DOCSLIB.ORG

Ancient Rome and Early Christianity, 500 B.C.-A.D

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ancient Rome and Early Christianity, 500 B.C.-A.D CHAPTER 6 • OBJECTIVE Ancient Rome and Early Trace the rise and fall of the Roman Empire, and analyze its impact on Christianity, 500 B.C.-A.D. 500 culture, government, and religion. Previewing Main Ideas Previewing Main Ideas Urge students to look for connections POWER AND AUTHORITY Rome began as a republic, a government in which elected officials represent the people. Eventually, absolute rulers between the three main ideas. For exam- called emperors seized power and expanded the empire. ple, point out that Rome’s rise to an Geography About how many miles did the Roman Empire stretch empire led to the spread of Christianity. from east to west? Emphasize the universality of human EMPIRE BUILDING At its height, the Roman Empire touched three desires for power and authority, as well continents—Europe, Asia, and Africa. For several centuries, Rome brought as for a spiritual connection. peace and prosperity to its empire before its eventual collapse. Geography Why was the Mediterranean Sea important to the Roman Empire? Accessing Prior Knowledge RELIGIOUS AND ETHICAL SYSTEMS Out of Judea rose a monotheistic, Ask students to list any ancient Romans or single-god, religion known as Christianity. Based on the teachings of that they can name (Possible Answers: Jesus of Nazareth, it soon spread throughout Rome and beyond. Julius Caesar, Mark Antony) and discuss Geography What geographic features might have helped or hindered the what they already know about them. spread of Christianity throughout the Roman Empire? Invite students to share their knowledge of early Christianity and Judaism. Tell them that Christianity comes from the INTERNET RESOURCES Greek word christos, meaning “messiah” • Interactive Maps Go to classzone.com for: or “savior.” • Interactive Visuals • Research Links • Maps • Interactive Primary Sources • Internet Activities • Test Practice Geography Answers • Primary Sources • Current Events • Chapter Quiz POWER AND AUTHORITY The Roman Empire stretched about 3,500 miles from east to west. EMPIRE BUILDING The Mediterranean Sea gave Rome access to the oceans for trade, conquest, and communication. RELIGIOUS AND ETHICAL SYSTEMS They had to control borders, protect distant territories, rule different cultures and peoples, and manage trade and commerce. 152 TIME LINE DISCUSSION Explain that the period of 500 B.C. to A.D.500 3. In what year was Italy invaded during the 6. After Diocletian became emperor of Rome, saw the rise and fall of an entire empire. The Punic Wars? (Italy was invaded in 218 B.C.) how long did the Western Roman Empire time line highlights some key events in 4. What events happened in the world around survive? (It survived 192 years.) this journey. the time of the Punic Wars? (Empires were 1. When did Rome become a republic? (Rome founded in India and China.) became a republic in 509 B.C.) 5. Notice the long time span between the 2. How many years passed between the start of second Punic War and Octavian’s defeat of the first and second Punic Wars? (46) What Antony and Cleopatra. What might this quiet can you infer about the outcome of the first time suggest about events in Rome during Punic War? (It was unresolved.) this period? (Rome was in a stable condition during this period.) 152 Chapter 6 CHAPTER 6 History from Visuals Interpreting the Map Ask students to locate Rome and other cities on the map. Which cities have place names that are familiar or still in use today? (Athens, Damascus, and Alexandria) Ask students to describe the territory called the “Roman World” in terms of the oceans and continents it touches. Then ask students to suggest two or three ways geographical location affected the development of Rome. (The Roman World stretched from the northern shore of Africa through most of Europe and into western Asia. It surrounded the shores of the Mediterranean Sea and the Atlantic Ocean. Rome’s location on the Mediterranean gave it access to many nations and to the oceans for trade). Extension Ask students to note the spread of the Roman Empire along the northern coast of Africa. Then have them turn to the political map of Africa in the textbook atlas. What modern African nations now appear in these lands? (Morocco, Tunisia, Algeria, Libya, Egypt) 153 RECOMMENDED RESOURCES Books for the Teacher Books for the Student Videos Amker, Charlotte, ed. Rome: Echoes of Imperial Ancient Rome. McDougal Ancient Rome. VHS and DVD. Films for the Glory. Alexandria, VA: Time-Life, 1994. Littell Nextext. Rome’s Humanities & Sciences, 1996. 800-257-5126. Ferrill, Arthur. The Fall of the Roman Empire. major historical figures, Three-dimensional re-creations allow students to London: Thames and Hudson, Ltd, 1986. events, and places are see Rome as it was before the empire collapsed. Excellent description of the Roman army. highlighted in this collec- Roman City. VHS. PBS Video, 1994. Kamm, Antony. The Romans. London and New tion of stories, primary 800-344-3337. Life in the frontier territory York: Routledge and Kegan Paul, 1995. Overview sources, and visuals. of Gaul. of the Roman civilization. Adkins, Lesley, and Roy A. The Emperor’s Gift: Rome’s Colosseum. VHS Adkins. Handbook to Life and DVD. Films for the Humanities & Sciences. in Ancient Rome. New York, Oxford UP, 1999. 800-257-5126. The engineering, architecture, and civic function of the Colosseum. Teacher’s Edition 153 CHAPTER 6 • INTERACT What makes a successful leader? You are a member of the senate in ancient Rome. Soon you must decide whether to support or oppose a powerful leader who wants to become ruler. Many consider him Interact with History a military genius for having gained vast territory and wealth for Rome. Others point out that he disobeyed orders and is both ruthless and devious. You wonder whether Objectives his ambition would lead to greater prosperity and order in the empire or to injustice • Set the stage for studying the Roman and unrest. Empire and its legacy. • Connect the people and events of the chapter with students’ lives. EXAMINING the ISSUES Possible Answers • Results—Essential to keeping the state strong. Integrity—Leads to trust and respect. • Yes—Leaders can usually govern more effectively if they are admired and if people like and trust them. No—Power is what’s important. Discussion Discuss the leadership qualities and experiences of Alexander and Darius. (Both were brilliant military leaders. Darius also excelled at administration. Both were interested in and accepting of the customs of other cultures, which made them popular in some of the lands they conquered.) L This 19th-century painting by Italian artist Cesare Maccari shows Cicero, one of ancient Rome’s greatest public speakers, addressing fellow members of the Roman Senate. EXAMINING the ISSUES • Which is more important in measuring leadership—results or integrity? • Does a leader have to be likable in order to succeed? As a class, discuss these questions. Based on your discussion, think about what you have learned about other leaders in histor y, such as Alexander the Great and Darius of Persia. What qualities helped them to be successful or caused them to fail? As you read about Rome, see how the qualities of its leaders helped or hindered its development. 154 Chapter 6 WHY STUDY ANCIENT ROME AND EARLY CHRISTIANITY? • Modern Romance languages trace their origins to • Tensions between rich and poor continue to the language of the Romans. Italian, Spanish, affect society, as they did in the days of French, Portuguese, and Romanian have their patricians and plebeians. basis in Latin. • Classical sculpture and architecture are admired • The United States is a republic, as are many and copied today. other governments worldwide. Rome set the • Greek and Roman mythology is still widely read. stage for these republics. • Civil service—systems of paid workers who • Christianity, which arose during the Roman manage governments—still exists. Empire, remains one of the world’s • Sporting events, though not as violent as main religions. gladiator games, remain popular. 154 Chapter 6 wh10te-020601-0155-0159 8/8/03 2:40 PM Page 155 LESSON PLAN 1 Roman Amphitheater The Court of Theodora, OBJECTIVES of Pula: Arcades 6th century • Describe how geography influenced The Roman Republic Rome’s development. • Explain the main institutions of the Roman Republic. MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES • Describe how the Punic Wars helped increase Roman power. POWER AND AUTHORITY The Some of the most fundamental • republic • senate early Romans established a values and institutions of • patrician • dictator republic, which grew powerful Western civilization began in the • plebeian • legion FOCUS & MOTIVATE and spread its influence. Roman Republic. • tribune • Punic Wars • consul • Hannibal Explain that the Roman Empire spread its culture to many lands. Ask students to While the great civilization of Greece was in decline, a SETTING THE STAGE suggest ways that American culture has new city to the west was developing and increasing its power. Rome grew from a small settlement to a mighty civilization that eventually conquered the spread to many lands in today’s world. Mediterranean world. In time, the Romans would build one of the most famous (Possible Answers: fast food, movies, and influential empires in history. clothing styles, music) The Origins of Rome TAKING NOTES Outlining Use an outline INSTRUCT According to legend, the city of Rome was founded in 753 B.C. by Romulus and to organize the main Remus, twin sons of the god Mars and a Latin princess. The twins were aban- ideas and details. The Origins of Rome doned on the Tiber River as infants and raised by a she-wolf. The twins decided to build a city near the spot. In reality, it was men not immortals who built the I.
Load more

Recommended publications
  • RICE, CARL ROSS. Diocletian's “Great
    ABSTRACT RICE, CARL ROSS. Diocletian’s “Great Persecutions”: Minority Religions and the Roman Tetrarchy. (Under the direction of Prof. S. Thomas Parker) In the year 303, the Roman Emperor Diocletian and the other members of the Tetrarchy launched a series of persecutions against Christians that is remembered as the most severe, widespread, and systematic persecution in the Church’s history. Around that time, the Tetrarchy also issued a rescript to the Pronconsul of Africa ordering similar persecutory actions against a religious group known as the Manichaeans. At first glance, the Tetrarchy’s actions appear to be the result of tensions between traditional classical paganism and religious groups that were not part of that system. However, when the status of Jewish populations in the Empire is examined, it becomes apparent that the Tetrarchy only persecuted Christians and Manichaeans. This thesis explores the relationship between the Tetrarchy and each of these three minority groups as it attempts to understand the Tetrarchy’s policies towards minority religions. In doing so, this thesis will discuss the relationship between the Roman state and minority religious groups in the era just before the Empire’s formal conversion to Christianity. It is only around certain moments in the various religions’ relationships with the state that the Tetrarchs order violence. Consequently, I argue that violence towards minority religions was a means by which the Roman state policed boundaries around its conceptions of Roman identity. © Copyright 2016 Carl Ross Rice All Rights Reserved Diocletian’s “Great Persecutions”: Minority Religions and the Roman Tetrarchy by Carl Ross Rice A thesis submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Master of Arts History Raleigh, North Carolina 2016 APPROVED BY: ______________________________ _______________________________ S.
    [Show full text]
  • Hadrian and the Greek East
    HADRIAN AND THE GREEK EAST: IMPERIAL POLICY AND COMMUNICATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Demetrios Kritsotakis, B.A, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Fritz Graf, Adviser Professor Tom Hawkins ____________________________ Professor Anthony Kaldellis Adviser Greek and Latin Graduate Program Copyright by Demetrios Kritsotakis 2008 ABSTRACT The Roman Emperor Hadrian pursued a policy of unification of the vast Empire. After his accession, he abandoned the expansionist policy of his predecessor Trajan and focused on securing the frontiers of the empire and on maintaining its stability. Of the utmost importance was the further integration and participation in his program of the peoples of the Greek East, especially of the Greek mainland and Asia Minor. Hadrian now invited them to become active members of the empire. By his lengthy travels and benefactions to the people of the region and by the creation of the Panhellenion, Hadrian attempted to create a second center of the Empire. Rome, in the West, was the first center; now a second one, in the East, would draw together the Greek people on both sides of the Aegean Sea. Thus he could accelerate the unification of the empire by focusing on its two most important elements, Romans and Greeks. Hadrian channeled his intentions in a number of ways, including the use of specific iconographical types on the coinage of his reign and religious language and themes in his interactions with the Greeks. In both cases it becomes evident that the Greeks not only understood his messages, but they also reacted in a positive way.
    [Show full text]
  • Byzantium's Balkan Frontier
    This page intentionally left blank Byzantium’s Balkan Frontier is the first narrative history in English of the northern Balkans in the tenth to twelfth centuries. Where pre- vious histories have been concerned principally with the medieval history of distinct and autonomous Balkan nations, this study regards Byzantine political authority as a unifying factor in the various lands which formed the empire’s frontier in the north and west. It takes as its central concern Byzantine relations with all Slavic and non-Slavic peoples – including the Serbs, Croats, Bulgarians and Hungarians – in and beyond the Balkan Peninsula, and explores in detail imperial responses, first to the migrations of nomadic peoples, and subsequently to the expansion of Latin Christendom. It also examines the changing conception of the frontier in Byzantine thought and literature through the middle Byzantine period. is British Academy Postdoctoral Fellow, Keble College, Oxford BYZANTIUM’S BALKAN FRONTIER A Political Study of the Northern Balkans, – PAUL STEPHENSON British Academy Postdoctoral Fellow Keble College, Oxford The Pitt Building, Trumpington Street, Cambridge, United Kingdom The Edinburgh Building, Cambridge CB2 2RU, UK 40 West 20th Street, New York, NY 10011-4211, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alarcón 13, 28014 Madrid, Spain Dock House, The Waterfront, Cape Town 8001, South Africa http://www.cambridge.org © Paul Stephenson 2004 First published in printed format 2000 ISBN 0-511-03402-4 eBook (Adobe Reader) ISBN 0-521-77017-3 hardback Contents List ofmaps and figurespagevi Prefacevii A note on citation and transliterationix List ofabbreviationsxi Introduction .Bulgaria and beyond:the Northern Balkans (c.–) .The Byzantine occupation ofBulgaria (–) .Northern nomads (–) .Southern Slavs (–) .The rise ofthe west,I:Normans and Crusaders (–) .
    [Show full text]
  • 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).
    [Show full text]
  • The Political and Military Aspects of Accession of Constantine the Great
    Graeco-Latina Brunensia 24 / 2019 / 2 https://doi.org/10.5817/GLB2019-2-2 The Political and Military Aspects of Accession of Constantine the Great Stanislav Doležal (University of South Bohemia in České Budějovice) Abstract The article argues that Constantine the Great, until he was recognized by Galerius, the senior ČLÁNKY / ARTICLES Emperor of the Tetrarchy, was an usurper with no right to the imperial power, nothwithstand- ing his claim that his father, the Emperor Constantius I, conferred upon him the imperial title before he died. Tetrarchic principles, envisaged by Diocletian, were specifically put in place to supersede and override blood kinship. Constantine’s accession to power started as a military coup in which a military unit composed of barbarian soldiers seems to have played an impor- tant role. Keywords Constantine the Great; Roman emperor; usurpation; tetrarchy 19 Stanislav Doležal The Political and Military Aspects of Accession of Constantine the Great On 25 July 306 at York, the Roman Emperor Constantius I died peacefully in his bed. On the same day, a new Emperor was made – his eldest son Constantine who had been present at his father’s deathbed. What exactly happened on that day? Britain, a remote province (actually several provinces)1 on the edge of the Roman Empire, had a tendency to defect from the central government. It produced several usurpers in the past.2 Was Constantine one of them? What gave him the right to be an Emperor in the first place? It can be argued that the political system that was still valid in 306, today known as the Tetrarchy, made any such seizure of power illegal.
    [Show full text]
  • The Extension of Imperial Authority Under Diocletian and the Tetrarchy, 285-305Ce
    University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2012 The Extension Of Imperial Authority Under Diocletian And The Tetrarchy, 285-305ce Joshua Petitt University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Petitt, Joshua, "The Extension Of Imperial Authority Under Diocletian And The Tetrarchy, 285-305ce" (2012). Electronic Theses and Dissertations, 2004-2019. 2412. https://stars.library.ucf.edu/etd/2412 THE EXTENSION OF IMPERIAL AUTHORITY UNDER DIOCLETIAN AND THE TETRARCHY, 285-305CE. by JOSHUA EDWARD PETITT B.A. History, University of Central Florida 2009 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Fall Term 2012 © 2012 Joshua Petitt ii ABSTRACT Despite a vast amount of research on Late Antiquity, little attention has been paid to certain figures that prove to be influential during this time. The focus of historians on Constantine I, the first Roman Emperor to allegedly convert to Christianity, has often come at the cost of ignoring Constantine's predecessor, Diocletian, sometimes known as the "Second Father of the Roman Empire". The success of Constantine's empire has often been attributed to the work and reforms of Diocletian, but there have been very few studies of the man beyond simple biography.
    [Show full text]
  • Chapter 4: the Self-Governing Cities: Elements and Rhythms of Urbanization
    Cover Page The handle http://hdl.handle.net/1887/66262 holds various files of this Leiden University dissertation. Author: Pellegrino, F. Title: The urbanization of the North-Western provinces of the Roman Empire : a juridical and functional approach to town life in Roman Gaul, Germania inferior and Britain Issue Date: 2018-10-17 CHAPTER 4: THE SELF-GOVERNING CITIES: ELEMENTS AND RHYTHMS OF URBANIZATION Introduction Provincial civitas capitals, as had been the case with the cities in the Italian peninsula, required structures that would allow the cives to participate in public and political life. This does not translate into the Romans forcing indigenous communities to develop civic spaces.423 Rather, as Emilio Gabba would say, the Roman government was expecting and encouraging these new semi-autonomous centres and their elites to provide the citizens with suitable areas and buildings where they could fulfil their newly acquired rights and obligations.424 In this sense, we can understand why the process of urbanization in the north-western provinces followed some common lines, consequential to their political integration in the Empire.425 At the same time, it is important to remember that this process took place over decades and even centuries. For example, in Belgica, a large majority of cities were not equipped with public buildings until a considerable time had elapsed after they were conquered and annexed to the Roman Empire. Most of the public structures began to be built from AD 50 onwards. In Flavian times construction of imposing infrastructure for public use began on an unprecedented scale. It would reach its full dimensions only in the mid-2nd century AD.426 The relatively slow pace of urbanization that characterized the early years of the north-western provinces suggests that sustainable revenues were essential to the development and progress of cities.
    [Show full text]
  • 21H.132S17 the Ancient World: Rome
    Crisis and Recovery Image by Bibi Saint- Pol. This image is in the public domain. Image by O.Mustafin. This image is in the public domain. Source: Wikimedia Commons. Source: Wikimedia Commons. From the Severan Dynasty to the Later Roman Empire 1 Septimius Severus AD 193 - 211 Image by Bibi Saint- Pol. This image is in the public domain. Source: Wikimedia Commons. 2 Le Glay, Marcel, Jean-Louis Voisin, Yann Le Bohec, et al. A History of Rome. 3rd edition. Wiley- Blackwell, 2005. © Wiley-Blackwell. All rights reserved. This content is excluded from our Creative Commons license. For more information, see https://ocw.mit.edu/help/faq-fair-use/. 3 Caracalla 198-209 w/ Severus 209-211 w/ Severus & Geta 211-217 alone Image by Marie -Lan Nguyen. Source: Wikimedia Commons. License CC BY. 4 Macrinus, 217-218 Image by Classical Numismatic Group, Inc. This image is in the public domain. Source: Wikimedia Commons. 5 Julia Maesa This image is in the public domain. Source: Wikimedia Commons. 6 Le Glay, Marcel, Jean-Louis Voisin, Yann Le Bohec, et al. A History of Rome. 3rd edition. Wiley- Blackwell, 2005. © Wiley-Blackwell. All rights reserved. This content is excluded from our Creative Commons license. For more information, see https://ocw.mit.edu/help/faq-fair-use/. 7 Elagabalus, AD 218-222 Image courtesy of Mary Harrsch on flickr. License CC BY -NC- SA. 8 Severus Alexander, AD 222-235 Image by Jastrow. This image is in the public domain. Source: Wikimedia Commons. 9 Aurelius Victor, Lives of the Emperors 24 The emperors after [Severus Alexander], more concerned with tyrannizing their subjects than subduing foreign peoples, and with warring among themselves, precipitated the Roman state into a steep decline.
    [Show full text]
  • Ancient Narrative Volume 2
    The Satyrica of Petronius as a Roman Palimpsest GOTTSKÁLK JENSSON Reykjavík Roman literature is possibly the most palimpsestuous of literatures.1 So much so that lovers of Roman letters have had to fight off the unwanted comparison with Roman plastic arts where, as is well known, there are no originals. A series of famous names will emphasise the obvious: Plautus, Terence, Varro, Cicero, Lucretius, Catullus, Virgil, Livy, Horace, Ovid, Seneca, Statius and Apuleius. These (and many more) were borrowers, reworkers, rewriters. But we try not to hold it against them. When the stuff of Roman literature is Greek (and often, too, when it is Roman) the method of writing is translation, trans- formation, and imitation. By the same process that Roman literature grew out of Greek literature, much of Western literature grew out of Latin literature. In fact, ever since the Romantics, we have been extremely reluctant to admit to this influence, to any influence in fact, instead fantasizing about ‘originality’, or what one theorist sees as a longing for a freedom from paternal influence.2 Of course, demanding originality from Roman literature is to apply later esthetics to earlier art, but the anachronism doesn’t usually bother Petronian scholars. Few Roman writers have been more fantasized about in this manner than the elusive author of the Satyrica. We shall see in the central part of this paper that the modern ‘Petronius’ was invented in the late 19th century under ideological pressure. Although we rarely admit to this, we know nothing about ————— 1 I use the term ‘palimpsest’ as a broad term to denote a text derived from a previous text through transformation or imitation.
    [Show full text]
  • GALERIUS, GAMZIGRAD and the POLITICS of ABDICATION Bill Leadbetter Edith Cowan University
    GALERIUS, GAMZIGRAD AND THE POLITICS OF ABDICATION Bill Leadbetter Edith Cowan University /DFWDQWLXV· pamphlet, the de mortibus persecutorum, is a curious survival. In one sense , its subject matter is given lustre by the reputation of the author. Lactantius was a legal scholar and Christian thinker of sufficient prominence, in the early fourth century, to be appointed tutRUWR&RQVWDQWLQH·VHOGHVWVRQ+H was also a polemicist of some wit and great Figure 1: Porphyry head of Galerius savagery. A rhetorican by training, his muse from Gamzigrad drew richly upon the scabrous vocabulary of villainy that seven centuries of speech-making had concocted and perfected. His portrayal of the emperor Galerius in the de mortibus has been influential, if not definitive, for generations of scholars LQWKHVDPHZD\WKDW7DFLWXV· poisonous portrait of Tiberius distorted any analysis of that odd, lonely, angry, bitter and unhappy man (eg: Barnes, 1976, 1981; also Odahl, 2004). /DFWDQLXV· Galerius is not merely bad, he is superlatively bad: the most evil man who ever lived («VHGRPQLEXVTXLfuerunt PDOLVSHLRU«9.1). A vast and corpulent man, he terrified all he encountered by his very demeanour. Despising rank (21.3) and scorning tradition (26.2), /DFWDQWLXV·*DOHULXVLVDERYHDOOIXQGDPHQWDOO\ foreign. Lactantius makes much of his origins as the child of Dacian peasant refugees who settled in the Roman side of the Danube after the Carpi had made Dacia too unpleasant for them (9.4). His Galerius, therefore, is at heart, a barbarian. He is an emperor from beyond the Empire, a monstrous primitive with a savage nature and an alien soul. Lactantius describes him at one point as an enemy of the Romanum nomen and asserts that Galerius intended to change WKHQDPHRIWKH(PSLUHIURP´5RPDQµWR´'DFLDQµ 27.8) and in general was ASCS 31 [2010] Proceedings: classics.uwa.edu.au/ascs31 an enemy of tradition and culture, preferring indeed the company of his pet bears to that of elegant aristocrats and erudite lawyers (21.5-6; 22.4) .
    [Show full text]
  • 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.
    [Show full text]
  • The Arabic Language and the Bible
    Page 1 of 8 Original Research The identity and witness of Arab pre-Islamic Arab Christianity: The Arabic language and the Bible Author: This article argues that Arab Christianity has had a unique place in the history of World David D. Grafton Christianity. Rooted in a biblical witness, the origins and history of Arab Christianity have Affiliations: been largely forgotten or ignored. This is not primarily as a result of the fact that the Arab 1The Lutheran Theological Christian historical legacy has been overcome by Islam. Rather, unlike other early Christian Seminary at Philadelphia, communities, the Bible was never translated into the vernacular of the Arabs. By the 7th century United States of America the language of the Qur’an became the primary standard of the Arabic language, which 2Department of New then became the written religious text of the Arabs. This article will explore the identity and Testament Studies, Faculty witness of the Christian presence in Arabia and claims that the development of an Arabic Bible of Theology, University of provides a unique counter-example to what most missiologists have assumed as the basis for Pretoria, South Africa. the spread of the Christian faith as a result of the translation of the Christian scriptures into a Note: vernacular. The Reverend Dr David D. Grafton is Associate Professor of Islamic Studies and Christian-Muslim Introduction Relations and Director of Graduate Studies at The Great Missionary Age (1792–1914) has been viewed by many Protestant and Evangelical the Lutheran Theological churches in Western Europe and North America as a time through which God provided an Seminary in Philadelphia opportunity to evangelise the whole world.This was done primarily through the translation, (USA).
    [Show full text]