DOCSLIB.ORG

LAT 426/526 ROMAN HISTORIANS F2014 Prof. Philip Waddell 5:00

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
LAT 426/526 ROMAN HISTORIANS F2014 Prof. Philip Waddell 5:00 LAT 426/526 ROMAN HISTORIANS F2014 Prof. Philip Waddell 5:00 – 6:15pm MoWe Modern Languages, Rm 203 214 LSB (520) 621-7418 [email protected] Office Hours: MW 3-4 (and by appt.) REQUIRED TEXTS: 1. Sallust, Bellum Catilinae, ed. J.T. Ramsey (American Philological Association, 2007) 978-0195320855 2. Livy, Ab Urbe Condita Book XXI , ed. P.G. Walsh (Bristol, 1991) 978-0862921781 3. Tacitus, Annales IV, ed. R. H. Martin and A. J. Woodman (Cambridge, 1990) 978-0521315432 RECOMMENDED TEXTS: In addition to the assigned texts, one should always have the following types of works to aid translation and understanding: Translations I have ordered to the bookstore a translation of each of the above texts, which should be more accurate and closer to the Latin than many others. 1. Sallust, Catiline’s War, The Jugurthine War, Histories, trans. A. J. Woodman (Penguin, 2008) 978-0140449488 2. Livy, The War with Hannibal: The History of Rome from Its Foundation, Books XXI-XXX, transl. Aubrey de Selincourt (Penguin, 1965) 978-0140441451 3. Tacitus, Annales, transl A. J. Woodman (Hackett, ) 978-0872205581 Commentaries: Aside from the excellent commentaries of Ramsey and Woodman and Martin, the most thorough commentaries are 1. Karl Vretska, C. Sallustius Crispus, De Catilinae Coniuratione, 2 vol. (Heidelberg, 1976) 2. Patrick McGushin, C. Sallustius Crispus, Bellum Catilinae (Leiden, 1977) 3. Erich Koestermann, Cornelius Tacitus; Annalen, vol 2 (4-6) (Heidelberg, 1963-68) Dictionaries: In the unlikely event that you do not possess a good Latin dictionary, I suggest: Chambers Murray Latin-English Dictionary (978-0550190031). Regardless, your dictionary should have citations to authors and examples of usage. Grammars: Either Allen and Greenough (978-0486448060) or Gildersleeve and Lodge (978-0865163539) is a good Latin grammar. In addition, you might want to look at Woodcock’s New Latin Syntax (978-0865161269) for updated thought on Latin grammar. COURSE DESCRIPTION: This semester, the course will examine larger selections from Sallust’s Bellum Catilinae, Book 21 of Livy's Ab Urbe Condita, and Book 4 of Tacitus’ Annales with special focus on historical and cultural context, rhetoric, and historiography. In addition, we will consider the cultural and historical context in and about which these authors wrote. COURSE POLICIES: Class Preparation: As this is an upper-level Latin course, the preparation of written translations for use in class is not allowed. Rather, students should make notes during preparation that will serve as a guide during class. In this way, the text is re-translated in class, which stresses the reading of Latin as a performative and engaging activity. Attendance: Since this course relies heavily on the experience of reading Latin in the classroom, attendance is vital. Any unexcused absence after the allowed two (2) will detract from the final grade. Quizzes: There will be frequent short (10 min) translation quizzes over the material prepared for the given class. The quizzes may, in addition to translation, cover questions of syntax and grammar. These quizzes may or may not be announced ahead of time, and will occur at the beginning of class. Tests: There will be three tests in this course, on September 29, November 5, and December 17 (6-8pm). These will follow a similar format to course quizzes, and will cover not only translation, but also questions of grammar, content, and literary themes. In order to reschedule an examination due to exceptional circumstances, you must contact me before the day of the test. There will be no make-up exams/quizzes unless as the result of an excused absence or the instructor has been contacted BEFORE the exam/quiz concerning alternate arrangements. Grading: Grades for this course will be assessed according to the following rubric: 426 Students 526 Students Participation 10% Participation 10% Quizzes 30% Quizzes 15% Exams 60% Exams 45 % Ancient Historians Paper and Project 30% (see below for details) 426 Grading scale: A 100 – 90 526 Grading scale: A 100-90 B 89 – 80 B 89-80 C 79 – 70 C 79-70 D 69 – 60 E 59 and less ANCIENT HISTORIANS PAPER AND PROJECT: During the first week of classes, a worksheet detailing possible subject areas within historiography (including suggested preliminary readings) will be circulated. Each student will be assigned a specific area upon which the final paper and project will be based. You will be responsible for A). a 10-minute in- class presentation, B.) an annotated bibliography within this area, and C.) a 14-19 page research paper. The grade for the project will be given at the end of the course as a single score, although comments will be given back with each completed portion of the project, so that you will be able to roughly track your progress. A. Presentation: Each student at the 500-level will present (on a specified day – see schedule for details) a 10-minute talk, summarizing clearly and concisely the problems addressed and benefits of examining ancient historiography through this particular area of interest. The information for this presentation will be gleaned from the texts noted in the area assignment handout, and may be augmented as the student wishes for greater scope/focus, and clarity. Handouts and other visual aids may be used, but are not required. B. Annotated Bibliography: In addition to the reading given in the area-handout, each student will complete an annotated bibliographical entry of 10 articles written within the last 20 years. For the bibliography, any 2 articles may be replaced by a monograph. For some of the much larger monographs, 3-4 articles will be replaced. The aim of this bibliography is not only to give you a good background in your area, which will inform your final paper (and those of your fellow classmates, as these will be circulated through the class), but also a much needed skill in condensing and summarizing texts. These will be due no later than October 10. C. Research Paper: Based on your reading and research throughout the class, each student will also write a 14-19 page (exclusive of title page and bibliography) research paper based on a topic within your area and approved by the instructor on or before October 31, the final draft of which is due on December 5. I highly encourage you to turn in a rough draft, which I will be happy to look at. The last day that I will accept drafts for comments is November 24. (NB: Regardless of mathematics, every 500-level student must turn in a final paper to receive a grade higher than “C” for the course) Additional Readings: Students taking the course at the 500-level will be responsible for additional readings in Latin, to be completed outside of class. (See the schedule for these assignments.) Selections from these readings will appear on the exams along with readings covered in class. OTHER IMPORTANT INFORMATION University Policies Students with disabilities should contact the UA Disability Resource Center (621-3268, http://drc.arizona.edu/) for any special needs or accommodations. UA’s Code of Academic Integrity – particularly the section on plagiarism – (http://deanofstudents.arizona.edu/codeofacademicintegrity) will be rigorously enforced. Be sure to familiarize yourself with it. Absences pre-approved by the UA Dean of Students (or Dean's designee) will be honored (according to the policies above), as will all holidays or special events observed by organized religions for those students who show affiliation with a particular religion (see further the UA Calendar of Religious Holidays, http://www.registrar.arizona.edu/religiousholidays/calendar.htm). In class, please always be respectful of others (see further the UA Policy on Threatening Behavior by Students, http://policy.arizona.edu/threatening-behavior-students) and practice common courtesy, e.g. turn off cell phones, laptops, and other electronic devices, do not come to class late or leave early, do not read the Arizona Daily Wildcat or any other publication not related to the course during class. COURSE SCHEDULE: Please note that the information on this syllabus is subject to change in accordance with the unforeseen demands of the semester. WEEK 1 Aug 25 Course introduction – The Roman Historians Aug 27 Sallust, Bellum Catilinae 1.1-3.5 WEEK 2 Sept 1 NO CLASSES – Labor Day Sept 3 4.1-6.2, 14.1-15.5 Area 1 WEEK 3 Sept 8 16.1-5, 20.1-20.17, 27.2-4 Sept 10 23.5-25.5, 27.2-28.3 WEEK 4 Sept 15 50.5-51.27 Sept 17 51.28-52.10 Area 2 WEEK 5 Sept 22 52.11-52.36 Sept 24 55.1-6, 60.1-61.9 Area 3 WEEK 6 Sept 29 SALLUST EXAM 500-level students additionally read: Sallust, BC 5.9-13.5, 29.1-32.2, 42.1-44.6, 58.1-21. Oct 1 Livy, Ab Urbe Condita 21.1.1-2.6 WEEK 7 Oct 6 2.7-4.5 Oct 8 4.6-10, 6.1-8 Area 4 WEEK 8 Oct 13 14.1-15.3; 18.1-9 Oct 15 18.10-14; 22.6-9; 29.7-30.11 Area 5 WEEK 9 Oct 20 35.1-36.6 Oct 22 42.1-43.15 Area 6 WEEK 10 Oct 27 43.16-44.9 Oct 29 46.1-47.1 Area 7 WEEK 11 Nov 3 62.1-11; 63.11-15 Nov 5 LIVY EXAM 500-level students additionally read: Livy 21.10-11, 37, 39.10-41.17, 57. WEEK 12 Nov 10 Tacitus, Annales 4.1-3 Nov 12 Tacitus, Ann 4.7-10 Area 8 WEEK 13 Nov 17 Tacitus, Ann 4.11-12, 18 Nov 19 Tacitus, Ann 4.19-22 Area 9 WEEK 14 Nov 24 Tacitus, Ann 4.32-34.2 Nov 26 Tacitus, Ann 4.34.3-35, 37.1-2 Area 10 WEEK 15 Dec 1 Tacitus, Ann 4.37.3-40.3 Dec 3 Tacitus, Ann 4.40.4-41, 57 Area 11 WEEK 16 Dec 8 Tacitus, Ann 4.67, 74-75 Dec 10 Ammianus Marcellinus, Res Gestae 16.10.1, 6-16 FINAL: December 17 (6-8pm) TACITUS EXAM 500-level students additionally read: Tacitus Annales 4.23-26, 62-65, 68-73.
Load more

Recommended publications
  • Ab Urbe Condita: When Viri Were Viri
    CHAPTER FOUR AB URBE CONDITA: WHEN VIRI WERE VIRI Livy, like Thucydides, observed human nature and viewed history as a lesson for mankind in which great moral issues were at stake. 1 Toward this end, Livy went even further than did Thucydides, framing his history in "a series of moral episodes ... designed to bring out the character of the leading figures," thus reducing great events of the past to a level comprehensible to his reading public. 2 By endowing his characters with clear-cut virtues and vices, Livy was able to present his readers moral exempla with which they could readily identify. As P.G. Walsh writes, the real heroes of Ab Urbe Condita are pietas,fides, concordia, ratio, clementia, and so forth, who all wage continual war against the villains furor,ferocitas, temeritas, libido, luxuria and their like. 3 Because of this polarized framework, Livy's presentation of Roman history is a pano­ ramic chiaroscuro of dichotomies. His dualistic premise demands sim­ plistic characters so that the reader may know where a particular personage stands in the moral scheme. 4 An incidental component in the creation of what are, at best, two-dimensional characters, was the historian's use of vir and homo as capsule identifications. Livy's masculine terminology reflects that of Cicero in that he generally employs vir for the distinguished and homo for the humble, the foreigner (with an ethnic adjective), and as a term of abuse, sometimes in direct evocation of the Republican orator. The historiographical idiom, however, permits greater freedom and variation of usage than did the forensic speech.
    [Show full text]
  • The Ab Urbe Condita Construction in Latin
    University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Papers from the University Studies series (The University of Nebraska) University Studies of the University of Nebraska 1936 The Ab Urbe Condita Construction in Latin Otto William Heick Follow this and additional works at: https://digitalcommons.unl.edu/univstudiespapers Part of the Classical Literature and Philology Commons Heick, Otto William, "The Ab Urbe Condita Construction in Latin" (1936). Papers from the University Studies series (The University of Nebraska). 122. https://digitalcommons.unl.edu/univstudiespapers/122 This Article is brought to you for free and open access by the University Studies of the University of Nebraska at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Papers from the University Studies series (The University of Nebraska) by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. VoL. XXXVI · 1936 UNIVERSITY STUDIES • PUBLISHED BY THE UNIVERSITY OF NEBRASKA COMMITTEE ON PUBLICATION J. E. KIRSHMAN C. S. HAMILTON T. M. RAYSOR H. H. MARVIN G. W. ROSENLOF R. J. POOL , FRED W. UPSON LOUISE POUND GILBERT H. DOANE THE AB URBE CONDITA CONSTRUCTION IN LATIN BY OTTO WILLIAM HEICK, Ph.D. LINCOLN, NEBRASKA 1936 THE UNIVERSITY STUDIES OF THE UNIVERSITY OF NEBRASKA VOLUME XXXVI LINCOLN PUBLISHED BY THE UNIVERSITY 1936 UNIVERSITY STUDIES VoL. XXXVI Nos. 1-4 THE AB VRBE CONDITA CONSTRUCTION IN LATIN BY OTTO WILLIAM HEICK, Ph.D. CONTENTS CHAPTER PAGE l. INTRODUCTION 9 THE NATURE OF THE Ab Urbe Condita CoNSTRUCTION 9 PREVIOUS WoRK ON THE SUBJECT 10 AIMS AND METHOD OF THE PRESENT STUDY 11 II. ARCHAIC AUTHORS.
    [Show full text]
  • 2014) ADVANCED)DIVISION) ) Page)1) ROUND)I
    MASSACHUSETTS)CERTAMEN),)2014) ADVANCED)DIVISION) ) Page)1) ROUND)I 1:! TU:!!! What!pair!of!Babylonian!lovers!planned!to!meet!at!the!tomb!of!Ninus,!but!were!thwarted!by!a!lioness?) PYRAMUS)AND)THISBE! B1:!!! What!did!Pyramus!do!when!he!found!Thisbe’s!bloody!veil!and!thought!she!was!dead?! ! ! ! ! KILLED)HIMSELF! B2:!!! What!plant!forever!changed!color!when!it!was!splattered!with!Pyramus’!and!Thisbe’s!blood?! ! ! ! ! MULBERRY) ) ) 2:! TU:! For!the!verb!fallō,)give!the!3rd!person!singular,!perfect,!active!subjunctive.! ) FEFELLERIT! B1:! Give!the!corresponding!form!of!disco.! ) DIDICERIT! B2:! Give!the!corresponding!form!of!fio.! ) FACTUS)(A,UM))SIT) ) ) 3:! TU:! Who!was!the!victorious!general!at!the!battle!of!Pydna!in!168!BC?! ) AEMELIUS)PAULUS! B1:! Who!was!the!son!of!Aemelius!Paulus!that!sacked!Corinth!in!146!BC?! ! ! ! ! SCIPIO)AEMELIANUS) ! B2:! Scipio!Aemelianus!was!adopted!by!which!flamen-dialis,-thus!making!him!part!of!a!more!aristocratic!family?! ) (PUBLIUS)CORNELIUS))SCIPIO)AFRICANUS) ) ) 4:! TU:!! According!to!its!derivation,!an!irascible!person!is!easy!to!put!into!what!kind!of!mood?! ) ANGER/ANGRY! B1:!! Give!the!Latin!verb!and!its!meaning!from!which!the!English!word!“sample”!is!derived.) EMŌ)–)TO)BUY! B2:!! Give!the!Latin!noun!and!its!meaning!from!which!the!English!word!“rush”!is!derived.! ) CAUSA)–)REASON,)CAUSE) ) [SCORE)CHECK]) ) 5:! TU:!!! What!Paduan!prose!author!of!the!Augustan!age!wrote!a!history!of!Rome!in!142!books?) TITUS)LIVIUS/LIVY! B1:!!! What!was!the!Latin!title!of!Livy’s!history?! ) AB)URBE)CONDITA! B2:!!! Which!of!the!following!topics!is!not!covered!in!one!of!the!35!extant!books!of!Ab-Urbe-Condita:!!!
    [Show full text]
  • The Evolution of the Roman Calendar Dwayne Meisner, University of Regina
    The Evolution of the Roman Calendar Dwayne Meisner, University of Regina Abstract The Roman calendar was first developed as a lunar | 290 calendar, so it was difficult for the Romans to reconcile this with the natural solar year. In 45 BC, Julius Caesar reformed the calendar, creating a solar year of 365 days with leap years every four years. This article explains the process by which the Roman calendar evolved and argues that the reason February has 28 days is that Caesar did not want to interfere with religious festivals that occurred in February. Beginning as a lunar calendar, the Romans developed a lunisolar system that tried to reconcile lunar months with the solar year, with the unfortunate result that the calendar was often inaccurate by up to four months. Caesar fixed this by changing the lengths of most months, but made no change to February because of the tradition of intercalation, which the article explains, and because of festivals that were celebrated in February that were connected to the Roman New Year, which had originally been on March 1. Introduction The reason why February has 28 days in the modern calendar is that Caesar did not want to interfere with festivals that honored the dead, some of which were Past Imperfect 15 (2009) | © | ISSN 1711-053X | eISSN 1718-4487 connected to the position of the Roman New Year. In the earliest calendars of the Roman Republic, the year began on March 1, because the consuls, after whom the year was named, began their years in office on the Ides of March.
    [Show full text]
  • The Imperial Cult and the Individual
    THE IMPERIAL CULT AND THE INDIVIDUAL: THE NEGOTIATION OF AUGUSTUS' PRIVATE WORSHIP DURING HIS LIFETIME AT ROME _______________________________________ A Dissertation presented to the Faculty of the Department of Ancient Mediterranean Studies at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by CLAIRE McGRAW Dr. Dennis Trout, Dissertation Supervisor MAY 2019 The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled THE IMPERIAL CULT AND THE INDIVIDUAL: THE NEGOTIATION OF AUGUSTUS' PRIVATE WORSHIP DURING HIS LIFETIME AT ROME presented by Claire McGraw, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. _______________________________________________ Professor Dennis Trout _______________________________________________ Professor Anatole Mori _______________________________________________ Professor Raymond Marks _______________________________________________ Professor Marcello Mogetta _______________________________________________ Professor Sean Gurd DEDICATION There are many people who deserve to be mentioned here, and I hope I have not forgotten anyone. I must begin with my family, Tom, Michael, Lisa, and Mom. Their love and support throughout this entire process have meant so much to me. I dedicate this project to my Mom especially; I must acknowledge that nearly every good thing I know and good decision I’ve made is because of her. She has (literally and figuratively) pushed me to achieve this dream. Mom has been my rock, my wall to lean upon, every single day. I love you, Mom. Tom, Michael, and Lisa have been the best siblings and sister-in-law. Tom thinks what I do is cool, and that means the world to a little sister.
    [Show full text]
  • Women in Livy and Tacitus
    Xavier University Exhibit Honors Bachelor of Arts Undergraduate 2021-5 Women in Livy and Tacitus STEPHEN ALEXANDER PREVOZNIK Xavier University, Cincinnati, OH Follow this and additional works at: https://www.exhibit.xavier.edu/hab Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient Philosophy Commons, Classical Archaeology and Art History Commons, Classical Literature and Philology Commons, and the Other Classics Commons Recommended Citation PREVOZNIK, STEPHEN ALEXANDER, "Women in Livy and Tacitus" (2021). Honors Bachelor of Arts. 46. https://www.exhibit.xavier.edu/hab/46 This Capstone/Thesis is brought to you for free and open access by the Undergraduate at Exhibit. It has been accepted for inclusion in Honors Bachelor of Arts by an authorized administrator of Exhibit. For more information, please contact [email protected]. Women in Livy and Tacitus By Stephen Prevoznik Prevoznik 1 Introduction Livy and Tacitus are both influential and important Roman authors. They have written two of the most influential histories of Rome. Livy covers from the founding of Rome until the Reign of Augustus. Tacitus focuses on the early empire, writing from the end of Augustus’ reign through Nero. This sets up a nice symmetry, as Tacitus picks up where Livy stops. Much has been written about the men they include, but the women also play an important role. This essay plans to outline how the women in each work are used by the authors to attain their goals. In doing so, each author’s aim is exposed. Livy: Women as Exempla Livy’s most famous work, Ab Urbe Condita, is meant to be read as a guide.
    [Show full text]
  • Frogs Around the Pond: Some Images of the Mediterranean Sea In
    FROGS AROUND THE POND: SOME IMAGES OF THE MEDITERRANEAN SEA IN GREEK AND ROMAN CULTURE by SARAH JEAN CALDER TRAUT Under the Direction of Naomi Norman ABSTRACT This thesis describes some of the ways that Greek and Roman culture attempted to define the Mediterranean Sea. It surveys selected Greek and Roman authors who used the image of the Mediterranean Sea to talk about power and wealth. INDEX WORDS: Mediterranean Sea, Mediterranean Basin, Greek and Roman Culture, Mare Nostrum, Isidorus, Sallust, Julius Caesar, Livy, Ab Urbe Condita, Pomponius Mela, Pliny the Elder, Juvenal, Old Oligarch, Pseudo- Xenophon, Constitution of the Athenians, Thucydides, History, Cicero, De Provinciis Consularibus, Augustus, Res Gestae, Plutarch, Quaestiones Conviviales, Hesiod, Works and Days, Petronius, Satyricon, Lucian, The Ship or The Wishes. FROGS AROUND THE POND: SOME IMAGES OF THE MEDITERRANEAN SEA IN GREEK AND ROMAN CULTURE by SARAH JEAN CALDER TRAUT A.B., The University of Georgia, 2001 A Thesis Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirements for the Degree MASTER OF ARTS ATHENS, GEORGIA 2004 ©2004 Sarah Jean Calder Traut All Rights Reserved. FROGS AROUND THE POND: SOME IMAGES OF THE MEDITERRANEAN SEA IN GREEK AND ROMAN CULTURE by SARAH JEAN CALDER TRAUT Major Professor: Naomi Norman Committee: Robert Curtis Keith Dix Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia May 2004 iv ACKNOWLEDGMENTS I would like to acknowledge the guidance that Dr. Naomi Norman has given me throughout my undergraduate and graduate schooling. Without her support, I should never have completed my thesis or my undergraduate degree.
    [Show full text]
  • 0 Contents.Qxd
    Chronology Chart 1-6 Roman Calendar Explanation At the time of Christ, the Roman calendar and dating system were used throughout the Roman Empire. The calendar derived from the old lunar calendar of the Etruscans, which was designed to keep record of times for religious observances and festivals, and which retained as principal days of the month the kalends (first), nones (fifth or seventh), and ides (thirteenth or fifteenth), based originally on the phases of the moon. The months had been restructured by the Romans into a solar calendar of twelve months with several intercalary days at the end of February. March was the first Roman month, making September the seventh, October the eighth, etc. These names derive from the Latin words for seven (septem), eight (octo), and so on. The Roman calendar was reformed by Julius Caesar in 45 B.C., which version operated in New Testament times and still forms the basis of our own modern calendar today. Roman years were numbered ab urbe condita, “from the founding of the city.” The year we call 753 B.C. was the Roman year 1, the year that Rome is believed to have been established. References John F. Hall, “March Gods and the Etruscan New Year,” in By Study and Also By Faith (Provo, Utah: FARMS, 1990), 1:643–58. A. K. Michels, The Calendar of the Roman Republic (Princeton: Princeton University Press, 1967). Charting the New Testament, © 2002 Welch, Hall, FARMS Roman Calendar Kalendae First day of the month Named for Mars, Martius the god of the New Year Named for Aprilia, Aprilis Idus The fifteenth of March, a goddess of spring May, July, and October, but the thirteenth of all Named for Maia, other months.
    [Show full text]
  • Virtue, Violence, and Victors: the Role of Pudicitia in Livy's Ab Urbe Condita
    Ellen Snyder Virtue, Violence, and Victors: The Role of Pudicitia in Livy's Ab Urbe Condita Introduction This paper explores the highly gendered role of chastity (pudicitia) in the work of the Roman historian, Titus Livius. Livy, who lived from around 64 B.C.E to 12 C.E., composed a monumental work, the Ab Urbe Condita, which traced Rome's history from its mythic beginnings to 9 B.C.E. While only a fraction of the work remains, the Ab Urbe Condita provides insight into how one writer viewed Roman expansion and how he used the framework of gender to give shape to his vision of Rome's history. Pudicitia While rape within Livy's Ab Urbe Condita has received much scholarly attention, the role that pudicitia plays within this context and within the history as a whole has often been overlooked. Rebecca Langlands' recent monograph, Sexual Morality in Ancient Rome, has taken an important step towards addressing this lacuna in scholarship. Langlands (2006: 115), however, quickly passes over one key aspect of Livy's use of pudicitia; the term is applied only to women and children. In the works of other Roman authors of the late Republic and early Empire, pudicitia is presented as a value important to women and men alike. Livy's break with tradition calls for further exploration. It will be my argument that Livy's conception of pudicitia is an integral part of his construction of sexual violence and its relationship to Roman power at home and abroad. Pudicitia is presented as the possession of those who are most vulnerable to attack.
    [Show full text]
  • Livy's Republic: Reconciling Republic and Princeps in <Em>Ab Urbe Condita</Em>
    Brigham Young University BYU ScholarsArchive All Theses and Dissertations 2017-12-01 Livy's Republic: Reconciling Republic and Princeps in Ab Urbe Condita Joshua Stewart MacKay Brigham Young University Follow this and additional works at: https://scholarsarchive.byu.edu/etd Part of the Classics Commons BYU ScholarsArchive Citation MacKay, Joshua Stewart, "Livy's Republic: Reconciling Republic and Princeps in Ab Urbe Condita" (2017). All Theses and Dissertations. 6668. https://scholarsarchive.byu.edu/etd/6668 This Thesis is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All Theses and Dissertations by an authorized administrator of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Livy's Republic: Reconciling Republic and Princeps in Ab Urbe Condita Joshua Stewart MacKay A thesis submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Master of Arts Roger T. Macfarlane, Chair Cecilia M. Peek Michael F. Pope Department of Comparative Arts and Letters Brigham Young University Copyright © 2017 Joshua Stewart MacKay All Rights Reserved ABSTRACT Livy's Republic: Reconciling Republic and Princeps in Ab Urbe Condita Joshua Stewart MacKay Department of Comparative Arts and Letters, BYU Master of Arts As early as Tacitus, Livian scholarship has struggled to resolve the "Livian paradox," the conflict between Livy's support of the Roman Republic and his overt approval of Augustus, who brought about the end of the Republic. This paper addresses the paradox by attempting to place Livy's writings within their proper historical and literary context.
    [Show full text]
  • Livy, Folklore, and Magic: a Reappraisal of Rome's Foundational Mythology
    LIVY, FOLKLORE, AND MAGIC: A REAPPRAISAL OF ROME'S FOUNDATIONAL MYTHOLOGY Jeremy Leonard Albrecht A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS May 2020 Committee: Casey Stark, Advisor Amilcar Challu James Pfundstein © 2020 Jeremy Albrecht All Rights Reserved iii ABSTRACT Casey Stark, Advisor This paper argues for an additional manner in which the social and cultural history of Rome can be both examined and understand through the implementation of folkloric practices. While folklore and history are two distinct academic traditions, there exists a certain amount of overlap between the fields and this overlap is worth exploring in more detail. In the course of this paper, it is argued that many aspects of Roman social and cultural history can be understood and examined through folkloric means. In chapter one, a working definition of folklore is established and shown to apply to the foundational mythology of Rome as portrayed by Livy in his Ab Urbe Condita. Chapter two continues to examine Livy and provides an argument that, in the process of his writing, Livy himself was more concerned with a folkloric interpretation of Rome’s history than he was in staying firmly within the bounds of historical accuracy. Finally, chapter three branches off from Livy and focuses on the arcane and magical traditions which were prevalent in Rome to show that not only were folkloric traditions present in Rome’s traditional mythology, but can also be seen throughout the Republic and even into the early Empire.
    [Show full text]
  • Paper 2 Assignment
    HIST 4023 Roman Republic and Empire Paper 2 - 10 pages Due November 28 at 11:30 am Livy’s From the Foundation of the City (Ab Urbe Condita) is our most important source for the early history of Rome. But he was writing many hundreds of years aer the events he covered in his first five books. In the first paper you explored how Livy was reworking his earlier sources to create his own history. For this paper, you will examine how Livy is writing his work for his own times, and how more recent events shaped his presentation of early Roman history. For this paper you should focus on the first book of Livy, which we read for class earlier in the semester. e exact date when Livy was writing this book is not precisely known, but for the purposes of this paper assume that Livy was working on it until 23 BCE. You should consult the major ancient sources for the period following following Caesar’s death to provide context for Livy, namely Cassius Dio Books 50-53, Suetonius’ Life of Augustus, and Augustus’ own Res Gestae. Some questions you might want to consider: • What events in the late 30s and early 20s might have influenced Livy’s evaluation of Rome in the preface to Book 1? • How can we understand Livy’s Preface in its historical context? What kinds of views does he have about civil wars? • What good and bad qualities in the Roman kings does Livy particularly emphasize, and how might they be relevant to Augustus? • What qualities of the Roman character does Livy particularly emphasize? How might these fit into the new order that Augustus was creating? • How does Livy try to connect the past with the present? What elements is he particularly interested in? • How optimistic or pessimistic is Livy, and how might that be a reflection of the mood of the early 20s? • How might the Res Gestae express the Augustan response to the conditions that shaped Livy’s first book? You are to limit your analysis to the ancient texts themselves – do not look at modern scholarship.
    [Show full text]