The Manipulation of Words of Sounds and Rumours in Julius Caesar's
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The Manipulation of Fear in Julius Caesar's" Bellum Gallicum."
THE MANIPULATION OF FEAR IN JULIUS CAESAR'S BELLUM GALLICUM by Kristin Slonsky Submitted in partial fulfillment of the requirements for the degree of Master of Arts at Dalhousie University Halifax, Nova Scotia August 2008 © Copyright by Kristin Slonsky, 2008 Library and Bibliotheque et 1*1 Archives Canada Archives Canada Published Heritage Direction du Branch Patrimoine de I'edition 395 Wellington Street 395, rue Wellington Ottawa ON K1A0N4 Ottawa ON K1A0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-43525-0 Our file Notre reference ISBN: 978-0-494-43525-0 NOTICE: AVIS: The author has granted a non L'auteur a accorde une licence non exclusive exclusive license allowing Library permettant a la Bibliotheque et Archives and Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par Plntemet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans loan, distribute and sell theses le monde, a des fins commerciales ou autres, worldwide, for commercial or non sur support microforme, papier, electronique commercial purposes, in microform, et/ou autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in et des droits moraux qui protege cette these. this thesis. Neither the thesis Ni la these ni des extraits substantiels de nor substantial extracts from it celle-ci ne doivent etre imprimes ou autrement may be printed or otherwise reproduits sans son autorisation. -
The Emergence of Archival Records at Rome in the Fourth Century BCE
Foundations of History: The Emergence of Archival Records at Rome in the Fourth Century BCE by Zachary B. Hallock A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in the University of Michigan 2018 Doctoral Committee: Professor David Potter, Chair Associate Professor Benjamin Fortson Assistant Professor Brendan Haug Professor Nicola Terrenato Zachary B. Hallock [email protected] ORCID iD: 0000-0003-0337-0181 © 2018 by Zachary B. Hallock To my parents for their endless love and support ii Acknowledgements I would like to thank Rackham Graduate School and the Departments of Classics and History for providing me with the resources and support that made my time as a graduate student comfortable and enjoyable. I would also like to express my gratitude to the professors of these departments who made themselves and their expertise abundantly available. Their mentoring and guidance proved invaluable and have shaped my approach to solving the problems of the past. I am an immensely better thinker and teacher through their efforts. I would also like to express my appreciation to my committee, whose diligence and attention made this project possible. I will be forever in their debt for the time they committed to reading and discussing my work. I would particularly like to thank my chair, David Potter, who has acted as a mentor and guide throughout my time at Michigan and has had the greatest role in making me the scholar that I am today. Finally, I would like to thank my wife, Andrea, who has been and will always be my greatest interlocutor. -
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. -
Oil for the Wheels in Teaching Caesar: Yesterday and Today1
Teaching Classical Languages Volume 7, Issue 1 Sellers 49 Oil for the Wheels in Teaching Caesar: Yesterday and Today1 Ryan G. Sellers Memphis University School ABSTRACT This article examines some ways of enlivening Caesar’s De bello Gallico in the classroom. It begins by considering the pedagogical methods of Mary E. Harwood, a Latin teacher in the early 1900s. Since Ms. Harwood’s students often found Cae- sar to be a boring, irrelevant text, she developed some creative teaching methods to lessen her own sense of frustration and to help her students better understand, visualize, and appreciate the text. The author argues that even though some of Ms. Harwood’s early twentieth-century strategies would not necessarily work in twenty-first-century Advanced Placement classrooms, her general philosophy of teaching Caesar is still quite germane. In addition to considering Ms. Harwood’s suggestions for teaching Caesar, the article also offers some examples of how the author approaches the challenges of teaching Caesar in his own AP class, in par- ticular by drawing upon popular culture and current events. KEYWORDS Advanced Placement, Caesar, De bello Gallico, pedagogy, film If you were to think about the Latin teachers of the early 1900s, you would probably imagine rigid grammarians and stern taskmasters who resisted any sort of progress and innovation. After all, this was some seventy years before the develop- ment of textbooks like Cambridge and Ecce Romani—books that take a kinder, gentler approach to Latin—and by today’s standards, these early twentieth-century teachers covered an astonishing amount of material: all basic Latin grammar in the first year, Caesar in the second year, Cicero in year three, and Vergil in year four. -
02 Translated Eng
ROCZNIKI HUMANISTYCZNE Volume 67, issue 3 – 2019 SELECTED PAPERS IN ENGLISH DOI: http://dx.doi.org/10.18290/rh.2019.67.3-2en AGNIESZKA DZIUBA * MILITARY RHETORIC IN THE DESCRIPTION OF WOMEN’S BEHAVIOR ON THE BASIS OF CICERO’S AND LIVY’S SELECTED TEXTS According to rhetorical theory, the aim of every speech is to convince the audience to support the cause of which the speaker is an advocate. In the case of a court speech ( genus iudiciale ), the aim will be to convince the judges of the defendant’s guilt (in the case of accusatio ) or innocence (in the case of defensio ). In an advisory speech ( deliberativum ), the politician deliv- ering his text will try to persuade the audience (the senate or a popular as- sembly) to vote for ( suasio ) or against ( dissuasio ) the motion submitted. The situation will be similar in the case of the third type of speech—epideictic (demonstrativum ). In the present article I will analyze fragments of two texts of different provenance, representing different kinds of oration ( dissuasio and defensio ). It is somewhat difficult to locate them chronologically, since on the one hand we are dealing with a speech delivered in a specific historical setting, and on the other—with a literary genre involving a fictitious speech (sermocinatio ) in place of an oration confirmed by sources. The aim of the article is to show the way of using the artistic argument 1 in descriptions of AGNIESZKA DZIUBA , PhD, Dsc, Assoc. Prof. (KUL)—Department of General Linguistics at the Institute of Classical Studies, the John Paul II Catholic University of Lublin; address for cor- respondence: Al. -
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. -
Todesdarstellungen in Caesars Bericht Über Den Gallischen Krieg Und Ihre Funktion
Mortui vivos docent: Todesdarstellungen in Caesars Bericht über den Gallischen Krieg und ihre Funktion Diplomarbeit zur Erlangung des akademischen Grades einer Magistra der Philosophie an der Karl-Franzens-Universität Graz vorgelegt von Andrea Carmen Berger am Institut für Alte Geschichte Begutachter: Ass.-Prof. Dr. phil. Peter Mauritsch Graz, 2017 Αἱ μὲν δὴ Μάρτιαι Εἰδοὶ πάρεισιν. Ναὶ πάρεισιν, ἀλλ᾿ οὐ παρεληλύθασι. 1 1 Caesar wurde am 15.3.44 v. Chr., also an den Iden des März, während einer Senatssitzung mit 23 Dolchstichen ermordet. Nach Plutarch (Caes. 63,3) wurde er zuvor von einem Seher gewarnt, er solle sich vor den Iden des März hüten. Am Weg zum Senat soll Caesar zu ebendiesem gesagt haben: „Die Iden des März sind nun da“, woraufhin dieser antwortete: „Ja, sie sind da, aber sie sind noch nicht vorüber“. 2 Ehrenwörtliche Erklärung Ich erkläre ehrenwörtlich, dass ich die vorliegende Arbeit selbstständig und ohne fremde Hilfe verfasst, andere als die angegebenen Quellen nicht benutzt und die den Quellen wörtlich oder inhaltlich entnommenen Stellen als solche kenntlich gemacht habe. Die Arbeit wurde bisher in gleicher oder ähnlicher Form keiner anderen inländischen oder ausländischen Prüfungsbehörde vorgelegt und auch noch nicht veröffentlicht. Die vorliegende Fassung entspricht der eingereichten elektronischen Version. Graz, am........................................ Unterschrift........................................ 3 Danksagung Mein Dank gilt insbesondere Herrn Professor Mauritsch, der meine Arbeit durch seine fachliche sowie persönliche Unterstützung begleitet hat und sich stets die Zeit nahm, meine offenen Fragen zu beantworten. Außerdem will ich meinen Eltern und meiner Schwester Silvia danken, die mir mein Studium ermöglicht haben und mir immer zu Seite gestanden sind. Darüber hinaus möchte ich mich bei meinem lieben Freund Adrian bedanken, der mich mit viel Geduld und Zeit moralisch unterstützt hat. -
Alfred Seiland IMPERIUM ROMANUM
Alfred Seiland IMPERIUM ROMANUM Deutsch vorarlberg museum ZUM GELEIT Der österreichische Fotokünstler Alfred Seiland (geb. 1952) geht in seinem groß angelegten Projekt IMPERIUM ROMANUM der Frage nach, was vom einst mächtigen Römischen Reich geblieben ist. Die Spuren der römischen Antike – seien es landschaftliche oder architektonische – dokumentiert er seit 2006 mit einer Großformatkame- ra rund um das Mittelmeer und weit darüber hinaus. Neben Ruinen, baulichen Resten und Landschaftsformen fotografiert Alfred Seiland auch Ausgrabungsstätten, Museen und Neuinterpretationen einst bedeutender histori- scher Bauten in Italien, Griechenland, Spanien, Frankreich, Nordafrika, in der Türkei, im Nahen Osten, in Rumänien, Bulgarien, Kroatien sowie in Deutschland, Großbritannien, den USA und Österreich. An der Schnittstelle zwischen Vergangenheit und Gegenwart machen die Bilder die zentralen Anliegen des Künstlers deutlich: Wie gehen wir mit den antiken Stätten als historischem Erbe um? Was machen Alterungs- und Verwitterungsprozesse einerseits sowie wir als „moderne Zivilisation“ andererseits aus den antiken Überresten? Aber nicht nur auf diese Spannungs- und Konfliktfelder zwischen Antike und Moderne ist der Blick Alfred Seilands gerichtet: In seinen Fotografien werden auch Diskrepanzen thematisiert, die sich zwischen historischem Kapital und zeitgenössischer Vermarktung, zwischen musealer Pflege und touristischer (Ab-)Nutzung sowie zwischen Erhaltung und Zerstörung des antiken Erbes auftun. Durchgängige Tiefenschärfe, präzise Detailliertheit und ein subtiler, malerisch anmutender Einsatz von Licht und Farbe prägen Alfred Seilands Szenerien. Die Bildkompositionen sind exakt austariert und nicht darauf ausgelegt, ein erhabenes Bild des Altertums zu vermitteln. Vielmehr geht es darum, die zeitgenössischen Brüche der Antiken- rezeption zu veranschaulichen, was mitunter ironische, skurrile, absurde Momente zum Vorschein bringt. Auch die dokumentarische fotografische Haltung tut sich hervor – keines der Bilder ist gestellt. -
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 ...................................................................................................... -
“Roman”: Creating Identity in an Expanding World by Claudia I. Arno
How Romans Became “Roman”: Creating Identity in an Expanding World by Claudia I. Arno A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (Greek and Roman History) in The University of Michigan 2012 Doctoral Committee: Professor David S. Potter, Co-Chair Professor Nicola Terrenato, Co-Chair Professor Bruce W. Frier Professor Raymond H. Van Dam © Claudia I. Arno 2012 To my family and friends, whose support is invaluable. ii Acknowledgements I owe a great many individuals and institutions thanks for their support and assistance during the years I have been researching and writing this dissertation. I would first like to thank the University of Michigan Interdepartment Program in Greek and Roman History, which promotes the interdisciplinary study of Classics and History, and with which I am very proud to be associated. I am also grateful to the University of Michigan History and Classics Departments, whose cooperation makes IPGRH possible. I would especially like to thank my graduate colleagues in IPGRH, Classics, and History, who have made my graduate experience so enjoyable and rewarding. The staffs at the Univeristy of Michigan and UCLA libraries, as well as the UCLA History Department, and in particular Professor David Phillips, were critical in helping me obtain access to research materials while I was living in Michigan, Los Angeles, and Boston. I would also like to express my deep admiration for Dr. Susan Lipshutz, who I unfortunately never had the opportunity to meet, but whose devotion to the success of women in academia inspired the creation of an award fund from which I received valuable support. -
Military Defeats, Casualties of War and the Success of Rome
MILITARY DEFEATS, CASUALTIES OF WAR AND THE SUCCESS OF ROME Brian David Turner A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of History. Chapel Hill 2010 Approved By: Advisor: Prof. R. J. A. Talbert Prof. F. Naiden Prof. D. M. Reid Prof. J. Rives Prof. W. Riess Prof. M. T. Boatwright © 2010 Brian David Turner ALL RIGHTS RESERVED ii ABSTRACT BRIAN DAVID TURNER: Military Defeats, Casualties of War and the Success of Rome (Under the direction of Richard J. A. Talbert) This dissertation examines how ancient Romans dealt with the innumerable military losses that the expansion and maintenance of their empire demanded. It considers the prose writers from Polybius (c. 150 B.C.E.) through Dio Cassius (c. 230 C.E.), as well as many items from the material record, including triumphal arches, the columns of Trajan and Marcus, and other epigraphic and material evidence from Rome and throughout the empire. By analyzing just how much (or how little) the Romans focused on their military defeats and casualties of war in their cultural record, I argue that the various and specific ways that the Romans dealt with these losses form a necessary part of any attempt to explain the military success of Rome. The discussion is organized into five chapters. The first chapter describes the treatment and burial of the war dead. Chapter two considers the effect war losses had on the morale of Roman soldiers and generals. -
Handout BOOK
Handout Quintus Titurius Sabinus: A Comparison of Blame and Praise in Books Two, Three, and Five of Caesar’s Bellum Gallicum BOOK TWO [2.5] Ibi praesidium ponit et in altera parte fluminis Q. Titurium Sabinum legatum cum sex cohortibus relinquit; castra in altitudinem pedum XII vallo fossaque duodeviginti pedum muniri iubet. There [Caesar] placed a guard and on the other side of the river he stationed the legate Q. Titurius Sabinus with six cohorts; he ordered (him) to fortify a camp with a 12-foot wall and an 18-foot ditch. ******************************************************** [2.9] Ibi vadis repertis partem suarum copiarum traducere conati sunt eo consilio ut, si possent, castellum, cui praeerat Q. Titurius legatus, expugnarent pontemque interscinderent; si minus potuissent, agros Remorum popularentur, qui magno nobis usui ad bellum gerendum erant, commeatuque nostros prohiberent. There, with shallow places found, they tried to lead a part of their forces across with the plan in order, if they were able, to assault the fortified position, which was commanded by the legate Q. Titurius, and cut down the bridge; (or) if that was impossible, to ravage the lands of the Remi, who had been a great use to us for the purpose of waging war, and to stop our men from coming and going. ******************************************************** [2.10] [Caesar] certior factus ab Titurio omnem equitatum et levis armaturae Numidas, funditores sagittariosque pontem traducit atque ad eos contendit. Caesar, having been made more certain by Titurius, led all the cavalry and light-armed Numidians, slingers and archers, across the bridge and hastened against them. BOOK THREE [3.11] Q.