HASS · Year 7 · Ancient Rome · Term 2

Slavery and Social Hierarchy in Rome

Students will examine the institution of slavery in ancient Rome, its economic importance, and the social hierarchy that defined Roman society.

• ACARA Content Descriptions
• AC9H7K05

About This Topic

The rise of Christianity is one of the most significant cultural shifts in history. This topic traces the journey of Christianity from a small, persecuted Jewish sect in a remote corner of the Empire to the official state religion of Rome. Students investigate why the Romans, who were usually tolerant of other gods, initially saw Christians as a threat to the state.

We also look at the turning point: the conversion of Emperor Constantine and the Edict of Milan, which made Christianity legal. Students explore how the Roman road system and the common Greek language helped the religion spread so quickly. This topic particularly benefits from hands-on, student-centered approaches where students map the spread of ideas or use role plays to explore the different perspectives of a Roman official and an early Christian.

Key Questions

1. Analyze the economic impact of slavery on the Roman Empire.
2. Compare the experiences of different types of slaves within Roman society.
3. Critique the moral implications of widespread slavery in a 'civilised' society.

Learning Objectives

• Analyze the economic contribution of enslaved labor to the expansion and maintenance of the Roman Empire.
• Compare and contrast the daily lives, treatment, and potential freedoms of various groups of enslaved people in Roman society, such as household slaves, agricultural laborers, and gladiators.
• Critique the ethical justifications and societal acceptance of slavery within the context of Roman civilization.
• Explain the social stratification of Roman society, identifying the positions of citizens, freedmen, and slaves within the hierarchy.

Before You Start

Introduction to Ancient Civilizations

Why: Students need a basic understanding of what constitutes a civilization and the typical structures found within them before examining specific Roman institutions.

Basic Economic Concepts

Why: Understanding fundamental economic principles like labor, production, and trade is necessary to analyze the economic impact of slavery.

Key Vocabulary

Slavery	A system where individuals are owned by others as property, forced to work without pay, and have no personal freedom or rights.
Social Hierarchy	A system of ranking people in a society based on factors like wealth, status, occupation, and citizenship, creating distinct social classes.
Patrician	A member of the wealthy, landowning aristocratic class in ancient Rome, holding significant political and social power.
Plebeian	A common citizen of ancient Rome, belonging to the general body of free Roman people, distinct from the patrician class.
Freedman	A former slave who has been granted liberty, often retaining some social ties or obligations to their former owner.

Watch Out for These Misconceptions

Common Misconception

Romans hated Christians because they had a different god.

What to Teach Instead

Romans were fine with other gods; they were angry because Christians refused to perform the 'patriotic' duty of worshipping the Emperor. Peer discussion of 'loyalty vs. faith' helps clarify this political conflict.

Common Misconception

Christianity became the main religion overnight.

What to Teach Instead

It took over 300 years and many periods of peace and persecution. Using a 'Growth Chart' helps students see the slow, steady rise of the religion before it got official support.

Active Learning Ideas

Inquiry Circle: Mapping the Spread

Groups are given a map of Roman roads and trade routes. They must 'trace' the journey of an early missionary and identify three reasons why the Roman Empire's infrastructure actually made it easier for a 'rebel' religion to spread.

40 min·Small Groups

Role Play: The Roman Governor's Dilemma

One student is a Roman Governor, others are 'accused' Christians. The Governor must decide whether to punish them for not worshipping the Emperor, while the Christians explain why they can't. This helps students understand the clash between religious belief and political loyalty.

35 min·Small Groups

Think-Pair-Share: Why was it appealing?

Students read about the core beliefs of early Christianity (equality, helping the poor). They discuss with a partner: 'Why would these ideas be especially attractive to enslaved people or the poor in Rome?'.

20 min·Pairs

Real-World Connections

• Modern labor trafficking, though illegal and condemned, shares similarities with historical slavery in its exploitation of vulnerable individuals for economic gain and denial of basic human rights.
• The concept of social class and economic inequality, evident in Roman society, continues to be a subject of study and debate in contemporary societies, influencing access to education, healthcare, and opportunities.
• Historical sites like Pompeii offer tangible evidence of daily life in Roman times, including the living conditions and tools used by people across the social spectrum, including enslaved individuals.

Assessment Ideas

Exit Ticket

Students write two sentences explaining one way slavery impacted the Roman economy and one sentence describing a difference between a patrician and a plebeian.

Discussion Prompt

Pose the question: 'If you were a Roman citizen, how might your view of slavery differ if you were a wealthy landowner versus a poor farmer?' Facilitate a class discussion, encouraging students to consider economic and social motivations.

Quick Check

Provide students with a short list of Roman social roles (e.g., senator, farmer, gladiator, household servant). Ask them to categorize each role as typically Patrician, Plebeian, or Enslaved, and briefly justify one categorization.

Frequently Asked Questions

Why did the Romans persecute early Christians?

Romans believed that the safety of the Empire depended on keeping the old gods happy. Because Christians refused to worship the Roman gods or the Emperor, they were seen as 'unpatriotic' and a threat to the peace and stability of the state.

Who was Emperor Constantine?

Constantine was the first Roman Emperor to convert to Christianity. In 313 CE, he issued the Edict of Milan, which ended the persecution of Christians and allowed them to practice their religion freely.

How can active learning help students understand the rise of Christianity?

By mapping the trade routes or role-playing the legal 'trials' of Christians, students see the religion as part of a real-world social and political environment. It helps them understand that the spread of ideas depends on both the message itself and the 'network' (like roads and language) it travels on.

What was the 'Edict of Milan'?

It was a legal proclamation that established religious tolerance for Christianity within the Roman Empire. It didn't make Christianity the *only* religion, but it stopped the state from arresting people for being Christian.