Frank Folino
Objective: Students will understand the framework of the government of the Ancient Roman Republic. (Standards 6.1.8a, 6.3.8b)
Essential Question
Do systems of government fade away as empires fall or do they re-emerge as foundations for later societies?
Introduction
The lasting effect of the Ancient Roman Empire has transcended through centuries. Arguably, no other empire in history has reached the high of greatness as that of Ancient Rome. What made Ancient Rome powerful for so long was its structure of government. The Roman government laid the foundation for what inevitably is the structure of government Americans know today.
Polybius offers his view of the governmental structure early Rome had in place. Polybius viewed the government as being prepared for any incident and essentially untouchable. It is apparent that this view ties into the aura of Roman greatness that many believed. The government at the time was a mixture of a monarchy, aristocracy, and democracy. The main positions were consuls, the Senate, and the people themselves. The monarchial view focused on the power on the consuls, while the aristocracy referred to the senate. Each position had certain responsibilities that allowed the government to function.
Consuls were in control of public affairs. They could summon general assemblies, propose issues to the senate, and tap into money they believed necessary for the public treasury. In addition, they had the power to appoint military tribunes. Tribune members were elected citizens with experience in at least five military campaigns. The senate also overlooked crimes such as treason and assassination. In addition, they had the authority to be a facilitator in disputes.
Similar to today, people had a role in government. The populace had the power to approve or reject laws. This may have influenced the role people have today in government. They do not directly approve or reject laws, but they have the power to elect a representative to “Speak” for them.
The validity of Polybius’ claims are supported by historian William C. Morey. In his “Outline of Roman History,” he discusses the structure of the new republican government and the struggle for political equality within the government. Morey’s findings are on par with Polybius and he also provides evidence that like today, there was a struggle for power among the offices held by plebeians and patricians. It was a struggle between the lower class desire for more political power and patricians preventing them from succeeding.
Morey goes on to state that initially two consuls elected by the people were given control of the Republic. Also, a dictator was elected in case of emergency, as this position held more of an absolute authority. This person would then have control of the city and the army. Similarly, today the president becomes commander in chief of the military in times of war. Then there were the popular assemblies for which the public had a voice in the government.
In terms of political struggle, the students will see that the same power struggles of today have been around for ages. Citizens had rights to vote, own property, and hold a tribunal office, but they were not expected to gain political power from these rights. The aristocracy created a censorship class to which they withheld power from others. Though structured, there was a fight for authority. Morey then tells the story of a wealthy man named Maelius, who was accused of trying to become king by gaining public popularity, which was no longer a legitimate position in the government of the Roman Republic.
Primary Document
An Analysis of the Roman Government
The document below is the account of Polybius on the establishment of the Roman Government.
THE THREE kinds of government, monarchy, aristocracy and democracy, were all found united in the commonwealth of Rome. And so even was the balance between them all, and so regular the administration that resulted from their union, that it was no easy thing to determine with assurance, whether the entire state was to be estimated an aristocracy, a democracy, or a monarchy. For if they turned their view upon the power of the consuls, the government appeared to be purely monarchical and regal. If, again, the authority of the senate was considered, it then seemed to wear the form of aristocracy. And, lastly, if regard was to be had to the share which the people possessed in the administration of affairs, it could then scarcely fail to be denominated a popular state. The several powers that were appropriated to each of these distinct branches of the constitution at the time of which we are speaking, and which, with very little variation, are even still preserved, are these which follow.
The consuls, when they remain in Rome, before they lead out the armies into the field, are the masters of all public affairs. For all other magistrates, the tribunes alone excepted, are subject to them, and bound to obey their commands. They introduce ambassadors into the senate. They propose also to the senate the subjects of debates; and direct all forms that are observed in making the decrees. Nor is it less a part of their office likewise, to attend to those affairs that are transacted by the people; to call together general assemblies; to report to them the resolutions of the senate; and to ratify whatever is determined by the greater number. In all the preparations that are made for war, as well as in the whole administration in the field, they possess an almost absolute authority. For to them it belongs to impose upon the allies whatever services they judge expedient; to appoint the military tribunes; to enroll the legions, and make the necessary levies, and to inflict punishments in the field, upon all that are subject to their command. Add to this, that they have the power likewise to expend whatever sums of money they may think convenient from the public treasury; being attended for that purpose by a quaestor; who is always ready to receive and execute their orders. When any one therefore, directs his view to this part of the constitution, it is very reasonable for him to conclude that this government is no other than a simple royalty. Let me only observe, that if in some of these particular points, or in those that will hereafter be mentioned, any change should be either now remarked, or should happen at some future time, such an alteration will not destroy the general principles of this discourse.
The link below provides the entire account of Polybius.
http://www.fordham.edu/halsall/ancient/polybius6.html
Secondary Documents
William C. Morey outlined the branches of Roman government. He includes the role of each and the importance of normal civilians.
The government consisted of consuls, the senate, a temporary dictatorship, and popular assemblies. There were also laws assuring that civilians would never be shun out of the governmental process.
Use the link provided to review a secondary document that details how the Ancient Roman government operated. http://www.forumromanum.org/history/morey09.html
Struggle for Power
Though effective and structured, the government had its own struggles between offices. Citizens had rights that which included them in government, a form of early democracy. There were military tribunes and a censorship office. With the manner in which the government was organized, each office by law does not intrude on the responsibilities of other offices. However, that did not guarantee that an office never tried to acquire more power outside of its own.
The link below includes the entire to document available for you to review.
http://www.forumromanum.org/history/morey09.html
What does this have to do with today?
Though this government existed centuries ago, it does have a place in the present day. I am asking you to find other documents that will relate the structure of the Ancient Roman Government to that of the United States today? You will need to find documents covering both governments. The activity provided will allow you to better understand and analyze the documents you choose.
3rd order documents
http://www.fordham.edu/halsall/ancient/rome-balance.html
“The Institutes of Justinian: Book 1” Sections I,2,3
http://www.fordham.edu/halsall/basis/535institutes.html#I.%20Justice%20and%20Law
http://memory.loc.gov/ammem/amlaw/ac001/lawpres.html
Activity
1. Identify the Document
Author(s) or source____________________________________________
Title________________________________________________________
Date________________________________________________________
Type of Document_____________________________________________
2. Analyze the Document
Main idea of the document____________________________________________________________________________________________________________________________________________________
Relationship to other documents (How does the content relate to the 1st-2nd-3rd-order documents?)__________________________________________________________________________________________________________________________________________________
Preceding conditions that motivated the author_______________________________________________________________________________________________________________________________________________________
Intended audience and purpose______________________________________________________________________________________________________________________________________________________
Biases of the author_______________________________________________________________________________________________________________________________________________________
Questions to ask the author_______________________________________________________________________________________________________________________________________________________
3. Historical Context
Important people, events, and ideas at the time of the document
Local/Regional: people, events, ideas of the time_________________________________________________________________________________________________________________________________________________________
National: people, events, and ideas of the time_________________________________________________________________________________________________________________________________________________________
World: people, events, and ideas of the time_________________________________________________________________________________________________________________________________________________________
Conclusions about local/regional, national, and world context at the time_________________________________________________________________________________________________________________________________________________________
4. Identify the Habit of Mind and Vital Theme and Narrative Represented
Habit of Mind___________________________________________________________________
The way you used this Habit of Mind to analyze the document____________________________________________________________________________________________________________________________________________________
Vital Theme and Narrative________________________________________________________
Evidence the document represents this Vital Theme and Narrative (1st-/2nd-/3rd-order-) through this Vital Theme and Narrative_____________________________________________________________________________________________________________________________________________________
5. Relationship to a Discipline in the Social Sciences/ Social Studies
Discipline_______________________________________________________________________
Evidence of relationship___________________________________________________________
NCSS Theme____________________________________________________________________
Evidence of Relationship__________________________________________________________
