Rewriting Columbus in the New Latin American Historical
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Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future
DOCUMENT RESUME ED 415 168 SO 028 325 AUTHOR Warnsley, Johnnye R. TITLE Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future. A Curriculum Unit. Fulbright-Hays Summer Seminar Abroad 1996 (South Africa). INSTITUTION Center for International Education (ED), Washington, DC. PUB DATE 1996-00-00 NOTE 77p. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *African Studies; *Apartheid; Black Studies; Foreign Countries; Global Education; Instructional Materials; Interdisciplinary Approach; Peace; *Racial Discrimination; *Racial Segregation; Secondary Education; Social Studies; Teaching Guides IDENTIFIERS African National Congress; Mandela (Nelson); *South Africa ABSTRACT This curriculum unit is designed for students to achieve a better understanding of the South African society and the numerous changes that have recently, occurred. The four-week unit can be modified to fit existing classroom needs. The nine lessons include: (1) "A Profile of South Africa"; (2) "South African Society"; (3) "Nelson Mandela: The Rivonia Trial Speech"; (4) "African National Congress Struggle for Justice"; (5) "Laws of South Africa"; (6) "The Pass Laws: How They Impacted the Lives of Black South Africans"; (7) "Homelands: A Key Feature of Apartheid"; (8) "Research Project: The Liberation Movement"; and (9)"A Time Line." Students readings, handouts, discussion questions, maps, and bibliography are included. (EH) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** 00 I- 4.1"Reflections on Apartheid in South Africa: Perspectives and an Outlook for the Future" A Curriculum Unit HERE SHALL watr- ALL 5 HALLENTOEQUALARTiii. 41"It AFiacAPLAYiB(D - Wad Lli -WIr_l clal4 I.4.4i-i PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY (4.)L.ct.0-Aou-S TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Johnnye R. -
Introduction to Latin American Cinema Sample Syllabus Course
Introduction to Latin American Cinema Sample Syllabus Course description This course offers students a cultural history of Latin America in the twentieth and twenty-first centuries through the study of its cinema. The course is divided into five parts, each one corresponding to a major cinematic period: silent cinema, studio cinema, Neorealism / Art Cinema, the New Latin American Cinema, and contemporary cinema. Learning objectives Students will learn to describe, analyze, and evaluate the intersection between form and content in a select number of important Latin American films, by situating them in contexts that are simultaneously national, regional, and global. Class-specific objectives are listed in the calendar below. Note to teachers: This course can be taught without having to include a unifying theoretical concept. However, I have found that by incorporating the theoretical framework of multiple modernities, classroom discussions on such topics as race, ethnicity, gender, sexuality, nationalism, populism, and historiography can be more productively framed from a distinctively Latin American perspective. Required text: Paul A. Schroeder Rodríguez. Latin American Cinema: A Comparative History. Berkeley: University of California Press, 2016. Prepared by Paul A. Schroeder Rodríguez, author of Latin American Cinema: A Comparative History (University of California Press, 2016) Calendar overview: 1. Introduction (week 1) 2. Silent cinema (weeks 2 and 3) 3. Studio cinema (weeks 4-8) 4. Neorealism and Auteur cinema (week 9) 5. New Latin American Cinema (weeks 10-13) 6. Contemporary cinema (weeks 14-15) Note to teachers: In the weekly calendar below, each class has at least two learning objectives. Generally speaking, the first learning objective has to do with modes of production and representation, and the second objective with the representation of modernity. -
Livy's Early History of Rome: the Horatii & Curiatii
Livy’s Early History of Rome: The Horatii & Curiatii (Book 1.24-26) Mary Sarah Schmidt University of Georgia Summer Institute 2016 [1] The Horatii and Curiatii This project is meant to highlight the story of the Horatii and Curiatii in Rome’s early history as told by Livy. It is intended for use with a Latin class that has learned the majority of their Latin grammar and has knowledge of Rome’s history surrounding Julius Caesar, the civil wars, and the rise of Augustus. The Latin text may be used alone or with the English text of preceding chapters in order to introduce and/or review the early history of Rome. This project can be used in many ways. It may be an opportunity to introduce a new Latin author to students or as a supplement to a history unit. The Latin text may be used on its own with an historical introduction provided by the instructor or the students may read and study the events leading up to the battle of the Horatii and Curiatii as told by Livy. Ideally, the students will read the preceding chapters, noting Livy’s intention of highlighting historical figures whose actions merit imitation or avoidance. This will allow students to develop an understanding of what, according to Livy and his contemporaries, constituted a morally good or bad Roman. Upon reaching the story of the Horatii and Curiatii, not only will students gain practice and understanding of Livy’s Latin literary style, but they will also be faced with the morally confusing Horatius. -
New Latin Grammar
NEW LATIN GRAMMAR BY CHARLES E. BENNETT Goldwin Smith Professor of Latin in Cornell University Quicquid praecipies, esto brevis, ut cito dicta Percipiant animi dociles teneantque fideles: Omne supervacuum pleno de pectore manat. —HORACE, Ars Poetica. COPYRIGHT, 1895; 1908; 1918 BY CHARLES E. BENNETT PREFACE. The present work is a revision of that published in 1908. No radical alterations have been introduced, although a number of minor changes will be noted. I have added an Introduction on the origin and development of the Latin language, which it is hoped will prove interesting and instructive to the more ambitious pupil. At the end of the book will be found an Index to the Sources of the Illustrative Examples cited in the Syntax. C.E.B. ITHACA, NEW YORK, May 4, 1918 PREFACE TO THE SECOND EDITION. The present book is a revision of my Latin Grammar originally published in 1895. Wherever greater accuracy or precision of statement seemed possible, I have endeavored to secure this. The rules for syllable division have been changed and made to conform to the prevailing practice of the Romans themselves. In the Perfect Subjunctive Active, the endings -īs, -īmus, -ītis are now marked long. The theory of vowel length before the suffixes -gnus, -gna, -gnum, and also before j, has been discarded. In the Syntax I have recognized a special category of Ablative of Association, and have abandoned the original doctrine as to the force of tenses in the Prohibitive. Apart from the foregoing, only minor and unessential modifications have been introduced. In its main lines the work remains unchanged. -
Introduction to the Classical Studies and Archaeology Research Guide (= RG)
Introduction to the Classical Studies and Archaeology Research Guide (= RG) TABLE OF CONTENTS: 1. Reference Materials for Researching Authors & Topics 2. Bibliography on an Author, Text, or Topic 3. Reviews of a Particular Book on an Author, Text, or Topic 4. Databases of Greek & Latin Texts 5. Resources for Determining Meaning of a Greek or Latin Word 6. Greek & Latin Grammars 7. Standard Histories of Greek & Latin Literature 8. Standard Ancient Histories 9. Atlases & Geographic References for the Ancient World 10. Studies on Greek & Latin Meter 11. Resources on Transmission of Greek & Latin Literature 12. Resources on MS Transmission of Latin Authors 13. Resources on Pedagogy BASIC RESEARCH QUERIES: If you want to look up the particulars on a Greek or Latin author or topic, then consult the following as they often differ in the amount of detail or emphasis: • Oxford Classical Dictionary [current online 4th edition = 2012)] (RG = Quick Link) • Brill's New Pauly Online [current online edition with supplements = 2015] (RG = Quick Link) NOTE: Consult also when relevant: • Brill’s New Pauly Supplements I, vol. 1 (Chronologies of the Ancient World: Names, Dates and Dynasties) • Brill’s New Pauly Supplements I, vol. 2 (Dictionary of Greek and Latin Authors and Texts) • Brill’s New Pauly Supplements I, vo. 3 (Historical Atlas of the Ancient World) • Brill’s New Pauly Supplements I, vol. 4 (The Reception of Myth and Mythology) • Brill’s New Pauly Supplements, vol. 5 (The Reception of Classical Literature) • Brill’s New Pauly Supplements I, vol. 6 (History of classical Scholarship: A Biographical Dictionary) • Brill’s New Pauly Supplements II, vol. -
Enrique Dussel, and Jus- Tus George Lawler of Continuum for His Continued Interest in This Project
4 Contents Translator's Acknowledgements 7 Preface 9 PART ONE From the European Ego: The Covering Over ● 15 Chapter 1: Eurocentrism 19 Chapter 2: From the Invention to the Discovery of the New World 27 Chapter 3: From the Conquest to the Colonization of the Life- World 37 Chapter 4 : The Spiritual Conquest: Toward the Encounter between Two Worlds? 49 PART TWO Transition: The Copernican Revolution of the Hermeneutic Key ● 59 Chapter 5: Critique of the Myth of Modernity 63 Chapter 6: Amerindia in a Non-Eurocentric Vision of World History 73 5 PART THREE From the Invasion to the Dis-covery of the Other ● 91 Chapter 7: From the Parousia of the Gods to the Invasion 95 Chapter 8: From the Resistance to the End of the World and the Sixth Sun 106 Epilogue: The Multiple Visages of the One People and the Sixth Sun 119 Appendix 1: Diverse Meanings of the Terms Europe, The Occident, Modernity, Late Capitalism 133 Appendix 2: Two Paradigms of Modernity 136 Appendix 3: From the Discovery of the Atlantic to 1502 141 Appendix 4: Map of the Fourth Asiatic Peninsula of Henry Martellus (Florence 1489) 142 Notes 145 Chronology 211 Index 214 6 Translator's Acknowledgments The translator would like to thank Enrique Dussel, and Jus- tus George Lawler of Continuum for his continued interest in this project. Thanks are due also to Mrs. Virginia Duck- worth for editing assistance and Mr. Ollie L. Roundtree for techni- cal assistance. I have translated the German texts (e.g., from Kant, Hegel, Marx) on the basis of Dussel's Spanish translations of those texts, since he frequently utilizes ellipses to omit several pages and since other En- glish translations of these texts would not adequately convey Dus- sel's own reasons for combining such texts in a single quotation. -
The Methodian Mission on the Polish Lands Until the Dawn of 11Th Century
ELPIS . Rocznik XV (XXVI) . Zeszyt 27 (40) . 2013 . s. 17-32 th E mE t h o d i a n m i s s i o n o n t h E po l i s h l a n d s t h u n t i l t h E d a w n o f 11 c E n t u r y mi s j a m E t o d i a ń s k a n a z i E m i a c h p o l s k i c h d o k o ń c a Xi w i E k u an t o n i mi r o n o w i c z un i w E r s y t E t w bi a ł y m s t o k u , a m i r @u w b .E d u .p l Słowa kluczowe: Misja chrystianizacyjna, Kościół w Polsce, misja metodiańska Keywords: Byzantine Church; Great Moravia; Poland; Sts Cyril and Methodius The process of Conversion of the Slavs was com- The younger brother, Constantine having gained a de- menced with the contact of the Slavic people and the Byz- cent education at home continued his studies in Constanti- antine culture which was initiated by the mission of Sts. nople. He entered a monastery in the capital of Byzantium Cyril and Methodius. Apart from the exceptional role of and received the minor holy orders (deacon). Thereafter, Bulgaria and the Great Moravia in the development of the Constantine adopted the position of chartophylax (librar- Cyrillo-Methodian legacy the Ruthenian lands became the ian) from the patriarch Ignatius (847-858, 867-877) at the heir of this great religious and cultural tradition. -
The New Latin American Mission History</Article-Title>
The American Society for Ethnohistory The New Latin American Mission History by Erick Langer; Robert H. Jackson Review by: William L. Merrill Ethnohistory, Vol. 44, No. 3 (Summer, 1997), pp. 568-569 Published by: Duke University Press Stable URL: http://www.jstor.org/stable/483041 . Accessed: 26/10/2012 13:52 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Duke University Press and The American Society for Ethnohistory are collaborating with JSTOR to digitize, preserve and extend access to Ethnohistory. http://www.jstor.org 568 Book Reviews The New Latin American Mission History. Edited by Erick Langer and Robert H. Jackson. (Lincoln: University of Nebraska Press, I995. XV111 + 2z2 pp., introduction, tables, notes, index. $35.00 cloth, $i6.95 paper.) William L. Merrill, SmithsonianInstitution Over the past two decades a shift has taken place in the way that histori- ans approach the study of missions in the vast regions colonized by Spain and Portugal in the New World. Prior to this shift Latin American mission history consisted primarily of narrativechronologies, typically apologist in tone and intent, written by clerics and ex-clerics (whose works are charac- terized in this volume as "church self-history") and by some secular histo- rians, most of whom were students or students of students of Herbert E. -
Cato the Censor and the Beginnings of Latin Prose
Cato the Censor and the Beginnings of Latin Prose Cato the Censor and the Beginnings of Latin Prose FROM POETIC TRANSLATION TO ELITE TRANSCRIPTION Enrica Sciarrino THE OHIO STATE UNIVERSITY PRESS · COLUMBUS Copyright © 2011 by The Ohio State University. All rights reserved. Library of Congress Cataloging-in-Publication Data Sciarrino, Enrica, 1968– Cato the Censor and the beginnings of Latin prose : from poetic translation to elite tran- scription / Enrica Sciarrino. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-8142-1165-6 (cloth : alk. paper) ISBN-10: 0-8142-1165-8 (cloth : alk. paper) ISBN-13: 978-0-8142-9266-2 (cd-rom) 1. Latin prose literature—History and criticism. 2. Cato, Marcus Porcius, 234–149 B.C.—Criticism and interpretation. I. Title. PA6081.S35 2011 878'.01—dc22 2011006020 This book is available in the following editions: Cloth (ISBN 978-0-8142-1165-6) CD-ROM (ISBN 978-0-8142-9266-2) Cover design by Mia Risberg. Text design by Jennifer Shoffey Forsythe. Typeset in Times New Roman. 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 Preface and Acknowledgments vii List of Abbreviations xi Chapter 1 Situating the Beginnings of Latin Prose 1 Chapter 2 Under the Roman Sun: Poets, Rulers, Translations, and Power 38 Chapter 3 Conflicting Scenarios: Traffic in Others and Others’ Things 78 Chapter 4 Inventing Latin Prose: Cato the Censor and the Formation of a New Aristocracy 117 Chapter 5 Power Differentials in Writing: Texts and Authority 161 Conclusion 203 Bibliography 209 Index Locorum 229 General Index 231 Preface and Acknowledgments his book treats a moment in Roman cultural history that in the last decade or so has become one of the most contentious areas of dis- T cussion in classical scholarship. -
Cicero's Style
MNS-245-albrecht.qxd 03/04/2003 12:13 Page i CICERO’S STYLE MNS-245-albrecht.qxd 03/04/2003 12:13 Page ii MNEMOSYNE BIBLIOTHECA CLASSICA BATAVA COLLEGERUNT H. PINKSTER • H. S. VERSNEL D.M. SCHENKEVELD • P. H. SCHRIJVERS S.R. SLINGS BIBLIOTHECAE FASCICULOS EDENDOS CURAVIT H. PINKSTER, KLASSIEK SEMINARIUM, OUDE TURFMARKT 129, AMSTERDAM SUPPLEMENTUM DUCENTESIMUM QUADRAGESIMUM QUINTUM MICHAEL VON ALBRECHT CICERO’S STYLE MNS-245-albrecht.qxd 03/04/2003 12:13 Page iii CICERO’S STYLE A SYNOPSIS FOLLOWED BY SELECTED ANALYTIC STUDIES BY MICHAEL VON ALBRECHT BRILL LEIDEN • BOSTON 2003 MNS-245-albrecht.qxd 03/04/2003 12:13 Page iv This book is printed on acid-free paper. Library of Congress Cataloging-in-Publication Data Albrecht, Michael von. Cicero’s Style: a synopsis / by Michael von Albrecht. p. cm. – (Mnemosyne, bibliotheca classica Batava. Supplementum ; 245) Includes bibliographical references (p. ) and index. ISBN 90-04-12961-8 1. Cicero, Marcus Tullius–Literary style. 2. Speeches, addresses, etc., Latin–History and criticism. 3. Latin language–Style. 4. Rhetoric, Ancient. 5. Oratory, Ancient. I. Title. II. Series. PA6357.A54 2003 875’.01–dc21 2003045375 ISSN 0169-8958 ISBN 90 04 12961 8 © Copyright 2003 by Koninklijke Brill NV, Leiden, The Netherlands All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Brill provided that the appropriate fees are paid directly to The Copyright Clearance Center, 222 Rosewood Drive, Suite 910 Danvers, MA 01923, USA. -
College Professors and the New Standards for Classical Language Learning
Teaching Classical Languages Volume 9, Issue 1 Ancona 64 College Professors and the New Standards for Classical Language Learning Ronnie Ancona Hunter College and CUNY Graduate Center ABSTRACT The new Standards for Classical Language Learning should be required reading for all college professors. These new Standards will drive classical language instruction for many learners of Latin and Greek. Therefore, to be fully informed about the classics profession one should be informed about the Standards. Those of us involved in teacher-training programs need to become aware of these Standards, for they will influence how our teacher candidate students will be evaluated. In addition, we as college professors have something to learn from these Standards about how we ourselves teach and how we might teach even more successfully. College professors will learn how the 5C’s (Communication, Culture, Connections, Comparisons, and Communities), active Latin (or Greek), Modes of Communication (interpretive, interpersonal, and presentational), Performance (and Scaffolding) vs. Proficiency, and Culture and its Place, all are features of the practice of classical language learning. KEYWORDS professor, active, Standards, college, Latin INTRODUCTION The new Standards for Classical Language Learning are happily yet another accomplishment from the classics community created by classicists teaching across various levels of instruction. When the new Standards for Latin Teacher Preparation appeared, I argued that college professors should be aware of those new Standards (Ancona). As a member of the Task Force that wrote that earlier document, I learned, not for the first time in my career, how collaboration among classicists who teach at different levels of instruction can be productive and how the results of that joint work, even if aimed at or motivated by a need related to a specific segment of the profession, benefits us all. -
Donald Russell
DONALD RUSSELL Donald Andrew Frank Moore Russell 13 October 1920 – 9 February 2020 elected Fellow of the British Academy 1971 by CHRISTOPHER PELLING MICHAEL WINTERBOTTOM Fellows of the Academy Donald Russell, Professor of Classical Literature at Oxford University and Fellow of St John’s College, specialised in imperial Greek literature, especially Plutarch, and in literary criticism, rhetoric and declamation, both Latin and Greek. His work was especially notable for its sensitivity to language and style, a strength that was useful to him as a Bletchley code-breaker in the Second World War and that was just as evident in his classical scholarship, including the many emendations he suggested as a textual critic. He continued to publish widely and to pass on suggestions to others, into his late 90s. Biographical Memoirs of Fellows of the British Academy, XIX, 213–229 Posted 7 July 2020. © British Academy 2020. DONALD RUSSELL During the last week of his long life, Donald Russell stamped an envelope containing acute comments on a vexed passage of Quintilian about which he had been consulted by an Italian colleague. He had written them in long hand, for he was not a man for typewriters, let alone computers. The envelope sealed, he returned to reading Lord Chesterfield’s letters to his son. This was a man who still delighted in scholarly collaboration and immersed himself in literature. Donald Andrew Frank Moore Russell—he seldom used his third and fourth initials—was born in Wandsworth a few months short of a century before, on 13 October 1920. Both parents were schoolteachers.