The Architecture of Marcus Vitruvius Pollio, in Ten Books
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Grade 10 Literature Mini-Assessment Excerpt from Julius Caesar, Act III, Scene Ii
Grade 10 Literature Mini-Assessment Excerpt from Julius Caesar, Act III, Scene ii by William Shakespeare This grade 10 mini-assessment is based on an excerpt from Julius Caesar, Act III, Scene ii by William Shakespeare and a video of the scene. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 10. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini- assessment there are seven selected-response questions and one paper/pencil equivalent of technology enhanced items that address the Reading Standards listed below. Additionally, there is an optional writing prompt, which is aligned to both the Reading Standards for Literature and the Writing Standards. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. -
The Nonstop Record
Admissions As administrative coordinator of the bold and to make courageous choices.” by Ed M. Koziarski three-person executive collective that “They realize that this is more oversees Nonstop, Eklund-Leen is re- than just a temporary bridge between he Nonstop Liberal Arts Insti- sponsible for admissions. the Antioch-of-the-past and the An- tute begins holding classes Sept. “Scott’s estimate of 80 is as tioch-of-the-future,” Kay continued, T4 with the entire village of Yel- good as any, and we have discussed a “but a groundbreaking educational low Springs as its campus. 22 faculty range between 50 and 100” students,” venture that can offer them much more are continuing from Antioch College, Eklund-Leen said. than they could expect from a tradi- offering a curriculum that retains ma- At press time Nonstop was in tional college: experiential learning in jor elements from recent years at the the process of hiring a recruitment fa- its most radical sense, the unique op- college while taking a number of in- cilitator whose position would be dedi- portunity to be part of the construction novative new steps. cated to this endeavor. Eklund-Leen of your own education, participation in But what of the students? Who said that absence of that position has a genuine academic community under will come to a school that lacks accred- “slowed down our efforts” to date. shared governance, and the knowledge itation or the ability to confer degrees? Jeanne Kay, a continuing stu- that by being part of Nonstop, they Nonstop professor Scott War- dent who sits on Nonstop’s governing are participating in a social movement ren told the Associated Press July 11 council ExCil, has been answering in- with a broad political scope. -
Did Caesar Destroy the Republic?
Did Caesar Destroy the Republic? By John Green (adapted) Gaius Julius Caesar was born around 100 BCE to one of Rome’s leading patrician families. Coming from the senatorial class, it was natural that Caesar would serve in both the army and the Senate, which he did. He rose through the ranks, and after some top-notch generalling, and a gig as the governor of Spain, he decided to run for consul. In order to win, Caesar needed financial help, which he got from Crassus, one of Rome’s richest men. Crassus ran a private fire company whose business model was essentially, “hey, I notice your house is on fire. Give me some money and I’ll help you out with that.” Caesar succeeded in becoming consul in 59 BC and thereafter sought to dominate Roman politics by allying himself with Crassus and also with Rome’s other most powerful man, the general Pompey, a guy who loved Alexander the Great so much that he copied his hairstyle. Pompey, Crassus, and Caesar were the so-called first triumvirate, and the alliance worked out super well… for Caesar. After a year as consul that included getting the senate to pass laws largely because of intimidation by Pompey’s troops, Caesar became the governor of Gaul (modern day France), at least the southern part of Gaul that Rome controlled. He quickly conquered the rest of Gaul and his four loyal armies — or legions, as the Romans called them — became his source of power. Caesar continued his conquests, invading Britain and waging another successful war against the Gauls. -
Ancient Rome
HISTORY AND GEOGRAPHY Ancient Julius Caesar Rome Reader Caesar Augustus The Second Punic War Cleopatra THIS BOOK IS THE PROPERTY OF: STATE Book No. PROVINCE Enter information COUNTY in spaces to the left as PARISH instructed. SCHOOL DISTRICT OTHER CONDITION Year ISSUED TO Used ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad. Ancient Rome Reader Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. -
The World's Measure: Caesar's Geographies of Gallia and Britannia in Their Contexts and As Evidence of His World Map
The World's Measure: Caesar's Geographies of Gallia and Britannia in their Contexts and as Evidence of his World Map Christopher B. Krebs American Journal of Philology, Volume 139, Number 1 (Whole Number 553), Spring 2018, pp. 93-122 (Article) Published by Johns Hopkins University Press DOI: https://doi.org/10.1353/ajp.2018.0003 For additional information about this article https://muse.jhu.edu/article/687618 Access provided at 25 Oct 2019 22:25 GMT from Stanford Libraries THE WORLD’S MEASURE: CAESAR’S GEOGRAPHIES OF GALLIA AND BRITANNIA IN THEIR CONTEXTS AND AS EVIDENCE OF HIS WORLD MAP CHRISTOPHER B. KREBS u Abstract: Caesar’s geographies of Gallia and Britannia as set out in the Bellum Gallicum differ in kind, the former being “descriptive” and much indebted to the techniques of Roman land surveying, the latter being “scientific” and informed by the methods of Greek geographers. This difference results from their different contexts: here imperialist, there “cartographic.” The geography of Britannia is ultimately part of Caesar’s (only passingly and late) attested great cartographic endeavor to measure “the world,” the beginning of which coincided with his second British expedition. To Tony Woodman, on the occasion of his retirement as Basil L. Gildersleeve Professor of Classics at the University of Virginia, in gratitude. IN ALEXANDRIA AT DINNER with Cleopatra, Caesar felt the sting of curiosity. He inquired of “the linen-wearing Acoreus” (linigerum . Acorea, Luc. 10.175), a learned priest of Isis, whether he would illuminate him on the lands and peoples, gods and customs of Egypt. Surely, Lucan has him add, there had never been “a visitor more capable of the world” than he (mundique capacior hospes, 10.183). -
Roman Republic to Roman Empire
Roman Republic to Roman Empire Start of the Roman Revolution By the second century B.C., the Senate had become the real governing body of the Roman state. Members of the Senate were usually wealthy landowners, and they remained Senators for life. Rome’s government had started out as a Republic in which citizens elected people to represent them. But the Senate was filled with wealthy aristocrats who were not elected. Rome was slowly turning into an aristocracy, and the majority of middle and lower class citizens began to resent it. Land was usually at the center of class struggles in Rome. The wealthy owned most of the land while the farmers had found themselves unable to compete financially with the wealthy landowners and had lost most of their lands. As a result, many of these small farmers drifted to the cities, especially Rome, forming a large class of landless poor. Changes in the Roman army soon brought even worse problems. Starting around 100 B.C. the Roman Republic was struggling in several areas. The first was the area of expansion. The territory of Rome was expanding quickly and the republic form of government could not make decisions and create stability for the new territories. The second major struggle was that due to expansion, the Republic was also experiencing problems with collecting taxes from its citizens. The larger area of the growing Roman territory created difficulties with collecting taxes from a larger population. Government officials had to go to each town, this would take several months to reach the whole extent of Roman territory. -
A Fork in the Road: the Catilinarian Conspiracy's Impact
A Fork in the Road: The Catilinarian Conspiracy‘s Impact on Cicero‘s relationships with Pompey, Crassus` and Caesar Jeffrey Larson History 499: Senior Thesis June 13, 2011 © Jeffrey Larson, 2011 1 But concerning friendship, all, to a man, think the same thing: those who have devoted themselves to public life; those who find their joy in science and philosophy; those who manage their own business free from public cares; and, finally, those who are wholly given up to sensual pleasures — all believe that without friendship life is no life at all. .1 The late Roman Republic was filled with crucial events which shaped not only the political environment of the Republic, but also altered the personal and political relationships of the individuals within that Republic. Four of the most powerful, and most discussed, characters of this time are Marcus Tullius Cicero (106 BC – 43 BC), Gnaeus Pompeius Magnus (106 BC – 48 BC), Marcus Licinius Crassus (c. 115 BC – 53 BC), and Gaius Julius Caesar (c. 100 BC – 44 BC). These men often crossed paths and some even had close friendships with each other. Other than Pompeius, better known as Pompey, all the aforementioned individuals were involved, or reportedly involved, in one event which had profound effects on the personal and political relationships of all four individuals. This event is known as the Catilinarian Conspiracy of 63 BC. The Catilinarian Conspiracy was a pivotal episode in the politics of the Late Roman Republic that damaged both the political and personal relationships of Cicero, Pompey, Crassus, and Caesar. Politics in the Roman Republic was dominated by a small number of members of the senatorial class. -
The Diminution of the Classical Column: Visual Sensibility In
David A. Vila The Diminution of the Classical Column: Domini Visual Sensibility in Antiquity and the Renaissance David Vila Domini looks at the recommendations regarding optical adjustment of the columnar diminution in the architectural treatises of Vitruvius, Alberti, and Palladio. He examines the variation in diminution of column thickness according to the height of the column, and its implications for our understanding of the various practices with regard both to columnar proportion and visual sensibility in Antiquity and the Renaissance. He also examines possible sources for the methods by which the ratios of column height to diameter were derived. Introduction 1 Writing some time around the 1450s [Grayson 1960], Alberti composed his ten-book treatise on architecture De re aedificatoria, basing it largely on the ancient Roman tract De architectura [Krautheimer 1963], which its author, Vitruvius, dedicated to the emperor Augustus. Alberti and his contemporaries found Vitruvius’s text inelegantly written, often obscure and in some passages entirely unintelligible.2 The widespread use of Greek terms for things that were otherwise nameless in Augustan Latin confounded the efforts of the humanists trying to make sense of the only text on architecture that had survived from the antiquity they had so much come to admire. In his attempt to remedy these linguistic problems, Alberti was forced to introduce neologisms in order to express ideas for which, until then, there were no words in Latin.3 But the difficulties were by no means exclusively linguistic, and constitute an indication of the very different understanding that Roman Antiquity and the Early Renaissance had of architecture. -
Palladio and Vitruvius: Composition, Style, and Vocabulary of the Quattro Libri
LOUIS CELLAURO Palladio and Vitruvius: composition, style, and vocabulary of the Quattro Libri Abstract After a short preamble on the history of the text of Vitruvius during the Renaissance and Palladio’s encounter with it, this paper assesses the Vitruvian legacy in Palladio’s treatise, in focusing more particularly on its composition, style, and vocabulary and leaving other aspects of his Vitruvianism, such as his architectural theory and the five canonical orders, for consideration in subsequent publications. The discussion on composition concerns Palladio’s probable plans to complete ten books, as an explicit reference to Vitruvius’ treatise. As regards style, the article highlights Palladio’s intention to produce an illustrated treatise like those of Francesco di Giorgio Martini, Sebastiano Serlio, and Giacomo Barozzi da Vignola (whereas the treatise of Vitruvius was probably almost unillustrated), and Palladio’s Vitruvian stress on brevity. Palladio is shown to have preferred vernacular technical terminology to the Vitruvian Greco-Latin vocabulary, except in Book IV of the Quattro Libri in connection with ancient Roman temples. The composition, style, and vocabulary of the Quattro Libri are important issues which contribute to an assessment of the extent of Palladio’s adherence to the Vitruvian prototype in an age of imitation of classical literary models. Introduction The De architectura libri X (Ten Books on Architecture) of the 1st-Century BCE Roman architect and military engineer Marcus Vitruvius Pollio was a text used by Andrea Palladio (1508-1580) and many other Renaissance architects both as a guide to ancient architecture and as a source of modern design. Vitruvius is indeed of great significance for Renaissance architecture, as his treatise can be considered as a founding document establishing the ground rules of the discipline for generations after its first reception in the Trecento and early Quattrocento.1 His text offers a comprehensive overview of architectural practice and the education required to pursue it successfully. -
BOOK9 the Time of the Consuls of Rome
BOOK9 The Time of the Consuls of Rome 1. (214) The Roman state was administered formerly by consuls, for 464 years until Julius Caesar the dictator. He was not born normally but, after his mother had died in the ninth month, they cut her open and delivered the baby. So he was called Caesar, for in the Roman language Caesar means "dissection", 2. After growing up and proving his courage, he was appointed triumvir with Pompeius Magnus and Crassus. The Roman state was administered by these three. After the murder of Crassus when he had been captured by the Persians in battle in Persian territory, Caesar the dictator remained fighting with his army in the western regions. When he was dismissed from the consulship, that is, the triumvirate; after a kind of scrutiny by the senate of Rome (215) and his father-in-law Pompeius Magnus, Julius Caesar was displeased and rebelled against the Romans. Winning over the Romans' enemies, he began a campaign against the senate of Romeand Pompeius Magnus. He reached Rome, captured it and killed all the senators. Pompeius set out against him but saw that he was unable to fight him, so he abandoned the western regions and went off to the East, intending to secure this region. Julius Caesar the dictator became absolute master of Rome and all the western regions, and began a campaign against Pompeius Magnus, Whenhe caught up with Pompeius, he killed him in the land of Egypt, as the most learned Lucan has written about him. This Caesar was the first to win sole control over the Romans amid great fear, and he laid claim to all authority. -
Ancient History, Rome
4rome.qxd 4/14/04 2:33 AM Page 125 Ancient Rome Lesson 11 Rome: Republic to Empire OBJECTIVES Overview This lesson traces the history of Rome from its founding Students will be able to: myths through its kings, the republic, and the end of the republic. First, students hold a discussion on what a dictator • Explain the founding is. Then they read and discuss an article on the beginning of myths of Rome. Rome, the Roman Republic, and its transformation into an • Identify Cincinnatus, empire. Finally, in small groups, students role play members Julius Caesar, Cicero, and of a congressional committee deciding on whether the U.S. Augustus. Constitution should be amended to give the president greater • Describe the government powers in an emergency. of the Roman Republic, the checks on it, and its use of dictators. • Express a reasoned opin- STANDARDS ADDRESSED ion on whether the United States should adopt an California History–Social Science Standard 6.7: Students amendment to grant the analyze the geographic, political, economic, religious, president greater powers and social structures during the development of Rome. in an emergency. (1) Identify the location and describe the rise of the Roman Republic, including the importance of such mythi- cal and historical figures as Aeneas, Romulus and Remus, PREPARATION Cincinnatus, Julius Caesar, and Cicero. (2) Describe the government of the Roman Republic and its significance Handout 11A: Timeline of (e.g., written constitution and tripartite government, Ancient Rome—1 per student checks and balances, civic duty). Handout 11B: Map of the (4) Discuss the influence of Julius Caesar and Augustus in Roman Empire—1 per student Rome’s transition from republic to empire. -
Taking Centre Stage: Plutarch and Shakespeare
chapter 29 Taking Centre Stage: Plutarch and Shakespeare Miryana Dimitrova William Shakespeare (1564–1616) was familiar with various classical sources but it was Plutarch’s Lives of the noble Greeks and Romans that played a de- cisive role in the shaping of his Roman plays. The Elizabethan Julius Caesar (performed probably at the opening of the Globe theatre in 1599), and the Jacobean Antony and Cleopatra (c. 1606–1607) and Coriolanus (c. 1605–1610) are almost exclusively based on the Lives, while numerous other plays have been thematically influenced by the Plutarchan canon or include references to specific works. Although modern scholarship generally recognises Shakespeare’s knowl- edge of Latin (ultimately grounded in the playwright’s grammar school educa- tion, which included canonical texts in its curriculum) as well as French and Italian,1 it is widely accepted that he used Sir Thomas North’s translation of the Plutarch’s Lives. Ubiquitously dubbed “Shakespeare’s Plutarch”, its first edi- tion in the English vernacular appeared in 1579 and was followed by expanded editions in 1595 and 1603. North translated the Lives from the French version of Jacques Amyot, published in 1559 (see Frazier-Guerrier and Lucchesi in this volume). Shakespeare was also acquainted with the Moralia, possibly in its first English translation by Philemon Holland published in 1603, although a version entered in the Stationers Register in 1600 allows for a possible influence on Shakespeare’s earlier works.2 Shakespeare’s borrowings should be seen in the light of the fact that Plutarch’s Lives were admired in early modern England for their profound in- terest in the complexities of the human character and their didactic signifi- cance.