Did Caesar Destroy the Republic?
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The Architecture of Marcus Vitruvius Pollio, in Ten Books
www.e-rara.ch The architecture of Marcus Vitruvius Pollio, in ten books Vitruvius London, 1826 Bibliothek Werner Oechslin Shelf Mark: A04a ; app. 851 Persistent Link: http://dx.doi.org/10.3931/e-rara-19442 Life of Vitruvius. www.e-rara.ch Die Plattform e-rara.ch macht die in Schweizer Bibliotheken vorhandenen Drucke online verfügbar. Das Spektrum reicht von Büchern über Karten bis zu illustrierten Materialien – von den Anfängen des Buchdrucks bis ins 20. Jahrhundert. e-rara.ch provides online access to rare books available in Swiss libraries. The holdings extend from books and maps to illustrated material – from the beginnings of printing to the 20th century. e-rara.ch met en ligne des reproductions numériques d’imprimés conservés dans les bibliothèques de Suisse. L’éventail va des livres aux documents iconographiques en passant par les cartes – des débuts de l’imprimerie jusqu’au 20e siècle. e-rara.ch mette a disposizione in rete le edizioni antiche conservate nelle biblioteche svizzere. La collezione comprende libri, carte geografiche e materiale illustrato che risalgono agli inizi della tipografia fino ad arrivare al XX secolo. Nutzungsbedingungen Dieses Digitalisat kann kostenfrei heruntergeladen werden. Die Lizenzierungsart und die Nutzungsbedingungen sind individuell zu jedem Dokument in den Titelinformationen angegeben. Für weitere Informationen siehe auch [Link] Terms of Use This digital copy can be downloaded free of charge. The type of licensing and the terms of use are indicated in the title information for each document individually. For further information please refer to the terms of use on [Link] Conditions d'utilisation Ce document numérique peut être téléchargé gratuitement. -
Grade 10 Literature Mini-Assessment Excerpt from Julius Caesar, Act III, Scene Ii
Grade 10 Literature Mini-Assessment Excerpt from Julius Caesar, Act III, Scene ii by William Shakespeare This grade 10 mini-assessment is based on an excerpt from Julius Caesar, Act III, Scene ii by William Shakespeare and a video of the scene. This text is considered to be worthy of students’ time to read and also meets the expectations for text complexity at grade 10. Assessments aligned to the Common Core State Standards (CCSS) will employ quality, complex texts such as this one. Questions aligned to the CCSS should be worthy of students’ time to answer and therefore do not focus on minor points of the text. Questions also may address several standards within the same question because complex texts tend to yield rich assessment questions that call for deep analysis. In this mini- assessment there are seven selected-response questions and one paper/pencil equivalent of technology enhanced items that address the Reading Standards listed below. Additionally, there is an optional writing prompt, which is aligned to both the Reading Standards for Literature and the Writing Standards. We encourage educators to give students the time that they need to read closely and write to the source. While we know that it is helpful to have students complete the mini-assessment in one class period, we encourage educators to allow additional time as necessary. Note for teachers of English Language Learners (ELLs): This assessment is designed to measure students’ ability to read and write in English. Therefore, educators will not see the level of scaffolding typically used in instructional materials to support ELLs—these would interfere with the ability to understand their mastery of these skills. -
Ancient Rome
HISTORY AND GEOGRAPHY Ancient Julius Caesar Rome Reader Caesar Augustus The Second Punic War Cleopatra THIS BOOK IS THE PROPERTY OF: STATE Book No. PROVINCE Enter information COUNTY in spaces to the left as PARISH instructed. SCHOOL DISTRICT OTHER CONDITION Year ISSUED TO Used ISSUED RETURNED PUPILS to whom this textbook is issued must not write on any page or mark any part of it in any way, consumable textbooks excepted. 1. Teachers should see that the pupil’s name is clearly written in ink in the spaces above in every book issued. 2. The following terms should be used in recording the condition of the book: New; Good; Fair; Poor; Bad. Ancient Rome Reader Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation (www.coreknowledge.org) made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. -
The World's Measure: Caesar's Geographies of Gallia and Britannia in Their Contexts and As Evidence of His World Map
The World's Measure: Caesar's Geographies of Gallia and Britannia in their Contexts and as Evidence of his World Map Christopher B. Krebs American Journal of Philology, Volume 139, Number 1 (Whole Number 553), Spring 2018, pp. 93-122 (Article) Published by Johns Hopkins University Press DOI: https://doi.org/10.1353/ajp.2018.0003 For additional information about this article https://muse.jhu.edu/article/687618 Access provided at 25 Oct 2019 22:25 GMT from Stanford Libraries THE WORLD’S MEASURE: CAESAR’S GEOGRAPHIES OF GALLIA AND BRITANNIA IN THEIR CONTEXTS AND AS EVIDENCE OF HIS WORLD MAP CHRISTOPHER B. KREBS u Abstract: Caesar’s geographies of Gallia and Britannia as set out in the Bellum Gallicum differ in kind, the former being “descriptive” and much indebted to the techniques of Roman land surveying, the latter being “scientific” and informed by the methods of Greek geographers. This difference results from their different contexts: here imperialist, there “cartographic.” The geography of Britannia is ultimately part of Caesar’s (only passingly and late) attested great cartographic endeavor to measure “the world,” the beginning of which coincided with his second British expedition. To Tony Woodman, on the occasion of his retirement as Basil L. Gildersleeve Professor of Classics at the University of Virginia, in gratitude. IN ALEXANDRIA AT DINNER with Cleopatra, Caesar felt the sting of curiosity. He inquired of “the linen-wearing Acoreus” (linigerum . Acorea, Luc. 10.175), a learned priest of Isis, whether he would illuminate him on the lands and peoples, gods and customs of Egypt. Surely, Lucan has him add, there had never been “a visitor more capable of the world” than he (mundique capacior hospes, 10.183). -
Roman Republic to Roman Empire
Roman Republic to Roman Empire Start of the Roman Revolution By the second century B.C., the Senate had become the real governing body of the Roman state. Members of the Senate were usually wealthy landowners, and they remained Senators for life. Rome’s government had started out as a Republic in which citizens elected people to represent them. But the Senate was filled with wealthy aristocrats who were not elected. Rome was slowly turning into an aristocracy, and the majority of middle and lower class citizens began to resent it. Land was usually at the center of class struggles in Rome. The wealthy owned most of the land while the farmers had found themselves unable to compete financially with the wealthy landowners and had lost most of their lands. As a result, many of these small farmers drifted to the cities, especially Rome, forming a large class of landless poor. Changes in the Roman army soon brought even worse problems. Starting around 100 B.C. the Roman Republic was struggling in several areas. The first was the area of expansion. The territory of Rome was expanding quickly and the republic form of government could not make decisions and create stability for the new territories. The second major struggle was that due to expansion, the Republic was also experiencing problems with collecting taxes from its citizens. The larger area of the growing Roman territory created difficulties with collecting taxes from a larger population. Government officials had to go to each town, this would take several months to reach the whole extent of Roman territory. -
A Fork in the Road: the Catilinarian Conspiracy's Impact
A Fork in the Road: The Catilinarian Conspiracy‘s Impact on Cicero‘s relationships with Pompey, Crassus` and Caesar Jeffrey Larson History 499: Senior Thesis June 13, 2011 © Jeffrey Larson, 2011 1 But concerning friendship, all, to a man, think the same thing: those who have devoted themselves to public life; those who find their joy in science and philosophy; those who manage their own business free from public cares; and, finally, those who are wholly given up to sensual pleasures — all believe that without friendship life is no life at all. .1 The late Roman Republic was filled with crucial events which shaped not only the political environment of the Republic, but also altered the personal and political relationships of the individuals within that Republic. Four of the most powerful, and most discussed, characters of this time are Marcus Tullius Cicero (106 BC – 43 BC), Gnaeus Pompeius Magnus (106 BC – 48 BC), Marcus Licinius Crassus (c. 115 BC – 53 BC), and Gaius Julius Caesar (c. 100 BC – 44 BC). These men often crossed paths and some even had close friendships with each other. Other than Pompeius, better known as Pompey, all the aforementioned individuals were involved, or reportedly involved, in one event which had profound effects on the personal and political relationships of all four individuals. This event is known as the Catilinarian Conspiracy of 63 BC. The Catilinarian Conspiracy was a pivotal episode in the politics of the Late Roman Republic that damaged both the political and personal relationships of Cicero, Pompey, Crassus, and Caesar. Politics in the Roman Republic was dominated by a small number of members of the senatorial class. -
BOOK9 the Time of the Consuls of Rome
BOOK9 The Time of the Consuls of Rome 1. (214) The Roman state was administered formerly by consuls, for 464 years until Julius Caesar the dictator. He was not born normally but, after his mother had died in the ninth month, they cut her open and delivered the baby. So he was called Caesar, for in the Roman language Caesar means "dissection", 2. After growing up and proving his courage, he was appointed triumvir with Pompeius Magnus and Crassus. The Roman state was administered by these three. After the murder of Crassus when he had been captured by the Persians in battle in Persian territory, Caesar the dictator remained fighting with his army in the western regions. When he was dismissed from the consulship, that is, the triumvirate; after a kind of scrutiny by the senate of Rome (215) and his father-in-law Pompeius Magnus, Julius Caesar was displeased and rebelled against the Romans. Winning over the Romans' enemies, he began a campaign against the senate of Romeand Pompeius Magnus. He reached Rome, captured it and killed all the senators. Pompeius set out against him but saw that he was unable to fight him, so he abandoned the western regions and went off to the East, intending to secure this region. Julius Caesar the dictator became absolute master of Rome and all the western regions, and began a campaign against Pompeius Magnus, Whenhe caught up with Pompeius, he killed him in the land of Egypt, as the most learned Lucan has written about him. This Caesar was the first to win sole control over the Romans amid great fear, and he laid claim to all authority. -
Ancient History, Rome
4rome.qxd 4/14/04 2:33 AM Page 125 Ancient Rome Lesson 11 Rome: Republic to Empire OBJECTIVES Overview This lesson traces the history of Rome from its founding Students will be able to: myths through its kings, the republic, and the end of the republic. First, students hold a discussion on what a dictator • Explain the founding is. Then they read and discuss an article on the beginning of myths of Rome. Rome, the Roman Republic, and its transformation into an • Identify Cincinnatus, empire. Finally, in small groups, students role play members Julius Caesar, Cicero, and of a congressional committee deciding on whether the U.S. Augustus. Constitution should be amended to give the president greater • Describe the government powers in an emergency. of the Roman Republic, the checks on it, and its use of dictators. • Express a reasoned opin- STANDARDS ADDRESSED ion on whether the United States should adopt an California History–Social Science Standard 6.7: Students amendment to grant the analyze the geographic, political, economic, religious, president greater powers and social structures during the development of Rome. in an emergency. (1) Identify the location and describe the rise of the Roman Republic, including the importance of such mythi- cal and historical figures as Aeneas, Romulus and Remus, PREPARATION Cincinnatus, Julius Caesar, and Cicero. (2) Describe the government of the Roman Republic and its significance Handout 11A: Timeline of (e.g., written constitution and tripartite government, Ancient Rome—1 per student checks and balances, civic duty). Handout 11B: Map of the (4) Discuss the influence of Julius Caesar and Augustus in Roman Empire—1 per student Rome’s transition from republic to empire. -
Taking Centre Stage: Plutarch and Shakespeare
chapter 29 Taking Centre Stage: Plutarch and Shakespeare Miryana Dimitrova William Shakespeare (1564–1616) was familiar with various classical sources but it was Plutarch’s Lives of the noble Greeks and Romans that played a de- cisive role in the shaping of his Roman plays. The Elizabethan Julius Caesar (performed probably at the opening of the Globe theatre in 1599), and the Jacobean Antony and Cleopatra (c. 1606–1607) and Coriolanus (c. 1605–1610) are almost exclusively based on the Lives, while numerous other plays have been thematically influenced by the Plutarchan canon or include references to specific works. Although modern scholarship generally recognises Shakespeare’s knowl- edge of Latin (ultimately grounded in the playwright’s grammar school educa- tion, which included canonical texts in its curriculum) as well as French and Italian,1 it is widely accepted that he used Sir Thomas North’s translation of the Plutarch’s Lives. Ubiquitously dubbed “Shakespeare’s Plutarch”, its first edi- tion in the English vernacular appeared in 1579 and was followed by expanded editions in 1595 and 1603. North translated the Lives from the French version of Jacques Amyot, published in 1559 (see Frazier-Guerrier and Lucchesi in this volume). Shakespeare was also acquainted with the Moralia, possibly in its first English translation by Philemon Holland published in 1603, although a version entered in the Stationers Register in 1600 allows for a possible influence on Shakespeare’s earlier works.2 Shakespeare’s borrowings should be seen in the light of the fact that Plutarch’s Lives were admired in early modern England for their profound in- terest in the complexities of the human character and their didactic signifi- cance. -
Julius Caesar Caesar Was a Politician and General of the Late Roman
Julius Caesar Caesar was a politician and general of the late Roman republic, who greatly extended the Roman empire before seizing power and making himself dictator of Rome, paving the way for the imperial system. Julius Caesar was born in Rome on the 12 th or 13 th July 100 BC into the prestigious Julian clan. His family were closely connected with the Marian faction in Roman politics. Caesar himself progressed within the Roman political system, becoming in succession quaestor, aedile and praetor. In 61-60 BC he served as governor of the Roman province of Spain. Back in Rome, Caesar made a pact with Pompey and Crassus, who helped him to get elected as consul from 59 BC. The following year he was appointed governor of Roman Gaul where he stayed for eight years, adding the whole of modern France and Belgium to the Roman empire, and making Rome safe from the possibility of Gallic invasions. He made two expeditions to Britain, in 55 BC and 54 BC. Caesar then returned to Italy, disregarding the authority of the senate and famously crossing the Rubicon River without disbanding his army. In the ensuing civil war Caesar defeated the republican forces. Pompey, their leader, fled to Egypt where he was assassinated. Caesar followed him and became romantically involved with the Egyptian queen, Cleopatra. Caesar was now master of Rome and made himself consul and dictator. He used his power to carry out much-needed reform, relieving debt, enlarging the senate, building the Forum Iulium and revising the calendar. Caesar’s dictatorship was always regarded a temporary position but in 44 BC, Caesar took it for life. -
ROME FOUNDED Biographies, Discussion Questions, Suggested Activities and More ANCIENT ROME Setting the Stage
THIS DAY IN HISTORY STUDY GUIDE APR. 21, 753 B.C. : ROME FOUNDED Biographies, discussion questions, suggested activities and more ANCIENT ROME Setting the Stage Beginning in the eighth century B.C., Ancient Rome grew from a small town on central Italy’s Tiber River into an empire that at its peak encompassed most of continental Europe, Britain, much of western Asia, northern Africa and the Mediterranean islands. Among the many legacies of Roman dominance are the widespread use of the Romance languages (Italian, French, Spanish, Por- tuguese and Romanian) derived from Latin, the modern Western alphabet and calendar and the emergence of Christianity as a major world religion. After 450 years as a republic, Rome became an empire in the wake of Julius Caesar’s rise and fall in the fi rst century B.C. The long and triumphant reign of its fi rst emperor, Augustus, began a golden age of peace and prosperity. By contrast, the empire’s decline and fall by the fi fth century A.D. was one of the most dramatic implosions in the history of human civilization. About a thou- sand years after its founding, Rome collapsed under the weight of its own bloated empire, losing its provinces one by one: Britain around 410; Spain and northern Africa by 430. Attila and his brutal Huns invaded Gaul and Ita- ly around 450, further shaking the foundations of the empire. In September 476, a Germanic prince named Odovacar won control of the Roman army in Italy. After deposing the last western emperor, Romulus Augustus, Odovacar’s troops proclaimed him king of Italy, bringing an ignoble end to the long, tu- multuous history of ancient Rome. -
Ancient Rome Grade 3 | Unit 2
Ancient Rome Grade 3 | Unit 2 Timeline Cards Subject Matter Expert Michael Carter Illustration and Photo Credits Chapter 1 Card 1 Jed Henry Chapter 13 ACME Imagery/Superstock Chapter 4 Jacob Wyatt Chapter 14 Scott Hammond Chapter 5 Card 1 Jacob Wyatt Chapter 16 Card 1 Emperor Constantine presenting his city to the Virgin and Child at Hagia Chapter 5 Card 2 Jacob Wyatt Sophia (mosaic), Byzantine 10th c/Haghia Sophia, Istanbul, Turkey/ Pictures from History/Bridgeman Images Chapter 7 Card 1 Jacob Wyatt Chapter 16 Card 2 City walls, built during reign of Theodosius II (408-50) in AD 412-22, Chapter 7 Card 2 Jacob Wyatt Byzantine / Istanbul, Turkey / Bridgeman Images Chapter 8 Jacob Wyatt Chapter 16 Card 3 Jacob Wyatt Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License. You are free: to Share—to copy, distribute, and transmit the work to Remix—to adapt the work Under the following conditions: Attribution—You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial—You may not use this work for commercial purposes. Share Alike—If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work.