suggests that army life Soldiers were often whipped. If a leader thought his men might according to age. At the front were the young men, the spearmen.
have motivated those who were part of the

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gave Rome an advantage over its opponents. Time was hard. A soldier swore an oath of allegiance when he joined be plotting against him, he might order every tenth soldier in behind them were the principes; these were soldiers in the prime of their Roman army.
up. He had to do everything he was ordered to do, without the unit to be stoned to death by his comrades. This practice life. At the rear were the older soldiers. While keeping this age order,
can be spent studying the illustration of the typical 5 What evidence does Polybius provide about
fear or backchat. was called decimatio. The writings of the historian Polybius men were also arranged into blocks on the battlefield—into maniples, the brutality of punishment in the Roman
army fort (Source 5.54) so that students can identify provide evidence of the harshness of the punishment known for example. These battle tactics proved to be very successful, such as in
Training was rigorous and conditions were often difficult. There army?
the engineering ideas and advances that developed. were no anaesthetics or pain killers if a soldier had to have his as bastinado. This was reserved for those soldiers caught defeating the armies of Hannibal (see pp. 258–9).
6 Write down (from hardest to least hard) four
Extension can include thinking about how these forts leg cut off or have a bleeding wound cauterised. There were stealing, lying or breaking the rules.
things that, in your opinion, a Roman soldier
Source 5.50 The armour and weapons of the principes
were established, fortified and supplied. constant drills, practice fights and trials to test their nerve. The
Source 5.47 might have found tough about army life.
soldiers learned to be tough and flexible.
[The bastinado] is inflicted as follows: the tribune [an Besides [their] shield, they carry a sword which hangs down the right thigh ... As 7 How would values such as virtus and
Skillbooster: Comparing cultures SA
On long marches to distant frontiers, the men carried their well, they have two heavy javelins, a bronze helmet and greaves [bronze strips, industria have helped a soldier to stay
official] takes a cudgel [club] and just touches the
food, equipment and everything needed to set up camp. focused on his job?
As a class, you might look at how the Roman condemned man with it, after which all in the camp beat or worn on the front of the shin] ... They wear [on their helmet] ... a circle of feathers
commanders often shared the hardships of the men, living as stone him, in most cases dispatching [killing] him ... with three upright purple or black feathers about a cubit [46 cm long] ... which
organisation of its army moved from a largely they lived and eating what they ate. makes every man look twice his real height.
Translated extract from Histories VI by Greek historian Polybius
defensive role to a more aggressive stance—why was Translated extract from Histories VI by Greek historian Polybius
there a need for a permanent army to be formed?
Think about countries such as Australia; while our
232 oxford big ideas history 7: australian curriculum chapter five ancient rome 233
permanent army is small, at times of war it can grow
rapidly. How is this done? How is military training
encouraged for some members of society without
having them join the permanent army? What is this The brainstorming. Brainstorm the following: Skillbooster: Glossary Answers: Check your learning 4 Individual answers will vary. Some possibilities
group of service people called? Could a country such ‘How to defeat the Roman army in battle.’ To make Students could look up and then write the meaning 1 Mars, the Roman god of war, was for a time Rome’s
include: fear, fame, fortune (through looting), bloodlust
as Australia do without a permanent armed service? this work, there are some rules of brainstorming. of the following words or terms into their notebook: main god. This shows that for the Romans, war was an
and a desire to protect Rome or their own family or
These rules are from the Thinkers Keys website. village.
essential part of their way of life and civilisation.
Digging deeper: Thinking strategies (A weblink is provided in the obook extras panel on • aqueduct • siege engine 5 Polybius, a Greek historian, records a brutal form of
2 The impact that this decision had on the rest of Roman
The following is based on material from this spread.) • legionary • principe society was great. It meant that poorer Romans could
punishment known as bastinado in which a condemned
the Thinkers Keys. • auxilia • testudo soldier is stoned by other soldiers, often resulting in his
1 Think of as many ideas as you can. Don’t hesitate now join the army, which they did in their thousands.
death.
The disadvantages. Look closely at Source 5.49 and consider the implications; simply write them • aquila. 3 A maniple is defined by the Oxford English Dictionary
6 Individual answers will vary. Some possibilities include:
showing the Roman military formation known as the down. as ‘a subdivision of the Roman legion made up of two
Enter the ID numbers below into the search field of
testudo. List as many disadvantages of this system 2 Unusual or silly ideas are acceptable. centuries, numbering 120 or (for some purposes) 60
your obook to access these resources.
as you can, then try to think of ways of eliminating 3 ‘Tagging’ onto other people’s ideas is encouraged. men’. Maniples could be used in many ways on the
these problems. (This activity would also work for battlefield but are most well known for forming testudo ID05.22 Weblink: Thinkers Keys
4 No criticism of any ideas is allowed.
the suit of armour shown in Source 5.48.) (see Source 5.49) in a checkerboard formation.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
234 SIEGE WARFARE/STANDARDS AND STANDARD-BEARERS 235

Australian Curriculum focus 8 a The aquilifer carried a silver eagle, a symbol of

strength, into battle.
b It may demoralise the Roman soldiers and result in
HISTORICAL KNOWLEDGE AND
their defeat.
UNDERSTANDING Standards and standard-
c It gave the soldiers a symbol of what they were
• The significant beliefs, values and practices of the bearers
fighting for and it also made it clearer to observers
ancient Romans, with a particular emphasis on ONE of each legion carried a silver eagle, an
where the various armies were located.
the following areas: everyday life, warfare, or death and aquila, into battle. It was a symbol of their
strength. It was a matter of great shame if 9 Individual answers will vary.
funerary customs
the standard were lost or captured. This
would be likely to destroy the morale and
discipline of a legion on the battlefield.
HISTORICAL SKILLS
There were a number of standard-
• Use historical terms and concepts.
bearers in Rome’s army. One was the
• Locate, compare, select and use information from a aquilifer, who carried the aquila (see Source
range of sources as evidence. 5.53). Standard-bearers were chosen for

E
their leadership qualities and the level of
• Develop texts, particularly descriptions and
virtus they displayed.
explanations that use evidence from a range of
sources that are acknowledged.

This is an extract from the History Australian Curriculum

(Sydney, 2012: Australian Curriculum, Assessment and

PL
Reporting Authority [ACARA]). ACARA does not endorse
Oxford University Press or this product. Source 5.51 Artist’s impression of Roman soldiers building a double wall in readiness to lay siege to a city

Digging deeper: Roman army

There are many possibilities for digging deeper into Siege warfare Source 5.53 A modern artist’s
impression of an aquilifer, leading his
the ways in which the Roman army was organised. Another factor that gave the disciplined Roman army an men into battle

Here are a few: edge as a fighting force was its siege warfare. This involved
starving a city into submission (and sometimes slaughtering
1 Compare the organisation of the Roman them after they surrendered). A common approach was to check your learning
army with the ways in which sporting houses build two parallel walls around the city. The inner wall was
1 What was virtus, and why was it so important for a Roman 7 Draw up and complete a table with two columns headed
are organised at your school. Many schools a barrier to stop food being brought into the city. The outer
soldier? ‘Perspectives of the Roman army about a siege on a city’
wall provided protection for the Romans in attacking any
encourage students to wear distinctive colours 2 Do you think methods such as decimatio and bastinado and ‘Perspective of city occupants about a siege by a

M
city warriors or supporters who might be outside the city. Roman army’.
when competing, divide the students into various Siege engines such as catapults were used. These
would have been effective in forcing army discipline? explain.
3 a Who were the princeps? 8 a What did the aquilifer carry?
groups and even march behind standard and launched large stones and even rotting carcasses of animals
b Suggest why they might have fought where they did b How might its capture by the enemy affect the outcome
flag bearers. Draw up a comparative table that (to spread disease) over city walls. The historian Josephus, a
when in battle formation. of a battle?
compares the organisation of something familiar first-century Jewish historian, writes that catapults used in
4 For what reason were auxiliaries sometimes called on to fight c How were the standards of Rome’s army like the flags
Rome’s attack on Jerusalem in 70 Ce fired rocks equivalent to carried by modern armies?
to students with aspects of the Roman army. with the Roman army?
about 25 kilograms. 9 Soldiers were often rewarded after a battle with booty. For
2 Design a standard for a division of the Roman The battering ram, with its heavy ram-shaped head
5 Study Source 5.52. Based on this representation, how do
successful army commanders, there was the prospect of a
you think the carroballista worked? Suggest how it was
army. The Internet has many easy-to-find sites on the end of a long log, was another device. It was useful Source 5.52 Medieval artist’s impression of a carroballista, a horse-drawn loaded and fired, and what sort of damage it might have political career. Based on what else you know about ancient
that show students what many of these standards
looked like. Perhaps they could design one for
their school house or even for themselves using
symbols such as eagles, bulls, boars and wolves,
which were also common. Depending on how
much time you have, students could construct
SA
in breaking down the wooden gate of, say, an enemy fort.
Another tactic was to dig tunnels under a weak section of
a wall (often a corner) to undermine it. The tunnel was
propped up with wooden supports, which were then set on
fire. When they collapsed, so did the tunnel.

234 oxford big ideas history 7: australian curriculum

weapon used by the ancient Romans in warfare caused.
6 Sometimes battering rams were pushed on wheeled devices.
These devices were often covered with a long ‘roof’ layered
with wet hides from freshly killed animals. What purpose do
you think such a roof served?
Rome, compose one of the following:
•

•
a short dialogue between two soldiers the night before a
battle
a letter a commander writes to his wife at the start of the
siege of a city.

chapter five ancient rome 235

their standards and bring them to school.
3 Students could design and build a catapult,
battering ram or carroballista. You could have
competitions to see who can build the most Answers: Check your learning 4 They may have had special skills required by the army. 7
1 Virtus was one of the key values of the ancient Romans. 5 After manoeuvring the structure into place, the two
accurate or longest-firing catapult but you will
It means courage, honour, toughness and the desire soldiers would wind the winches backwards so that the Perspectives of the Roman Perspectives of city occupants about
need to set rules about its size and its projectile.
to excel. It was important for a Roman soldier as it is large arrow or bolt was held under tension. The winch army about a siege on a city a siege by a Roman army
4 Compare the organisation of the Roman army to
desirable for soldiers to be courageous, honourable would then be released and the bolt would fly forwards.
the organisation of a modern army, such as the It worked like a giant crossbow. This would kill any
and tough. An army made up entirely of soldiers who Sense of duty and honour Fear
Australian Army. (For an outline of the structure soldier struck by the bow and would also damage a city
believed in these values would be a formidable and
of the army see the weblink in the obook extras wall or gate. Enter the ID numbers below into the search field of
united fighting force. A chance to prove themselves A chance to prove themselves
panel on this spread.) You may also like to 6 This would protect the men using the ram and the ram your obook to access these resources.
2 Individual answers will vary.
compare the roles and recruitment strategies of Preparations of siege engines Preparations of city defences
3 a The princeps were the soldiers in their prime who
itself from above. Men on top of a wall may pour boiling ID05.23 Weblink: Australian Army
these two armies. oil or other harmful substances on their opponents
entered battle behind the younger spearmen. Australian War Memorial webpage with information
below and the roof would protect them. Probable victory Probable defeat
b They were behind the spearmen because this about the structure of the Australian Army
protected them from the opposing soldiers in the
first part of the battle.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
236 THE ARMY’S ROLE AS BUILDERS 237

Australian Curriculum focus to compare Roman forts with other defensive

Praetorium, the home of the
structures. When making comparisons, students
fort’s commander and his family should look first for similarities and differences and
HISTORICAL KNOWLEDGE AND Roman forts
then suggest reasons for them.
UNDERSTANDING Many soldiers were skilled Back gate
• The significant beliefs, values and practices of the builders or stonemasons. Some
Nearby river, source of fresh water. Often Compare and contrast Roman forts to those built
water was supplied by an aqueduct, built
ancient Romans, with a particular emphasis on ONE of
had engineering skills. As the Some forts were big by the soldiers. by other Mediterranean cultures: the Greeks and
army pushed outwards, it built enough to accommodate a
the following areas: everyday life, warfare, or death and whole legion (6000 men).
the Egyptians, as well as to Asian cultures, such as
roads, canals and bridges when Civilian settlement springing
funerary customs up alongside the fort those in India and China. A further extension to this
not fighting. Some of its camps
were temporary (mostly tents). activity is to explore the differences and similarities
Some of the more permanent forts between Roman forts and those of the medieval
HISTORICAL SKILLS
grew into towns and, later, cities. era, such as the Ottoman Empire and medieval
• Use historical terms and concepts. For example, the castle in Paris Hospital Britain. The Maori people of New Zealand also built
• Identify and locate relevant sources, using ICT and where French monarchs lived until
elaborate forts (called pā), which could also be used
other methods. 1300 CE was once a Roman fort. Principia, the main
for comparison.

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Forts were built along the administrative centre
• Locate, compare, select and use information from a
frontiers (outposts) of Roman
range of sources as evidence.
territory to protect it from invaders.
• Develop texts, particularly descriptions and The forts also provided a supply Forts also contained workers such as
builders, butchers and blacksmiths.
explanations that use evidence from a range of base for further army expansion.
sources that are acknowledged. Sites were generally chosen to take
advantage of nearby resources or
• Use a range of communication forms (oral, graphic,

PL
natural features. These might be a
written) and digital technologies. harbour or a river. Often, though,
fresh water had to be supplied by
This is an extract from the History Australian Curriculum The Via Praetoria, the road
an aqueduct.
leading from the main gate to the
(Sydney, 2012: Australian Curriculum, Assessment and main administrative centre
Reporting Authority [ACARA]). ACARA does not endorse
Oxford University Press or this product. Barrack blocks for The ratio of a fort’s length to
soldiers its width was usually 3:2.
Teaching tips
Ditch
Roman soldiers weren’t just good fighters, they were
also excellent engineers, builders and stonemasons. Bank formed by
digging a ditch
Your students should study the illustration on these

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pages so that they can make a series of statements
Guard tower
about the methods, systems and requirements of
Roman forts that they can support with evidence. check your learning
They should develop statements that answer the Stone wall
Study Source 5.54 and its various
following questions: components. Working with a partner
or in small groups, make one of the
1 What shape is the fort?
following:
2 What pattern, if any, is established in a fort? SA Battlements provided both a defence • a model Roman fort (from
for fort soldiers to shelter behind, and
3 What lies between the fort’s walls and its interior? openings for them to attack, such as
materials such as balsa,
matchsticks and clay).
Why? to fire arrows.
• a digital plan of this fort (i.e.
4 Were civilian buildings allowed inside a fort? the view if looking from directly
Why or why not? above).
Source 5.54 All army forts were laid out the same way. This meant that soldiers could erect them rapidly, and easily find their way around a new fort.
5 Did forts differ depending on their size?
6 How did forts fit into or near natural resources? 236 oxford big ideas history 7: australian curriculum chapter five ancient rome 237
What were these vital resources?
7 What materials were used in the permanent forts?
Why? Compare this to the other Mediterranean cultures • Housesteads Fort on Hadrian’s Wall (A weblink Skillbooster: Using ICT show an image of the feature and a description of
8 What materials were used in temporary forts? and their most famous structures. The Romans are for a BBC virtual tour is provided in the obook its purpose. At the bottom of each of these slides,
Select one Roman fort from the above list or another
Students need to become aware that they can gain famous for their forts, the Greeks for their temples extras panel on this spread.) provide a ‘Home’ button that hyperlinks back to the Enter the ID numbers below into the search field of
one based on individual research. Use the resources
information from a variety of sources and that they and the Egyptians for their pyramids. What can we • Pons Aelius near Newcastle first slide. your obook to access these resources.
of the school library and the Internet to find evidence
can also ‘infer’ information from the way in which a infer about these cultures from these structures? • Pevensey Castle of this fort. Using an ICT presentation program, such ID05.24 Interactive: The army’s role as builders
society presents itself. The Roman army fort reveals a Skillbooster: Comparing cultures
• Birdoswald Roman fort as PowerPoint, design a virtual tour of this fort. On ID05.25 Weblink: Housesteads Fort
great deal about Roman ideas and systems. They were For your information The Romans were not the only ancient people who
• Saalburg, Germany; this has been almost the first slide, show a map, plan or aerial photograph BBC virtual tour of Housesteads Fort on Hadrian’s
built throughout the empire, either as permanent Many forts built by the Romans still exist today. built defensive structures. The major differences
completely reconstructed and, along with many of this fort. Label each feature that can be clearly Wall
or temporary structures. Temporary forts could be Many have been partially restored as tourist between the Roman forts and the structures built by
British forts, is protected under UNESCO World identified in this image, using Source 5.54 as a guide.
established extremely rapidly and, although they attractions, particularly along the Roman frontier other civilisations were the level of organisation of ID05.26 Weblink: Women in Forts
Heritage listing Hyperlink each of these labels to subsequent slides to
were built of different materials, they were largely lands in Germany and Britain. Some of these are: the forts and their permanence. Students could use ABC Science news article on recent archaeological
• Boppard, Germany. ‘zoom in’ on each of these features. On these slides,
identical to the permanent forts. the resources on other cultures within this textbook evidence of women’s role in Roman forts
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
238 EVERYDAY LIFE/FASHION, GROOMING AND CLEANLINESS 239

Australian Curriculum focus Digging deeper: Fashion and lifestyle

Consider the idea of having a Roman Day. Students
everyday life Fashion, grooming and can be asked to dress in a Roman style and possibly
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
everyday life in ancient Rome varied according to whether people were male or female, rich or poor, cleanliness try Roman hairstyles and so on. The websites below
citizens or not, and freeborn or slave. Lifestyles also reflected people’s beliefs, values and traditions.
• The significant beliefs, values and practices of the Men and women wore tunics (with and without sleeves) will give you some ideas about how to develop good
ancient Romans, with a particular emphasis on ONE of Men, women and the family made from linen or wool. Women’s tunics (stole) were ankle but easy-to-do costumes. You could include a Roman
length; men’s were shorter. Only citizens (men) could wear feast; again, get the students to research the recipes
the following areas: everyday life, warfare, or death and The basic social unit in ancient Rome was the extended family. As already mentioned, it was headed a toga over this; they did this when in public. Women wore
funerary customs and controlled by the paterfamilias (the ‘father’ of the family). Roman practice had long revered the and individually or in groups develop dishes or
a palla. Women covered their head in public with a veil or
father figure. (The emperor and senators were also seen as ‘fathers’.) part of the palla. Marking their lower social status, slaves
courses that they could bring in for others.
The dominant role of men in Roman society—and of the paterfamilias in particular—was partially wore only tunics.
HISTORICAL SKILLS
shaped by the religious belief that women, children and slaves did not have souls. For this, they Personal cleanliness, hygiene and grooming were very
• Locate, compare, select and use information from a needed to depend on a freeborn man. important, especially for the rich. There were daily visits
range of sources as evidence. Women in ancient Rome were expected to be good wives and mothers. They had no active role in to public baths (see pp. 242–3). Wealthy women spent time
• Identify and describe points of view, attitudes and civic or political life. caring for their hair and skin. Complexions were lightened

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values in primary and secondary sources. with chalk, and lips coloured with wine dregs or mulberry
Education juice. Wigs, made from the hair of slaves, were often worn
• Use a range of communication forms (oral, graphic,
education was a privilege of the wealthy, and then usually only for boys. Girls learned to spin and by men and women. blond and red were popular hair
written) and digital technologies.
weave. Teachers in the home were often educated slaves (and frequently Greek). Subjects studied colours. The clean-shaven ‘short back and sides’ look for
typically included history, geography, astronomy, mathematics, reading, writing, and Greek and Latin. men became the fashion after the 2nd century bCe .
This is an extract from the History Australian Curriculum Once learned, Roman values (see p. 231) became part of how people behaved in public life.
Source 5.56 Grooming accessories uncovered in a villa in Pompeii
(Sydney, 2012: Australian Curriculum, Assessment and ‘Graduation from school’ happened for a boy around 17. It was marked by his putting on a new

PL
Reporting Authority [ACARA]). ACARA does not endorse toga and going out to register on the census as a full citizen. The occasion was a family celebration.
Oxford University Press or this product.
Water outlet
Teaching tips
change and continuity: weddings
The main purpose of this unit is to ensure that
focus on …

Today there are religious weddings, civil weddings and Water inlet
Toilet seat openings
students understand that history belongs to the de facto relationships. It was much the same in ancient
common people as much as it does to the emperors, Rome, where the type of ceremony depended on
generals and inventors. On these pages, they will people’s social status. Modern traditions continue the
practice of ancient Roman brides to marry in white, Water pot
discover what life was like for everyday citizens.
and wear a veil and flowers. As today, ancient Romans
You should encourage students to look not only for
drew up a contract and sealed it with a kiss.
the differences between ancient Roman lifestyles Some other traditions have changed though.

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and their own, but also the similarities. Generally, girls in ancient Rome were married at
Sponge for cleaning—
Roman ‘toilet paper’
Begin with a discussion: ask students to consider the around 14 years, sometimes younger. Marriages were
arranged by the father of the bride, or the paterfamilias.
main features of everyday life in modern Australia.
(The bride had no say in the matter.) He handed
You may like to give them a series of headings control over his daughter to her husband on marriage.
to consider: the role and structure of the family echoes of this continue in the practice of some
unit, education, weddings, fashion, grooming and ceremonies today when the priest or celebrant asks
cleanliness. This then provides the opportunity to say ‘Who gives this woman away?’ and the father of the

something like: ‘In the ancient Roman civilisation,

it was not much different …’ or ‘it was similar and
different’ or ‘it was quite different’, depending on the
nature of the discussion.

Digging deeper: Toilets

238
bride answers ‘I do’. SA
Source 5.55 Stone relief of a wedding ceremony in ancient Rome.
The groom holds the wedding contract.

oxford big ideas history 7: australian curriculum

Running drain under
seat, which emptied
into a sewer (such as
the Cloaca Maxima)

Source 5.57 Artist’s impression of a public latrine (toilet) in ancient Rome

chapter five ancient rome 239

Workbook resources
Activity 5.5 Host a Roman banquet

The graphic of the public lavatory may cause a little

bit of discussion in the class. Students can look at it Enter the ID numbers below into the search field of
or at pictures of an existing ancient Roman public your obook to access these resources.
lavatory. (See the weblink provided in the obook 3 What does it imply about their understanding of examples—the Roman, the religious and the civil— signs to approve or disapprove of an event such as the home of the bride. After the meal, the bride ID05.27 Weblink: Roman fashions
extras panel on this spread.) While this system hygiene and the transmission of diseases? writing down the various similarities and differences. a wedding. This was to ensure that all would be and groom were escorted to their new home, where Information about Roman dress including how to
differs in many ways from public lavatories today, 4 Where do students think the sewage then 1 You could start with the ages of the bride and fortunate in the coming relationship. Gifts and a walnuts were thrown as they entered, signifying their make a toga. See also the separate page on Roman
there are also many similarities. These questions flowed to? groom but then look at the various steps or parts. ring would be exchanged; initially, the ring was leaving of childhood. The groom lifted his bride over women’s fashions including hairstyles.
are designed to get your students looking beyond 5 Why would there be a need for public toilets like Are there sections that have been retained? made of iron but gold became more popular. The the threshold in honour of the goddess Vesta. The
ID05.28 Weblink: Roman recipes
the obvious differences and consider how this was a these rather than having them in each house? 2 In a modern wedding what role does the father of couple would then sit on the skin of a sacrificed lamb groom offered the keys of the house to his bride, as
vast change from more primitive methods, such as while they ate a loaf of bread that had been baked by well as fire and water, signifying purity and chastity. Contains information about what the Romans ate as
Digging deeper: Weddings the bride have? Why does he have this role?
digging a hole (or not). the bride. Patrician weddings then undertook the The next day, all the guests returned to the new home well as some easy ancient Roman recipes
See if you can find a copy of a religious wedding For your information ‘confarreatio’, the defining civil law moment that for a luncheon meal. ID05.29 Weblink: Roman latrines
1 They should look at the technology of the toilet.
ceremony and of a civil wedding ceremony. Most Roman weddings began in the morning recognised their wedding and the rights of children Images of the remains of some ancient Roman
Why is there running water coming through the
central area? As a class draw up a three-column chart on with the sacrifice of a lamb so that the augurs of the union to take governmental positions later lavatories along with information on the Roman
2 What does this provision of running water imply the whiteboard and then go through the three (future events) could be checked. An augur was also in life. This ceremony was followed by feasting at sewer system
about the level of technology of the Romans? the name of a religious official who read natural
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
240 HOMES FOR THE RICH AND THE POOR 241

Australian Curriculum focus

Land owned and Storehouse Vegetable gardens

HISTORICAL KNOWLEDGE AND farmed by the family
UNDERSTANDING Roman housing
• The significant beliefs, values and practices of the The poor in ancient Rome usually
lived very hard lives. In urban Carefully cultivated
ancient Romans, with a particular emphasis on ONE of gardens
areas, they typically crammed into Pottery kiln
the following areas: everyday life, warfare, or death and and workshop
dark, tiny rooms in multi-storey
funerary customs Servants’ quarters
apartment buildings called insulae.
Sometimes even these rooms were
HISTORICAL SKILLS shared with other families. These
rooms were often smelly and badly
• Use historical terms and concepts. Family’s bedrooms
maintained. Some people kept
• Identify a range of questions about the past to inform a domestic animals indoors.
historical inquiry. There were few home comforts

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• Identify and locate relevant sources, using ICT and for the poor. Water had to be
other methods. collected in pots from wells that
might be some walking distance
• Identify and describe points of view, attitudes and
away (as might be the latrine!) Kitchen
values in primary and secondary sources. Rooms did have hearths, but
• Develop texts, particularly descriptions and cooking indoors could be a fire
explanations that use evidence from a range of hazard. Most food, usually bread

PL
sources that are acknowledged. and gruel (watery soup), was bought
from street stalls. Malnutrition
• Use a range of communication forms (oral, graphic,
was common, especially among Family shrine
written) and digital technologies. children. Well
by contrast, the life of a wealthy
This is an extract from the History Australian Curriculum upper-class family was very
(Sydney, 2012: Australian Curriculum, Assessment and privileged. They typically lived on
Reporting Authority [ACARA]). ACARA does not endorse spacious country estates, such as
Mosaic floors
Oxford University Press or this product. illustrated here.
High, thick walls

Teaching tips
Study Source 5.58 carefully. Explain to students that

M
they should be able to develop quite a few ideas about
Roman lifestyle and living conditions from their
observations. Get the group to write a short piece
Small hypocaust
imagining that they are living in the villa, first as Animal pens
one of the owners and then as a slave. They will need
to talk about their life and their work. Encourage Workshops
students to refer back to page 221 for a description of
slave life and to page 219 for a description of life for check your learning SA
the patricians. Students could complete this task in Use Source 5.58 to write a diary entry of a day spent on this
Couches, on which
pairs, with each student taking one of the roles. They villa from the perspective of either a member of the wealthy
people often lay when
Roofed walkway (called
family who own it or a slave who works on the villa. a colonnade)
could then consider how each event in the household, feasting or entertaining
such as taking a bath or hosting a dinner party,
would impact on the slave and the house owner.
Source 5.58 Typical features of a Roman villa
Look back at Source 5.54, which shows a sketch
of a Roman army fort. They should then carry out
a compare and contrast exercise where they look
for similarities and differences between the two spread. In the villa urbana, the owner and his family Here are some ideas that you could develop: 3 Research other housing styles in Rome using the
buildings. Suggest why these differences exist. What would live; the staff and slaves lived in the villa 1 Students could take photographs of features in Internet. The villa shown in Source 5.58 is the
would life be like for a soldier in the fort compared to rustica; and the third section of the property would their home that are also found in this Roman home of a very wealthy Roman family. How can
a slave in the villa? be where farm produce was stored and made ready villa. You could provide headings such as you tell? What other housing styles were there
Enter the ID numbers below into the search field of
for transportation to the city. The villas were usually ‘features that are about the same’, ‘features that in Rome and how did most people live? Students
your obook to access these resources.
For your information plumbed and in the more prosperous homes there are very different’ and ‘features that did not might consider creating a documentary using
would be a hypocaust, a form of under-floor heating. different images that looks at the various styles of ID05.30 Interactive: Typical features of a Roman
The term villa rustica was used for large villas in exist in Roman times’. Students could use these
Roman housing in the city and in the country. villa
rural areas that comprised an agricultural estate, photographs and a scanned image of Source 5.58
Digging deeper: Homes ID05.31 Weblink: Roman villa
such as the one shown in Source 5.58. It was often to produce a digital display that compares and
made up of three distinct areas: the main house (or This topic gives students a great opportunity to Museum site dedicated to the discovery and
contrasts the Roman and modern homes.
villa urbana), the yards and workshops and, finally, complete a range of practical activities. This will restoration of a Roman villa in Germany. It includes
2 Individually or in groups, members of the
the farm area. These distinct areas are easily seen help those students who learn kinaesthetically, in models, a tour and descriptions of recent finds
class could create a model of the villa shown
in the sketch. For a look at one such estate, use the particular, to engage with the topic in a new way.
in Source 5.58.
weblink provided in the obook extras panel on this
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
242 PUBLIC BATHS 243

Australian Curriculum focus aqueducts. This opened up new areas for settlement
and also allowed cities such as Rome to expand in
The sauna, the laconicum
HISTORICAL KNOWLEDGE AND Roman baths size. Discuss with students how water is provided
The public baths built in ancient into modern homes.
UNDERSTANDING Tanks of hot water, heated
Rome were further evidence of the Cold pool, the
• The significant beliefs, values and practices of the
advanced level of Roman technology. frigidarium
by the furnaces. Pipes from Digging deeper: Public baths
aqueducts or reservoirs
ancient Romans, with a particular emphasis on ONE of These were often very large facilities supplied the water. Another Rome was a large city yet a lot of the population used
the following areas: everyday life, warfare, or death and that combined stately architecture system of pipes fed hot and
Reading rooms and library
Hair care—barbers, hair Swimming pool for cold water up to the pools.
the public baths rather than having private areas
funerary customs with complex heating and plumbing pluckers and hairdressers.
services. They were similar in some
exercising built in their home. Students might like to consider
Scissors (invented in ancient
ways to our health spas or water-theme Rome), heated tongs and hair Masseurs The warm pool, Gardens where people could
what would happen now in a modern city (such as
HISTORICAL SKILLS parks. They were places to get clean combs kept hair and wigs
the tepidarium stroll or chat, or play games Melbourne, Perth or Sydney) if public baths were
neat. Pliny described one lotion
• Identify a range of questions about the past to inform a and, sometimes, beautiful. They were used to regrow lost hair: a mix
such as dice or knucklebones used rather than private homes having bathrooms.
also places to relax, eat, meet friends
historical inquiry. of vinegar, spices and mouse
Slaves oiled bodies and then What effect would this have on our lifestyle?
and conduct business. droppings.
• Identify and locate relevant sources, using ICT and scraped it off (along with any dirt
by the end of the 3rd century bCe , and grease) with a strigil. Use Edward de Bono’s ‘Plus, Minus, Interesting’ to

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other methods. assess the impacts on our lifestyle. (See the weblink
there were 11 public baths and about
• Locate, compare, select and use information from a 1000 private baths in ancient Rome. provided in the obook extras panel on this spread.)
range of sources as evidence. (Private baths were usually smaller and
• Develop texts, particularly descriptions and simpler in construction.)

explanations that use evidence from a range of Source 5.59

sources that are acknowledged.
I live over the public baths—you know

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what that means. Ugh! It’s sickening.
The steamy hot pool,
This is an extract from the History Australian Curriculum First there are the ‘fitness fanatics’ the caldarium
doing exercises and swinging heavy
(Sydney, 2012: Australian Curriculum, Assessment and
weights about with grunts and groans
Reporting Authority [ACARA]). ACARA does not endorse and hissing breath. Next the lazy ones
Oxford University Press or this product. having a cheap massage … I can hear
someone being slapped on the shoulder Drains carrying away
Teaching tips … and the sound of a professional ball excess water to the Tiber
player … Then there’s the man who River
One of the key inquiry questions of Year 7 History always likes the sound of his own voice
The hypocaust, a room with huge
is ‘What have been the legacies of ancient societies?’ in the bath and of those who like to
leap into the water with a huge splash. wood-fired furnaces (see art above).
This spread, which concentrates on the Roman baths, As well as all these voices … there is Hot air from these furnaces was
Cloakroom where people
is a good place to focus on this question. Shown the thin and strident voice of the hair paid slaves to look after
forced up through tunnels to heat the
floors and hollow walls of the warm

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plucker, calling out for business, until
in this sketch are features of Roman towns (such their clothes and goods
and hot rooms.
the yells of the customer having his
as roads, drains, reticulated water systems and the armpits plucked replace his … [as well
baths themselves) that are obvious legacies of the as the cries of] people selling sausages,
sweets, and other cooked items. Shops and hawkers selling
Roman empire. Explain the legacy our world owes food and snacks
Personal cleanliness and grooming were Entrance
Translated extract from Moral Epistles important. Wealthy Romans went to the
to the technology and architecture of ancient Rome by Seneca baths every day.
and discuss Source 5.60. In what way is the facility
here similar to and different from public bathing/
entertainment facilities students may be familiar SA
with (such as Wet ’n’ Wild in Queensland)? What
Exercise yard for team games
and activities such as wrestling
check your learning
design/layout principles are there in common? 1 Imagine that you are a guide leading visitors around
the ruins of a facility such as shown in Source 5.59.
While these activities focus on the baths, you may Word-process (and record if you have the facilities) the
like students to focus on other legacies of Roman Source 5.60 Artist’s impression of a Roman public bath transcript of what you might say. A man using strigil to scrape off oil and dirt

times.
242 oxford big ideas history 7: australian curriculum chapter five ancient rome 243
Explain to the students that few homes, apart from Enter the ID numbers below into the search field of
those of the very wealthy, had their own bathing your obook to access these resources.
facilities, so the Roman baths were not totally like ID05.32 Interactive: Public baths
combined with water and steam, help get the body either scrape the oils off themselves, or be scraped locate and then describe the bath. Information 5 How many people could use the baths at any one
our modern swimming pools but also a vital means
clean? What are modern equivalents of oil and by a slave with a strigil, which would take the oil provided should include plans and pictures where time and what was the cost? If students are able ID05.33 Weblink: Roman baths
of public cleanliness.
strigil? and dirt off. They could eat and drink in this room they are available. Students should also look at the to, see if they can then work out the modern-day A guide to the Roman baths at Bath in England.
They were a place for all people to go to. The services but would move from it to the calidarium or hot resources needed for the baths to work. Here are equivalent cost. Contains information about the baths in ancient
at the baths included things such as hair-dressing. For your information dip followed immediately by another dip in the some inquiry questions to get started. Encourage Another feature of Roman towns that have an times
Discuss with students modern swimming and fitness On a typical day at the bath, the clients, male and frigidarium, the cold dip. Some clients might then your students to devise their own questions. obvious connection with the baths was the aqueduct. ID05.34 Weblink: Roman baths
complexes they are familiar with, then complete a female, would enter the baths and go first to the have a massage. 1 How many people worked there? All human settlements need a reliable source of fresh
compare and contrast exercise: unctuarium. There oil would be rubbed into their A PBS site that contains many resources on baths,
2 How was the water delivered to the baths, and water and this is normally provided by a stream or
1 What are the similarities and why might these skin. From there they would move to the tepidarium, Digging deeper: Roman baths aqueducts and Roman architecture. It includes a
how much water did it use in a typical day? a river. The Romans were able to locate towns away
occur? which was a warm room where they would lie or sit In groups or individually, students could investigate virtual tour of the Roman baths at Caracalla
3 How was it heated? from these natural sources of water by transporting
2 Where are there quite obvious differences? and socialise for a short time. After this, they moved the Roman bath in more detail. Using the weblinks water through systems of pipes, canals and ID05.35 Weblink: Mind tools
to the next room, the caldarium, which was much provided in the obook extras panel on this spread 4 Where was the waste water sent to?
Students might like to investigate why oil and a Edward de Bono’s ‘Plus, Minus, Interesting’
strigil were used at that time. How would they, hotter, like a sauna. As they sat in there, they would and other sites available on the Internet, students
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
244 PUBLIC ENTERTAINMENT 245

Australian Curriculum focus Answers: Check your learning

1 Boys were able to register as full citizens of Rome. This
HISTORICAL KNOWLEDGE AND Public entertainment Types of gladiators was a cause for great celebration in his family.
Many ordinary Romans lived hard contestability: gladiator games Most gladiators fought on foot. Others, such as the equite, fought on horseback. Some were heavily 2 Brides often wear a white dress, they traditionally wear
UNDERSTANDING

focus on …
lives. As today, it would have been at It was an etruscan practice to hold fights to the death at the funeral of a ruler. armoured, while others were almost naked. There were even ‘clown’ gladiators, known as the a veil and carry flowers and the bride and groom sign a
• The significant beliefs, values and practices of the Some historians think this is where the tradition of Roman gladiator games began. andabatae. Their helmets had no eye holes. They would be pushed towards each other, hacking wildly
times a source of envy and irritation legal document similar to a contract.
ancient Romans, with a particular emphasis on ONE of for the poor to see how the rich lived, But other historians contest this claim as there is little evidence for it. Other with their weapons, to the enjoyment of the crowd.
the following areas: everyday life, warfare, or death and 3 These were popular hair colours in Roman society.
and the privileges enjoyed by the scholars claim that the games began in 264 Bce when two brothers arranged for six
funerary customs powerful. It thus became a common slaves to fight to the death. This was done as a religious ritual to honour their dead 4 There is now much greater privacy with each toilet
practice for Roman rulers to provide father, Junius Brutus. A retiarius was armed with a short having its own cubicle. Each cubicle has a separate
lots of free entertainment for the dagger, a trident and a weighted net.
However they began, the tradition of entertaining people with free gladiator fights
The mesh was used to entangle the
toilet with its own plumbing system. Toilet paper is now
HISTORICAL SKILLS people. This ensured that they did not was well laid down by the time of the Roman empire. opponent’s weapons, hands or feet. He used rather than a sponge.
• Identify a range of questions about the past to inform a become restless and rebellious. had no armour but an arm guard. If he
5 Individual answers will vary.
historical inquiry. Fronto, an ancient Roman writer, won the fight, he would kill his opponent
said the people were held together by with the dagger or trident.
• Identify and locate relevant sources, using ICT and
two things: grain supply and shows.

E
other methods.
Another Roman writer, Juvenal, later
• Identify the origin and purpose of primary and expressed this as ‘bread and circuses’.
secondary sources. by the end of the 1st century bCe , A secutor carried a short
sword or dagger and a
• Locate, compare, select and use information from a entertainment was provided for the
shield. His right arm and
range of sources as evidence. people on 159 days of each year left leg were covered. His
in Rome. A day out at the Circus helmet had small eye holes,
• Draw conclusions about the usefulness of sources. a rounded top and protective
Maximus, which could seat close to

PL
• Identify and describe points of view, attitudes and lips at the neck. A secutor
a quarter of a million people, meant
had to kill quickly before he
values in primary and secondary sources. watching horse-drawn chariots tired from the lack of oxygen
• Develop texts, particularly descriptions and thunder around the track. Death and inside the helmet.
terrible injuries were common for both
explanations that use evidence from a range of
horses and riders. but that was then
sources that are acknowledged. seen as part of the entertainment!
• Use a range of communication forms (oral, graphic, A thraex (thracian) carried a short, curved sword
and a small shield. His lower legs were protected
written) and digital technologies.
by greaves and his thighs with padding. The head

This is an extract from the History Australian Curriculum

check your learning of a griffin topped his brimmed helmet. The
helmet’s grill protected his face and eyes, and a
1 What happened when a boy in deep collar protected his neck.
(Sydney, 2012: Australian Curriculum, Assessment and The murmillo was usually
Rome (typically from a wealthy family) pitted against the thraex.
Reporting Authority [ACARA]). ACARA does not endorse

M
graduated from ‘high school’? His broad-brimmed helmet
Oxford University Press or this product. was fish-shaped. His left
2 Name three wedding traditions today
that are an example of continuity of lower leg was protected
Teaching tips wedding ceremonies in ancient Rome.
by padding and a metal
greave, and his right arm
Read aloud the text on this page of the textbook, or 3 Suggest why blond and red-haired by armour. He carried a
wigs would have been so popular in short, straight sword and a
have students read it, and then ask questions about it. ancient Rome. large curved shield.
Typical questions might include: 4 Look at Source 5.57. What has
1 How would regular presentations of races changed in public toilet design since
SA
the days of ancient Rome?
and gladiator fights have helped to control a
5 Study Source 5.60. Then complete a
population at risk of becoming discontent with Y-chart (see p. 112 for an example) on Source 5.61 The remains of the colosseum. Gladiators, soldiers and animals were housed in
rulers/social conditions/current leaders? what it might be like to make use of the rooms and corridors under the arena.
2 How would displays of Christian torture and that public bath. Source 5.62 Artist’s impression of typical gladiator duels. Pairs were typically matched to make the fight fair.
One gladiator’s advantage was the other’s disadvantage.
killings, as shown in Source 5.42, have helped to
control the belief systems of ancient Romans? 244 oxford big ideas history 7: australian curriculum chapter five ancient rome 245
3 What would be some of the other reasons why Workbook resources
Roman emperors would support blood sports,
Activity 5.6 Researching gladiators
such as gladiatorial games?
Digging deeper: Gladiators poster for an upcoming set of gladiatorial games. British Museum online tour 2 They could also write a story about the day the
4 What would be some of the emotions felt by
Base a lesson on one of the websites provided in the Include in the poster all the different types of There are twelve pieces of primary evidence of artefact was found as if they were archaeologists
people who attended these games?
obook extras panel on this spread. Each of these contests that might take place and all the different gladiatorial games along with a detailed description who discovered the artefact.
5 Why do we still have blood sports, such as types of fighters and the weapons that they
provides different perspectives on gladiators. Here and analysis of each one. 3 Compare these artefacts to Source 5.62. Is it
boxing, wrestling, mixed martial arts fighting might use. Enter the ID numbers below into the search field of
are some suggestions for extending your students 1 Each pair of students could be allocated a piece possible to give a different explanation for the
and bullfighting? Have the reasons changed since 2 Students could also design a shield or weapon that your obook to access these resources.
through these web experiences. of evidence and be asked to explain to the class primary sources than the ones given on the
Roman times or are there new reasons that have is not included in the game that they feel would ID05.36 Weblink: Gladiators
how it could be used to explain an aspect of the website? What might one of these alternative
appeared? This idea is developed in more detail in BBC simulation activity be an improvement on the weapons provided. gladiators. They must be prepared to answer explanations be? What do the primary sources BBC simulation activity about gladiators
the ‘Connecting ideas’ feature at the end of this Students select from a range of weapons and They can only use materials available to gladiators questions about their evidence both from the tell us that the secondary sources do not? ID05.37 Weblink: Gladiators
chapter. defensive strategies to defeat a gladiator. at the time. teacher and from other students. Which is better at showing what hand-to-hand
British Museum display on gladiators
1 Each student can play the game and then create a gladiatorial combat was like and why? Which is
more reliable and why? ID05.38 Interactive: Gladiators
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
246 THE COLOSSEUM 247

Australian Curriculum focus building. They can report on the archaeological digs
that brought the building to people’s attention again
The colosseum A high wall was built around The Colosseum could hold a crowd of check your learning and the discoveries that have been made about it.
HISTORICAL KNOWLEDGE AND the arena’s perimeter to stop around 60 000. Important people sat near
The massive Colosseum, in the gladiators or animals from o A link to a video about the colosseum is available on the They could present their findings to the class
UNDERSTANDING heart of ancient Rome, was the escaping. Spectators entered through the bottom; women (after a law passed by
obook. Use the information provided in the video and in
• The significant beliefs, values and practices of the tunnels and climbed steps, much Emperor Augustus), slaves and poor men
Source 5.64 to answer these questions:
in a PowerPoint or through the making of a
place to go for gladiator fights. This sat at the top.
as spectators do at major sports documentary. You may like to present them
ancient Romans, with a particular emphasis on ONE of stadium was completed in 80 bCe . events today. 1 What sorts of activities took place under the floor of the
the following areas: everyday life, warfare, or death and Its external dimensions are about arena? with a focus question to guide their research and
funerary customs 20 metres longer and wider than 2 In what ways was the arena adapted for different sorts of presentation; for example, How do we find out
the Melbourne Cricket Ground. entertainment? about ancient buildings? What happens on an
Gladiators often entered through
Ancient Romans flocked here, 3 What were some of the animals the gladiators fought?
gates at the arena level. archaeological dig? What does this building tell us
HISTORICAL SKILLS often day after day, to watch 4 Why was the colosseum an engineering marvel?
gladiators kill each other (or
about life in ancient Rome? Should this building be
• Use historical terms and concepts. 5 Locate the wall enclosing the arena. Now look at the ruins
animals) and see people being eaten preserved?
• Identify a range of questions about the past to inform a of the colosseum shown in Source 5.61. Where among
by animals. Gladiators fought to these ruins do you think the wall once stood?
historical inquiry.
the death. Sometimes there was an
Answers: Check your learning

E
6 explain why gladiator fights attracted such huge crowds.
• Identify and locate relevant sources, using ICT and appeal for mercy. It is said that the The emperor had his own What does this suggest about ancient Roman values? 1 Animals and gladiators were held in cages ready to be
other methods. emperor or official put a thumb up private entrance and private released into the arena. Sets and scenery were stored
(for mercy) or a thumb down (for box to watch the action.
• Locate, compare, select and use information from a beneath the floor.
death). He might be influenced by
range of sources as evidence. Many gladiators were slaves or convicted 2 The arena could be turned into a wooded, hilly
the mood of the crowd. Sometimes the sand was coloured to
• Develop texts, particularly descriptions and criminals. Some were volunteers, hoping landscape or flooded so that sea battles could be
Dead bodies were dragged make the spilt blood less obvious; vats of
for fame and fortune. A few were women.
explanations that use evidence from a range of out and stripped of armour and
perfumed incense were often placed at
Even some emperors tried out their held. For most battles between gladiators or between

PL
key points to cover the smell.
sources that are acknowledged. weapons for later use by other combat skills in the arena. gladiators and victims, such as Christians, it was a
• Use a range of communication forms (oral, graphic, gladiators. A popular gladiator large, flat arena, covered in sand.
written) and digital technologies. who had won many fights might 3 Tigers, lions, elephants, bears, hippopotamuses,
be presented with a wooden sword
giraffes, ostriches, wolves and crocodiles.
to mark his freedom. Some then
This is an extract from the History Australian Curriculum 4 Because it was so large and because it included so
became trainers of other gladiators.
(Sydney, 2012: Australian Curriculum, Assessment and many engineering innovations, such as drainage, under-
Reporting Authority [ACARA]). ACARA does not endorse Source 5.63
floor areas and tiered seating.
Oxford University Press or this product. In the morning, men are thrown 5 The wall surrounded the arena floor. In Source 5.61,
to the lions and the bears, and at
midday they are thrown to their
this is marked by a modern fence.
Teaching tips
spectators. The spectators call for 6 The people enjoyed watching a fight to the death.
The drawing of the Colosseum provides a wonderful the slayer to be thrown to those who A gladiator could obtain his freedom if he fought well

M
in turn will kill him. Then they hold
stimulus for student thinking. It is important and had many victories. The people enjoyed the
the winner of that fight for another
for students to realise that buildings such as the butchering. The outcome for the spectacle of animal fights and sea battles. This shows
Colosseum had highly advanced engineering that combatants is death. that the Romans valued valour and bravery but they
has been used time and time again. The sheer size of Translated extract from Moral Epistles
by the Roman writer Seneca
were also thrilled by blood sports.
the Colosseum makes it equal to modern stadiums,
and its shape and seating areas differ very little from
modern stadiums.
SA Sometimes, the arena was converted
Get the students to study it carefully and then into a wooded or hilly landscape where
gladiators hunted animals, or animals
comment on what they believe is shown and hunted each other. At other times, starving
contained at each level. Next, have them carry out animals were let loose on defenceless Wild animals slaughtered in the arena

some Internet research to find out how correct their victims, such as Christians. On some included tigers, lions, elephants, bears, Enter the ID numbers below into the search field of
Animals were caged under the Colosseum occasions, the arena was flooded and hippopotamuses, giraffes, ostriches,
findings are. There are many sites dedicated to the Source 5.64 Artist’s impression of a day at the colosseum floor (called the arena). They entered via mock sea battles were held. Crocodiles wolves and crocodiles. Hunters from all your obook to access these resources.
ramps and trapdoors, after being raised in might be waiting to grab anyone who fell over the empire supplied wild animals for
Colosseum, including those for which weblinks are the shows.
ID05.39 Interactive: The Colosseum
246 oxford big ideas history 7: australian curriculum pulley-drawn cages. overboard. chapter five ancient rome 247
provided in the obook extras panel on this spread. ID05.40 Video: The Colosseum
Google Earth is also a good place to start. Use
National Geographic video on the Colosseum
‘street view’ to see the building as it is today or a
3D recreation of the amphitheatre in its glory days Another topic for discussion is the preservation and For your information earthquakes. The last recorded gladiatorial contest that the subterranean area was discovered. Major ID05.41 Weblink: Building the Colosseum
by clicking on the ‘Ancient Rome 3D’ feature in the restoration of ancient sites, such as the Colosseum. Built by Vespasian, Titus and Domitian between 71–2 held there was in 404 ce. Hunting events continued restoration started in 1978 and has continued with BBC animation that explores key areas of the
gallery menu. Should they be restored to their former glory, left and 80 ce, the Colosseum was a gift to the Roman there well into the 500s. the building of wooden walkways so that tourists can technology and planning that went into the building
to erode and decay or preserved in their present citizens. It was built where the previous Emperor In 1805, the French controlled Rome and decided inspect the area without damaging it. of this incredible structure.
Get them to locate modern arenas that hold 60 000
state? Discuss this topic using other examples from Nero (37–68 ce) had built his residence, some say to that they wanted to turn the Colosseum into an
people, such as football stadiums, in large Australian Digging deeper: Ancient Roman buildings ID05.42 Weblink: The Colosseum
the Roman Empire, such as Pompeii, Pont du Gard wipe away the memory of his rule. Existing arenas archaeological park. Some work was done, but it
cities and make a comparison to the Colosseum. Using the Google Earth interactive, students select a Great colosseum website with a detailed history and
aqueduct and the Roman Forum. This will lead were too small and the new ruler wanted to unite was not until the creation of Rome as the capital of
What are the differences in the modern structures? building or set of buildings. The Rome reborn website descriptions
to a discussion on the role of these sites as tourist Rome behind him. It took ten years to build and was the new Italian State in 1870 that such work became
How similar or different is their engineering? Why listed in the obook extras panel on this spread shows ID05.43 Weblink: Rome reborn
magnets with the associated income for Italy and completed officially by Titus, who held games in it for more regular, with approximately half of the arena
have so many design features (such as the oval shape, the whole digital model in a fly-through tour.
other countries within the former empire. a hundred days to celebrate. Domitian did, however, surveyed and cleared. In fits and starts, there were An amazing digital tour of ancient Rome which
tiered seating and spectator entrances) persisted in
have to carry out further work. It remained in use for excavations, with a dig between 1938 and 1940 finally From there, students could carry out further, more shows not only the great public buildings but also the
modern stadiums?
450 years, surviving a fire started by lightning and reaching the floor of the arena. It was only then detailed research that looks at the original use of the homes and general layout of the city
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
248 DEATH AND FUNERARY CUSTOMS 249

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND

UNDERSTANDING
• The significant beliefs, values and practices of the
ancient Romans, with a particular emphasis on ONE of
the following areas: everyday life, warfare, or death and
funerary customs

HISTORICAL SKILLS
• Use historical terms and concepts.
• Identify a range of questions about the past to inform a
historical inquiry.

E
• Locate, compare, select and use information from a
range of sources as evidence.
• Draw conclusions about the usefulness of sources.
• Identify and describe points of view, attitudes and
values in primary and secondary sources.
• Develop texts, particularly descriptions and Source 5.65 A 16th-century ce painting of the Underworld, showing charon, the ferryman Source 5.66 Trajan’s column Source 5.67 Monuments marking ancient grave sites along the Via Appia Source 5.68 A bust of cicero, who argued against the consul Antony for a

PL
explanations that use evidence from a range of full restoration of the republic after caesar’s assassination (see pp. 226–7)

sources that are acknowledged.

Death and funerary customs (see p. 253), were not carried out. Wandering souls might be
a good, or bad, thing. Hence, the people showed a great deal
Graves for the poor Influence of beliefs and traditions
This is an extract from the History Australian Curriculum Something had to be done for the dead among the poor and The ancient Romans regarded dead bodies as pollution, and
(Sydney, 2012: Australian Curriculum, Assessment and Romans had no set beliefs about what happened after of pietas (see Source 5.44) towards those who had died.
the homeless of ancient Rome. The historian Suetonius those who tended them as ‘polluted’. Polluted people could
death. This at least was the case until Christian ideas
Reporting Authority [ACARA]). ACARA does not endorse (c. 71–135 Ce) describes the risks of having their bodies left
began to dominate. Myths and beliefs of conquered Influence of the law not carry out certain civic and religious duties until they
Oxford University Press or this product. people influenced some people’s lives. These included,
to lie in city streets. He tells of a horrifying incident where a had carried out purification rituals.
One of the Laws of the Twelve Tables (a code of written dog dropped a human hand it had been chewing at the feet
as mentioned earlier, the cults of egypt’s goddess Isis This meant that funeral workers and executioners were
laws drawn up in about 450 bCe) stated that people, other
Getting started and Persia’s god Mithras. Ancient Romans also had great than small children, could not be buried or cremated
of emperor Vespasian! constantly ‘unclean’. They thus became social outcasts, and
Those who could not afford a burial plot or tomb were had to live outside the city.
The focus of this section is the way in which Roman reverence for their ancestors. Often they kept wax death within the city. This was partly for reasons of health
usually buried in a mass grave on the esquiline Hill outside
masks (or stone busts) of them in their homes, which they Given their law, and the way Romans felt about dead
beliefs and values were reflected in their practices and because burial space was limited. It also avoided air
Rome. Typically, the corpses of the poor were carried there bodies, it is puzzling that they were so keen to watch

M
might parade on special occasions (see Source 5.16). pollution from cremations. As towns and cities grew, and
surrounding death. What, for example, did the at night, often by slaves. each corpse might be wrapped people die. For example, they flocked to the arenas to watch
their borders expanded, this pushed funeral activity further
Romans believe happened after death? How were Influence of Greek mythology and further away from the built-up area. Grave sites (and
in cloth or covered with a sack. They were not placed in gladiators die. Those who were tortured to death in public
coffins. When the grave was starting to fill up with corpses,
bodies treated and did this change according to the A common influence on Roman beliefs about death was tombs) of the wealthy began to line access roads to towns
could always expect a large audience! The consul Mark
it was filled in with dirt. Antony, for instance, had the head and right hand of his
social status of the dead person? Greek mythology. Many Romans believed, as did the and cities, especially the Via Appia.
public critic Cicero cut off in 43 bCe and displayed it on the
Greeks, that there was a gloomy Underworld: Hades. Dead The law also made it illegal to ‘carry on’ too much at a Graves for the brave … and the despised
You will need to be sensitive to the experiences and Rostra in Rome’s forum. His wife pierced Cicero’s tongue
souls reached it by paying the ferryman, Charon, to row funeral. For example, women were forbidden from gouging
beliefs of your students. A student who, for example, them across the River Styx. Only the bravest of heroes made
Mass graves were also likely for Roman soldiers who died with her hairpins.
their cheeks with their fingernails. The punishment for
has recently attended the funeral of a family member it to the elysian Fields (see p. 194). SA vandalising a grave or mutilating or disrespecting a corpse
bravely in battle, and a long way from home. Some people, Perhaps these actions had something to do with
though, did not receive the respect of even a ‘bulk burial’. appeasing the souls of the dead (as opposed, say, to someone
may be upset by discussing funeral customs. Some Despite having no certainty about life after death, was death.
Corpses of outcasts, such as prostitutes and people who dying naturally). The writer Tertullian (c. 200 Ce) did suggest
students may be uncomfortable about discussing the ancient Romans were uneasy about their dead. Many On special occasions this law was put aside, as happened
took their own lives, were left out in the open for wild as much. He said that dead souls were pacified (calmed
these ideas because of their religious, ethnic or believed the spirits (or souls) of the dead would roam for the emperor Trajan (53–117 Ce). His ashes were buried
animals to eat. down) by the shedding of human blood.
around, haunting them, if certain rituals, such as decursio within the tall column in Rome erected in his honour.
family background. You should, therefore, be aware
that the Australian Curriculum states that you
must give particular emphasis to one of these three 248 oxford big ideas history 7: australian curriculum chapter five ancient rome 249
areas: everyday life, warfare, or death and funerary
customs. You may choose, therefore, to deal with this
topic only briefly.
Skillbooster: Examining evidence was buried with a great deal of gold and jewellery. • Neolithic grave in Germany (see the weblink
On the other hand, this topic may provide you
Provide students with a series of images of graves, This may show that this culture believed that people provided in the obook extras panel on this
with an opportunity to discuss and examine core
both modern and ancient. It is best if these are would need wealth after they died, perhaps to buy spread)
values and beliefs in a new and interesting way.
printed so that students can pass them around. There their way into an afterlife. • American Cemetery and Memorial (see the
Students may enjoy the opportunity to talk about
are some suggestions about these images at the end They can then present their findings to the class weblink provided in the obook extras panel on Enter the ID numbers below into the search field of
death and funerary customs and share their own life
of this section. This activity works best if students or each photograph could be examined by another this spread) your obook to access these resources.
experiences. Historians are particularly interested
are in pairs or groups of three. Each group is given group to see if they used the evidence in the image in • Roman catacombs (see the weblink provided in ID05.44 Weblink: Ancient grave in Niger
in graves and death because they tell us a great deal
a photograph. Using only the evidence from the different or similar ways. The emphasis here is not on the obook extras panel on this spread)
about the beliefs, values and traditions of the society ID05.45 Weblink: Neolithic grave in Germany
photograph they are to list what they can work out getting it right but on finding and using evidence to • Egyptian mummies (see Source 3.62 in the
in which people live and die. While the pyramids ID05.46 Weblink: American cemetery and
about the values, beliefs and funerary customs of support an idea or theory about a culture. textbook)
built for the Egyptian pharaohs are an obvious memorial
example, every culture, including our own, has a the society in which this person was buried. Each • Ancient grave in Niger (see the weblink provided • Trajan’s column, Rome (see Source 5.66 in the
statement that they make must be supported by textbook) ID05.47 Weblink: Roman catacombs
unique set of beliefs and values surrounding death. in the obook extras panel on this spread)
evidence from the image. For example, this person
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
250 CREMATIONS AND BURIALS/FESTIVALS/FUNERAL CLUBS 251

Australian Curriculum focus

HISTORICAL KNOWLEDGE AND

cremations and burials Step 1: A close relative kissed the dying Festivals
Cremation (the burning of the corpses of people who had died) was the person and listened for any last words. On Two festivals of ancient Rome honoured
UNDERSTANDING death, the eyes were closed and a coin put in
preferred procedure for a dead body during etruscan times and the republic. the mouth (as in ancient Greece). The dead the dead. The Parentalia was a time in
• The significant beliefs, values and practices of the by the end of the 1st century Ce —and certainly after Christianity became more person’s name was called repeatedly until the February when people remembered their
ancient Romans, with a particular emphasis on ONE of popular—burial was more common. burial or cremation to make sure that he or ancestors, particularly dead parents. The
she was dead!
the following areas: everyday life, warfare, or death and The body of a person to be cremated was either placed into a trench filled Lemuria was an occasion to remember all
funerary customs with wood or on an elevated pyre (pile of wood). Often belongings were burned those who had died.
with the body. The ashes and remains of bone were then placed in an urn
Step 2: The corpse was washed and rubbed Source 5.71 The rituals of the Lemuria, held at
which was then buried or placed in a tomb. with lotions and oils. The body was then laid midnight in May each year
HISTORICAL SKILLS Sometimes many people were cremated at once. In such instances, funeral out for a time in the home, surrounded by
flowers and torches and burning incense. No shoes with shoe laces constrict his [the
• Identify and locate relevant sources, using ICT and workers would try to include a woman’s corpse with those of men as her extra
People would come to pay their respects. worshipper’s] feet, and with his thumb
other methods. body fat boosted the fire. between his fingers, he makes a sign in
• Identify the origin and purpose of primary and before the wood was lit, the dead person’s eyes were opened again (as they case in the quiet he should meet a shadowy

E
had been pushed shut on death). After their remains were burned, the embers ghost. With hands washed clean with water
secondary sources. Step 3: Friends were invited to join family
were put out with wine. in the funeral procession. For someone from a spring, he turns around to receive
• Locate, compare, select and use information from a important, this meant heading for the forum. black beans; these he throws away, but does
Funerals (whether cremations or burials) were usually organised by
range of sources as evidence. It was typically a carnival atmosphere, with not look at them. As he throws them away,
undertakers who often provided dancers, singers, mimes and mourners for singers, dancers and musicians organised by he says, ‘These I cast away. These beans I
• Develop texts, particularly descriptions and the event. the undertaker. Mourners might carry busts or use to save myself and mine.’ He says this
explanations that use evidence from a range of masks of their ancestors.
nine times but must not look behind him.
sources that are acknowledged. For the ghost is thought to gather up the

PL
beans and follow him unseen. Again, he
• Use a range of communication forms (oral, graphic, touches water, bangs some bronze cymbals
Step 4: On reaching the forum, a eulogy
written) and digital technologies. … and asks the shade [ghost] to leave his
might be delivered at the Rostra.
house. When he has said the following
nine times, ‘Ghosts of my fathers, go away’, Source 5.72 Mausoleum of Augustus (see p. 225). Such tombs were often built for people who
This is an extract from the History Australian Curriculum
he looks behind him and believes he has were especially wealthy or influential. The tribune Gaius cestius, who died soon after Rome took
(Sydney, 2012: Australian Curriculum, Assessment and performed the sacred customs in the proper control of egypt, had a mausoleum built like a pyramid (see p. 220).
Step 5: A ceremony was held at the gravesite
Reporting Authority [ACARA]). ACARA does not endorse or crematorium. Goods might be buried with way.
Oxford University Press or this product. the dead person, especially if a non-Christian. Ovid, Fasti, V, 421–44
People who were well off were buried in
coffins. Graves were marked, even if only
Skillbooster: Information booklet by partly buried amphora (for the poor) and Funeral clubs
simple epitaphs.
This chapter began by looking at the reaction of Today we have gardening clubs, books
a society to any idea or group that is offering or clubs and toy train clubs. In ancient
check your learning

M
Rome, they had funeral clubs called
suggesting change. This reaction is often negative Step 6: The mourners returned home to
collegia. Members were mostly the poor. 1 Write a paragraph to explain how Roman beliefs about what happened after
purify themselves. Rituals included sweeping
and often violent, as can be seen by the reaction to the house with a special broom and sprinkling Membership gave Rome’s poor some
death influenced their funeral practices.
Christianity and its ‘challenge’ to existing Roman water from a laurel branch.
comfort that they would have the 2 a What might be the lot of a poor person who died in Rome?
religious beliefs and practices. A key aspect of honour of a decent burial. While still b Why might a poor person fear such a fate, given their beliefs?
c What action was taken to try to give the poor some hope for the ‘journey’ at
Roman society—warfare—was then covered in some Step 7: Nine days after the funeral, family
alive, members enjoyed social occasions,
perhaps getting together for a few glasses life’s end?
detail. The organisation of the Roman army and its members returned to the grave to hold a
3 Where were the graveyards and crematoriums in ancient Rome? Why?
‘party’. They shared food and drink with the of wine while discussing their funeral
influence on the known world is usually seen as a remains of the dead person, by means such arrangements. The ashes of members, 4 convert Source 5.70 into a comic-strip format. Use stick figures if you cannot
pivotal element of this civilisation. This resulted in SA as pushing a tube down into the earth where after being placed in an urn, were often draw. each comic panel will need either speech bubbles or a small caption, or
the body or ashes were buried. Such visits
the expansion of the Roman Empire as forts were continued over time.
stored in the one tomb. each person had a a mixture of the two.

built on the frontiers and surrounding peoples were pre-arranged spot for his remains. 5 What was the purpose of the Parentalia festival?
Source 5.69 Burial urns in a Roman tomb in Naples Source 5.70 Typical funeral procedures
conquered and integrated into the empire. in ancient Rome for someone with at least
average wealth
Everyday life in the empire (such as gender role,
education, fashion, cleanliness, architecture,
250 oxford big ideas history 7: australian curriculum chapter five ancient rome 251
housing, public entertainment and funerary
customs) were then covered. Taken together, students
should now have a good understanding of life in the
Roman Empire. could produce an information booklet on all aspects demanded payment for this service, so Romans were c Poor people would sometimes join a funeral club
of Roman society listed above or on one of the often buried with a coin in their mouths. Romans also (collegia) so that when they died the other mem-
Based on what they have discovered and learned, believed that the spirits of the dead would haunt them bers of the club would give them a decent burial.
significant areas:
students can now create an information booklet that unless they carried out elaborate rituals. One of these, 3 Following the Laws of the Twelve Tables in 450 BCE,
outlines Roman beliefs and traditions. Its purpose • everyday life
Decursio, involved walking around the funeral pyre of graveyards and crematoriums were located outside the
is to provide information to a group of foreigners • warfare
the dead person and another ritual, Lemuria, involved city. This was because of health concerns, limited space
who have moved to Rome from other countries as • death and funerary customs. casting away demons while casting away black beans. and air pollution from crematoria. As the city grew, the
diplomatic envoys. They want to make sure they do Answers: Check your learning 2 a The bodies of people who could not afford a tomb graveyards and crematoria were pushed further away
not unintentionally insult Roman beliefs and they were sometimes left to rot in city streets. Others from the city until graves eventually dotted the sides of
1 Although there were no set beliefs amongst the Romans
want to take part in appropriate Roman rituals and were buried in a mass grave outside the city of the main access roads to Rome.
about what happened after death, many people
festivities and be accepted into Roman society. Rome. 4 Individual answers will vary.
believed that there was an afterlife. Dead souls were
This activity can be modified depending on the transported to Hades (the underworld) by a ferryman b Because they were buried without a coin, they 5 The Parentalia Festival was a time during which people
structure of your course. For example, students who rowed across the River Styxx. The ferryman would fear that they could not pay the ferryman to remembered their dead ancestors.
enter the underworld.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
252 BIG IDEAS 253

Australian Curriculum focus 8

Likely influence on
Factor behaviour of soldiers
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
• The significant beliefs, values and practices of the
bigideas Religious
belief
They may pray to a God, such
as Mars, before a battle. They
may fight more fiercely against an
ancient Romans, with a particular emphasis on ONE of
the following areas: everyday life, warfare, or death and
5.3 How do beliefs, values and practices influence lifestyle? enemy with different beliefs.

Fear of They would be careful to follow

funerary customs Everyday life: complete questions 1, 2, 3, 6, 7, 11, 14, 17, 20.
punishment orders exactly so as to avoid
Warfare: complete questions 1, 2, 4, 8, 13, 15, 18, 21.
punishment.
Death and funerary customs: complete questions 1, 2, 5, 9, 10, 12, 16, 19, 22.
HISTORICAL SKILLS
Training They would know how to act and
• Identify and locate relevant sources, using ICT and
react in battle situations due to
other methods. Remember Apply extensive training.
• Locate, compare, select and use information from a 1 explain how the ancient Romans initially treated christians. 11 In groups brainstorm ways in which beliefs, values and

E
range of sources as evidence. What did this have to do with their beliefs? traditions influence how many of us live. consider aspects Long They may become unruly without a
2 Who was the Roman deity equivalent to the following Greek such as the roles of women, homes, education, fashion, absence family influence for a long period of
• Develop texts, particularly descriptions and
deities: Poseidon, Dionysus, Hestia, Zeus? marriage, entertainment and so on. from time. They may begin to see their
explanations that use evidence from a range of 12 Make a papier mâché or clay model of a mausoleum or
3 Who was the paterfamilias and why was his role so families fellow soldiers as their family.
sources that are acknowledged. influential? monument you would have built in honour of an influential
person in society today whom you respect. explain what 9 In Roman times the dead person’s name was repeated
4 Write definitions in your own words for each of the following
This is an extract from the History Australian Curriculum influenced your design. Seek feedback from a partner and
terms: legion, principes, auxiliaries, testudo. many times to ensure that he or she
discuss any modifications you consider would have been

PL
(Sydney, 2012: Australian Curriculum, Assessment and 5 a When was the ceremony of Lemuria held, and what was was dead.
worthwhile.
Reporting Authority [ACARA]). ACARA does not endorse its purpose?
13 Think about the Roman army punishment of decimatio. Now 10 This is evidence of a ritual known as decursio in which
Oxford University Press or this product. b Draw a flow chart to depict the steps of the Lemuria
think about how you would feel if ordered by some higher mourners would walk in circles around the funeral pyre
ritual.
authority to severely punish a friend. How might that make
of an important person.
Digging deeper: Latin Understand you feel and behave? How effective do you think such a
method is for enforcing discipline? 11 Individual answers will vary.
One of the outcomes of studying ancient Rome is to 6 Why was the practice of putting on a toga virilis significant
12 Individual answers will vary.
have an understanding of its many legacies for our for boys? Analyse
7 cleanliness was valued by the ancient Romans. Study the 14 Look carefully at Source 5.58, noting its different areas. Source 5.73 carving on the Antonine column in Rome, which was erected c. 180–196 ce to honour Roman emperor Marcus Aurelius (121–180 ce). 13 Individual answers will vary.
own society. Several of these (such as architecture, illustration of Roman baths shown as Source 5.60. How did It shows Roman soldiers performing the ritual known as decursio, which involved circling the funeral pyre (fire) of an important person.
Prepare a brochure on this villa for an open-house day in 14 Individual answers will vary.
public buildings, urban design and public amenities) such facilities cater for this? ancient Roman times, which highlights its special features.
have already been covered in this section. Another 15 Individual answers will vary.
8 copy an extended version of this table in your workbook Your tour group will include a number of ancient Rome’s that evidence has been found that indicates that there were create
female gladiators.) 16 Individual answers will vary.
legacy is Latin, the language of the Romans. Many and complete it with as many items as you can think of. poor.
20 o Links to websites about mosaic design are available on

M
15 o A link to a website giving information about Roman 18 Make a digital booklet that explains the six things you think
modern English words are derived from Latin and Factor Likely influence on behaviour the obook. Design a floor tile suitable for a Roman villa. 17 Individual answers will vary.
of soldiers legionary soldiers is available on the obook. explore any are most important for new recruits to the Roman army
(Hint: Draw any shapes that you want to be defined in the
some students may have already picked up on these aspects of this site you choose. Then write a review of the (both to protect them and to encourage them to be good 18 Individual answers will vary.
Religious belief same colour.)
while reading this chapter. You can examine this website, commenting on what you see as its strengths and soldiers). Ask a partner to give you an honest evaluation of
19 Individual answers will vary.
your work. 21 Using only materials and equipment available at the time,
legacy in two contrasting ways: Fear of punishment weaknesses.
design a new siege engine for the Roman army. (You could 20 Individual answers will vary.
Training 16 Use a Venn diagram (see p. 161) to compare and contrast 19 compare and contrast funeral proceedings in ancient Rome
You could start with the modern English word and illustrate it, design it digitally, or build a model.) explain its
the funeral procedure for an important ancient Roman with (see Source 5.70) with those in ancient Greece. On a scale
workings and benefit for the class. 21 Individual answers will vary.
Long absence from
work backwards. Use a dictionary that shows the families what you know about funerals in Australia today. of 1 (extremely similar) to 5 (not similar at all), rate how much
22 Individual answers will vary.
you think practices in ancient Rome owed to this earlier 22 Two ancient Roman epitaphs read: ‘May the passer-by who
etymology (origin of the word) of every word. In
the Oxford English Dictionary this is often shown in
9 When a Pope dies, his name is repeated three times.
SA evaluate civilisation. sees these flowers and reads this say to himself: This flower
is Flavia’s body’ and ‘I was not, I was, I am not, I care not’.
explain why this is an example of change and continuity. 17 Which type of gladiator would you choose to be (if forced to)
square brackets at the end of each entry. The letter Devise an epitaph you might have liked had you been an
10 What evidence does Source 5.71 provide of one of the and why? You may need to conduct some research. (Note ancient Roman.
‘L’ means that this word comes from Latin. Students rituals performed at funerals?
could comb the dictionary for modern English words
with a Latin origin. Build up a list of these.
Alternatively, you could start with the Latin word 252 oxford big ideas history 7: australian curriculum chapter five ancient rome 253
and work forwards. Throughout this chapter there
are many Latin words that sound familiar to us
(‘familiar’, for example!). As an activity, list some
of these and ask students to use the glossary or the
Answers: Big ideas 4 Legion: a group of about 1000 soldiers in the Roman b The following are the steps in the flow chart: 6 This meant that they could register as a full Roman
army made up of cavalry (soldiers on horseback) and i A worshipper without shoes makes a quiet citizen.
reference in the text to record the original meaning. 1 Christians were initially treated poorly by many Romans.
heavy and light infantry (foot soldiers). Principes: the sign in case he meets a ghost. 7 At the baths, Romans could have their hair cleaned
They could then have a go at writing down a modern They were often put to death by crucifixion, by burning
best soldiers in the Roman army. Auxiliaries: men ii After washing his hands he takes some black and styled, their skin oiled and dirt scraped off and they
English word with a similar sound and meaning at the stake or in gladiatorial fights. This is because
enlisted in the Roman army from Roman colonies beans and then throws them away while could bathe in a range of pools. Wealthy Romans would
to the original Latin word. This is meant as a fun Roman leaders felt threatened by a religion that
who had special skills that were useful to the army. saying ‘These I cast away. These beans I attend the baths daily.
worshipped one god as they believed in deities with
activity to examine an unexpected legacy. (Students Testudo: a military formation in which soldiers hold their
many Gods. use to save myself and mine.’
with an Italian language background could also be shields close together to protect themselves against Enter the ID numbers below into the search field of
2 Poseidon: Neptune; Dionysius: Bacchus; Hestia: Vesta; iii He repeats step (ii) nine times without looking
asked to make a special contribution, as many of enemy attack. your obook to access these resources.
Zeus: Jupiter behind him.
the Italian words they know may be similar.) Here 5 a The Lemuria was held at midnight in May each ID05.01 Flashcard glossary: Ancient Rome
3 The paterfamilias was the oldest male in a family. He iv He touches water, bangs some cymbals and
are some of these words to consider: portus; liberti; year and was a festival held in remembrance of all
was recognised as the head of the family and he could asks the ghost to leave his house ID05.48 Weblink: The Roman Imperial Legion
paterfamilias; industria; clementia; virtus; decimatio; those who had died.
principia; frigidarium; caldarium; circus maximus;
pass judgment on who his daughters should marry v He says ‘Ghosts of my fathers, go away’ nine ID05.49 Weblink: Design a Roman mosaic
and he even had power over deciding whether or not a times and then looks behind him
rostra; collegia.
newborn child should be able to live.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
254 HOW DO CONTACTS AND CONFLICTS CHANGE SOCIETIES? 255

Australian Curriculum focus Skillbooster: Connecting ideas

Review the information about the physical geography
HISTORICAL KNOWLEDGE AND of the Italian Peninsula on page 213 and compare
UNDERSTANDING
changes through PS Early settlements this to the map in Source 5.75.
• Contacts and conflicts within and/or with other migration AL Early migration
patterns 1 How did the physical geography of the region

E
T H
Mountains
societies, resulting in developments such as the The etruscans were a migrating sea (such as mountains, plains, rivers and seas) affect
expansion of trade, the rise of the Roman Empire people, but historians still debate the early migration patterns?
Arno
where they originally came from.
(including its material remains), and the spread of River
2 Consider why all the settlements seemed to be in

Tibe Rive
ETRURIA
Some now confidently say it was

A
religious beliefs the western area. What did it offer that possibly

P
southern Turkey. This view, shared

E
CORSICA

N
wasn’t found to the east? Why were the southern

r
Rome
by the ancient Greek historian

N
LATIUM

IN
HISTORICAL SKILLS Herodotus, has more recently been Naples region of Italy and the coasts of Sicily also settled?

E
S
supported by DNA studies.
• Sequence historical events, developments and periods. SARDINIA 3 What were some of the geographical hazards in
The etruscans were settling in the
• Use historical terms and concepts. north of modern-day Italy from about
GREECE
these regions?

E
• Locate, compare, select and use information from a 800 bCe . From there they drifted 4 Why is the climate good for settlement compared
range of sources as evidence. south into etruria (see Source 5.75). SICILY to other parts of Europe?
Syracuse
by about the 7th century bCe , they
Examine Source 5.76:
were ruling Latium. 0 150 300
This is an extract from the History Australian Curriculum kilometres
1 Many of these Etruscan contributions are
The etruscans were more
(Sydney, 2012: Australian Curriculum, Assessment and advanced, wealthy and civilised Source 5.75 The central region of ancient Rome, and the directions of early migration patterns
often listed as being Roman inventions and
Reporting Authority [ACARA]). ACARA does not endorse than the local Latins. They had a contributions. Why do you think this is the case?

PL
Oxford University Press or this product. written language (we know this from
What does this tell us about the Romans?
inscriptions that have been found);
2 Why would some of these Etruscan contributions
Getting started however, so far, no-one has been able
to decode it. The etruscans made have helped to lead to the establishment of a
Section 5.4 examines the ways in which the Roman many contributions to the early powerful Roman civilisation?
empire was influenced and changed by outside Source 5.74 Artist’s impression of a Roman sea battle. Devices such as the corvus (boarding ladder development of the society of ancient Constructed arches,
that hooked into the deck of the enemy ship) and the battering ram (at the front of the hull) were used to Built well-planned bridges and roads Built sewers and 3 Construct a similar diagram showing the key
forces. These include changes brought about by good effect in its victories. Rome, such as architecture, music and cities drainage systems
some family institutions. contributions of the Romans to the civilisations
the movement of people, ideas and goods as well
that followed.

5.4
etruscan rule ended in 509 bCe
as conflicts with other nation-states, particularly with a revolt by the Roman people,
Carthage.
How do contacts and conflicts who drove out the last etruscan king.
Rome then became a republic.
Expanded trade networks
Introduced the fasces
symbol
Begin with a brainstorm and follow-up discussion
about how countries are influenced by events, change societies? Key Etruscan contributions

M
people and ideas in other places. Consider modern Introduced advanced
Ancient Rome’s development from a small farming settlement to Made decorated tombs metalworking skills
influences on lifestyles, such as music, language, containing elaborate pots (iron, tin and copper)
a massive empire was due to a number of factors. Trade played a and sculptures
fashion, food and sports. Look for those factors
significant role. Warfare, too, was vital to its growth. Battle victories or
that connect us with people in other places. An
negotiated peace treaties meant new territories to control. This meant, in
obvious example is trade. Consider the goods
turn, new resources, potentially new skills and an increased labour force
exported from Australia and the imported goods for Rome.
Introduced the toga, a key
item of clothing for men in
Introduced a custom similar
Influenced some temple to the later role of the
that we use every day. ancient Rome construction (Etruscan gladiator (see p. 244): men

We are perhaps more connected now than at any

other time in history with people in many other
places. Consider how these connections may be
positive or negative. Positive aspects of these
connections include the sharing of ideas and the
generation of wealth while negative aspects include
SA Alongside this were the more subtle changes brought about by contact
with different peoples. These contacts introduced, for example, new
ideas about religion (such as the cult of Isis). They also introduced new
fashions (such as the silks from ancient China) and new ways of doing
things (such as temple designs from Greece).

254 oxford big ideas history 7: australian curriculum

Source 5.76 Some etruscan contributions
temples reflected Greek
design)
would fight to the death at
the funeral of a king

chapter five ancient rome 255

the loss of national customs and environmental
impacts, such as oil spills from international trade.
Allow this discussion to be free ranging, which will
responsibility for one aspect and reports back to the • Time-keeper. This person keeps the team aware Here are some topics for group work based on Source 4 The corvus. What was it and how do the students
allow students to look for similarities between the
rest of the class. To help these teams work together of any time constraints and allocates time to 5.74: believe it was used? Why would it have been
world today and the Roman world of 2000 years ago.
well it is a good idea to allocate roles within the complete each task. 1 The style and types of ships depicted. Compare effective as a means of attacking the opponents’
Skillbooster: Analysing a picture group. Here are some roles that work well: It can also be useful to ask your students to complete and contrast the ships used by the Romans and ships?
Closely examine the graphic of the Roman sea battle • Reporter. This team member reports the group’s a listening task while the other groups report their their opponents. What did they have in common 5 Transferring fighting skills. How did the Romans
(Source 5.74). From this secondary source you can findings to the rest of the class. findings to the class. You may, for example, ask them and how did they differ? use their expertise as fighters on land as fighters
encourage students to develop several different ideas • Recorder. This team member writes down the to list the three most important points from each 2 The means by which the ships were propelled. at sea?
about the Roman use of weapons as well as look at main points the team raises in the discussion and group’s report. An alternative is to ask each student There are two methods shown: which would have
the opponents that they fought against. passes these on to the recorder. to write down one thing he or she would like to know been more effective in battle and why?
• Facilitator. This person keeps the team ‘on track’ about each topic. If what a student wants to know 3 The weapons being used by both sides. Again look
Divide the class into expert teams to examine
in discussion and ensures that all team members is not revealed by the group’s report, the student for similarities and differences.
different aspects of this battle. Each team takes
are aware of their responsibilities. should ask the group a question to help determine
the answer.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
256 TRADE 257

Australian Curriculum focus 2 Roman farmers tended not to grow too much
grain as this increased the amount of tax they had
Trade networks
cause and effect: contact
1 Olive oil 12 Spices
to pay.
HISTORICAL KNOWLEDGE AND 2
3
Precious metals
Ivory and wild animals
13
14
Silk
Grain Ancient Rome was well located, and made contact with a large
3

focus on …
UNDERSTANDING through trade 8 2
2
15
4
5
Precious stones
Wine
15
16
Amber
Furs and hides number of markets around the Mediterranean Sea. Sea travel was
8 14 6 Honey 17 Papyrus
• Contacts and conflicts within and/or with other Ancient Rome’s key industry was Londinium 22 7 Marble 18 Slaves cheaper and faster than land travel, especially for large, bulky
9 8 Non-precious metals 19 Salt

societies, resulting in developments such as the

agriculture. Its farmers, helped by vast
14
21 18
5 8
9
10
Lead
Timber
20
21
Cattle
Glass
loads such as timber, metals and grain. Imports into Rome Exports from Rome
numbers of slaves, grew barley, wheat 16
11 Cotton 22 Horses Harbours, lighthouses and ports were built to service Rome’s
expansion of trade, the rise of the Roman Empire and rye, olives and grapes. They also 18
Food such as grains Glass
8 18 19
18 20 Caspian growing sea trade. The largest port was Ostia, at the mouth of
(including its material remains), and the spread of raised goats, sheep, cattle, pigs and 2
5 8 19
8 20 2 14 Sea
Luxury items, such as Cloth
8 2 21 21
21 14 5 the Tiber River; others included Portus (see p. 217) and Pompeii.
religious beliefs chickens. The key challenge for ancient 20
5 8
22 18
8 8
8 5 1 2 Many Roman ports grew into thriving cities. A number of ancient animal skins
Rome as it expanded was to feed its 5
Black Sea 2
8
10 5 Roman shipwrecks and their cargoes of amphoras have been
people. Particularly important was 14 1
Rome
20 22 Byzantium Cotton Tools and weapons
8 2 10 found along key shipping routes in the Mediterranean Sea
HISTORICAL SKILLS feeding its growing army. 5
22

14
22 20
10
2 (see Source 5.80). Spices Pottery
• Use historical terms and concepts. One way that farmers could pay tax was 1 19 10 14
8
5 10 Carthage 6 2
in grain. But the more grain a farmer 22
14 7 5 1
24
Roads Silk Jewellery
• Identify a range of questions about the past to inform a 18 1
1
grew, the more tax he had to give 18
5 14 21

E
Mediterranean Sea
historical inquiry. away. Therefore, few were motivated 1
10 from China 13 The heart of ancient Rome was also connected by land to
• Locate, compare, select and use information from a to produce more crops than they had
14
1 2
14
17 mainland europe—and beyond, by way of the Silk Road, to 4 The precious metals were eventually used to
18 1 Alexandria fr om12 11

range of sources as evidence. to. This was one of the causes of 22

14 Ind
ia distant lands such as China and India. When expanding Rome’s make coins, which were used for trade. Traders
preferred this over the bartering system of trade,
21
Rome’s takeover of grain-growing lands 3
2 territory (through conquest), Roman leaders had used the army to
• Develop texts, particularly descriptions and elsewhere. It is why Rome, for instance, 3 create a vast network of well-built roads. These began to be used which gradually declined.
explanations that use evidence from a range of was motivated to gain control of places 0 400 800 by travellers and merchants. Goods were carried on the backs of
sources that are acknowledged. such as egypt and Sicily. kilometres
Ancient Roman Empire
3
donkeys and camels and in carts pulled by oxen.
5 Individual responses will vary.

PL
Source 5.79 Stone relief showing a woman selling her wares (fruit
Rome also had other needs besides Source 5.77 Map showing some of the sources of Roman imports Loaded donkeys and carts became a common sight in the and vegetables) in Ostia
This is an extract from the History Australian Curriculum food. There were temples to build, tools streets of many Roman towns and cities. They became bustling
and weapons to forge, and infrastructure
(Sydney, 2012: Australian Curriculum, Assessment and places, full of the noise of buying and selling. In fact, the streets
such as bridges and aqueducts to construct. Large numbers The effect of this booming trade was that Rome became
Reporting Authority [ACARA]). ACARA does not endorse of the city of Rome became so busy that a law was passed that
of slaves were needed to work the farms and local mines. This very prosperous and many individuals (especially merchants)
meant people could only use carts at night. The ancient Roman
Oxford University Press or this product. demand caused Rome to build a large trading empire, where became wealthy. This then caused a demand for imports such
writer Martial (c. 40–100 bCe) noted there was ‘nowhere a poor
huge volumes of goods were imported. as animal skins, gold, ivory and amber (fossilised tree sap used
man can get any quiet in Rome’.
Digging deeper: Examining Roman trade for jewellery). Other less luxurious imports boosted Rome’s
manufacturing industries and workers: cloth weavers, tool
Examine the map that depicts the extent of the and weapon makers, potters, jewellers and glassmakers. The
Roman empire and the sources of goods flowing into products they made added to Rome’s exports.
evidence: smelly amphoras
the empire (Source 5.77). Study the map carefully

focus on …
In 2000, divers off Spain’s south-eastern coast
and discuss with your students the factors behind found the wreck of a large Roman merchant
check your learning

M
the spread of Rome and what skills or abilities ship. The evidence revealed by dating analyses
the Romans gained as their empire expanded. 1 How did the etruscans change the early society of ancient confirms that the ship sank about 2000 years
ago.
Students could cross-reference Source 5.77 with an Rome?
The wreck was wedged in mud on the
equivalent map (for example, one from the Oxford 2 What motivated Rome to acquire new grain-growing
territories? sea floor. Its cargo (much of it still in good
Atlas) to record, perhaps in pairs, the names of condition) included over 1200 amphoras,
3 Draw an exports–imports diagram to depict the flow of
modern countries from which supplies of each of some of the goods that made up ancient Rome’s trade
some still with their seal (a pine resin plug) in
the commodities listed in the key were imported by with its various markets.
place. Smell tests provide evidence that the
amphoras had contained garum, a costly
ancient Rome. SA 4 How did Rome’s importing of a range of precious metals
Roman delicacy. This stinking sauce was
(such as gold and silver) ultimately have an impact on the
Students could take this a step further by researching made by fermenting the blood and intestines
trading practice known as bartering?
some of the civilisations that Rome overtook and of fish. curious octopuses and salt water
Source 5.78 Ancient Roman glassware, made in the 5 Do you think migration significantly changes societies in the corrosion are the chief suspects for those
then suggest how those civilisations might have Roman port city of Pompeii world today? Discuss as a class, giving examples. seals that are missing! Source 5.80 Amphoras from the wreck of an ancient Roman merchant ship
helped develop Rome and added to its dominance.

For your information 256 oxford big ideas history 7: australian curriculum chapter five ancient rome 257

The Romans used a boat called a corbitas, which,

depending on its size, could carry between 70 and
350 tonnes of goods. The larger ships could carry had to be established so that ships could be guided This activity can be approached in a number of ways: For your information using a series of relay stations could travel 270 km
600 passengers or 600 amphorae in which products into the port. Over time more than forty lighthouses 1 In groups, decide what information can be gained If you look at maps of the Roman empire you can in 24 hours. This speed of message delivery was not
such as wine, oil or other liquids were stored. The were established. Many of these lighthouses, such as from the divers’ discovery. see that Rome sits almost in the centre of its empire. equalled by groups such as military or postal services
main port for Rome was Ostia, which was almost the one at Ostia were later depicted on many Roman The Romans’ ability to build excellent roads, which until the nineteenth century.
2 What does the age of the wreck indicate? Enter the ID numbers below into the search field of
25 km away. A canal was built from the port to the coins. they used to move their armies and trade, led to the
3 Was the ship probably sailing to or from Rome? Answers: Check your learning your obook to access these resources.
centre of the city and has recently been rediscovered. saying that all roads lead to Rome. It was the centre
Skillbooster: Examining evidence Students need to explain their reasoning. 1 The Etruscans influenced Roman society in ID05.50 Weblink: Portus Canal
(A weblink for the Portus Canal is provided in the of control and trade. Political influence and power
4 What information do we gain about Roman tastes numerous ways. Many examples of Roman
obook extras panel on this spread.) The information on the discovery of the smelly Website for the Portus Project by the University
from the amphoras? emanated from Rome, and surrounding nations
amphoras could be used as the basis for an activity buildings (such as bridges, sewers, temples and of Southampton. As well as information about the
Sea travel was mainly in the Mediterranean Sea with 5 What do we learn about Roman methods of food ensured that they entered diplomatic relations with it
that gives students time to think, to be curious and entire cities) came from the Etruscans. Everyday discovery of the Portus Canal, the site has a virtual
trips taking two to three weeks from ports such as storage and transport? for if they did not they faced battle and control.
investigate and collect information as they explore in Roman objects (such as tin and copper, pots, reconstruction of the canal as it would have looked
Alexandria to Ostia. Rome had many difficulties A messenger sent from Rome to Britain travelling
a manner similar to that of an archaeologist. 6 Develop a set of questions that you would like to sculptures and the toga) were also Etruscan in in Roman times.
with ships being lost to pirates. Lighthouses also on the ‘cursus publicus’ (the public course) and
ask the divers about their discovery. origin, as was a large trading empire.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
258 IMPACT OF CONFLICT ON ANCIENT ROME 259

Australian Curriculum focus While modern historians see this as a turning point
in history, the beginning of the Middle Ages, it
was not viewed that way at that time. It was not a
HISTORICAL KNOWLEDGE AND Impact of conflict on ancient Rome ‘significant’ event as such but instead reflected the
UNDERSTANDING In time, the ancient Romans built up a very powerful army. In fact, most of the territory they collapse of what had once been a sound and mighty
• Contacts and conflicts within and/or with other gained was through land battles. but, until the First Punic War of 264–241 bCe , Rome did not
have war ships. This had to change if it was to have any chance of defeating Carthage, then a
empire.
societies, resulting in developments such as the
expansion of trade, the rise of the Roman Empire large empire and a strong sea power in the Mediterranean.
The ancient Greek historian Polybius reports that the Romans learned how to build war
(including its material remains), and the spread of
ships by being ‘copy cats’. They found a stranded Carthaginian vessel and used it as a model.
religious beliefs.
Very quickly, they built about 140 ships. Given their lack of experience in sea warfare, Rome’s
early defeats at sea are not surprising. This changed when the Romans invented the corvus.
HISTORICAL SKILLS When hooked in place, Roman sailors could quickly board an enemy ship and do what they
were very good at: fight as soldiers.
• Sequence historical events and periods.
The society of the western empire of ancient Rome was also changed drastically by the
• Identify a range of questions about the past to inform a invasion of barbarians that began pushing into the empire during the 3rd century Ce . In fact,

E
Source 5.81
historical inquiry. Bust of Scipio this conflict ended the empire.
• Identify and locate relevant sources, using ICT and
other methods.
Punic Wars
The Punic Wars were fought between Rome and Carthage. This conflict eventually gave Rome
• Locate, compare, select and use information from a
supreme control of the Mediterranean Sea.
range of sources as evidence.
The port city of Carthage was set up around 900 bCe as a colony of the Phoenicians (Punics).
• Draw conclusions about the usefulness of sources. It became the centre of a large trading empire. As such, it was a major threat to the emerging

PL
power of ancient Rome.
This is an extract from the History Australian Curriculum
(Sydney, 2012: Australian Curriculum, Assessment and First Punic War
Reporting Authority [ACARA]). ACARA does not endorse The First Punic War (264–241 bCe) involved battles on land and sea. This was the war that forced Source 5.84 Artist’s impression of Hannibal’s crossing of the Alps.
Rome to build a navy (see above). There were heavy losses on both sides. Carthage’s ships were
Oxford University Press or this product.
better, and their sailors more experienced. but Rome won in the end. It took from Carthage the
territory we know as Sicily. The Roman general Publius Cornelius ALPS
For your information Scipio was, however, a military match for Ri
ve
r
T
H
E
Placentia
Second Punic War Hannibal. Scipio won the battle fought

Rhone
Carthage against Hannibal in 202 bCe at Zama in Po A River
PE
The Second Punic War was fought between 219 and 202 bCe . Carthage’s leader at that time, Arausie N
Carthage was Rome’s first great imperial enemy and Hannibal, was a very strong military commander. He was also good at developing battle
north Africa. It is thought Hannibal Eb Narbo N
IN
ro P Y R E N E
died about 20 years later, still fighting
took Rome close to defeat. Rome’s vengeance was strategies. His stated motive for war was that he hated the Romans with a passion. His father Ri
ve
E E S Emporiae
Rome
S
the Romans. r CORSICA
to wipe Carthage from the map by destroying the

M
had fuelled this hate since Hannibal was a boy because of what Carthage had lost in the
S PA I N Tarraco Tarentum
First Punic War. Hannibal’s war planning began in southern Spain in 221 bCe . From there he
empire and demolishing the city. Carthage started Third Punic War Saguntum
SARDINIA Croton
marched his army nearly 2000 kilometres to battle.
as a port for the Phoenicians who traded in the by the middle of the 2nd century bCe ,
Mediterranean. It was established between the late Source 5.82
Rome had defeated the kingdom of Carthago Nova
Mediterrane
an SICILY
(Cartagena)
9th and early 8th century bce. An empire grew up Hannibal’s army included some 38 000 foot soldiers, 8000 horsemen and 37 elephants. During its long Macedon, to Greece’s north. In 146 bCe , Carthage
march, the army crossed many rivers and the Pyrenean Alps (in winter). Thousands of men and horses died, it looted Corinth, the last Greek city- Zama
under a series of strong leaders. Carthage established along with 34 elephants. Yet Hannibal had stunning victories in battles at Trebia, Lake Trasimene and
Hadrumetum S e
state to hold out against Roman rule. a
a treaty with Rome in 306 bce, which saw them defeat Cannae. The loss of Roman soldiers was reported to be massive. Afterwards, the Romans referred to the battle
That year, the Romans also decided to
N
established Greek colonies in the south of Italy and at Cannae…which was their greatest defeat…as clades Carnesis (the disaster at Cannae).
SA destroy Carthage, their troublesome rival. Hannibal’s route
Carthaginian empire in 265 BCE
in Sicily, with Rome controlling the mainland and Source 5.83 Its people were killed, taken captive or Carthaginian empire in 219 BCE
0 400 km
Carthage, Sicily. Divisions arose between these two The descending path was very narrow and steep, and as both men and beasts could not tell on what they sold as slaves. The outcome of all these
were treading owing to the snow, all that stepped wide of the path or stumbled were dashed down the conflicts was that Rome greatly increased
allies and by the end of the Third Punic War this Source 5.85 The route followed by Hannibal
precipice … Hannibal … set the soldiers at work to build up a path along the cliff … sufficiently wide for the its territory.
division resulted in the destruction of the Carthage pack train and horses … with great difficulty in three days he managed to get the elephants across.
Empire, which covered the area of North Africa, Translated extract from Histories III by Polybius

Sicily, the Balearic Islands, Sardinia and Corsica and 258 oxford big ideas history 7: australian curriculum chapter five ancient rome 259
trading posts in Morocco, Spain and Portugal.
It is interesting to note that Carthage is now a
suburb of Tunis, the capital of Tunisia, and has been its historical context: the Second Punic War between Curriculum defines historical inquiry as ‘the process Other known facts: instability its military power waned as well. Various
continually inhabited for over 3000 years. Carthage the Romans and the Carthaginians. It is also a of investigation undertaken in order to understand groups referred to as ‘barbarians’ began to attack
• Hannibal hated the Romans.
is home to over 20 000 people and parts of the region surprise to many people that Hannibal was defeated the past. Steps in the inquiry process include posing constantly. They were the Goths from what is
• Hannibal was a brilliant strategist.
have been protected with World Heritage listing. by the Romans. questions, locating and analysing sources and using modern-day Poland, the Huns from the East and the
(A weblink for UNESCO’S World Heritage page for • Hannibal was defeated by Scipio.
Use the resources of the school library and the evidence from sources to develop an informed Vandals who were originally Germanic in origin. Enter the ID numbers below into the search field of
Carthage is provided in the obook extras panel on Internet to research the historical figure of Hannibal. explanation about the past.’ For your information In 476 CE one of these barbarian leaders, Odoacer, your obook to access these resources.
this spread.) Begin with the few details given in this spread; that It may be useful to use a mind map, perhaps with The word ‘barbarian’ comes from the Greek forced the then Roman emperor to give up his ID05.51 Weblink: Carthage
Digging deeper: Hannibal is, he hated the Romans because his father did and a program such as Inspiration, to develop some ‘bárbaros’, which translates into ‘one who is throne. Odoacer was an Ostrogoth from a Germanic Timeline of Carthage, including maps and images
he was a clever military strategist who ultimately inquiry questions. Here is an example of the way in not Greek’. It has, however, taken on a different tribe. He had been in the Roman army but was able
The story of Hannibal taking his elephants across ID05.52 Weblink: Carthage
lost his crucial battle. Based on these details, which this might work: connotation, being used to describe an uncivilised to force Romulus Augustus to give him power.
the Alps is one of the most enduring from this era of UNESCO World Heritage webpage on the
develop a set of inquiry questions. It is an important Known fact: Hannibal used elephants to fight the and wild person. The Romans referred to anyone He did not have to kill him but just forced him into
warfare. While many people have heard of Hannibal archaeological site of Carthage
historical skill to be able to ask the right questions Romans. who was not Greco-Roman as a barbarian. As retirement.
and the elephants, fewer are able to place the story in
as this helps to focus your research. The Australian the Roman empire began to fail due to political
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
260 STRATEGIC THINKING/BIG IDEAS 261

Australian Curriculum focus 6 a Three metals that Rome imported were lead, gold

bigideas
and silver. Three foods were honey, olive oil and
freshideas grain, while three clothing goods were silk, cotton
HISTORICAL KNOWLEDGE AND
and furs.
UNDERSTANDING Strategic thinking b Metals could be used for coins, jewellery and
• Contacts and conflicts within and/or with other 5.4 How do contacts and conflicts change societies? weapons. Foods were eaten by the Romans and
societies, resulting in developments such as the supplemented those foods that were produced
expansion of trade, the rise of the Roman Empire Remember evaluate within the empire, while silk, cotton and furs were
(including its material remains), and the spread of At the Battle of Zama, Scipio’s troops
1 How did the arrival of the etruscans change the settlement 8 Hold a class debate on one of these statements: used for luxury clothing items as Rome’s influence
faced a row of 80 elephants. each
religious beliefs. of Rome? • ‘Without conflict, societies anywhere in the world would and wealth expanded.
elephant carried a walled platform on its
2 How did the Punic Wars change the territory of ancient never change.’
back packed with armed soldiers. Behind c Modern countries that Rome imported goods from
the elephants were the rest of Hannibal’s Rome and of ancient carthage? • ‘Without trade, societies anywhere in the world would
HISTORICAL SKILLS were Crete (marble), Egypt (ivory), Libya (timber) and
troops. Yet this fearsome force was no never change.’
• Sequence historical events, developments and periods. match for Rome’s Scipio. Scipio and
Understand Turkey (horses). (Other answers are possible.)
• Use historical terms and concepts. Hannibal were both clever military leaders. 3 Think about the location of the Italian peninsula, which was create 7 a 44 BCE to 96 CE

E
But Scipio won at Zama because, this the heart of the empire of ancient Rome. explain how its 9 Prepare and role-play a discussion between either an b Individual answers will vary.
• Identify and locate relevant sources, using ICT and
time, he had the better strategy. location would have been a benefit for sea trade. ancient Roman merchant and a modern businessperson OR
other methods. an ancient Roman centurion and a modern army sergeant. 8 Individual answers will vary.
Strategic thinking is critical for military 4 Why was the Silk Road significant for Rome’s contact with
• Locate, compare, select and use information from a leaders. It is often the difference between other societies? Your discussion will be about how significant you think your 9 Individual answers will vary.
range of sources as evidence. life and death. It is also a skill you will use roles are as ‘social changers’. You may need to conduct
often in life, no matter what you do. It Apply some research.
• Develop texts, particularly descriptions and
involves working out what you plan to do. 5 In small groups, brainstorm the various ways
explanations that use evidence from a range of (in broad terms) that Australia has been
Often, it also involves working out what

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sources that are acknowledged. your opponent might do in response—and changed (for good or bad) as a country
what you might then do in turn. It means since the first arrival of europeans in 1788.
This is an extract from the History Australian Curriculum thinking ahead. It also means planning for
Analyse
Londinium

the unexpected.
(Sydney, 2012: Australian Curriculum, Assessment and Source 5.86 Artist’s impression of Hannibal’s elephant troops at Zama
This task is to be completed in small 6 Study Source 5.77.
Reporting Authority [ACARA]). ACARA does not endorse
groups. It gives you a chance to exercise a List three metals, three foods and three Caspian
Oxford University Press or this product. your strategic thinking skills. You may like clothing goods that Rome imported.
Sea

to work it out on paper. Some groups b Suggest some ways in which the three Black Sea

Getting started might prefer to act it out. Hannibal’s goods you have listed for 6a might have Rome
Byzantium
Study Source 5.87 carefully. Your task been used by the Romans. How might
This is a great group task, particularly if you have forces
is to come up with a battle strategy that these have changed people’s lifestyles?
some students who are interested in strategy games. might have allowed Hannibal, instead c Use an atlas to name a modern country
Carthage

If you do have these students, get them to explain of Scipio, to win at the Battle of Zama. from where ancient Rome once Mediterranean Sea

M
a little about how strategy games work and how Defend your strategy to members of imported each of the following: marble,
another group. ivory, timber, horses. Alexandria
they play them. Those students who play chess will
7 Look carefully at the map shown as Ancient Rome territory by 201 BCE
also have an understanding of strategy games, and Scipio’s
Source 5.88. Ancient Rome territory by 44 BCE

connecting chess to this war-based strategy game forces

a Between which time periods did
Territory of Roman empire by 96 CE

may help them understand why chess pieces are ancient Rome grow the most?
Territory of Roman empire by 117 CE 0
kilometres
400 800

knights, castles (rooks), kings and queens. b In pairs, come up with a strategy to
Source 5.88 The expansion of ancient Rome over time; most territory
measure the approximate area of the
was acquired as a result of conflict, motivated (in many cases) by a Teacher resources
Skillbooster: Comparing cultures Experienced, heavily armed soldiers
SA Cavalry ancient Roman empire at its greatest need for trading markets.
extent. Chapter 5 Ancient Rome Editable chapter
The map in Source 5.88 provides an opportunity Lightly armed foot soldiers Elephants Direction of movement once battle started test
to compare the Roman Empire with other empires
Source 5.87 Scipio’s battle-winning strategy Available online at www.oup.com.au/
throughout history. Find maps that show major
bigideashistory7
world empires at one or more of the time periods
show in Source 5.88. (Maps showing approximately Click on the ‘Teacher Resources’ tab and enter the
the same period will be acceptable.) Students could 260 oxford big ideas history 7: australian curriculum chapter five ancient rome 261 password (which can be obtained by contacting
research one of the empires shown on these maps your Oxford representative).
and compare it to the Roman Empire.
If this is a Commonwealth Games year you may For your information In the battle of Zama in 202 BC , Scipio, the Roman cavalry and wiped out. Hannibal escaped along 2 Following the three Punic Wars, the Carthage territories
had essentially disappeared while the size of the Roman
Workbook resources
like to compare the Roman Empire with the British Hannibal was only 26 when he became a general. He general, predicted that the elephants would be used with many of his army but over 20 000 troops were
against him and allowed them to pass through gaps killed and another 20 000 captured, with the Romans territory increased greatly, particularly in North Africa, Activity 5.1 Ancient Rome crossword
Empire. Some key questions for study might be: extended Carthage’s territory and fought the Second
in his troops and, in one area, used cavalry horns to suffering only a few thousand deaths. After this Sardinia, Corsica and Spain.
1 Which empire was the larger? and Third Punic Wars against Rome. He stunned
scare them and turn them against the Carthaginian’s battle the Romans dominated the Mediterranean. 3 The Italian peninsula extends into the heart of the
2 How did the empires expand? the Romans by attacking across the Pyrenees with
left wing, dispersing the troops there. He then Seventy years later, in the Third Punic War, Carthage Mediterranean Sea. The capital, Rome, became the
3 What was life like for people whose cultures were an army of 50 000 infantry, 9000 cavalry and 37
wanted to use his cavalry advantage over Hannibal was destroyed completely. central trading port because of its location in the sea.
incorporated into the empires? elephants; although a great number died in this Enter the ID numbers below into the search field of
to defeat him but the Carthaginian cavalry led the 4 The Silk Road connected Rome with distant lands in
4 Why and how did these empires fall? movement through the ‘impassable’ mountains. Answers: Big ideas your obook to access these resources.
Romans away from the field. It was only with the China and India. Goods and people could move more
5 What are the legacies of these empires? (This is His forces grew as he defeated the Romans but in ID05.53 Weblink: The Battle of Zama
return of the cavalry that they were able to attack the 1 The Etruscans were a more advanced civilisation than freely between these places along the Silk Road and
where the Commonwealth Games come into it.) retaliation the Romans attacked Carthage, rather
Carthaginian infantry from the rear; Scipio gained the Latins of the Italian Peninsula. They bought new this allowed trade to expand. Goes through the battle in detail including strategy
than his troops.
the advantage as the infantry were encircled by the skills in architecture, building, metalworking, clothing 5 Individual answers will vary. ID05.01 Flashcard glossary: Ancient Rome
and trade that transformed Latin society.
 OXFORD BIG IDEAS HISTORY 7: AUSTRALIAN CURRICULUM

5 ANCIENT ROME
262 BREAD AND CIRCUSES 263

Australian Curriculum focus students could use the Internet to research this topic
and provide an example of a practice similar to or
HISTORICAL KNOWLEDGE AND
UNDERSTANDING
connectingideas the same as those practised by the Romans and
one that is quite different. Note that the Australian
Curriculum requires students to develop and use
• The significant beliefs, values and practices of the
ancient Romans, with a particular emphasis on ONE of Ancient Rome a level of intercultural understanding. History
provides many opportunities to develop this general
the following areas: everyday life, warfare, or death and
capability and an exploration of a range of funerary
funerary customs
Bread and circuses Source 5.91 Two UFc fighters battle it out in 2010 customs is a good example of this.

HISTORICAL SKILLS As you read earlier in this chapter, the ancient writer Juvenal said that two things The modern sport called Ultimate Fighting Answers, p.262
held the Romans together: bread and circuses. His view, like Fronto before him, Championship (UFC) is often fought
• Use historical terms and concepts. 1 a Individual responses will vary. Points raised might
was that people who had a regular supply of food and entertainment were less within a cage. It attracts wild, cheering
• Identify a range of questions about the past to inform a crowds. In 2006, it brought in earnings of include: dangerous, thrilling, death-defying,
likely to complain about their government or ruler. Clever Roman rulers recognised
historical inquiry. a quarter of a billion dollars. It is similar to exciting, fast, intense, popular, sport, fame, and
this and acted accordingly. Do you think this principle still applies today?

E
• Locate, compare, select and use information from a the pankration, a sport introduced to the fortune.
ancient Olympics in 648 bCe . (The Greek b Individual responses will vary.
range of sources as evidence.
Olympics were for a time a part of Rome’s
• Identify and describe points of view, attitudes and Today people around the word flock in their thousands to c Answers may include: they give people something
sporting culture.) The pankration involved
values in primary and secondary sources. watch high-speed cars and bikes, as well as horses and horse-drawn to focus on other than their personal problems,
boxing and wrestling. UFC also has boxing
buggies, race around circuits. For the winner, as in ancient Rome’s
and wrestling as well as some martial people get caught up in the excitement of the
• Develop texts, particularly descriptions and
chariot races, there is wealth and prestige. There is also the risk for events, and they give people something to look
explanations that use evidence from a range of arts. At first, UFC was marketed, like the
all participants of accidents, even death.

PL
pankration, as a ‘no rules’ sport, but this has forward to no matter what problems they encoun-
sources that are acknowledged. 1 a List six words you would use to describe modern events such as changed. Contestants now cannot bite one ter in day-to-day life.
those mentioned. another or gouge eyes, but they can pull
This is an extract from the History Australian Curriculum b How many of these words would you say also apply to the chariot 2 Individual responses will vary. Points raised might
hair.
(Sydney, 2012: Australian Curriculum, Assessment and races in Rome’s hippodrome? include: Yes: modern races occur at even greater
1 Pankration fighters and Roman gladiators frequently faced death. Things have
Reporting Authority [ACARA]). ACARA does not endorse c explain why such events (both today and in ancient Rome) would
changed—but how much? Rate the following from 1 (very violent) to 5 (not violent at
speeds, increasing the risk of death or serious injury,
be likely to distract people—at least for the moment—from day-to- and some fans of the races still find crashes exciting.
Oxford University Press or this product. all): boxing, UFc, computer games with physical aggression, horror movies, wrestling,
day irritations.
rugby brawls. Share your ratings as a class. What do you conclude? No: ambulances, paramedics, and fire-fighters usually
2 In ancient Rome, accidents happened regularly in the hippodrome.
Teaching tips Maiming or death, for both riders and horses, was common. For the
attend modern races to minimise the impact of crashes,
and death or serious injury in such races is generally
This final spread gives you the opportunity to crowd such accidents were all part of ‘a day out at the races’. Do you
think this attitude is still true today? Discuss in groups, giving reasons Rome’s gladiators sometimes fought wild and hungry animals, such as tigers regarded as abnormal and is widely reported on in the
take one aspect of Roman life and to compare it to
for your views. and lions. Sometimes the animals were pitted against each other. Thousands media.
modern practices that are similar. While the topic of animals were slaughtered in the name of public entertainment. Today, some

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explored in this spread is public entertainment, Source 5.89 cars line up for the start of the NAScAR Daytona 500 people still find activities such as cock fighting, dog fighting and bullfighting
the template used can be applied to many other entertaining.
aspects of life in the Roman Empire. This template 1 If you don’t already know, find out what a bullfight involves.
involves selecting a topic explored in your study of 2 Many tourists who visit places such as Spain regard a bullfight as a cultural ‘must
see’. What are your views? Is it entertainment? Give reasons for your response.
ancient Rome, finding a modern equivalent and then
3 What do you think an ancient Roman might have thought about today’s bullfights?
comparing and contrasting the two. In the example Write their thoughts about this. Remember to write from their point of view.
given in this spread the comparison is between
Roman entertainments and modern equivalents, SA
such as UFC and bullfighting. The purpose is to show Do you think Juvenal’s ‘bread and circuses’ observation applies to modern Australia as much as to ancient Rome?
To help you decide, predict how Australians might react if:
both continuity and change in values, beliefs and
a food suddenly became very scarce
practices. It is important at the end to test the idea b all forms of sport and public entertainment in this country were forbidden.
Source 5.90 Bullfighting in Spain
that values and beliefs change or stay constant.
Here are some other aspects of Roman life that you
262 oxford big ideas history 7: australian curriculum chapter five ancient rome 263
could examine using this template along with their
modern counterparts. Some of these have been given
as examples throughout this teaching guide, others
have not. disadvantages of such systems for individuals and for similarities and differences between religious Methods of warfare responses and the escalating military build-up
society as a whole. Another option is to compare the intolerances in modern times and Roman times so The Romans expanded and maintained their between the Americans and the Russians in the
The class system life of a slave in Rome with other examples of slavery keep it fairly simple. It is also interesting to note period known as the Cold War.
empire largely through military might. The obvious
The Romans had a clearly defined class system from history (such as the African slave trade) or that although the Christians were widely persecuted modern equivalent is the United States, which Death and funerary customs
where a person’s role in society was based on the modern slavery. Christianity continued to spread and eventually often uses military means to achieve foreign policy
class into which the person was born. Is Australia a became the official religion of Rome. Indeed the Depending on your student cohort this topic may
Religious beliefs and practices outcomes. Another interesting angle to take may be
truly classless society or is your destiny still largely head of the Roman Catholic Church, the Pope, is provide you with an opportunity to explore different
the Carthaginians’ use of elephants to try to defeat
determined by the family or social group into which The Roman persecution of the Christians and still known as the Bishop of Rome and lives in the customs surrounding death practised by different
the Roman army. This is an example of weapon
you are born? Alternatively, compare the Roman other religious minorities has many modern-day country of the Vatican City within the city of Rome. religious or ethnic groups. Within your class there
escalation in the same way that nuclear bombs
system with the Indian caste system. What are the equivalents. Religious intolerance exists in many Students are often fascinated with the Vatican City may be a range of different ethnic and religious
or stealth bombers can give an attacking force a
similarities and differences between the Roman and places, most obviously in the Middle East. It may and this may be a topic that links ancient Rome with groups and you could ask individuals or groups to
military advantage. There are comparisons to be
Indian systems and what are the advantages and be difficult for Year 7 students to fully grasp the modern Rome. outline the beliefs and traditions surrounding death
made between Roman tactics and Carthaginian
within their religious or ethnic group. Alternatively,