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Université De Montréal Julius Caesar in Gaul and Germania
Université de Montréal Julius Caesar in Gaul and Germania: Strategy, tactics, and the use of aggressive diplomacy as a tool for war Par Patrick Dakkach Département d’histoire, Université de Montréal, Faculté des arts et des sciences Mémoire présenté en vue de l’obtention du grade de la Maitrise En Histoire, option Recherche Mai 2021 © Patrick Dakkach, 2021 Université de Montréal Unité académique : Département d’histoire, Université de Montréal, Faculté des arts et des sciences Ce mémoire intitulé Julius Caesar in Gaul and Germania: Strategy, tactics, and the use of aggressive diplomacy as a tool for war Présenté par Patrick Dakkach A été évalué(e) par un jury composé des personnes suivantes Philippe Genequand Président-rapporteur Christian Raschle Directeur de recherche Michael Fronda Membre du jury Résumé Alors que César et ses écrits ont fait l’objet d’une étude approfondie au cours des deux derniers siècles, comment étudier ses commentaires de manière différente? En utilisant une nouvelle approche mise au point par Arthur M. Eckstein dans son œuvre Mediterranean Anarchy, Interstate War, and the Rise of Rome qui soutient que Rome a conquis de manière opportuniste l'Italie et la Méditerranée orientale à travers une série de guerres défensives ou « d’invitations ». La nouveauté de cette approche est son utilisation des paradigmes de la science politique misant surtout sur le concept de l'anarchie réaliste. En tant que telle, cette thèse utilisera le cadre d'Eckstein et l'appliquera au Bellum Gallicum de César pour montrer que, contrairement à l'historiographie traditionnelle, César n'a pas conquis la Gaule par bellicosité et ambition personnelle, mais plutôt à la suite d'invitation directe de ses alliés gaulois le poussant à intervenir défensivement au nom du bellum iustum. -
Was Galatian Really Celtic? Anthony Durham & Michael Goormachtigh First Published November 2011, Updated to October 2016
Was Galatian Really Celtic? Anthony Durham & Michael Goormachtigh first published November 2011, updated to October 2016 Summary Saint Jerome’s AD 386 remark that the language of ancient Galatia (around modern Ankara) resembled the language of the Treveri (around modern Trier) has been misinterpreted. The “Celts”, “Gauls” or “Galatians” mentioned by classical authors, including those who invaded Greece and Anatolia around 277 BC, were not Celtic in the modern sense of speaking a Celtic language related to Welsh and Irish, but tall, pale-skinned, hairy, warrior peoples from the north. The 150 or so words and proper names currently known from Galatian speech show little affinity with Celtic but more with Germanic. Introduction In AD 386 Saint Jerome wrote: Apart from the Greek language, which is spoken throughout the entire East, the Galatians have their own language, almost the same as the Treveri. For many people this short remark is the linchpin of a belief that ancient Celtic speech spread far outside its Atlantic-fringe homeland, reaching even into the heart of Anatolia, modern Turkey. However, we wish to challenge the idea that Galatians spoke a language that was Celtic in the modern sense of being closely related to Welsh or Irish. Galatia was the region around ancient Ancyra, modern Ankara, in the middle of Turkey. Anatolia (otherwise known as Asia Minor) has seen many civilisations come and go over the millennia. Around 8000 BC it was a cradle of agriculture and the Neolithic revolution. The whole family of Indo-European languages originated somewhere in that region. We favour the idea that they grew up around the Black Sea all the way from northern Anatolia, past the mouth of the river Danube, to southern Russia and Ukraine. -
The Commentaries of Caesar, by Anthony Trollope
Project Gutenberg's The Commentaries of Caesar, by Anthony Trollope This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org/license Title: The Commentaries of Caesar Author: Anthony Trollope Release Date: November 9, 2017 [EBook #55926] Language: English *** START OF THIS PROJECT GUTENBERG EBOOK THE COMMENTARIES OF CAESAR *** Produced by Chuck Greif and the Online Distributed Proofreading Team at http://www.pgdp.net (This book was produced from scanned images of public domain material from the Google Books project.) Ancient Classics for English Readers EDITED BY THE REV. W. LUCAS COLLINS, M.A. C Æ S A R The Volumes published of this Series contain HOMER: THE ILIAD, BY THE EDITOR. HOMER: THE ODYSSEY, BY THE SAME. HERODOTUS, BY GEORGE C. SWAYNE, M.A. Late Fellow of Corpus Christi College, Oxford. The following Authors, by various Contributors, are in preparation:— VIRGIL. HORACE. ÆSCHYLUS. SOPHOCLES. ARISTOPHANES. CICERO. JUVENAL. XENOPHON. OTHERS WILL FOLLOW. A Volume will be published on the 1st of every alternate Month, price 2s. 6d. T H E C O M M E N T A R I E S OF C Æ S A R BY ANTHONY TROLLOPE WILLIAM BLACKWOOD AND SONS EDINBURGH AND LONDON MDCCCLXX CONTENTS. CHAP. PAGE I. INTRODUCTION, 1 FIRST BOOK OF THE WAR IN GAUL.—CÆSAR DRIVES FIRST THE SWISS AND II. 28 THEN THE GERMANS OUT OF GAUL.—B.C. -
SUMMER ASSIGNMENT Welcome to AP Latin!
BISHOP MOORE CATHOLIC HIGH SCHOOL AP LATIN: SUMMER ASSIGNMENT Welcome to AP Latin! Your summer assignment involves two undertakings… “SUMMER READING ASSIGNMENT” The point of this assignment is to become familiar with the two works. IT is CRITICAL that you know the CHARACTERS/PEOPLE and EVENTS of both the Bellum Gallicum and the Aeneid. o Read IN ENGLISH the designated parts of Caesar’s Gallic Wars (books 1,4,5,6,7) and Vergil’s Aeneid (Books 1-6, 8. 12). You may read the entire book if you wish. o Complete worksheet of questions below. Write answers on the pdf (using Notability). o Submit to Schoology: “SUMMER READING ASSIGNMENT” on Aug09 - 1st day of school. VOCABULARY: Learn the most used basic vocabulary of Caesar’s Gallic Wars and Vergil’s Aeneid (you might want to make vocab cards in Quizlet). o We will have periodic vocabulary tests, including one the 2nd day of classes (August 10th). ===================================================================================== Reading Caesar’s Gallic Wars and Vergil’s Aeneid in English (College Board requirement) -Caesar’s Gallic Wars: Books 1, 4, 5, 6 and 7 (you may read any English translation, online or a book) -online: http://classics.mit.edu/Caesar/gallic.html -books: in order of my preference, based on readability -Hammond, Carolyn, tr. Caesar: The Gallic War. Oxford World’s Classics, 2008. (ISBN: 978-0199540266) -Ford, James H., trans. Caesar’s Commentaries: On the Gallic War and on the Civil War. El Paso Norte Press, 2005. (ISBN: 978-0976072614) -Macdevitt, W. A. trans. The Gallic Wars. Wilder Publications, 2009. (ISBN: 978-1604597622) -Edwards, H. -
La Langue Gauloise
LA VOCATION DE L’ARBRE D’OR est de partager ses admirations avec les lecteurs, son admiration pour les grands textes nourrissants du passé et celle aussi pour l’œuvre de contem- porains majeurs qui seront probablement davantage appréciés demain qu’aujourd’hui. Trop d’ouvrages essentiels à la culture de l’âme ou de l’identité de chacun sont aujourd’hui indisponibles dans un marché du livre transformé en industrie lourde. Et quand par chance ils sont disponibles, c’est financiè- rement que trop souvent ils deviennent inaccessibles. La belle littérature, les outils de développement personnel, d’identité et de progrès, on les trouvera donc au catalogue de l’Arbre d’Or à des prix résolument bas pour la qualité offerte. LES DROITS DES AUTEURS Cet e-book est sous la protection de la loi fédérale suisse sur le droit d’auteur et les droits voisins (art. 2, al. 2 tit. a, LDA). Il est également pro- tégé par les traités internationaux sur la propriété industrielle. Comme un livre papier, le présent fichier et son image de couverture sont sous copyright, vous ne devez en aucune façon les modifier, les utili- ser ou les diffuser sans l’accord des ayant-droits. Obtenir ce fichier autre- ment que suite à un téléchargement après paiement sur le site est un délit. Transmettre ce fichier encodé sur un autre ordinateur que celui avec lequel il a été payé et téléchargé peut occasionner des dommages informatiques susceptibles d’engager votre responsabilité civile. Ne diffusez pas votre copie mais, au contraire, quand un titre vous a plu, encouragez-en l’achat. -
Book 5 – 54 BC
Book 5 – 54 BC Like Book 4, the AP curriculum has us enter Book 5 in mediās rēs—therefore a brief introduction to the year 54 BC is necessary. Introduction Caesar led his two legions back from Britannia in the early fall of 55 BC. When news of his expedition there reached Rome, the senate declared an unprecedented 20-day public holiday. (The previous record for a public thanksgiving granted to a general was 15 days, which also had been granted to Caesar—after the campaign against the Belgae two years earlier, in 57 BC). Caesar’s first trip to Britannia merely whetted his appetite for a second. No doubt the praise lavished on him back in Rome contributed to his desire to return to the still mostly-unexplored and little-known island. 54 BC, Part 1 – The Second Invasion of Britannia To ensure a less adversity-laden trip the second time around, Caesare showed his usual thoroughness and careful planning. He ordered the legions stationed near the northern coast of Gaul in the winter of 55-54 to construct 600 ships. This would be enough to transport 5 legions—remember that he had only had enough ships to ferry over 2 legions the previous year. Futhermore, the transports were now built according to a new design, one that made them draw less water, so that they could advance much closer to shore. On top of this, Caesar recruited 4,000 cavalry from various friendly—or intimidated—Gallic tribes. Half of the cavalry would travel with him to Britannia, and the other half would remain in Gaul, to provide support for the legions remaining there. -
ADVANCED PLACEMENT LATIN Grade 12 World Languages Department
TRUMBULL PUBLIC SCHOOLS Trumbull, Connecticut ADVANCED PLACEMENT LATIN Grade 12 World Languages Department 2018 Curriculum Writing Team Susanna Lavorgna-Lye Department Chair Ben Brust Teacher Jonathan S. Budd, Ph.D., Assistant Superintendent of Curriculum, Instruction, & Assessments Advanced Placement Latin Property of Trumbull Public Schools Advanced Placement Latin Grade 12 Table of Contents Core Values & Beliefs ............................................................................................... 2 Introduction & Philosophy ......................................................................................... 2 Course Goals ............................................................................................................... 3 Course Enduring Understandings ............................................................................... 7 Course Essential Questions ......................................................................................... 7 Course Knowledge & Skills........................................................................................ 8 Course Syllabus ......................................................................................................... 9 Unit 1: Omnis Galliae ................................................................................................ 11 Unit 2: Ad Britanniam ................................................................................................ 14 Unit 3: Calamitas ...................................................................................................... -
Killing Romans: Legitimizing Violence in Cicero and Caesar by Jacqueline
Killing Romans: Legitimizing Violence in Cicero and Caesar by Jacqueline J. Stimson A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Classical Studies) in The University of Michigan 2017 Doctoral Committee: Professor David S. Potter, Chair Professor Jane Chaplin, Middlebury College Professor Arlene W. Saxonhouse Professor Celia E. Schultz Jacqueline J. Stimson [email protected] ORCID iD: 0000-0002-6443-5236 © Jacqueline J. Stimson 2017 Meis Parentibus ii Acknowledgements As overwhelming as the dissertation process is, I am extremely lucky to have had the help of so many wonderful and thoughtful people. First, I owe the greatest debt of gratitude to my adviser, David Potter, for his time, energy, and constant encouragement. In the beginning, he knew when to let me find my way in the darkness, even when it seemed like all I was finding were dead ends, and when to gently nudge me in a productive direction. Throughout, he has been an endless fount of knowledge and scholarship, and unfailingly supportive of my ideas. I have learned so much from him, not only about Roman history, but also the art of articulating and refining arguments. I am also thankful for my other committee members, Celia Schultz, Arlene Saxonhouse, and Jane Chaplin. My dissertation as a whole is stronger because of my meetings with them and their attentive feedback on chapters. They have helped me go outside my comfort zone into new areas of research and exploration, and I am grateful for their support. The resources at the University of Michigan that are free and open to all graduate students are unparalleled. -
BOOK 5 Chapter 1 Lucius Domitius and Appius Claudius Being
BOOK 5 Chapter 1 Lucius Domitius and Appius Claudius being consuls, Caesar, when departing from his winter quarters into Italy, as he had been accustomed to do yearly, commands the lieutenants whom he appointed over the legions to take care that during the winter as many ships as possible should be built, and the old repaired. He plans the size and shape of them. For dispatch of lading, and for drawing them on shore, he makes them a little lower than those which we have been accustomed to use in our sea; and that so much the more, because he knew that, on account of the frequent changes of the tide, less swells occurred there; for the purpose of transporting burdens and a great number of horses, [he makes them] a little broader than those which we use in other seas. All these he orders to be constructed for lightness and expedition, to which object their lowness contributes greatly. He orders those things which are necessary for equipping ships to be brought thither from Spain. He himself, on the assizes of Hither Gaul being concluded, proceeds into Illyricum, because he heard that the part of the province nearest them was being laid waste by the incursions of the Pirustae. When he had arrived there, he levies soldiers upon the states, and orders them to assemble at an appointed place. Which circumstance having been reported [to them], the Pirustae send embassadors to him to inform him that no part of those proceedings was done by public deliberation, and assert that they were ready to make compensation by all means for the injuries [inflicted]. -
Vergil's Aeneid/Caesar's Bellum Gallicum AP Latin Summer
Vergil's Aeneid/Caesar’s Bellum Gallicum AP Latin Summer Assignment The AP Latin assignment for the summer is to read, in English, Vergil’s Aeneid Books 16, 8 and 12, and Caesar’s Bellum Gallicum, Books 1, 4 (chapters 2436), 5 (chapters 2448), 6 and 7, and then complete the following worksheet. For the Aeneid, you may read either a book (Fagles' translation is the most recent, but Fitzgerald’s is more literal) or A.S. Kline’s translation on line, http://www.poetryintranslation.com/PITBR/Latin/Virgilhome.htm For Caesar’s Bellum Gallicum, http://classics.mit.edu/Caesar/gallic.html, offers an excellent online translation. Caesar: The Gallic War (Loeb Classical Library) H. J. Edwards translator, is a good book to read and offers the Latin text, on facing pages, along with the English. This assignment is due on THE FIRST DAY of school. Please WRITE your answers on a SEPARATE PIECE OF PAPER. The point of this assignment is to become familiar with the two works. IT is CRITICAL that you know the CHARACTERS/PEOPLE and EVENTS of both the Aeneid and Bellum Gallicum. Throughout the year you will have tests and quizzes on both the parts of the Aeneid and Bellum Gallicum read in Latin as well as the parts read in English. Vergil 7019 B.C. BACKGROUND INFORMATION 1. Where was Vergil born? 2. What did he write before he wrote The Aeneid? 3. How is The Aeneid like The Iliad and The Odyssey? 4. How is Aeneas like Achilles and Odysseus? 5. -
Julius Caesar. the Colossus of Rome
JULIUS CAESAR: THE COLOSSUS OF ROME Julius Caesar offers a lively, engaging, and thoroughly up-to-date account of Caesar’s life and times. Richard Billows’ dynamic and fast-paced narrative offers an imaginative recounting of actions and events, providing the ideal introduction to Julius Caesar for general readers and students of classics and ancient history. The book is not just a biography of Caesar, but a historical account and explanation of the decline and fall of the Roman Republican governing system, in which Caesar played a crucial part. To understand Caesar’s life and role, it is necessary to grasp the political, social, and economic problems Rome was grap- pling with, and the deep divisions within Roman society that came from them. Caesar has been seen variously as a mere opportunist, a power-hungry autocrat, an arrogant aristocrat disdaining rivals, a traditional Roman noble politician who stumbled into civil war and autocracy thanks to being misunderstood by his rivals, and even as the ideal man and pattern of all virtues. Billows argues that such portrayals fail to consider adequately the universal testimony of our ancient sources that Roman political life was divided in Caesar’s time into two great political tendencies, called ‘optimates’ and ‘populares’ in the sources, of which Caesar came to be the leader of one: the ‘popularis’ faction. Billows suggests that it is only when we see Caesar as the leader of a great political and social movement, that had been struggling with its rival move- ment for decades and had been several times violently repressed in the course of that struggle, that we can understand how and why Caesar came to fight and win a civil war, and bring the traditional governing system of Rome to an end. -
AP Latin: Vergil
AP Latin Course Syllabus 2012-13 Overview: The history of Rome establishes a template for leadership in the military and political world of future generations. “I sing of arms and the man . .” these short words, express a central theme of the first century BCE and of the two works of literature on this syllabus: The Aeneid of Vergil and Caesar’s De Bello Gallico. The course will focus on not only the development of the ability to write a literal English translation of a Latin passage, but also to identify and analyze features of the authors’ expression, including word choice and placement, imagery, figures of speech, sound and metrical effects. Students will also discuss particular motifs relevant to the works and analyze characters and situations as portrayed in specific passages. Students will be given weekly practice in reading at sight and daily practice in translating literally as well as oral reading in dactylic hexameter verse and literary interpretation. AP Summer Assignment: Over the summer before the course begins, students will complete the following two requirements. Students will be assessed on these requirements when they return to school: • read Vergil’s Aeneid Books I and II in English in their entirety, for the continuity of the story line. (translations available to borrow from teacher, if necessary). • high-frequency Vergil vocabulary activity, list provided by teacher. Course Goals: For AP, the completion of the required reading list (see syllabus calendar) is key to successful completion of course requirements as well as the development of the reading and translating skills necessary for success on the exam.