History of Rome Professor Judith Evans-Grubbs Email
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The Politics of Roman Memory in the Age of Justinian DISSERTATION Presented in Partial Fulfillment of the Requirements for the D
The Politics of Roman Memory in the Age of Justinian DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Marion Woodrow Kruse, III Graduate Program in Greek and Latin The Ohio State University 2015 Dissertation Committee: Anthony Kaldellis, Advisor; Benjamin Acosta-Hughes; Nathan Rosenstein Copyright by Marion Woodrow Kruse, III 2015 ABSTRACT This dissertation explores the use of Roman historical memory from the late fifth century through the middle of the sixth century AD. The collapse of Roman government in the western Roman empire in the late fifth century inspired a crisis of identity and political messaging in the eastern Roman empire of the same period. I argue that the Romans of the eastern empire, in particular those who lived in Constantinople and worked in or around the imperial administration, responded to the challenge posed by the loss of Rome by rewriting the history of the Roman empire. The new historical narratives that arose during this period were initially concerned with Roman identity and fixated on urban space (in particular the cities of Rome and Constantinople) and Roman mythistory. By the sixth century, however, the debate over Roman history had begun to infuse all levels of Roman political discourse and became a major component of the emperor Justinian’s imperial messaging and propaganda, especially in his Novels. The imperial history proposed by the Novels was aggressivley challenged by other writers of the period, creating a clear historical and political conflict over the role and import of Roman history as a model or justification for Roman politics in the sixth century. -
Livy's View of the Roman National Character
James Luce, December 5th, 1993 Livy's View of the Roman National Character As early as 1663, Francis Pope named his plantation, in what would later become Washington, DC, "Rome" and renamed Goose Creek "Tiber", a local hill "Capitolium", an example of the way in which the colonists would draw upon ancient Rome for names, architecture and ideas. The founding fathers often called America "the New Rome", a place where, as Charles Lee said to Patrick Henry, Roman republican ideals were being realized. The Roman historian Livy (Titus Livius, 59 BC-AD 17) lived at the juncture of the breakdown of the Roman Republic and the rise of the Roman Empire. His 142 book History of Rome from 753 to 9 BC (35 books now extant, the rest epitomes) was one of the most read Latin authors by early American colonists, partly because he wrote about the Roman national character and his unique view of how that character was formed. "National character" is no longer considered a valid term, nations may not really have specific national characters, but many think they do. The ancients believed states or peoples had a national character and that it arose one of 3 ways: 1) innate/racial: Aristotle believed that all non-Greeks were barbarous and suited to be slaves; Romans believed that Carthaginians were perfidious. 2) influence of geography/climate: e.g., that Northern tribes were vigorous but dumb 3) influence of institutions and national norms based on political and family life. The Greek historian Polybios believed that Roman institutions (e.g., division of government into senate, assemblies and magistrates, each with its own powers) made the Romans great, and the architects of the American constitution read this with especial care and interest. -
Symbolic Universe, Metaphor and Conviction
SYMBOLIC UNIVERSE,METAPHOR AND CONVICTION: A STUDY OF THE SLAVE METAPHOR IN PAUL'S LETTER TO THE GALATIANS A Dissertation Submitted to the Faculty of Arts Biblical Studies Department University of Sheffield In Partial Fulfillment of the Requirementsfor the Degree Doctor of Philosophy by Sam Tsang August 2001 Accepted on CONTENTS Abstract Introduction ChapterI ISSUESIN RESEARCHINGGRECO-ROMAN SLAVE IDENTITY AND PAUL'S RHETORIC: PRELIMINARY REMARKS 28 1.1. The State of the Scholarly Questions in Greco-Roman Slave Identity 28 1.2. Scholarship on First-Century Greco-Roman Slave Identity and Paul 35 1.3 Scholarship on the Metaphors of Paul: Symbolic Universe, Metaphors and Rhetoric 39 1.4. Conclusion 48 Chapter 2 IDENTITY SHIFTS OF THE SLAVE IN THE PROCESS OF GRECO-ROMAN SLAVERY: FROM BONDAGE TO FREEDOM AND OBLIGATION - THE SYMBOLIC UNIVERSE OF PAUL'S SOCIETY ON SLAVERY 52 2.1. Greco-Roman Slavery 52 2.2. Greco-Roman Manumission 69 2.3 Greco-Roman Re-enslavement 85 2.4. The Identity and Power Shifts in Greco-Roman Processof Slavery 87 Chapter3 THE APOLOGETICUSAGE OF THE SERVILE METAPHOR IN GALATIANS 90 3.1. Paul's Self Descriptionin Gal. 1.1,10 90 3.2. Paul's Self Descriptionin Gal. 6.17 105 Chapter4 THE POLEMICAL USAGE OF THE SERVILE METAPHOR IN GALATIANS 113 4.1. Paul's Attack on the Agitators in Gal. 2.4 113 4.2. Paul's Attack on the Agitators in Gal. 4.30 121 Chapter5 THE DIDACTIC USAGE OF THE SERVILE METAPHOR IN GALATIANS 147 5.1. Paul's Teachingof the Galatiansin Gal. -
Roman History, I: the Republic
Walter Scheidel Office hours: Tue 1.30-2 & Thu 1.30-3 Office: 20-22L Office phone: (650) 723-0478 Mailbox: Classics Department e-mail: [email protected] (Main Quad, Building 20) www.stanford.edu/~scheidel Christelle Fischer ([email protected]) James Greenberg ([email protected]) CLASS HIS 102 = HISTORY 102X ROMAN HISTORY, I: THE REPUBLIC Winter Quarter 2004 TueThu 11-12.15 60-61G Required texts (available at the Stanford Bookstore) • M. Crawford, The Roman Republic (2nd ed., Harvard University Press, 1993) • A. Lintott, The Roman Republic (Sutton, 2000) • R. Mellor, The Historians of Ancient Rome: An Anthology of the Major Writings (Routledge, 1998) • Cicero, Selected Political Speeches (rev. ed. Penguin, 1989) • Plutarch, Fall of the Roman Republic (rev ed., Penguin, 1972) • K. Hopkins, Conquerors and Slaves: Sociological Studies in Roman History, 1 (Cambridge 1978), chapters 1-2 (out of print; available as a course package) Schedule and readings Tue, Jan 6 Introduction: Why Rome matters Thu, Jan 8 What can we know about early Rome? – Bottom-up perspectives Crawford ch. 2; Lintott 1-21 Tue, Jan 13 What are we told about early Rome? – The Fabrication of Historical Tradition Mellor 1-5, 147-210; Crawford ch. 1 Thu, Jan 15 Synopsis, c.400-133 BCE: How to build an empire Mellor 233-246; Crawford ch. 4-6; Lintott 12-66 Tue, Jan 20 The constitutional framework: institutions and process Crawford ch. 3, 7, app. 1 Thu, Jan 22 Governing Rome: oligarchy in action Mellor 211-233, then 47-59; handouts Tue, Jan 27 Roman militarism: continuous ‘just war’ Mellor 17-27, 32-47; Crawford app. -
Slavery in Ancient Rome and the United States of America: Natural Rights and Their Role in the Brutality of Slavery in America and Its Abolition
Crossings (Number 3) 197 Slavery in Ancient Rome and the United States of America: Natural Rights and their Role in the Brutality of Slavery in America and its Abolition David J. Wiebe Inception This paper was written for Dr. Jason Brown’s Roman Law and Legacy course in the winter term of the 2017-18 academic year. Students where asked to choose a topic that related to Roman law and its relation to legal history. Abstract This essay looks at the legal framework of slavery in ancient Rome and America, leading up to the Civil War and emancipation. By taking account of legal documents from these two time periods and placing them in relation to each other, the philosophic underpinnings of the law emerge more clearly. Where American perceptions of justice revolve around natural law and natural justice, Roman ones take a more practical approach to justice. This leads to three positions: American pro-slavery, American abolitionist, and Roman pro-slavery. The American pro-slavery arguments posit slavery as a positive good, some texts going so far as to say that anti-slavery arguments are against God. The abolitionist position roots in the same natural justice and natural law philosophic position as their pro-slavery opponents, only the abolitionist position views all humans regardless of race as equal under the law. The Roman position, on the other hand, views slavery as a necessary evil, and as such, has more protections, and a more humane legal position than the American legal system allows for slaves. These three legal positions and their philosophic underpinnings are discussed. -
Slavery in Ancient Rome Was Not Necessarily for Life
Slavery and Manumission in Ancient Rome Presented at An Tir Collegium, AS LI, November 11, 2017 Slavery played a huge role socially and politically in the ancient Roman world. We will examine daily life for both slaves and their masters, how slavery was affected by the growth of the Empire, the laws and rituals surrounding manumission (freeing of slaves), and subsequent changes in social status. Please note that I DO NOT condone slavery or any other nonconsensual control of human lives. Domina Tullia Saturnina, JdL, GdS Email: [email protected] Website: RomanaSum.com Why study it Jewish perspective: Actively teaching to retain tribal memory, good and bad, instead of whitewashing history Understanding Roman mindset Applying knowledge to modern world Where slaves came from Spoils of war (income for soldiers), debtors, sold by family, born to a slave Percentage of population: 10-40% (changes over time, difficult to find good numbers, underreporting to save taxes) Most were owned by the elite 1%: Rich families had hundreds of slaves. Pliny the Younger owned 4,116 (farm owner)! Middle class families had 1-3. Slave markets Slave traders had sleazy reps (used car salesman) Slaves marked with signs listing geographic origin (stereotypes), age, skills, etc. Newly imported: Chalked one foot Daily life Average life span 17.5, vs. 40 for citizens. Clothing reveals status (very important in Roman culture) Imagery - slaves are smaller City vs. farms Status levels – continuum from mines up to trusted assistant. Educated Greeks – tutors, doctors Gladiators (mostly slaves): weird mix of low status and fame/wealth for the best Higher status slaves could earn money, buy their freedom (Peculium), or their own slaves. -
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. -
Cicero a Study of Gamesmanship in the Late
CICERO A STUDY OF GAMESMANSHIP IN THE LATE REPUBLIC A Thesis Presented to the faculty of the Department of History California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in History by Eugene H. Boyd FALL 2018 © 2018 Eugene H. Boyd ALL RIGHTS RESERVED ii CICERO A STUDY OF GAMESMAN SHIP IN THE LATE REPUBLIC A Thesis by Eugene H. Boyd Approved by: __________________________________, Committee Chair Nikolaos Lazaridis, PhD. __________________________________, Second Reader Jeffrey Brodd, PhD. ____________________________ Date iii Student: Eugene H. Boyd I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. __________________________Graduate Coordinator ___________________ Jeffrey Wilson, PhD Date Department of History iv Abstract of CICERO A STUDY OF GAMESMANSHIP IN THE LATE REPUBLIC by Eugene H. Boyd Roman politics during the final decades of the Late Republic was a vicious process of gamesmanship wherein lives of people, their families and friends were at the mercy of the gamesmen. Cicero’s public and political gamesmanship reflects the politics, class and ethnic biases of Roman society and how random events impacted personal insecurities. ______________________ _, Committee Chair Nikolaos Lazaridis, PhD. ____________________________ Date v ACKNOWLEDGEMENTS The process of obtaining a Master’s degree, I have found, is not an independent, isolated experience. Citing a contemporary adage, “It takes a village.” Truer words have never by spoken. To that end, I would like to recognize in the most warmly and thankful manner, the people in my “village” who helped me through the graduate study program and eventual master’s degree. -
The “Happy Slave” Narrative and Classics Pedagogy: a Verbal and Visual Analysis of Beginning Greek and Latin Textbooks
New England Classical Journal Volume 46 Issue 1 Pages 62-87 2019 The “Happy Slave” Narrative and Classics Pedagogy: A Verbal and Visual Analysis of Beginning Greek and Latin Textbooks Kelly P. Dugan University of Georgia Follow this and additional works at: https://crossworks.holycross.edu/necj Part of the Classics Commons Recommended Citation Dugan, Kelly P. (2019) "The “Happy Slave” Narrative and Classics Pedagogy: A Verbal and Visual Analysis of Beginning Greek and Latin Textbooks," New England Classical Journal: Vol. 46 : Iss. 1 , 62-87. Available at: https://crossworks.holycross.edu/necj/vol46/iss1/5 This Article is brought to you for free and open access by CrossWorks. It has been accepted for inclusion in New England Classical Journal by an authorized editor of CrossWorks. Abstract: In Greek and Latin textbooks, verbal and visual discourses function together to construe Greco-Roman systems of enslavement. This article is a survey of the words and images of enslavement in five popular Greek and Latin textbooks and includes sample lessons for educators to apply in their own classroom. Based on the theories and methodologies of multicultural education and systemic functional linguistics, the findings illustrate how the linguistic resources of appraisal (feelings and character) and transitivity (agency and action) function to sanitize and normalize enslavement. The accompanying comparative analysis to 19th-century American discourses on enslavement to demonstrate how the use of these linguistic resources are consistent across time and context. Therefore, although systems of enslavement in the Greco-Roman world were not race-based, the presentation of enslavement in Greek and Latin textbooks today engages in racist discourses that permeate the American education system. -
Brief History of the Roman Empire -Establishment of Rome in 753 BC
Brief History of the Roman Empire -Establishment of Rome in 753 BC (or 625 BC) -Etruscan domination of Rome (615-509 BC) -Roman Republic (510 BC to 23 BC) -The word 'Republic' itself comes from the Latin (the language of the Romans) words 'res publica' which mean 'public matters' or 'matters of state'. Social System -Rome knew four classes of people. -The lowest class were the slaves. They were owned by other people. They had no rights at all. -The next class were the plebeians. They were free people. But they had little say at all. -The second highest class were the equestrians (sometimes they are called the 'knights'). Their name means the 'riders', as they were given a horse to ride if they were called to fight for Rome. To be an equestrian you had to be rich. -The highest class were the nobles of Rome. They were called 'patricians'. All the real power in Rome lay with them. Emperors of the Roman Empire -Imperial Period (27BC-395AD) Augustus: Rome's first emperor. He also added many territories to the empire. Nero: He was insane. He murdered his mother and his wife and threw thousands of Christians to the lions. Titus: Before he was emperor he destroyed the great Jewish temple of Solomon in Jerusalem. Trajan: He was a great conqueror. Under his rule the empire reached its greatest extent. Diocletian: He split the empire into two pieces - a western and an eastern empire. -Imperial Period (27BC-395AD) Hadrian: He built 'Hadrian's Wall' in the north of Britain to shield the province from the northern barbarians. -
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. -
Ancient Rome a History Second Edition
Ancient Rome A History Second Edition Ancient Rome A History Second Edition D. Brendan Nagle University of Southern California 2013 Sloan Publishing Cornwall-on-Hudson, NY 12520 Library of Congress Cataloging-in-Publication Data Nagle, D. Brendan, 1936- Ancient Rome : a history / D. Brendan Nagle, University of Southern California. -- Second edition. pages cm Includes bibliographical references and index. ISBN 978-1-59738-042-3 -- ISBN 1-59738-042-3 1. Rome--History. I. Title. DG209.N253 2013 937--dc23 2012048713 Cover photo: Cover design by Amy Rosen, K&M Design Sloan Publishing, LLC 220 Maple Road Cornwall-on-Hudson, NY 12520 All rights reserved. No portion of this book may be reproduced, in any form or by any means, without permission in writing from the Publisher. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 ISBN 13: 978-1-59738-042-3 ISBN 10: 1-59738-042-3 Brief Contents Introduction: Rome in Context 1 Part One: The Rise of Rome 13 1 The Founding of the City 21 2 Early Rome: External Challenges 37 3 The Rise of Rome: How Did it Happen? 63 4 Roman Religion 86 5 Roman Society 107 Part II: Rome Becomes an Imperial Power 125 6 The Wars with Carthage 129 7 After Hannibal: Roman Expansion 145 Part III: The Fall of the Roman Republic 159 8 The Consequences of Empire 163 9 The Crisis of the Roman Republic: The Gracchi 187 10 After the Gracchi 198 11 The Fall of the Republic: From Sulla to Octavian 210 Part IV: The Republic Restored: The Principate of Augustus 239 12 The Augustan Settlement 247 Part V: Making Permanent the Augustan Settlement 269 13 The Julio-Claudians: Tiberius to Nero 273 14 From the Flavians to the Death of Commodus 289 Part VI: The Roman Empire: What Held it Together? 305 15 What Held the Empire Together: Institutional Factors 309 16 What Held the Empire Together: Social and Cultural Factors 337 Part VII: Rome on the Defense: The Third Century A.D.