The Rise of Julius Caesar How Did Julius Caesar Come to Power?
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Introduction
Cambridge University Press 978-1-107-00949-3 - The Art of Caesar’s Bellum Civile: Literature, Ideology, and Community Luca Grillo Excerpt More information Introduction “Such force dwells in him, such sharpness, and such passion that it seems that he spoke with the same vigor with which he fought” (tanta in eo vis est, id acumen, ea concitatio, ut illum eodem animo dixisse quo bellavit appareat, Quint. 10.1.114). In expressing this judgment about Caesar, Quintilian famously set forth an old truism: besides being a general and a politician, Caesar was also an orator and a man of letters.1 For instance, Cicero, who no less famously praised the style of the Commentarii (Brut. 262), anxiously awaited Caesar’s remarks on his verses: “but ho there!” – he asked his brother Quintus – “I feel you are concealing something from me: what did Caesar really think of my poetry?” (Sed heus tu! Celari videor a te. Quo modo nam, mi frater, de nostris versibus Caesar? QF 2.16.5). And Caesar, responding from Gaul, praised that poetry no less than Quintus’ service in his army, thus acting as a general, intellectual, friend, and, of course, a politician. During the Gallic war letters, the Commentarii de Bello Gallico (BG)andtheDe Analogia, which was dedicated to Cicero, helped Caesar to remain present to the aristocratic circles of leading politicians and intellectuals while appealing to the imagination of the Roman people.2 Caesar’s proven oratorical skills assisted his ambitions also at the time of the civil war: when he was working on the Commentarii de Bello Civili (BC), he kept engaging in the politico-literary debate by composing the Anticato and by appealing to his friends and to the senate with letters, which he was the first statesman to collect in book format (Suet. -
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. -
First Triumvirate and Rise of Octavian BY: Jake, Eliza and Maheen First Triumvirate
First Triumvirate and Rise of Octavian BY: Jake, Eliza and Maheen First Triumvirate • An alliance of the three most powerful men in Rome, Marcus Licinus Crassus, Gaius Julius Caesar, and Gneaus Pompey Magnus. Rome was in chaos and the 3 seized control of the Republic. • The three would dominate Roman politics for personal gains throughout the territories of the Republic. Julius Caesar • In Rome, Julius Caesar was elected as the tribune of the Plebs, military tribune, and governor of many provinces throughout the Republic. • Believed Crassus helped Julius Caesar win the election to become the Propraetor or governor of Hispania in 63 B.C.E. • Julius returned to Rome after his term as governor. Caesar had a business or political agreement with Pompey and Crassus in 60 B.C.E. Caesar was the consul while Pompey and Crassus were in the senate. • Created the First Triumvirate • After his term, Julius was in deeply in debt politically and financially to Crassus and desperately needed to raise money. Marcus Crassus • Crassus was the richest man in all the Roman Republic. He was sharp and clever in Roman politics. He would be a senator and even become consul a few times. • He was a mentor to Julius Caesar in his early career. • Gained much fame during the Spartacus rebellion but much of it was stolen by Pompey. • He was a longtime rival to Pompey Magnus and this would be his eventually downfall. He would ally with Caesar and Pompey, but strived for military victory over Pompey. He went to Parthia where he was defeated at Carrhae. -
LUCAN's CHARACTERIZATION of CAESAR THROUGH SPEECH By
LUCAN’S CHARACTERIZATION OF CAESAR THROUGH SPEECH by ELIZABETH TALBOT NEELY (Under the Direction of Thomas Biggs) ABSTRACT This thesis examines Caesar’s three extended battle exhortations in Lucan’s Bellum Civile (1.299-351, 5.319-364, 7.250-329) and the speeches that accompany them in an effort to discover patterns in the character’s speech. Lucan did not seem to develop a specific Caesarian style of speech, but he does make an effort to show the changing relationship between the General and his soldiers in the three scenes analyzed. The troops, initially under the spell of madness that pervades the poem, rebel. Caesar, through speech, is able to bring them into line. Caesar caters to the soldiers’ interests and egos and crafts his speeches in order to keep his army working together. INDEX WORDS: Lucan, Caesar, Bellum Civile, Pharsalia, Cohortatio, Battle Exhortation, Latin Literature LUCAN’S CHARACTERIZATION OF CAESAR THROUGH SPEECH by ELIZABETH TALBOT NEELY B.A., The College of Wooster, 2007 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 2016 © 2016 Elizabeth Talbot Neely All Rights Reserved LUCAN’S CHARACTERIZATION OF CAESAR THROUGH SPEECH by ELIZABETH TALBOT NEELY Major Professor: Thomas Biggs Committee: Christine Albright John Nicholson Electronic Version Approved: Suzanne Barbour Dean of the Graduate School The University of Georgia May 2016 iv TABLE OF CONTENTS Page CHAPTER 1 INTRODUCTION .........................................................................................................1 -
Did Caesar Destroy the Republic?
Did Caesar Destroy the Republic? By John Green (adapted) Gaius Julius Caesar was born around 100 BCE to one of Rome’s leading patrician families. Coming from the senatorial class, it was natural that Caesar would serve in both the army and the Senate, which he did. He rose through the ranks, and after some top-notch generalling, and a gig as the governor of Spain, he decided to run for consul. In order to win, Caesar needed financial help, which he got from Crassus, one of Rome’s richest men. Crassus ran a private fire company whose business model was essentially, “hey, I notice your house is on fire. Give me some money and I’ll help you out with that.” Caesar succeeded in becoming consul in 59 BC and thereafter sought to dominate Roman politics by allying himself with Crassus and also with Rome’s other most powerful man, the general Pompey, a guy who loved Alexander the Great so much that he copied his hairstyle. Pompey, Crassus, and Caesar were the so-called first triumvirate, and the alliance worked out super well… for Caesar. After a year as consul that included getting the senate to pass laws largely because of intimidation by Pompey’s troops, Caesar became the governor of Gaul (modern day France), at least the southern part of Gaul that Rome controlled. He quickly conquered the rest of Gaul and his four loyal armies — or legions, as the Romans called them — became his source of power. Caesar continued his conquests, invading Britain and waging another successful war against the Gauls. -
The Late Republic in 5 Timelines (Teacher Guide and Notes)
1 180 BC: lex Villia Annalis – a law regulating the minimum ages at which a individual could how political office at each stage of the cursus honorum (career path). This was a step to regularising a political career and enforcing limits. 146 BC: The fall of Carthage in North Africa and Corinth in Greece effectively brought an end to Rome’s large overseas campaigns for control of the Mediterranean. This is the point that the historian Sallust sees as the beginning of the decline of the Republic, as Rome had no rivals to compete with and so turn inwards, corrupted by greed. 139 BC: lex Gabinia tabelleria– the first of several laws introduced by tribunes to ensure secret ballots for for voting within the assembliess (this one applied to elections of magistrates). 133 BC – the tribunate of Tiberius Gracchus, who along with his younger brother, is seen as either a social reformer or a demagogue. He introduced an agrarian land that aimed to distribute Roman public land to the poorer elements within Roman society (although this act quite likely increased tensions between the Italian allies and Rome, because it was land on which the Italians lived that was be redistributed). He was killed in 132 BC by a band of senators led by the pontifex maximus (chief priest), because they saw have as a political threat, who was allegedly aiming at kingship. 2 123-121 BC – the younger brother of Tiberius Gracchus, Gaius Gracchus was tribune in 123 and 122 BC, passing a number of laws, which apparent to have aimed to address a number of socio-economic issues and inequalities. -
Lucan's Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek a Dissertation Submitted in Partial Fulf
Lucan’s Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2014 Reading Committee: Catherine Connors, Chair Alain Gowing Stephen Hinds Program Authorized to Offer Degree: Classics © Copyright 2014 Laura Zientek University of Washington Abstract Lucan’s Natural Questions: Landscape and Geography in the Bellum Civile Laura Zientek Chair of the Supervisory Committee: Professor Catherine Connors Department of Classics This dissertation is an analysis of the role of landscape and the natural world in Lucan’s Bellum Civile. I investigate digressions and excurses on mountains, rivers, and certain myths associated aetiologically with the land, and demonstrate how Stoic physics and cosmology – in particular the concepts of cosmic (dis)order, collapse, and conflagration – play a role in the way Lucan writes about the landscape in the context of a civil war poem. Building on previous analyses of the Bellum Civile that provide background on its literary context (Ahl, 1976), on Lucan’s poetic technique (Masters, 1992), and on landscape in Roman literature (Spencer, 2010), I approach Lucan’s depiction of the natural world by focusing on the mutual effect of humanity and landscape on each other. Thus, hardships posed by the land against characters like Caesar and Cato, gloomy and threatening atmospheres, and dangerous or unusual weather phenomena all have places in my study. I also explore how Lucan’s landscapes engage with the tropes of the locus amoenus or horridus (Schiesaro, 2006) and elements of the sublime (Day, 2013). -
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). -
Caesar the Unexpected N.B
1 Caesar the Unexpected N.B. some of this presentation comes from my book, Julius Caesar, Master of Surprise. The quotations from Plutarch and Suetonius can be found on the LacusCurtius website. Slide 1. Section I Early Career Section II The Cursus Honorum Section III Proconsul and commander in Gaul and Illyricum Section IV After Gaul Julius Caesar is one of the most famous men of all time; he is also one of the most controversial. Everyone has an opinion of him, and few are favorable. We cannot pretend to fathom his motives, so this workshop will consider some of the ancient writings about what he did while we build our concept of him. Examining these will help teachers develop Caesar presentations for classes. De Bello Gallico will give us his picture of the situation. I like, before entering it, to make this short study of ancient writings about him and then ask students to comment when the qualities mentioned surface in their reading of De Bello Gallico. An important element in Caesar study is the unexpected and sometimes unique approach he took to problems. His deeds and attitudes, which took friend and foe by surprise, contributed much to his success and also to his death. Here we want to examine brief excerpts from writings of Caesar's contemporaries such as Sallust, Cicero, and Nepos, and of other ancient writers such as Suetonius, Cassius Dio, and Plutarch. These reflect the reactions of those around him to Caesar's moves. These moves may be well known to us but were astounding at the time. -
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.