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World History 1

<OpenstaxParagraph>
	Enslaved people led lives that varied across the empire, depending on their age and gender and whether they lived in rural or urban areas. They worked as unskilled laborers, artisans, and assistants to merchants and shopkeepers. Many were trained as teachers, doctors, musicians, and actors. Others helped build public works such as bridges and roads and even served as imperial administrators. In the city, and in the household especially, they had more advantages and avoided the brutal physical labor demanded in mines, quarries, and <OpenstaxTerm><OpenstaxEm>latifundia</OpenstaxEm></OpenstaxTerm> across the empire. There, more than one hundred enslaved persons might labor, their harsh life evidenced by their poor clothing, cruel treatment, and inability to raise funds to buy their freedom.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Still, enslaved people in any context were a moment away from punishment by slaveholders, who were perpetually concerned with avoiding conspiracy and rebellion. A culture of uncertainty, coercion, and submission was the result of the constant threat of potential violence. Enslaved people could be whipped, beaten, or tortured and were often sexually abused. In Petronius’s <OpenstaxEm>Satyricon</OpenstaxEm>, a novel written in the first century CE, the freed Trimalchio discusses the services he offered while enslaved: “Still, I was my master’s favorite for fourteen years. No disgrace in obeying your master’s orders. Well, I used to amuse my mistress too. You know what I mean; I say no more, I am not a conceited man.” Enslaved people who ran away and were caught could be branded or forced to wear a collar with their owner’s name on it.
</OpenstaxParagraph>
<OpenstaxParagraph>
	Though the enslaved were denied the official rights of marriage, they could form families and have children, which often occurred in urban settings. The slaveholder could always manipulate the relationships between enslaved people for personal ends. Enslaved children were put to work, perhaps with simple duties in the house, and over time enslaved people might be promoted to different roles within a household.
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> In Their Own Words </OpenstaxNoteTitle> <OpenstaxH3> Slavery in the Ancient Novel </OpenstaxH3>
	<OpenstaxParagraph>
		Roman novels, which would have been read primarily by the upper classes, give us a glimpse of the lives of enslaved people during the empire. <OpenstaxEm>The Golden Ass</OpenstaxEm> by Apuleius, written in the mid-second century CE, follows the adventures of a wanderer named Lucius after he is magically transformed into a donkey; the first passage here is Lucius’s observation of enslaved people. In the second passage, an excerpt from Petronius’s <OpenstaxEm>Satyricon</OpenstaxEm>, the formerly enslaved Trimalchio mistreats his own enslaved people during a lavish dinner party.
	</OpenstaxParagraph>
	<OpenstaxBlockquote>
		<OpenstaxParagraph>
			The pale welts from chains crossed every patch of their skin like brush-strokes. Their flogged-up backs under sparse patchwork were no better covered than stretches of ground that shade falls on. Some of them had thrown on an exiguous vestiture, which extended only to the loins, yet all were calm so that their scraps of tatters kept no secrets. Their foreheads were inscribed with brands, their hair half-shaved, their ankles braceleted with fetters, their pallor hideous, their eyelids gnawed by gloomy smoke of the murky fumes, which left them less able to access light at all. Like boxers who fight bathed in fine dust, these men were filthy white with floury ash.
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			—<OpenstaxTerm>Apuleius</OpenstaxTerm>, <OpenstaxEm>The <OpenstaxTerm>Golden Ass</OpenstaxTerm></OpenstaxEm>
		</OpenstaxParagraph>
	</OpenstaxBlockquote>
	<OpenstaxBlockquote>
		<OpenstaxParagraph>
			As he was speaking, a boy dropped a cup. Trimalchio looked at him and said, “Quick, off with your own head, since you are so stupid.” The boy’s lip fell and he began to petition. “Why do you ask me?” said Trimalchio, “as if I should be hard on you! I advise you to prevail upon yourself not to be stupid.” In the end we induced him to let the boy off. As soon as he was forgiven the boy ran round the table.
		</OpenstaxParagraph> 
		<OpenstaxParagraph>
			—<OpenstaxTerm>Petronius</OpenstaxTerm>, <OpenstaxEm>Satyricon</OpenstaxEm>
		</OpenstaxParagraph>
	</OpenstaxBlockquote>
	<OpenstaxUl>
		<OpenstaxLi>
			What do you learn from these fictional accounts about the treatment of enslaved people and Roman attitudes toward them?
		</OpenstaxLi>
		<OpenstaxLi>
			What do these passages reveal about the conduct of slaveholders?
		</OpenstaxLi>
	</OpenstaxUl>
</OpenstaxNote>

7.2.2 Life under Slavery

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

7.1.1 The Structure of Roman Families

7.1.2 A Day in the Life of a Roman Family

7.1.3 What Family Meant in Rome