AP Latin Summer Reading Information Texts 1. Harris, Robert. Dictator
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HOMERIC-ILIAD.Pdf
Homeric Iliad Translated by Samuel Butler Revised by Soo-Young Kim, Kelly McCray, Gregory Nagy, and Timothy Power Contents Rhapsody 1 Rhapsody 2 Rhapsody 3 Rhapsody 4 Rhapsody 5 Rhapsody 6 Rhapsody 7 Rhapsody 8 Rhapsody 9 Rhapsody 10 Rhapsody 11 Rhapsody 12 Rhapsody 13 Rhapsody 14 Rhapsody 15 Rhapsody 16 Rhapsody 17 Rhapsody 18 Rhapsody 19 Rhapsody 20 Rhapsody 21 Rhapsody 22 Rhapsody 23 Rhapsody 24 Homeric Iliad Rhapsody 1 Translated by Samuel Butler Revised by Soo-Young Kim, Kelly McCray, Gregory Nagy, and Timothy Power [1] Anger [mēnis], goddess, sing it, of Achilles, son of Peleus— 2 disastrous [oulomenē] anger that made countless pains [algea] for the Achaeans, 3 and many steadfast lives [psūkhai] it drove down to Hādēs, 4 heroes’ lives, but their bodies it made prizes for dogs [5] and for all birds, and the Will of Zeus was reaching its fulfillment [telos]— 6 sing starting from the point where the two—I now see it—first had a falling out, engaging in strife [eris], 7 I mean, [Agamemnon] the son of Atreus, lord of men, and radiant Achilles. 8 So, which one of the gods was it who impelled the two to fight with each other in strife [eris]? 9 It was [Apollo] the son of Leto and of Zeus. For he [= Apollo], infuriated at the king [= Agamemnon], [10] caused an evil disease to arise throughout the mass of warriors, and the people were getting destroyed, because the son of Atreus had dishonored Khrysēs his priest. Now Khrysēs had come to the ships of the Achaeans to free his daughter, and had brought with him a great ransom [apoina]: moreover he bore in his hand the scepter of Apollo wreathed with a suppliant’s wreath [15] and he besought the Achaeans, but most of all the two sons of Atreus, who were their chiefs. -
Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal
City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 10-2014 Senecan Tragedy and Virgil's Aeneid: Repetition and Reversal Timothy Hanford Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/427 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by TIMOTHY HANFORD A dissertation submitted to the Graduate Faculty in Classics in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2014 ©2014 TIMOTHY HANFORD All Rights Reserved ii This dissertation has been read and accepted by the Graduate Faculty in Classics in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. Ronnie Ancona ________________ _______________________________ Date Chair of Examining Committee Dee L. Clayman ________________ _______________________________ Date Executive Officer James Ker Joel Lidov Craig Williams Supervisory Committee THE CITY UNIVERSITY OF NEW YORK iii Abstract SENECAN TRAGEDY AND VIRGIL’S AENEID: REPETITION AND REVERSAL by Timothy Hanford Advisor: Professor Ronnie Ancona This dissertation explores the relationship between Senecan tragedy and Virgil’s Aeneid, both on close linguistic as well as larger thematic levels. Senecan tragic characters and choruses often echo the language of Virgil’s epic in provocative ways; these constitute a contrastive reworking of the original Virgilian contents and context, one that has not to date been fully considered by scholars. -
Aeneid 7 Page 1 the BIRTH of WAR -- a Reading of Aeneid 7 Sara Mack
Birth of War – Aeneid 7 page 1 THE BIRTH OF WAR -- A Reading of Aeneid 7 Sara Mack In this essay I will touch on aspects of Book 7 that readers are likely either to have trouble with (the Muse Erato, for one) or not to notice at all (the founding of Ardea is a prime example), rather than on major elements of plot. I will also look at some of the intertexts suggested by Virgil's allusions to other poets and to his own poetry. We know that Virgil wrote with immense care, finishing fewer than three verses a day over a ten-year period, and we know that he is one of the most allusive (and elusive) of Roman poets, all of whom wrote with an eye and an ear on their Greek and Roman predecessors. We twentieth-century readers do not have in our heads what Virgil seems to have expected his Augustan readers to have in theirs (Homer, Aeschylus, Euripides, Apollonius, Lucretius, and Catullus, to name just a few); reading the Aeneid with an eye to what Virgil has "stolen" from others can enhance our enjoyment of the poem. Book 7 is a new beginning. So the Erato invocation, parallel to the invocation of the Muse in Book 1, seems to indicate. I shall begin my discussion of the book with an extended look at some of the implications of the Erato passage. These difficult lines make a good introduction to the themes of the book as a whole (to the themes of the whole second half of the poem, in fact). -
Virgil, Aeneid 11 (Pallas & Camilla) 1–224, 498–521, 532–96, 648–89, 725–835 G
Virgil, Aeneid 11 (Pallas & Camilla) 1–224, 498–521, 532–96, 648–89, 725–835 G Latin text, study aids with vocabulary, and commentary ILDENHARD INGO GILDENHARD AND JOHN HENDERSON A dead boy (Pallas) and the death of a girl (Camilla) loom over the opening and the closing part of the eleventh book of the Aeneid. Following the savage slaughter in Aeneid 10, the AND book opens in a mournful mood as the warring parti es revisit yesterday’s killing fi elds to att end to their dead. One casualty in parti cular commands att enti on: Aeneas’ protégé H Pallas, killed and despoiled by Turnus in the previous book. His death plunges his father ENDERSON Evander and his surrogate father Aeneas into heart-rending despair – and helps set up the foundati onal act of sacrifi cial brutality that caps the poem, when Aeneas seeks to avenge Pallas by slaying Turnus in wrathful fury. Turnus’ departure from the living is prefi gured by that of his ally Camilla, a maiden schooled in the marti al arts, who sets the mold for warrior princesses such as Xena and Wonder Woman. In the fi nal third of Aeneid 11, she wreaks havoc not just on the batt lefi eld but on gender stereotypes and the conventi ons of the epic genre, before she too succumbs to a premature death. In the porti ons of the book selected for discussion here, Virgil off ers some of his most emoti ve (and disturbing) meditati ons on the tragic nature of human existence – but also knows how to lighten the mood with a bit of drag. -
Iliad</Italic>
300 Jim Marks Jim Marks Context as Hypertext: Divine Rescue Scenes in the Iliad A number of factors determine the fates of individual characters during battlefield scenes in the Iliad. In terms of sheer body count, most of those that perish in battle seem to have been created simply in order for others to kill them.1 Typical of this group is the Trojan Cleoboulus, who receives neither dying words nor patronymic nor homeland, and appears only long enough to fall to Oileian Ajax (16.330–334). As for the more developed characters, life or death in battle is, to begin with, a function of the plot: major heroes by definition survive through most or all of the narrative, and lesser ones at least until they have performed their subsidiary roles. Hec- tor, for instance, must remain alive until the dramatic climax of the plot in Book 22, while the Trojan ally Pandarus is killed soon after he performs the necessary function of restarting the war following the duel between Menelaus and Paris in Book 3 (4.85–222, 5.243–296). The fates of at least some of these more developed characters are also influenced by the fact that they were already or were becoming established in other contexts at the time when the Iliad was taking shape. Odysseus, to take an obvious example, cannot die in the Iliad because he was a widely recognized figure best known for a successful return from Troy, as is at- tested in the Homeric Odyssey and non-Homeric poetry, artistic represen- tations, cult activity on his native Ithaca, and so on. -
Meter in Catullan Invective: Expectations and Innovation
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Boston University Institutional Repository (OpenBU) Boston University OpenBU http://open.bu.edu Theses & Dissertations Boston University Theses & Dissertations 2015 Meter in Catullan invective: expectations and innovation https://hdl.handle.net/2144/15640 Boston University BOSTON UNIVERSITY GRADUATE SCHOOL OF ARTS AND SCIENCES Dissertation METER IN CATULLAN INVECTIVE: EXPECTATIONS AND INNOVATION by MICHAEL IAN HULIN WHEELER B.A., University of Florida, 2004 M.A., University of Florida, 2005 Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2015 © Copyright by MICHAEL IAN HULIN WHEELER 2015 Approved by First Reader ______________________________________________________ Patricia Johnson, Ph.D. Associate Professor of Classical Studies Second Reader ______________________________________________________ James Uden, Ph.D. Assistant Professor of Classical Studies Third Reader ______________________________________________________ Jeffrey Henderson, Ph.D. William Goodwin Aurelio Professor of Greek Language and Literature Acknowledgements Above all others, I would like to thank my family for their support along the journey towards the completion of my dissertation. I owe the greatest gratitude to my wife, Lis, whose (long-suffering) patience, love, and willingness to keep me on track has been indispensable; to my parents and grandmother, who have been nothing but supportive and encouraging along the way; to my late grandfather and great-uncle, who showed me that getting a doctorate was a possibility (though admittedly the two-years-to- degree record was impossible to match); and finally to Caesar Augustus, the most classically educated dachshund I’ve ever known, and to his loving successor Livia, both of whom are sorely missed. -
Further Responses to Lewis's 'Lost Aeneid'
Inklings Forever: Published Colloquium Proceedings 1997-2016 Volume 8 A Collection of Essays Presented at the Joint Meeting of The Eighth Frances White Ewbank Colloquium on C.S. Lewis & Friends Article 10 and The C.S. Lewis & The Inklings Society Conference 5-31-2012 Further Responses to Lewis's 'Lost Aeneid' Richard James Follow this and additional works at: https://pillars.taylor.edu/inklings_forever Part of the English Language and Literature Commons, History Commons, Philosophy Commons, and the Religion Commons Recommended Citation James, Richard (2012) "Further Responses to Lewis's 'Lost Aeneid'," Inklings Forever: Published Colloquium Proceedings 1997-2016: Vol. 8 , Article 10. Available at: https://pillars.taylor.edu/inklings_forever/vol8/iss1/10 This Essay is brought to you for free and open access by the Center for the Study of C.S. Lewis & Friends at Pillars at Taylor University. It has been accepted for inclusion in Inklings Forever: Published Colloquium Proceedings 1997-2016 by an authorized editor of Pillars at Taylor University. For more information, please contact [email protected]. INKLINGS FOREVER, Volume VIII A Collection of Essays Presented at the Joint Meeting of The Eighth FRANCES WHITE EWBANK COLLOQUIUM ON C.S. LEWIS & FRIENDS and THE C.S. LEWIS AND THE INKLINGS SOCIETY CONFERENCE Taylor University 2012 Upland, Indiana Further Responses to Lewis’s ‘Lost Aeneid’ Richard James James, Richard. “Further Responses to Lewis’s ‘Lost Aeneid’.” Inklings Forever 8 (2012) www.taylor.edu/cslewis 1 Further Responses to Lewis’s ‘Lost Aeneid’ Richard James For almost fifty years, since his death Let me begin with a disclaimer in 1963, C.S. -
Minor Characters in the Aeneid Page 1
Minor Characters in the Aeneid Page 1 The following characters are described in the pages that follow the list. Page Order Alphabetical Order Aeolus 2 Achaemenides 8 Neptune 2 Achates 2 Achates 2 Aeolus 2 Ilioneus 2 Allecto 19 Cupid 2 Amata 17 Iopas 2 Andromache 8 Laocoon 2 Anna 9 Sinon 3 Arruns 22 Coroebus 3 Caieta 13 Priam 4 Camilla 22 Creusa 6 Celaeno 7 Helen 6 Coroebus 3 Celaeno 7 Creusa 6 Harpies 7 Cupid 2 Polydorus 7 Dēiphobus 11 Achaemenides 8 Drances 30 Andromache 8 Euryalus 27 Helenus 8 Evander 24 Anna 9 Harpies 7 Iarbas 10 Helen 6 Palinurus 10 Helenus 8 Dēiphobus 11 Iarbas 10 Marcellus 12 Ilioneus 2 Caieta 13 Iopas 2 Latinus 13 Juturna 31 Lavinia 15 Laocoon 2 Lavinium 15 Latinus 13 Amata 17 Lausus 20 Allecto 19 Lavinia 15 Mezentius 20 Lavinium 15 Lausus 20 Marcellus 12 Camilla 22 Mezentius 20 Arruns 22 Neptune 2 Evander 24 Nisus 27 Nisus 27 Palinurus 10 Euryalus 27 Polydorus 7 Drances 30 Priam 4 Juturna 31 Sinon 2 An outline of the ACL presentation is at the end of the handout. Minor Characters in the Aeneid Page 2 Aeolus – with Juno as minor god, less than Juno (tributary powers), cliens- patronus relationship; Juno as bargainer and what she offers. Both of them as rulers, in contrast with Neptune, Dido, Aeneas, Latinus, Evander, Mezentius, Turnus, Metabus, Ascanius, Acestes. Neptune – contrast as ruler with Aeolus; especially aposiopesis. Note following sympathy and importance of rhetoric and gravitas to control the people. Is the vir Aeneas (bringing civilization), Augustus (bringing order out of civil war), or Cato (actually -
2012 Njcl Certamen Advanced Division Round One
2012 NJCL CERTAMEN ADVANCED DIVISION ROUND ONE 1. Say in Latin, “Marcus is younger than I.” MĀRCUS EST MINOR NĀTŪ / IUNIOR MĒ / QUAM EGO B1: Now say in Latin: But Cicero is much older than me. SED CICERŌ EST MULTŌ MAIOR NĀTŪ / SENIOR MĒ / QUAM EGO B2: What use of the ablative case is illustrated in the phrase minor nātū, meaning “younger”? RESPECT / SPECIFICATION 2. At what battle in 225 BC did the Romans first by javelin and then by sword finally vanquish the advancing Gauls? TELAMON B1: After the victory at Telamon, the Romans decided to counter-invade northern Italy. What general, a plebeian and novus homō, first successfully defeated the Insubrēs in 223 BC? (GAIUS) FLAMINIUS B2: What Insubrian chieftain did Marcus Claudius Marcellus slay in 222 BC, thus earning the spolia opīma? VIRIDOMARUS 3. Which of the Muses is sometimes said to have been the mother of the Trojan ally Rhesus and is generally agreed to have been the mother of both Linus and Orpheus? CALLIOPE B1: Two of the muses are said to have been the mother of the Sirens by the river god Achelous. Name either one. MELPOMENE / TERPSICHORE B2: Which Muse, whom Tacitus might have invoked, was forced by Aphrodite to fall in love with a mortal, with whom she had a son named Hyacinth? CL(E)IO 4. What Latin author, in addition to being a statesman, was Rome’s first prose writer? (MARCUS PORCIUS) CATO THE ELDER B1: What is the Latin title of Cato’s only extant prose treatise? DĒ AGRĪ CULTŪRĀ / DĒ RĒ RUSTICĀ B2: What Greek historian did Cato have released after he was captured by the Romans? POLYBIUS 5. -
The Role of Female Characters in Vergil's Aeneid
Durham E-Theses The role of female characters in Vergil's Aeneid Akinluyi, Emmanuel Olusegun How to cite: Akinluyi, Emmanuel Olusegun (1965) The role of female characters in Vergil's Aeneid, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/9714/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 1. "THE ROLE OF FEMALE CHARACTERS IN VERGIL 1 S AENEID" DISSERTATION PRESENTED TO THE UNIVERSITY OF DURHAM FOR THE DEGREE OF M.A • . BY EMMANUEL OLUSEGUN AKINLUYI OCTOBER 1965 The copyright of this thesis rests with the author. f . should be published without No quotatiOn rom tt · f t' on derived his prior written consent an d m orma 1 from it should be acknowledged. 2 CONTENTS Page Abstract...................................................... 3 CHAPTER ONE DIDO - 1 furor' and infelix; ~~Tai:~cru: ; alter Aeneas ; ................................• 6 CHAPTER TWO The words pius and pietas in reference to Aeneas and how they affect his relationship with Dido. -
Ap Latin Summer Assignment
AP LATIN SUMMER ASSIGNMENT: Cardinal Gibbons High School Magistra Crabbe: 2018/2019 Assignment: Read and prepare for a test on Books I, II, IV, VI, VIII, and XII of Virgil’s Aeneid. Directions: ● Carefully read the introduction to the Aeneid written by Bernard Knox, and fill out the corresponding reflection questions. These questions will be collected and graded in August. Content from the introduction will be represented on the test in August. ● Carefully read the English Portions of the Syllabus from Virgil’s Aeneid. This is the entirety of Books I, II, IV, VI, VIII, and XII of Virgil’s Aeneid. Students should read the Revised Penguin Edition by David West. Hard copies of this book are available from Mrs. Crabbe in room 211. ● Fill out the corresponding study questions for each book. In August, these study questions will be collected and graded. ● Students will take a test on these readings before beginning the Latin portion of the AP Syllabus. Index of This Document: Introduction to the Aeneid by Bernard Knox: pp 126 Reading Questions for Introduction: pp 2734 Book I Reading Questions: pp 3543 Book II Reading Questions: pp 4449 Book IV Reading Questions: pp 5056 Book VI Reading Questions: pp 5764 Book VIII Reading Questions: pp 6568 Book XII Reading Questions: pp 6974 Suggested Reading Schedule: May 28th June 1st: Relax this week and recover from your finals. Drink lots of water. Get plenty of sleep. Spend time outside and do something fun with your friends. Help your parents around the house. -
AP® Latin Teaching the Aeneid
Professional Development AP® Latin Teaching The Aeneid Curriculum Module The College Board The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.org. © 2011 The College Board. College Board, Advanced Placement Program, AP, AP Central, SAT, and the acorn logo are registered trademarks of the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Contents Introduction................................................................................................. 1 Jill Crooker Minor Characters in The Aeneid...........................................................3 Donald Connor Integrating Multiple-Choice Questions into AP® Latin Instruction....................................................................