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World History 1

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	Family life was oriented around the <OpenstaxTerm><OpenstaxEm>paterfamilias</OpenstaxEm></OpenstaxTerm>, the male head of the household. According to tradition, this patriarch had the power of life and death over all his dependents, an authority referred to as <OpenstaxEm>patria potestas</OpenstaxEm> (“paternal power”). Members of the extended family subject to this authority included the patriarch’s wife, their children, anyone descended through the family’s male line, and all enslaved people belonging to the household. With his authority, the patriarch was both the judge and rule maker of the family, with the power to sell his dependents into bondage or destroy their property (<a href="#fig-00001">Figure 7.3</a>).
</OpenstaxParagraph>
<OpenstaxFigure id="fig-00001" src="https://openstax.org/apps/archive/20240226.174525/resources/b807a00638506ca5f4783bb996fd99b961837da3" alt="An image of a richly, colorful painting is shown. In the image, a man in silver chest armor with a red string across, long mustard colored cloak draped over his shoulders and knees, short curly hair and red socked boots with gold trim sits on a blue colored throne on stone steps. A sword hangs at his left side and he holds a short dagger in his right hand against his knee. A soldier in silver chest armor and helmet holding a shield is sitting on the floor next to the throne and a man in a green cloth and curly hair peeks out from behind the blue throne. Behind the throne a thin stone wall shows with two round columns on either side with a dark curtain draped across the top with a tassel hanging down on one side. On either side of the wall can be seen a dark rolling sky along with various shaped off-white buildings on the left. In the left forefront eleven men stand while some sit or squat on the ground, some dressed as soldiers in silver chest armor, cloaks, helmets, and brown boots, some wear long cloaks over long white shirts and caps, and some wear long shirts. The soldiers hold swords and one holds a long pole with a red rectangular flag at the top. Large, white feathers are attached to one of their hats. The man on the throne looks at them. On the floor in front of the seated figure lays a discarded silver and red chest armor next to a pale skinned man in a loin cloth with no head lying on the ground. A muscular man in a white loincloth, black hair and beard with his leg resting next to the dead body holds the severed head in his hands along with an axe. In the right forefront of the image a solider in chest armor, dark skirt, intricate gold helmet and no facial hair holds the reins of a white and gray horse with wavy mane and tail. The soldier looks at the dead body while the horse faces the back of the painting and to the right. Below the horse many faces can be seen looking up from an area lower to the ground than the scene with curious expressions." mediaType="image/jpg" width="1300" height="1201" />
<OpenstaxFigureText width="1300">
	<strong>Figure 7.3</strong> This painting by the seventeenth-century Dutch artist Ferdinand Bol depicts the Roman general Manlius, who had his own son executed for disobedience. Though produced in a much later period, Bol’s work illuminates some traditional Roman values: The patriarch’s power is indicated in Manlius’s outward indifference as he looks away from his son’s death, and his loyalty to Rome is demonstrated by his looking toward his troops instead. (credit: “Consul Titus Manlius Torquatus Orders the Beheading of his Son” by Rijksmuseum/Wikimedia Commons, CC0 1.0)
</OpenstaxFigureText>
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	Ultimately, however, the goal of the <OpenstaxTerm><OpenstaxEm>paterfamilias</OpenstaxEm></OpenstaxTerm> was to promote his family’s welfare. His power worked through consensus and deliberation with the other family members. As the primary provider, he expected respect from his family but could also reward good behavior. In this way, an entire family might benefit by working together to further their social or financial prosperity.
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	The securing of a Roman family’s reputation began with the education and training of children. In early Rome, children were educated in the home; later, grammar schools enrolled boys and girls from wealthy families until around the age of twelve. Education usually centered on reading and writing Latin and Greek as well as arithmetic. Around age fifteen, boys donned the <OpenstaxEm>toga virilis</OpenstaxEm> (“toga of manhood”), a plain white toga representing their enrollment as citizens and entrance into manhood. Roman citizenship was highly coveted and was bestowed either at birth to children of citizens or by special decree. Sons of prominent families could then go on to a civil or military career. After a son inherited his father’s property (as well as his debts), it became his responsibility to maintain the family’s reputation and prosperity.
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	By contrast, girls commonly married at a young age, usually between fourteen and eighteen years old, and often to a much older man. Younger girls were viewed as more sexually pure and therefore easier to control. In the most common form of marriage, a wife brought a dowry that became her husband’s property. Thus, a woman from a wealthy background with a large dowry had some sway in making marriage arrangements. She also had the protection a powerful family could offer should her husband prove to be less than ideal. Lower-class women were more reliant on their husband’s status to enhance their own. In any case, marriage represented a woman’s coming under the legal control of her husband’s household.
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<OpenstaxParagraph>
	The vast legal and age imbalance between husband and wife was reflected in the cultural restrictions on Roman women. Yet, though a Roman man’s work was an important contributor to the family’s success, women devoted much of their efforts to the same goal. Women were responsible for the management of the household, which included ensuring provisions for the family, overseeing any enslaved people and other dependents, and looking after the children. Spinning wool was viewed as the activity of an ideal Roman woman, and many wives were expected to occupy themselves with this work. Despite these expectations, there is evidence that many women, particularly non-elite women, held professions outside the home, including in medicine, trade, and agriculture.
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7.1.1 The Structure of Roman Families

1 Understanding the Past

1.1 Developing a Global Perspective

1.1.1 World History as Preparation for Life after College

1.1.2 World History and Global Citizenship

1.1.3 Features of This Textbook

1.2 Primary Sources

1.2.1 Learning to Evaluate Documents and Images

1.2.2 Documentary Sources: Competing Narratives

1.2.3 Textual Sources: The Importance of Language

1.2.4 Hidden in History

1.3 Causation and Interpretation in History

1.3.1 Levels of Causation

1.3.2 Interpretation in History

2 Early Humans

2.1 Early Human Evolution and Migration

2.1.1 Human Evolution

2.1.2 Why Did Humans Move and Where Did They Go?

2.1.3 Early Human Technologies

2.2 People in the Paleolithic Age

2.2.1 Ice, Ice, and More Ice

2.2.2 Life in the Paleolithic Age

2.2.3 Diverse Paleolithic Peoples

2.3 The Neolithic Revolution

2.3.1 The Development of Agriculture

2.3.2 How Farming Changed the Human Experience

2.3.3 Neolithic Peoples

3 Early Civilizations and Urban Societies

3.1 Early Civilizations

3.1.1 Attributes of Early Civilizations

3.1.2 The First Urban Societies

3.2 Ancient Mesopotamia

3.2.1 The Rise and Eclipse of Sumer

3.2.2 The Rise of the World’s First Empire

3.2.3 Later Empires in Mesopotamia

3.2.4 Society and Religion in Ancient Mesopotamia

3.3 Ancient Egypt

3.3.1 The Origins of Ancient Egypt

3.3.2 The Age of Pyramid Building

3.3.3 A Second Age of Egyptian Greatness

3.4 The Indus Valley Civilization

3.4.1 The Origins of the Indus Valley Civilization

3.4.2 Trade, Writing, and Religion

3.4.3 The Era of Decline

4 The Near East

4.1 From Old Babylon to the Medes

4.1.1 Power Politics in the Near East

4.1.2 Foreign Affairs and Trade

4.1.3 Daily Life and the Family in the Near East

4.2 Egypt’s New Kingdom

4.2.1 The Hyksos in Egypt

4.2.2 The Pharaohs of the New Kingdom

4.2.3 Egypt’s Foreign Policy

4.3 The Persian Empire

4.3.1 The Rise of Persia

4.3.2 Darius I and the Reorganization of the Empire

4.3.3 Persian Culture and Daily Life

4.4 The Hebrews

4.4.1 The History of the Hebrews

4.4.2 The Culture of the Hebrews

5 Asia in Ancient Times

5.1 Ancient China

5.1.1 Prehistoric China

5.1.2 Early Dynastic China

5.1.3 The Zhou Dynasty

5.1.4 The Warring States Era and Qin Unification

5.2 The Steppes

5.2.1 The Nomadic Culture of the Steppes

5.2.2 Tribes, Confederations, and Settled Neighbors

5.3 Korea, Japan, and Southeast Asia

5.3.1 Ancient Korea

5.3.2 Ancient Japan

5.4 Vedic India to the Fall of the Maurya Empire

5.4.1 Harappa and Mohenjo-Daro

5.4.2 The Aryans and Brahmanism

5.4.3 Buddhism

5.4.4 The Mauryan Empire

5.4.5 The Gupta Dynasty

6 Mediterranean Peoples

6.1 Early Mediterranean Peoples

6.1.1 The Late Bronze Age World

6.1.2 Phoenicians, Greeks, and Etruscans

6.2 Ancient Greece

6.2.1 Archaic Greece

6.2.2 Sparta and Athens

6.2.3 Classical Greece

6.3 The Hellenistic Era

6.3.1 The Kingdom of Macedon

6.3.2 Hellenistic Culture

6.4 The Roman Republic

6.4.1 The Foundation and Function of the Roman Republic

6.4.2 The Expansion of the Roman Republic

6.5 The Age of Augustus

6.5.1 The First Triumvirate

6.5.2 From Republic to Principate

7 Experiencing the Roman Empire

7.1 The Daily Life of a Roman Family

7.1.2 A Day in the Life of a Roman Family

7.1.3 What Family Meant in Rome

7.2 Slavery in the Roman Empire