From Republic to Empire
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Mark Antony's Oration from Julius Caesar
NAME: ______________________________________ Mark Antony’s Oration from Julius Caesar In William Shakespeare’s play, Julius Caesar, Caesar has been assassinated in front of the Senate by a group of Roman offi cials, including his friend, Brutus. After the murder, Brutus speaks to the gathered crowd. He convinces them that the conspirators killed Caesar to save Rome. Mark Antony is another Roman offi cial and friend to Caesar who did not participate in the murder. Antony promises Brutus that he will not blame the conspirators if he is allowed to make a speech also. Act III Scene II Friends, Romans, countrymen, lend me your ears; When that the poor have cried, Caesar hath wept: I come to bury Caesar, not to praise him. Ambition should be made of sterner stuff: The evil that men do lives after them; Yet Brutus says he was ambitious; The good is oft interred with their bones: And Brutus is an honourable man. So let it be with Caesar. The noble Brutus You all did see that on the Lupercal Hath told you Caesar was ambitious: I thrice presented him a kingly crown, If it were so, it was a grievous fault; Which he did thrice refuse: was this ambition? And grievously hath Caesar answer’d it. Yet Brutus says he was ambitious; Here, under leave of Brutus and the rest,— And, sure, he is an honourable man. For Brutus is an honourable man; I speak not to disprove what Brutus spoke, So are they all, all honorable men,— But here I am to speak what I do know. -
Augustus Go to and Log in Using Your School’S Log in Details
Timelines – Augustus Go to www.worldbookonline.com and log in using your school’s log in details: Log-in ID: Password: Click on Advanced Type in Augustus in Search box Click the article titled Augustus Read the article and answer the questions below. 1. What date was Octavian (Augustus) born? ___________________________________________________________________________ 2. In which year did Octavian take the name Gaius Julius Caesar Octavianus? ___________________________________________________________________________ 3. Octavian defeated Mark Antony, who had taken control of Rome following Caesar’s death, in which year? ___________________________________________________________________________ 4. Octavian and Mark Antony formed a political alliance, known as the Second Triumvirate, with Markus Aemilius Lepidus (chief priest of Rome). In which year were Marcus Junius Brutus and Gaius Cassius Longinus, Caesar’s chief assassins, defeated at Philippi in Macedonia? ___________________________________________________________________________ 5. What year was another threat, Sextus Pompey (son of Pompey the Great), defeated by Antony and Octavian? ___________________________________________________________________________ 6. In what year did the Triumvirate disintegrate? ___________________________________________________________________________ 7. In what year did Mark Antony and Cleopatra (Queen of Egypt) become lovers? ___________________________________________________________________________ 8. In what year did Octavian go to war against -
Judges in the Classroom the Republic of Rome V. Marcus Brutus
Judges In The Classroom The Republic of Rome v. Marcus Brutus Mock Trial Source: Written by Margaret Fisher. Staff at the Washington State Administrative Office of the Courts (AOC) edited the lesson. For more information, contact AOC Court Services, 1206 Quince Street SE, PO Box 41170, Olympia, WA 98504-1170. For an electronic copy of this lesson, or to view other lesson plans, visit Educational Resources on the Washington Courts Web site at: www.courts.wa.gov/education/. Objectives: 1. Students will conduct a mock trial, follow the sequence of steps in a trial, and employ good techniques for each role. 2. Students will make complex, prepared oral presentations as attorneys and witnesses. 3. Students will demonstrate skills in listening, rapid critical analysis, and extemporaneous speech. 4. Students will gain an understanding of the rules of evidence and procedure. 5. Students will demonstrate knowledge of the law applicable to the case. Grade Level: Grades 6-8 Time: One class period (approximately 50 minutes) Materials: Mock trial packet for the judge (mock trial agenda, stipulated facts, sworn statements, and evidentiary information as included in this lesson). The teacher will prepare all other materials for students ahead of the trial date. Note: This lesson assumes the class completed a multi-disciplinary unit on mock trial preparation. They studied legal concepts and procedures, analyzed the trial process, reviewed historical issues, and prepared for this specific case. Now, the parties are ready to proceed to trial, with you as the judge. Judges in the Classroom Brutus Mock Trial Mock Trial Agenda Procedures: 1. Begin the class by introducing yourself and setting the students at ease. -
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin Text, Study Aids with Vocabulary, and Commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119
INGO GILDENHARD Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary CICERO, PHILIPPIC 2, 44–50, 78–92, 100–119 Cicero, Philippic 2, 44–50, 78–92, 100–119 Latin text, study aids with vocabulary, and commentary Ingo Gildenhard https://www.openbookpublishers.com © 2018 Ingo Gildenhard The text of this work is licensed under a Creative Commons Attribution 4.0 International license (CC BY 4.0). This license allows you to share, copy, distribute and transmit the text; to adapt the text and to make commercial use of the text providing attribution is made to the author(s), but not in any way that suggests that they endorse you or your use of the work. Attribution should include the following information: Ingo Gildenhard, Cicero, Philippic 2, 44–50, 78–92, 100–119. Latin Text, Study Aids with Vocabulary, and Commentary. Cambridge, UK: Open Book Publishers, 2018. https://doi. org/10.11647/OBP.0156 Every effort has been made to identify and contact copyright holders and any omission or error will be corrected if notification is made to the publisher. In order to access detailed and updated information on the license, please visit https:// www.openbookpublishers.com/product/845#copyright Further details about CC BY licenses are available at http://creativecommons.org/licenses/ by/4.0/ All external links were active at the time of publication unless otherwise stated and have been archived via the Internet Archive Wayback Machine at https://archive.org/web Digital material and resources associated with this volume are available at https://www. -
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. -
Calendar of Roman Events
Introduction Steve Worboys and I began this calendar in 1980 or 1981 when we discovered that the exact dates of many events survive from Roman antiquity, the most famous being the ides of March murder of Caesar. Flipping through a few books on Roman history revealed a handful of dates, and we believed that to fill every day of the year would certainly be impossible. From 1981 until 1989 I kept the calendar, adding dates as I ran across them. In 1989 I typed the list into the computer and we began again to plunder books and journals for dates, this time recording sources. Since then I have worked and reworked the Calendar, revising old entries and adding many, many more. The Roman Calendar The calendar was reformed twice, once by Caesar in 46 BC and later by Augustus in 8 BC. Each of these reforms is described in A. K. Michels’ book The Calendar of the Roman Republic. In an ordinary pre-Julian year, the number of days in each month was as follows: 29 January 31 May 29 September 28 February 29 June 31 October 31 March 31 Quintilis (July) 29 November 29 April 29 Sextilis (August) 29 December. The Romans did not number the days of the months consecutively. They reckoned backwards from three fixed points: The kalends, the nones, and the ides. The kalends is the first day of the month. For months with 31 days the nones fall on the 7th and the ides the 15th. For other months the nones fall on the 5th and the ides on the 13th. -
Introduction
INTRODUCTION Livy the Historian Livy , or in full Titus Livius, was born at Patavium in northern Italy (Padua today) in 59 bc, and so lived through the turbulent years of the fall of the Roman Republic into the calm and politically controlled era of one-man rule under Augustus and his successor Tiberius. 1 According to St Jerome’s Chronicle he died in ad 17. He seems not to have held public offi ce or done any military service. Apart from some essays, now lost, on philosophy and rhetoric, he undertook in his late twenties to compose an up-to-date history of Rome drawing on mostly Roman but also some Greek predecessors. He entitled it From the Foundation of the City ( Ab Urbe Condita ): to all Romans their City was unique. The history eventually amounted to 142 books, taking Rome’s history from its traditional foundation-date of 753 bc down to the year 9 bc — a colossal achievement, much lengthier than Gibbon’s Decline and Fall , for instance. Of it only the fi rst ten Books and then Books 21–45 survive. Books 6–10 take the story of Rome from 390 bc down to the year 293. Evidence in the work indicates that Livy began writing in the early 20s bc, for around 18 bc he reached Book 28. A subheading to a surviving résumé (epitome) of the lost book 121 states that it was published after Augustus’ death in ad 14: some- thing that probably held true, too, for those that followed. The his- tory ended at the year 9 bc. -
Civil War in Rome and the End of the Roman Republic
Civil War in Rome and the End of the Roman Republic © Student Handouts, Inc. www.studenthandouts.com Tiberius Gracchus and Land Reform The lower classes (plebeians) were suffering. 133 BCE – Tiberius Gracchus was elected as tribune He promised land reform of the plebeians Tiberius Gracchus told the people: “You fight and die to give luxury to other men…but you have not a foot of ground to call your own.” Wanted to limit the Wanted to rebuild the The patricians were not Tiberius Gracchus and amount of land each farming class by pleased with Tiberius hundreds of his followers person could own redistributing land Gracchus were murdered Gaius Gracchus and Reform Gaius was elected tribune in 122 BCE, about ten He also wanted land Gaius wanted even more years after his brother reform. than land reform. was murdered. Gaius wanted the Gaius proposed that Gaius wanted a public government to sell grain landless Romans be works program to employ to the poor at reduced settled in the provinces. the poor. prices. Gaius wanted to reform Riots erupted. In 121 the way that taxes were Gaius wanted to decrease BCE, he was killed along collected by publicans in the Senate’s power. with thousands of his the provinces. supporters. Differing Parties Continued to Argue Optimates Populares • Senatorial party • People’s party • Wanted to maintain • Had its strength in the position and the Comitia power of the (Assembly) wealthy patrician • Wanted reforms class Military Dictators Come to Power • Why did military dictators come to power? – Constant fighting in Rome between the rich and poor – Restlessness in the provinces – Slave rebellions (e.g., Spartacus) – Barbarian invasions (though not as serious as they became during the era of the Roman empire) – The people needed strong leadership Gaius Marius (ca. -
Cleopatra VII: How Modernity Altered One of Egypt's Most Infamous
Phi Alpha Theta Pacific Northwest Conference, 8–10 April 2021 Isabeau Newbury, Carroll College, undergraduate student, “Cleopatra VII: How Modernity Altered One of Egypt’s Most Infamous Pharaohs” Abstract: In the course of history, many people are fascinated by the “other” but this fascination stems from works that are not factual depictions of an event or person. If the personification of historical figures is continuously perpetuated in fictional works, how we interpret the evidence can then be affected by these works. This is especially true of the ancient women in power in Ancient Egypt, but specifically in the case of Cleopatra VII, who was the last Pharaoh of Egypt. This study is designed to look at how desire vs fact changes the narrative, and how we need to be cautious about exotifying the “other.” Cleopatra VII’s image in modernity has been shaped by her portrayal in Shakespeare and Dante, as well as in Renaissance and contemporary artwork (including film). By keeping this in mind, it is not wrong to be fascinated by the “other” but it raises the question of how much of a historical person’s character can we really know if the facts we perceive to be true are affected by fictional manipulations of them. Cleopatra VII: How Modernity Altered One of Egypt’s Most Infamous Pharaohs Isabeau Newbury Carroll College Omega-Eta Undergraduate 2 Cleopatra VII: How Modernity Altered One of Egypt’s Most Infamous Pharaohs Women throughout ancient history have been portrayed by those who write it as the damsel in distress, the snake, the jealous and enraged, and as the seductress. -
2011 As You Like It
AS YOU LIKE IT Study Guide - 2011 Season Production E DIRECT AT SPEAK MACBETH THAISAGROW PROSPERO TOUCHSTONE JULIET CRE VIEW TEACH SEE CREATE HAMLET DISCUSS CLEOPATRA SEE LISTEN LAUGHROSALIND PLAY DIRECT SHYLOCKCRE LEARN CAESAR A AT ACT TEACH E OTHELLO OPHELI A Message from the Director are transformed by encountering what is “down the rabbit hole.” stark contrast to Hamlet, As IN You Like It is a play about The forest in Shakespeare’s plays is the metamorphosis of the self. always a place of transformation, a A young woman, Rosalind, is able freeing of the self from rigid societal to discover what love truly is by and parental bonds in order to pretending to be someone else, the find an authentic self. With that boy Ganymede. Through playing in mind, we have made our forest she becomes more and more into a whimsical playground where expansive, bolder and more fully objects, clothes, sound, light and herself. color are literally transformed from what they are in the court. Through Inspiration for the physical imaginative play, the characters production of As You Like It came transform themselves. from stories like The Chronicles of Narnia, Through the Looking Glass, Thank you for celebrating the and Coraline. A door is opened into human spirit with us! another world and the characters 2 Contents Shakespeare’s Life and Times ..................................................4 What Did Shakespeare Look Like? ...........................................4 Shakespeare Portrait Gallery ....................................................5 The -
What Features of a Tragedy Can We See in This Image? Tragedy
What features of a tragedy can we see in this image? Tragedy • Most of you will have • Theory: at A-Level, you’ll studied Macbeth, so you need to engage with should have some some higher-level theory. concept of what a tragedy This will inform your is. essays and allow you to make more sophisticated • Discuss: what features of analyses. a tragedy can you remember? • Read the A. C. Bradley Essay. • What ingredients of a tragedy does Bradley outline? 3 The Shakespearean tragic hero More than a century after its first publication, A. C. Bradley’s Shakespearean Tragedy continues to be respected and frequently quoted. In this extract, Bradley considers Shakespearean tragedy in relation to definitions of the genre offered by the ancient Greek writer Aristotle and by medieval writers. He argues that Shakespearean tragedy necessarily centres on a character of high rank and exceptional qualities who undergoes a reversal of fortune that leads to his own death and to a more general calamity. In approaching our subject it will be best, without attempting to shorten the path by referring to famous theories of the drama, to start directly from the facts, and to collect from them gradually an idea of Shakespearean Tragedy. And first, to begin from the outside, such a tragedy brings before us a considerable number of persons (many more than the persons in a Greek play, unless the members of the Chorus are reckoned among them); but it is pre-eminently the story of one person, the ‘hero’, or at most of two, the ‘hero’ and ‘heroine’. -
Roman History the LEGENDARY PERIOD of the KINGS (753
Roman History THE LEGENDARY PERIOD OF THE KINGS (753 - 510 B.C.) Rome was said to have been founded by Latin colonists from Alba Longa, a nearby city in ancient Latium. The legendary date of the founding was 753 B.C.; it was ascribed to Romulus and Remus, the twin sons of the daughter of the king of Alba Longa. Later legend carried the ancestry of the Romans back to the Trojans and their leader Aeneas, whose son Ascanius, or Iulus, was the founder and first king of Alba Longa. The tales concerning Romulus’s rule, notably the rape of the Sabine women and the war with the Sabines, point to an early infiltration of Sabine peoples or to a union of Latin and Sabine elements at the beginning. The three tribes that appear in the legend of Romulus as the parts of the new commonwealth suggest that Rome arose from the amalgamation of three stocks, thought to be Latin, Sabine, and Etruscan. The seven kings of the regal period begin with Romulus, from 753 to 715 B.C.; Lucius Tarquinius Superbus, from 534 to 510 B.C., the seventh and last king, whose tyrannical rule was overthrown when his son ravished Lucretia, the wife of a kinsman. Tarquinius was banished, and attempts by Etruscan or Latin cities to reinstate him on the throne at Rome were unavailing. Although the names, dates, and events of the regal period are considered as belonging to the realm of fiction and myth rather than to that of factual history, certain facts seem well attested: the existence of an early rule by kings; the growth of the city and its struggles with neighboring peoples; the conquest of Rome by Etruria and the establishment of a dynasty of Etruscan princes, symbolized by the rule of the Tarquins; the overthrow of this alien control; and the abolition of the kingship.