The Roman Republic Was Ready to Tear Itself Apart
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Stories of Ancient Rome Unit 4 Reader Skills Strand Grade 3
Grade 3 Core Knowledge Language Arts® • Skills Strand Ancient Rome Ancient Stories of of Stories Unit 4 Reader 4 Unit Stories of Ancient Rome Unit 4 Reader Skills Strand GraDE 3 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported 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 best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ Copyright © 2013 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts, Listening & Learning, and Tell It Again! are trademarks of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. -
WHY JULIAN BELIEVED CORRECT WORSHIP of the GODS COULD SAVE the ROMAN EMPIRE from CHAOS a Thesis Presented to the Faculty Of
WHY JULIAN BELIEVED CORRECT WORSHIP OF THE GODS COULD SAVE THE ROMAN EMPIRE FROM CHAOS A Thesis Presented to the faculty of the Department of Humanities and Religious Studies California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Humanities by Alejandra Meléndez-Silva SPRING 2020 WHY JULIAN BELIEVED CORRECT WORSHIP OF THE GODS COULD SAVE THE ROMAN EMPIRE FROM CHAOS A Thesis by Alejandra Meléndez-Silva Approved by: _________________________________, Committee Chair Dr. Jeffrey Brodd _________________________________, Second Reader Dr. Bradley Nystrom __________________ Date ii Student: Alejandra Meléndez-Silva I certify that this student has met the requirements for format contained in the University format manual, and this thesis is suitable for electronic submission to the library and credit is to be awarded for the thesis. ___________________________, Graduate Coordinator _____________________ Dr. Harvey Stark Date Department of Humanities and Religious Studies iii Abstract of WHY JULIAN BELIEVED CORRECT WORSHIP OF THE GODS COULD SAVE THE ROMAN EMPIRE FROM CHAOS by Alejandra Meléndez-Silva The Roman emperor Julian is famously remembered for being Rome’s last pagan emperor and he has been vilified for his dislike of Christianity. Sufficient analysis of Julian’s own perspective reveals a complex individual who does not conform with the simplified caricature of Julian “the Apostate” who was focused on assailing Christianity. His aversion to the Christians was mainly motivated by the fact that they refused to participate in the state cult. This thesis will explore the relationship between properly honoring the gods and state health, its origins, and why it was essential to sacrifice to the gods. -
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. -
Ancient Rome
A History of Knowledge Oldest Knowledge What the Jews knew What the Sumerians knew What the Christians knew What the Babylonians knew Tang & Sung China What the Hittites knew What the Japanese knew What the Persians knew What the Muslims knew What the Egyptians knew The Middle Ages What the Indians knew Ming & Manchu China What the Chinese knew The Renaissance What the Greeks knew The Industrial Age What the Phoenicians knew The Victorian Age What the Romans knew The Modern World What the Barbarians knew 1 What the Romans knew Piero Scaruffi 2004 "We declare, proclaim and define that subjection to the Roman authority is absolutely necessary for the salvation of every human creature" (Pope Boniface, 1302) 2 What the Romans knew • Bibliography – Henri Sierlin: The Roman Empire (2002 – David Abulafia: The Mediterranean in History (2003) – Duby & Perrot: A History of Women in the West vol 1 (1992) – John Norwich: A short history of Byzantium (1995) – Kevin Butcher: Roman Syria (2003) – Tomlinson: Greek And Roman Architecture (1995) – Giovanni Becatti: The Art of Ancient Greece and Rome (1968) – Marvin Tameanko: Monumental Coins (1999) – Will Durant: Caesar and Christ (1944) 3 The Villanovans • 1000 BC: Iron civilization lives in northern Italy, probably not Indo-European • Cremation of the dead, and urns for ashes • 1000 BC: Indo-Europeans invade northern Italy 4 The Etruscans • 850 BC: Middle-eastern people (Villanovans?) settle inTuscany • 750 BC: first Etruscan inscriptions • Only one manuscript survives • Not Indo-European • Confederation -
Continuity of Culture: Romans in Pompeii Lesson Overview
Continuity of Culture: Romans in Pompeii Lesson Overview Unit: Lessons: 1. Grades 3 – 6 Continuity of Culture: Lesson One: Map study of 2. 5 -7 Class Periods Romans in Pompeii Italy. 3. Authors: Lori Howell, Lesson Two: History of Melody Nishinaga, Sarah Pompeii. Poku & Warren Soper Lesson Three: Pliny the 4. Social Sciences, Younger. English and History Lesson Four: Comparison of “Then and Now.” Lesson Five: Literature review. Lesson Six: Graphic Organizes. Lesson Seven: Writing Overview “A typical day in this town means going shopping, stopping by the laundry, catching a sporting event at the amphitheater, or maybe taking in a play – and that was 2000 years ago. “Can you guess where this is? Not where you might expect: You’re in ancient Pompeii, an Italian village where life came to a fiery halt when Mt. Vesuvius erupted in AD 79. “ -Discover Kids Pompeii Magazine 1 | Page The eruption of Vesuvius on August 24, 79 A.D. froze a moment in time under thick layers of ash and molten mud. It preserved elements of Roman culture that demonstrate the remarkable continuity of human life and history, proving that life in the past, even the far distant past, was remarkably similar to our own. In this lesson, by taking a closer look at the remains of Pompeii, students will gain a broad appreciation of people in the past. They will study Roman culture by locating Pompeii on a map, identifying important elements of its geography, and examining the remains of Pompeii to explain how the Ancient Romans in Pompeii are similar to people today. -
1 Classics 270 Economic Life of Pompeii
CLASSICS 270 ECONOMIC LIFE OF POMPEII AND HERCULANEUM FALL, 2014 SOME USEFUL PUBLICATIONS Annuals: Cronache Pompeiane (1975-1979; volumes 1-5) (Gardner: volumes 1-5 DG70.P7 C7) Rivista di Studi Pompeiani (1987-present; volumes 1-23 [2012]) (Gardner: volumes 1-3 DG70.P7 R585; CTP vols. 6-23 DG70.P7 R58) Cronache Ercolanesi: (1971-present; volumes 1-43 [2013]) (Gardner: volumes 1-19 PA3317 .C7) Vesuviana: An International Journal of Archaeological and Historical Studies on Pompeii and Herculaneum (2009 volume 1; others late) (Gardner: DG70.P7 V47 2009 V. 1) Notizie degli Scavi dell’Antichità (Gardner: beginning 1903, mostly in NRLF; viewable on line back to 1876 at: http://catalog.hathitrust.org/Record/000503523) Series: Quaderni di Studi Pompeiani (2007-present; volumes 1-6 [2013]) (Gardner: volumes 1, 5) Studi della Soprintendenza archeologica di Pompei (2001-present; volumes 1-32 [2012]) (Gardner: volumes 1-32 (2012)] Bibliography: García y García, Laurentino. 1998. Nova Bibliotheca Pompeiana. Soprintendenza Archeologica di Pompei Monografie 14, 2 vol. (Rome). García y García, Laurentino. 2012. Nova Bibliotheca Pompeiana. Supplemento 1o (1999-2011) (Rome: Arbor Sapientiae). McIlwaine, I. 1988. Herculaneum: A guide to Printed Sources. (Naples: Bibliopolis). McIlwaine, I. 2009. Herculaneum: A guide to Sources, 1980-2007. (Naples: Bibliopolis). 1 Early documentation: Fiorelli, G. 1861-1865. Giornale degli scavi. 31 vols. Hathi Trust Digital Library: http://catalog.hathitrust.org/Record/009049482 Fiorelli, G. ed. 1860-1864. Pompeianarum antiquitatum historia. 3 vols. (Naples: Editore Prid. Non. Martias). Laidlaw, A. 2007. “Mining the early published sources: problems and pitfalls.” In Dobbins and Foss eds. pp. 620-636. Epigraphy: Corpus Inscriptionum Latinarum 4 (instrumentum domesticum from Vesuvian sites), 10 (inscriptions from various regions, including Campania). -
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. -
Lesson Two--Rep To
Lesson Two: Rome’s Shift From a Republic to an Empire (Important Note: This lesson might work better being taught in 2 days. Review the lesson carefully before teaching. Perhaps the Republic to Caesar to Empire Reading and Word Wall could be made longer with a longer discussion and then the primary source and monument analyses can be accomplished the next day.) Lesson overview: Briefly remind students of yesterday’s lesson, emphasizing the process of reviewing each of Rome’s historical paradigms through analyzing primary sources and monuments and symbols. Once again review the essential question and remind students of the upcoming final assessment project. Then briefly overview the activities for today’s lesson. Students will then complete a KWL chart on the Roman Republic and Roman Empire. They will then read and report to each other on the “Rome to Caesar to Empire” reading in groups. After this, students will stay in groups and analyze the primary sources and monuments reflecting the Roman Republic and Roman Empire. Finally, the lesson will close with students completing a word wall using the “Rome to Caesar to Empire” reading and their primary source readings. This lesson satisfies the following Common Core and Career Readiness Standards for grades 6-12: CCSS.ELA-LITERACY.RH.6-8.3 Identify key steps in a text's description of a process related to history/ social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). CCSS.ELA-LITERACY.RH.6-8.6 Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). -
Narcissus the Hunter in the Mosaics of Antioch
Narcissus the Hunter in the Mosaics of Antioch Elizabeth M. Molacek Among the hundreds of mosaic pavements discovered at as the capital of the Hellenistic Seleucid kingdom in 300 BCE Antioch-on-the-Orontes, a total of five represent Narcissus, and remained a thriving city until the Romans took power in the beautiful youth doomed to fall in love with his own 64 BCE. Antioch became the capital of the Roman province reflection. The predominance of this subject is not entirely of Syria; however, it was captured by the Arabs in 637 CE, surprising since it is one of the most popular subjects in bringing an end to almost a thousand years of occupation.2 Roman visual culture. In his catalogue of the mosaics of While its political history is simple to trace from the Hellenis- ancient Antioch, Doro Levi suggests that Narcissus’ frequent tic founding to the Arab sacking, Antioch’s cultural identity appearance should be attributed to his watery reflection due is less transparent. The city was part of the Roman Empire to the fact that Antioch was a “town so proud of its wealth for over five hundred years, but the inhabitants of Antioch of waters, springs, and baths.”1 The youth’s association with did not immediately consider themselves Roman, identifying water may account for his repeated appearance, but the instead with their Hellenistic heritage. As was standard in the present assessment recognizes a Narcissus that is unique to Greek East, the spoken language remained Greek even after Antioch. In art of the Latin West from the first century BCE Rome established control, and many traditions and social onwards, Narcissus has a highly standardized iconography norms were deeply rooted in the Hellenistic culture.3 Antioch that emphasizes his youthful appearance, the act of seeing was a hybrid of both eastern and western influences due to his reflection, and his fate for eternity. -
A BRIEF HISTORY of ANCIENT ROME a Timeline from 753 BC to 337 AD, Looking at the Successive Kings, Politicians, and Emperors Who Ruled Rome’S Expanding Empire
Rome: A Virtual Tour of the Ancient City A BRIEF HISTORY OF ANCIENT ROME A timeline from 753 BC to 337 AD, looking at the successive kings, politicians, and emperors who ruled Rome’s expanding empire. 21st April, Rome's Romulus and Remus featured in legends of Rome's foundation; 753 BC mythological surviving accounts, differing in details, were left by Dionysius of foundation Halicarnassus, Livy, and Plutarch. Romulus and Remus were twin sons of the war god Mars, suckled and looked-after by a she-wolf after being thrown in the river Tiber by their great-uncle Amulius, the usurping king of Alba Longa, and drifting ashore. Raised after that by the shepherd Faustulus and his wife, the boys grew strong and were leaders of many daring adventures. Together they rose against Amulius, killed him, and founded their own city. They quarrelled over its site: Romulus killed Remus (who had preferred the Aventine) and founded his city, Rome, on the Palatine Hill. 753 – Reign of Kings From the reign of Romulus there were six subsequent kings from the 509 BC 8th until the mid-6th century BC. These kings are almost certainly legendary, but accounts of their reigns might contain broad historical truths. Roman monarchs were served by an advisory senate, but held supreme judicial, military, executive, and priestly power. The last king, Lucius Tarquinius Superbus, was overthrown and a republican constitution installed in his place. Ever afterwards Romans were suspicious of kingly authority - a fact that the later emperors had to bear in mind. 509 BC Formation of Tarquinius Superbus, the last king was expelled in 509 BC. -
The Military Reforms of Gaius Marius in Their Social, Economic, and Political Context by Michael C. Gambino August, 2015 Directo
The Military Reforms of Gaius Marius in their Social, Economic, and Political Context By Michael C. Gambino August, 2015 Director of Thesis: Dr. Frank Romer Major Department: History Abstract The goal of this thesis is, as the title affirms, to understand the military reforms of Gaius Marius in their broader societal context. In this thesis, after a brief introduction (Chap. I), Chap. II analyzes the Roman manipular army, its formation, policies, and armament. Chapter III examines Roman society, politics, and economics during the second century B.C.E., with emphasis on the concentration of power and wealth, the legislative programs of Ti. And C. Gracchus, and the Italian allies’ growing demand for citizenship. Chap. IV discusses Roman military expansion from the Second Punic War down to 100 B.C.E., focusing on Roman military and foreign policy blunders, missteps, and mistakes in Celtiberian Spain, along with Rome’s servile wars and the problem of the Cimbri and Teutones. Chap. V then contextualizes the life of Gaius Marius and his sense of military strategy, while Chap VI assesses Marius’s military reforms in his lifetime and their immediate aftermath in the time of Sulla. There are four appendices on the ancient literary sources (App. I), Marian consequences in the Late Republic (App. II), the significance of the legionary eagle standard as shown during the early principate (App. III), and a listing of the consular Caecilii Metelli in the second and early first centuries B.C.E. (App. IV). The Marian military reforms changed the army from a semi-professional citizen militia into a more professionalized army made up of extensively trained recruits who served for longer consecutive terms and were personally bound to their commanders. -
11 Leadership Lessons from Julius Caesar
11 LEADERSHIP LESSONS FROM JULIUS CAESAR If there ever was a most characteristic military leader in history, that was Julius Caesar. Beyond his indisputable ability for strategy, the Roman General stood apart due to his prowess in leadership and his ability to transmit his wisdom and vision to the troops he was commanding who in turn gave Caesar their trust and loyalty. Caesar was born into a patrician family, the gens Julia, which claimed descent from Iulus, son of the legendary Trojan Prince Aeneas. Due to instability in Rome and because of Sullas proscriptions, Caesar the age of 19 Caesar joined the army and served with distinction at the Siege of Mytilene earning the Civic crown. After hearing of Sulla’s death, Caesar thought it safe to return to Rome although Pirates captured him and although eventually released he swore he would hunt them down and kill them, an act he successfully completed. Caesar climbed up the political ladder throughout his life eventually becoming Proconsul of Cisalpine Gaul and Illyricum. Caesar went on to become the greatest General and statesman of his era in which he attained ultimate power and received the title ‘Dictator for life’. However, the underlying political conflicts had not been resolved and on the Ides of March, 44 BC, Caesar was assassinated by a group of rebellious senators led by Gaius Cassius Longinus, Marcus Junius Brutus and Decimus Junius Brutus. Caesar thought differently than his contemporaries and to help us to understand why he stood out as arguably the Greatest Roman who ever lived. Here are some lessons that a bright dead personality could teach us were they alive today, Gaius Julius Caesar – a man so successful in his time that his last name became synonymous with “Emperor”.