DOCSLIB.ORG

The Roman World Takes Shape

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Roman World Takes Shape wh07_te_ch05_s01_na_s.fm Page 150 Tuesday, January 16, 2007 12:32wh07_se_ch05_s01_s.fm PM Page 150 Thursday, November 16, 2006 4:40 PM Roman father and son Step-by-Step WITNESS HISTORY AUDIO SECTION Instruction 1 A Proud Son Speaks of His Father If my character is flawed by a few minor faults, but is other- Objectives “ wise decent and moral, if you can point out only a few scat- As you teach this section, keep students tered blemishes on an otherwise immaculate surface, . if I focused on the following objectives to help live a virtuous life, . my father deserves all the credit. For them answer the Section Focus Question although he was a poor man, with only an infertile plot of and master core content. 1 land, he was not content to send me to [the school in his 1 home town]. My father had the courage to take his boy ■ Describe the physical and cultural set- to Rome, to have him taught the same skills which any tings in which Roman civilization equestrian [rider of horses] or senator would have his sons arose. taught. I could never be ashamed of such a father, nor ■ Outline how the Roman republic was do I feel any need, as many people do, to apologize for structured and governed. being a freedman’s [former slave’s] son. —Horace, Roman poet ” ■ Understand the rights and religious practices that characterized Roman Focus Question What values formed the basis of Roman society. society and government? ■ Explain how the Roman republic grew and maintained its conquests. The Roman World Takes Shape Prepare to Read Objectives Rome began as a small city in Italy and became a ruler of the Med- • Describe the physical and cultural settings in iterranean and beyond. The story of the Romans and how they Build Background Knowledge L3 which Roman civilization arose. built a world empire begins with the land in which they lived. Remind students of the ways in which • Outline how the Roman republic was structured geography influenced the development of and governed. Roman Civilization Arises in Italy • Understand the rights and religious practices independent Greek city-states. Encourage The Italian peninsula is centrally located in the Mediterranean them to preview the map in this section. that characterized Roman society. • Explain how the Roman republic grew and Sea, and the city of Rome sits toward the center of Italy. This loca- maintained its conquests. tion would benefit the Romans as they expanded—first within Set a Purpose L3 Italy and then into the lands bordering the Mediterranean. Terms, People, and Places ■ WITNESS HISTORY Read the selection WITNESS HISTORY Unifying the Lands of Italy Because of its geography, Italy Etruscans plebeian aloud or play the audio. proved much easier to unify than Greece. Unlike Greece, Italy is republic tribune not broken up into small, isolated valleys. In addition, the Apen- AUDIO Witness History Audio CD, patrician veto A Proud Son Speaks of His Father consul legion nine Mountains, which run down the length of the Italian penin- sula, are less rugged than the mountains of Greece. Finally, Italy Ask What virtues or traits does dictator has broad, fertile plains in the north and the west. These plains Horace value in himself? (decency, supported the growing population. morality) Why is Horace proud of his father? (He showed courage, he Reading Skill: Identify Causes and Effects For Early Peoples Settle Italy By about 800 B.C., the ancestors of was willing to disregard what others each red heading, fill in a cause-and-effect chart like the Romans, called the Latins, migrated into Italy. The Latins settled might think to do what he thought the one below to identify the cause(s) and the along the Tiber River in small villages scattered over seven low- was right.) effect(s) of an important event that you read about. lying hills. There, they herded and farmed. Their villages would in time grow together into Rome, the city on seven hills. Legend held ■ Focus Point out the Section Focus Cause(s) Event Effect(s) that twin brothers, Romulus and Remus, had founded the city. Question and write it on the board. Romans regarded this tale highly because the twins were said to Tell students to refer to this question be sons of a Latin woman and the war god Mars, lending the as they read. (Answer appears with Romans a divine origin. Section 1 Assessment answers.) ■ Preview Have students preview the Section Objectives and the list of Vocabulary Builder Terms, People, and Places. ■ Reading Skill Have students use the Use the information below and the following resources to teach the high-use word from this section. Reading Strategy: Supporting Details Teaching Resources, Unit 1, p. 88; Teaching Resources, Skills Handbook p. 3 worksheet. High-Use Word Definition and Sample Sentence Teaching Resources, Unit 1, p. 89 dominate, p. 153 vt. to have authority over The club president dominated the discussion of the rules and did not allow others to express their opinions. 150 Ancient Rome and the Rise of Christianity wh07_se_ch05_s01_s.fmwh07_te_ch05_s01_na_s.fm Page 151 Thursday, Page 151 April Tuesday, 6, 2006 3:49 April PM 18, 2006 3:19 PM For: Audio guided tour ■ Ancient Italy About 500 B.C. Web Code: nap-0511 Have students read this section using the Paragraph Shrinking P S Map Skills At the time the state of strategy (TE, p. T20). As they read, A L Po River Rome was founded, the Romans’ many have students fill in the chart 45° N neighbors on the Italian peninsula Genoa Rubicon describing the causes and effects of River included other speakers of Italic lan- A important events from this section. Arno P er E Riv T N guages such as Latin. i Reading and Note Taking b N e Adriatic Sea r I 1. Locate (a) Rome (b) Apennine N R E Study Guide, p. 48 i ve M Mountains (c) Mediterranean Sea Corsica r T N S. (d) Carthage (e) Tiber River Alalia Rome W E 2. Region Based on this map, which group would you think most influ- Teach S Sardinia enced the Romans? Explain. 40° N Tyrrhenian 3. Make Generalizations What do Roman Civilization L3 Sea 20° E you think are some advantages and disadvantages of living near a variety Arises in Italy M Ionian e d Sea of different peoples? i t e Instruct r r Sicily 10° E a n °E e a Syracuse Conic Projection ■ Introduce Have students note how n 050 100 mi Carthage S e a Rome’s geography is different from that 050 100 km of Greece. ■ AFRICA Carthaginians Teach Ask students to describe Italy’s 35° N Etruscans geographic advantages. Ask In what Greeks Italic-speaking peoples ways was Rome’s location an 15° E advantage? (centrally located on a peninsula in the Mediterranean) What other geographic advantages did The Romans shared the Italian peninsula with other peoples. Among Italy possess? (access to the Mediter- them were Greek colonists whose city-states dotted southern Italy and ranean Sea, broad, fertile plains well the Etruscans, who lived mostly north of Rome. The origins of the suited to agriculture, providing ample Etruscan civilization are uncertain. One theory says they migrated from crops for population growth) Asia Minor, while another suggests they came from the Alps. What is cer- ■ Quick Activity Have students fill in tain is that, for a time, the Etruscans ruled much of central Italy, includ- The Roman god Jupiter, whose traits the Outline Map Ancient Italy. ing Rome itself. resembled those of Tinia, an important The Romans learned much from Etruscan civilization. They adapted Etruscan god Teaching Resources, Unit 1, p. 95 the alphabet that the Etruscans had earlier acquired from the Greeks. The Romans also learned from the Etruscans to use the arch in construc- Independent Practice tion, and they adapted Etruscan engineering techniques to drain the marshy lands along the Tiber. As well, the Romans adopted some Etrus- ■ Have students access Web Code nap- can gods and goddesses and merged them with Roman deities. 0511 to take the Geography Interac- tive Audio Guided Tour and then How did geography influence the origins and answer the map skills questions in expansion of Rome? the text. ■ Have students write a paragraph The Romans Establish a Republic speculating on which city was in a The Romans drove out their Etruscan ruler in 509 B.C. This date is tradi- better position to control trade on the tionally considered to mark the founding of the Roman state, which Mediterranean—Carthage or Rome. would last for 500 years. The Romans established their state with a form of government called in Latin a res publica, or “that which belongs to the people.” In this form of government, which today we call a republic, the Monitor Progress people chose some of the officials. A republic, Romans thought, would pre- As students fill in their charts, make sure vent any individual from gaining too much power. they understand that most events have multiple causes and effects. For a com- pleted version of the chart, see Note Taking Transparencies, 67 History Background Etruscan Civilization Although few Etruscan homes. Tombs often had one or more rooms made of Answers houses have survived, thousands of ancient Etruscan stone that contained Etruscan works of art. By exam- Italy had a favorable central location in the tombs remain intact. The Etruscans believed tombs ining the tomb artifacts and the construction of these Mediterranean on a peninsula and broad were the dwelling places of the dead, so they built rooms, archaeologists have learned a great deal about fertile plains suitable for farming.
Load more

Recommended publications
  • The Cursus Honorum
    itself, but they did possess the same rights: of calling a session of the senate and of vetoing proposals and decrees. Theonly emperors between Augustus and Hadrian not to hold these powers were Galba, Otho, and Vitellius.17 Thesethree were military leaders, and took power through the forceof their soldiers, though by no means were they the only ones to rise in this way. They each ruled onlybriefly and, along with Vespasian, their reigns have come to be knowncollectively asthe year of fouremperors. Theseemperors did not earnthe same right to rule, because they took control by force, without any attempt to smooth the situation or any pretense of observing laws or customs. While be was dictator, Julius Caesar instituted severalchanges in the political structure of Rome, modifications which Augustus retained. Caesar reduced the office of the consulship to a powerless honor, since allother magistrates were subordinate to him as a perpetual dictator. The high office still had a great amount of prestige, and the Caesars exploited this fact to reward their loyal supporters.18 Other changes included lowering the required ages for entering the competition for the cursushonorum, which meant that more men would be competing each year for the small number of offices.19 He also introduced a new entry�level office, the vigintiviri;there were twentyseats, and the officerswere assigned to assistvarious positions within the government. A man could not proceed through the cursus honorumwithout earningthis rank first.20 By the time of Claudius, the gap between the active republican senate and the rising direct control of the emperor was apparent.
    [Show full text]
  • The Electronic Passport to Ancient Rome
    The Electronic Passport to Ancient Rome A New Power Rises decreed that each brother would The earliest empires had been in the east. build a city, but Romulus’ city Egypt, Mesopotamia, China, India, and Greece were would be much larger. Romulus all home to at least one powerful civilization. completed his city on April 21, 753BC. Remus was upset that Romulus had built his city, so he climbed About 387BC, a city on the Italian peninsula began acquiring land and building an empire. That city over the wall. The enraged Romulus killed his was Rome. For more than one thousand years, brother with an ax. The city came to be known as Rome controlled the western world. Rome, named for its legendary founder. Rome grew into an empire in part because of The early Romans lived in small how it treated the people it conquered. If a city was communities that grew into city-states, often ruled defeated by another empire, its citizens were forced by kings from wealthy families. About fifty years from the land if they were after Romulus founded the city, the legends say the lucky, and enslaved if Etruscans conquered the Romans. they were not. Initially, The Etruscans were brutal rulers who rained the Romans extended the terror on the Roman people. They were eventually rights of citizenship to the ousted by a group of Roman aristocrats who people they conquered. Rome founded the Roman Republic. conquered many of its allies by force, but once the new people became The Patricians and the Plebeians citizens, they often joined the Roman The patricians were the noble families of army.
    [Show full text]
  • Former Political Prisoners and Exiles in the Roman Revolution of 1848
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1989 Between Two Amnesties: Former Political Prisoners and Exiles in the Roman Revolution of 1848 Leopold G. Glueckert Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the History Commons Recommended Citation Glueckert, Leopold G., "Between Two Amnesties: Former Political Prisoners and Exiles in the Roman Revolution of 1848" (1989). Dissertations. 2639. https://ecommons.luc.edu/luc_diss/2639 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1989 Leopold G. Glueckert BETWEEN TWO AMNESTIES: FORMER POLITICAL PRISONERS AND EXILES IN THE ROMAN REVOLUTION OF 1848 by Leopold G. Glueckert, O.Carm. A Dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy May 1989 Leopold G. Glueckert 1989 © All Rights Reserved ACKNOWLEDGEMENTS As with any paper which has been under way for so long, many people have shared in this work and deserve thanks. Above all, I would like to thank my director, Dr. Anthony Cardoza, and the members of my committee, Dr. Walter Gray and Fr. Richard Costigan. Their patience and encourage­ ment have been every bit as important to me as their good advice and professionalism.
    [Show full text]
  • A New Perspective on the Early Roman Dictatorship, 501-300 B.C
    A NEW PERSPECTIVE ON THE EARLY ROMAN DICTATORSHIP, 501-300 B.C. BY Jeffrey A. Easton Submitted to the graduate degree program in Classics and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master’s of Arts. Anthony Corbeill Chairperson Committee Members Tara Welch Carolyn Nelson Date defended: April 26, 2010 The Thesis Committee for Jeffrey A. Easton certifies that this is the approved Version of the following thesis: A NEW PERSPECTIVE ON THE EARLY ROMAN DICTATORSHIP, 501-300 B.C. Committee: Anthony Corbeill Chairperson Tara Welch Carolyn Nelson Date approved: April 27, 2010 ii Page left intentionally blank. iii ABSTRACT According to sources writing during the late Republic, Roman dictators exercised supreme authority over all other magistrates in the Roman polity for the duration of their term. Modern scholars have followed this traditional paradigm. A close reading of narratives describing early dictatorships and an analysis of ancient epigraphic evidence, however, reveal inconsistencies in the traditional model. The purpose of this thesis is to introduce a new model of the early Roman dictatorship that is based upon a reexamination of the evidence for the nature of dictatorial imperium and the relationship between consuls and dictators in the period 501-300 BC. Originally, dictators functioned as ad hoc magistrates, were equipped with standard consular imperium, and, above all, were intended to supplement consuls. Furthermore, I demonstrate that Sulla’s dictatorship, a new and genuinely absolute form of the office introduced in the 80s BC, inspired subsequent late Republican perceptions of an autocratic dictatorship.
    [Show full text]
  • The Roman Republic: Lesson Plan
    The Roman Republic: Separation of Powers - History of Global Democracies Series | Academy 4 Social Change The Roman Republic: Lesson Plan Topic The Republic is the period in Roman history dating from the end of the reign of Rome’s last king in 509 B.C. to the ascension of Augustus in 27 B.C. that marked the beginning of the Roman Empire. During this time, elite Roman men pursuing political careers tried to work their way up the highly competitive hierarchy of political offices called the cursus honorum in order to gain more prestige and power. The highest annually occurring office in Rome was that of the consul, held by two men each year. In addition to Rome’s various magistrates, there was a powerful advisory body called the senate, as well as citizen assemblies that elected officeholders and voted on proposed laws, trials, and military decisions. Possible subjects/classes Time needed ● Government ● History 30-45 minutes ● Politics ● Philosophy Video link: https://academy4sc.org/topic/the-roman-republic-separation-of-powers/ Objective: What will students know/be able to do at the end of class? Students will be able to... ● Describe the three major areas of the government under the Roman Republic. ● Explain how the Roman Republic incorporated the concept of separation of powers. Key Concepts & Vocabulary republic, cursus honorum, consul, senate, assembly Materials Needed Worksheet, computers The Roman Republic: Separation of Powers - History of Global Democracies Series | Academy 4 Social Change Before you watch Turn & Talk: What does the phrase “separation of powers” mean to you? What about “checks and balances?” Have students discuss their answers in small groups.
    [Show full text]
  • Ancient Rome
    Ancient Rome Beginnings Founding • The Latins, an Indo-European-speaking Italic people from central Europe, crossed the Alps about 1500 B.C. and invaded Italy. • Attracted by the warm climate and fertile land, the Latins conquered the native peoples and settled in central Italy. • On the seven hills overlooking the Tiber River, they founded the city of Rome. • (According to Roman legend, the city was founded in 753 B.C. by two descendants of the gods – the twin brothers Romulus and Remus) Life Among the Early Latins The early Latins, a simple, hardy people, • worked chiefly at farming and cattle-raising; • maintained close family ties, with the father exercising absolute authority; • worshipped tribal gods (Jupiter, the chief god; Mars, god of war; Neptune, god of the sea; and Venus, goddess of love), and • defended Rome against frequent attacks Etruscan Territory • Etruscan architecture was created between about 700 BC and 200 BC, when the expanding civilization of ancient Rome finally absorbed Etruscan civilization. The Etruscans were considerable builders in stone, wood and other materials of temples, houses, tombs and city walls, as well as bridges and roads. The only structures remaining in quantity in anything like their original condition are tombs and walls, but through archaeology and other sources we have a good deal of information on what once existed. Etruscan Architecture Etruscan Funeral Urns From Etruscan Rule to Independence Rome was captured about 750 B.C. by its northern neighbors, the Etruscans. From these more advanced people, the Latins, or Romans, learned to • construct buildings, roads and city walls, • make metal weapons, and • Apply new military tactics; The Romans in 500 B.C.
    [Show full text]
  • Unification of Italy 1792 to 1925 French Revolutionary Wars to Mussolini
    UNIFICATION OF ITALY 1792 TO 1925 FRENCH REVOLUTIONARY WARS TO MUSSOLINI ERA SUMMARY – UNIFICATION OF ITALY Divided Italy—From the Age of Charlemagne to the 19th century, Italy was divided into northern, central and, southern kingdoms. Northern Italy was composed of independent duchies and city-states that were part of the Holy Roman Empire; the Papal States of central Italy were ruled by the Pope; and southern Italy had been ruled as an independent Kingdom since the Norman conquest of 1059. The language, culture, and government of each region developed independently so the idea of a united Italy did not gain popularity until the 19th century, after the Napoleonic Wars wreaked havoc on the traditional order. Italian Unification, also known as "Risorgimento", refers to the period between 1848 and 1870 during which all the kingdoms on the Italian Peninsula were united under a single ruler. The most well-known character associated with the unification of Italy is Garibaldi, an Italian hero who fought dozens of battles for Italy and overthrew the kingdom of Sicily with a small band of patriots, but this romantic story obscures a much more complicated history. The real masterminds of Italian unity were not revolutionaries, but a group of ministers from the kingdom of Sardinia who managed to bring about an Italian political union governed by ITALY BEFORE UNIFICATION, 1792 B.C. themselves. Military expeditions played an important role in the creation of a United Italy, but so did secret societies, bribery, back-room agreements, foreign alliances, and financial opportunism. Italy and the French Revolution—The real story of the Unification of Italy began with the French conquest of Italy during the French Revolutionary Wars.
    [Show full text]
  • Mussolini's Ambiguous and Opportunistic Conception of Romanità
    “A Mysterious Revival of Roman Passion”: Mussolini’s Ambiguous and Opportunistic Conception of Romanità Benjamin Barron Senior Honors Thesis in History HIST-409-02 Georgetown University Mentored by Professor Foss May 4, 2009 “A Mysterious Revival of Roman Passion”: Mussolini’s Ambiguous and Opportunistic Conception of Romanità CONTENTS Preface and Acknowledgments ii List of Illustrations iii Introduction 1 I. Mussolini and the Power of Words 7 II. The Restrained Side of Mussolini’s Romanità 28 III. The Shift to Imperialism: The Second Italo-Ethiopian War 1935 – 1936 49 IV. Romanità in Mussolini’s New Roman Empire 58 Conclusion 90 Bibliography 95 i PREFACE AND ACKNOWLEDGEMENTS I first came up with the topic for this thesis when I visited Rome for the first time in March of 2008. I was studying abroad for the spring semester in Milan, and my six-month experience in Italy undoubtedly influenced the outcome of this thesis. In Milan, I grew to love everything about Italy – the language, the culture, the food, the people, and the history. During this time, I traveled throughout all of Italian peninsula and, without the support of my parents, this tremendous experience would not have been possible. For that, I thank them sincerely. This thesis would not have been possible without a few others whom I would like to thank. First and foremost, thank you, Professor Astarita, for all the time you put into our Honors Seminar class during the semester. I cannot imagine how hard it must have been to read all of our drafts so intently. Your effort has not gone unnoticed.
    [Show full text]
  • The Ancient People of Italy Before the Rise of Rome, Italy Was a Patchwork
    The Ancient People of Italy Before the rise of Rome, Italy was a patchwork of different cultures. Eventually they were all subsumed into Roman culture, but the cultural uniformity of Roman Italy erased what had once been a vast array of different peoples, cultures, languages, and civilizations. All these cultures existed before the Roman conquest of the Italian Peninsula, and unfortunately we know little about any of them before they caught the attention of Greek and Roman historians. Aside from a few inscriptions, most of what we know about the native people of Italy comes from Greek and Roman sources. Still, this information, combined with archaeological and linguistic information, gives us some idea about the peoples that once populated the Italian Peninsula. Italy was not isolated from the outside world, and neighboring people had much impact on its population. There were several foreign invasions of Italy during the period leading up to the Roman conquest that had important effects on the people of Italy. First there was the invasion of Alexander I of Epirus in 334 BC, which was followed by that of Pyrrhus of Epirus in 280 BC. Hannibal of Carthage invaded Italy during the Second Punic War (218–203 BC) with the express purpose of convincing Rome’s allies to abandon her. After the war, Rome rearranged its relations with many of the native people of Italy, much influenced by which peoples had remained loyal and which had supported their Carthaginian enemies. The sides different peoples took in these wars had major impacts on their destinies. In 91 BC, many of the peoples of Italy rebelled against Rome in the Social War.
    [Show full text]
  • The Roman Theocracy and the Republic, 1846-1849
    ^ney //n-ivm'iU^ ,-^ ^ c/6..y/io>^^ ^y^' wen^ 7/fm rr.jt/i/ </ l(f////</•/mi THE ROMAN THEOCRACY AND THE REPUBLIC .S«a_ The Roman Theocracy and The Republic 1846-1849 BY R. M. JOHNSTON Hontion MACMILLAN AND CO., Limited NEW YORK : THE MACMILLAN COMPANY I9CI jill rights reserved j1(?7^^ HE:NRY morse STePHCNS- — —— CONTENTS CHAPTER I Some Antecedents of the Roman Theocracy PAGE The Papacy and the Roman Empire— Continuity of traditions—Struggle be- tween North and South—Rise of Italian nationalism—Strength and weakness of the Popes—Character of the Italians — Conditions in the States of the Church—Secret Societies—The Memorandum of 183 1 Papal justice—Finance—Administration—The rule of the Theocracy Death of Gregory XVI I CHAPTER n The Election of Pius IX The Amnesty The Conclave summoned—Nationalist influences —The Primato and Ultimi Cast—The Bishop of Imola—His personality and opinions—The Papal election—Lambruschini and Micara—Proclamation of Pius IX—His first acts —The Amnesty—Popular enthusiasm— Metternich's foreboding . 29 CHAPTER HI Italian Sentiment and Parties Unrest of the Peninsula—Kingdom of Sardinia—The Austrian provinces and regime—The writers — Double current of nationalist sentiment— Mazzini and the Gio-vane Italia—Rise and fall of his popularity— Gioberti— His correspondence with Mazzini—The Primato—A remarkable prophecy Balbo—D' Azeglio—His interview with Charles Albert —Antagonism of democrats and Albertists . -41 511196 — ri THE ROMAN THEOCRACY CHAPTER IV Early Months of the Pontificate—The Congress of Genoa PAGE Popularity of Pius —Difficulty of his position—The Gregorian party opposes him— Gizzi State Secretary—First attempts at reform—Sanfedist agitation — Failure of crops Scientific Congresses Nationalist — — enthusiasm .
    [Show full text]
  • Reading Death in Ancient Rome
    Reading Death in Ancient Rome Reading Death in Ancient Rome Mario Erasmo The Ohio State University Press • Columbus Copyright © 2008 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Erasmo, Mario. Reading death in ancient Rome / Mario Erasmo. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8142-1092-5 (cloth : alk. paper) ISBN-10: 0-8142-1092-9 (cloth : alk. paper) 1. Death in literature. 2. Funeral rites and ceremonies—Rome. 3. Mourning cus- toms—Rome. 4. Latin literature—History and criticism. I. Title. PA6029.D43E73 2008 870.9'3548—dc22 2008002873 This book is available in the following editions: Cloth (ISBN 978-0-8142-1092-5) CD-ROM (978-0-8142-9172-6) Cover design by DesignSmith Type set in Adobe Garamond Pro by Juliet Williams Printed by Thomson-Shore, Inc. The paper used in this publication meets the minimum requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials. ANSI 39.48-1992. 9 8 7 6 5 4 3 2 1 Contents List of Figures vii Preface and Acknowledgments ix INTRODUCTION Reading Death CHAPTER 1 Playing Dead CHAPTER 2 Staging Death CHAPTER 3 Disposing the Dead 5 CHAPTER 4 Disposing the Dead? CHAPTER 5 Animating the Dead 5 CONCLUSION 205 Notes 29 Works Cited 24 Index 25 List of Figures 1. Funerary altar of Cornelia Glyce. Vatican Museums. Rome. 2. Sarcophagus of Scipio Barbatus. Vatican Museums. Rome. 7 3. Sarcophagus of Scipio Barbatus (background). Vatican Museums. Rome. 68 4. Epitaph of Rufus.
    [Show full text]
  • Duke Certamen 2018 Novice Division Round 1
    DUKE CERTAMEN 2018 NOVICE DIVISION ROUND 1 1. Also known as the Boreads, what twin brothers were said to have purple wings which allowed them to fly? ZETES AND CALAÏS B1: When Zetes and Calaïs chased the Harpies all the way to the Strophades Islands, either Iris or what messenger deity persuaded them to stop, promising that the Harpies would no longer hurt Phineus? HERMES B2: Which of the Argonauts killed Zetes and Calais because they had convinced the rest of the Argonauts to abandon him in Mysia? HERACLES 2. If, after listening to a Latin translation of Jay-Z’s song Encore, your friend asks you what “Vēni, vīdi, vīci” means in English, how should you respond? I CAME, I SAW, I CONQURERED B1: That same friend then googles more Julius Caesar quotes. Next, She asks you what “Alea Iacta est” means in English. What do you tell her? THE DIE IS/HAS BEEN CAST B2: An acquaintance, having overheard this conversation, comes over and tells you that they don’t see why you are speaking a “dead language.” Being the witty Classicist that you are, you respond “rident stolidi linguam Latinam.” What did you just say? FOOLS LAUGH AT THE LATIN LANGUAGE 3. For the phrase magnus agricola, give the dative singular. MAGNŌ AGRICOLAE B1: Make that phrase plural. MAGNĪS AGRICOLĪS B2: Make the phrase genitive plural. MAGNORUM AGRICOLORUM 4. What pious king of Rome advanced Roman religious tradition with such deeds as founding the Roman calendar and building the temple of Janus? NUMA POMPILIUS B1: Numa was said to be guided by what nymph? EGERIA B2: Numa originated from what tribe? SABINES 5.
    [Show full text]