Kolbe Academy Home School - Amazon S310/...the Second Punic War, which Rome won to cement its...

Copyright Kolbe Academy 2014 All Rights Reserved Ancient Rome

Kolbe Academy Home School

GRADE TEN ANCIENT ROMAN HISTORY

TABLE OF CONTENTS

I. Syllabus 2

A. Diploma Requirements 3 B. Semester Reporting Requirements 3 C. Scope and Sequence 4 D. Texts and Timeline 5

II. Course Plan

A. Semester 1 8 B. Semester 2 39

III. Paper Topics Answer Guide

A. Semester 1 74 B. Semester 2 82

IV. Exams 90 V. Answer Keys for the Exams 98

AMDG

Kolbe Academy Home School ♦ SYLLABUS ♦ History

Grade 10

Copyright Kolbe Academy 2014 All Rights Reserved

Ancient Rome 2

COURSE TITLE: World History II: Ancient Rome

COURSE DESCRIPTION: This course examines the pre-Christian and early Christian world as seen through the rise and fall of the Roman Empire. It covers highlights of Roman history from the mythical founding of the city in 753 BC, the fall of the Republic in the first century BC, to the fall of the Empire in 476 AD. St. Augustine provides background on the conflict of Catholicism with paganism in Roman society.

COURSE OBJECTIVES: This course will enable the student to:

Become familiar with the political and religious developments of this period Know and understand the significance of the important events, dates, persons and places in

the Western Europe of 753 BC-476 AD Trace the cause and effect of political developments in the ancient world and, by extension, in

the modern Observe the timelessness of human relations and the similarities of man’s responses to the

conditions in which he finds himself, across time periods Identify the periods of ancient history and major characters of the period Become familiar with the map of the ancient world and the seeds of modern conflicts

WEEKLY COURSE WORK: 1. Readings: approximately 50 pages per week2. Accompanying study guide questions3. Weekly papers; topics are listed in the Course Plan. These papers should be 1-2 pages type-

written, size 12 font, double-spaced or neatly handwritten in cursive. Each paper should becomprised of a strong introduction, body, and conclusion. See the Weekly Paper Topics AnswerGuide for assessment and grading guidelines.

4. Audio lectures, from Kolbe Academy Classics conference5. Key Points sections highlight the most important concepts that the student should know and

consider.6. Three-Part Exams: given at the end of each semester in order to assess the student’s

understanding and retention of material and concepts. These tests along with the test answerkeys are provided in the Course Plan packet.

7. Students seeking Honors for this course must complete the readings, weekly papers,assignments, and exams in their totality and as laid out in the course plan.

SKILLS TO BE DEVELOPED:

• Knowledge of Ancient Roman history and Rome’s influence on the world• Memory• Ability to relate the events of one’s own age with the events of history• Ability to formulate and effectively communicate, both in writing and speaking, a clear,

logically-sound argument

AMDG

Kolbe Academy Home School ♦ SYLLABUS ♦

History Grade 10

Copyright Kolbe Academy 2014 All Rights Reserved Ancient Rome 3

DIPLOMA REQUIREMENTS: Summa Cum Laude students must complete the entire Kolbe Academy proposed curriculum as written. Summa students must fulfill the requirements for the Kolbe Core (K) or Kolbe Honors (H) course as outlined in this History course plan. In 9th grade, Summa students must pursue the (H) designation in at least one of the following courses: Theology, Literature, or History. In 10th grade, Summa students must pursue the (H) designation in at least two of the following courses: Theology, English, Literature, or History. In 11th grade, Summa students must pursue the (H) designation in at least three of the following courses: Theology, English, Literature, or History. In 12th grade, Summa students must pursue the (H) designation in all of the following courses: Theology, English, Literature, and History. Magna Cum Laude and Standard diploma candidates may choose to pursue the (H) or (K) designation, but are not required to do so. If not pursuing either of those designations the parent has the option of altering the course plan as desired. Magna Cum Laude students must include 3 years of History in high school; include 1 year of World History and one year of American history. Standard diploma students must include 3 years of History in high school, including 1 year of World History and one year of American history.

KOLBE CORE (K) AND HONORS (H) COURSES: Students pursuing the Kolbe Core (K) designation should do the readings. Kolbe Core students

need to complete at 4 of the 14 weekly papers each semester; they should have discussions or write informal essays in response to the rest of the weekly paper topics as these are major themes and will appear in some way on the final exam.

Students pursuing the Kolbe Honors (H) designations must do all of the readings. Honors students need to complete 8 of the 14 weekly papers each semester; they should have discussions or write informal essays in response to the rest of the weekly paper topics as these are major themes and will appear in some way on the final exam.

For students who are not seeking either the Kolbe Core (K) or Honors (H) designation for this course, parents may alter the course as they so desire.

REQUIRED SAMPLE WORK:

Designation* K H

Course Title World History II: Ancient Rome

World History II: Ancient Rome World History II: Ancient Rome

Semester 1 1. Any Two samples of written work

1. Complete Midterm 1 Exam 2. Complete Semester 1 Exam

1. Complete Midterm 1 Exam 2. Complete Semester 1 Exam 2. EIGHT Paper Topic Essays

Semester 2 1. Any Two samples of written work

1. Complete Midterm 2 Exam 2. Complete Semester 2 Exam

1. Complete Midterm 2 Exam 2. Complete Semester 2 Exam 2. EIGHT Paper Topic Essays

*Designation refers to designation type on transcript. K designates a Kolbe Academy Core course. H designates a Kolbe Academy Honors course. The Kolbe academic advisor will verify that the required work was completed successfully and award the Kolbe Core (K) or Honors (H) designation. The Kolbe academic advisor has the final decision in awarding the designation for the course. If no designation on the transcript is desired, parents may alter

AMDG


History Grade 10


the lesson plan in any way they choose and any written sample work is acceptable to receive credit for the course each semester. If you have any questions regarding what is required for the (K) or (H) designations or diploma type status, please contact the academic advisory department at 707-255-6499 ext. 5 or by email at [email protected]. SCOPE AND SEQUENCE: I. Rome: Kingdom and Republic (753-27 BC)

FIRST SEMESTER 1. Livy, Ab Urbe Condita (The History of Rome from Its Foundations. Published by Penguin as The Early History of Rome and The War with Hannibal). Livy’s work is a repository for myths and legends about the founding of Rome. It was written to spur patriotism and public morality. Books I-V give the stories of Romulus and Remus, Cincinnatus, and other important Romans. Books XXI-XXX tell the gripping story of the Second Punic War, which Rome won to cement its hegemony in the Mediterranean. The course plan provides for reading of Books I-III (The Early History of Rome), Books XXI-XXIV, and XXVI-XXX (The War with Hannibal). 2. Livy, Ab Urbe Condita,The War with Hannibal, continued 3. Plutarch, Makers of Rome from Parallel Lives This is another selection from the same source as The Rise and Fall of Athens used in the Ancient Greek History course. Many of these were the sources for Shakespeare’s plots. II. The Roman Empire (27 BC-476 AD)

SECOND SEMESTER 1. Plutarch, Makers of Rome, continued 2. Tacitus, the Annals Tacitus’ history of the reigns of Tiberius, Caligula, Claudius, and Nero records a rising tide of decadence and irresponsible absolutism. Parallels with modern totalitarianism and the present-day U.S.A. are many. 3. St. Augustine, De Civitate Dei (City of God). The monumental apologetic defending Christianity from charges that it brought about the decline of Rome, a view held into the modern age. St. Augustine’s work also exerted enormous influence on the character of medieval Christianity. Books I-IX are included on the course plan (except books VI and VII), but the whole work can be fruitfully read again and again. SUPPLEMENTAL MATERIALS:

• Carroll, Anne, Christ the King, Lord of History. TAN Books: Illinois, 1994 • Julius Caesar, The Gallic War: A much-studied military handbook, as well as a picture of Rome in

transition from republic to empire. (Especially good in Latin for intermediate Latin students.) • Carroll, Warren, The Founding of Christendom. Chapters 10-14: Roman history from 301 to 4

BC, ending with the Incarnation of our Lord. Chapters 15-20: Roman history from 4 BC to 324 AD, when the age of persecution ended and Christianity became the imperial religion.

mailto:[email protected]

AMDG


History Grade 10


• Tacitus, The Histories: The Histories extends Tacitus’ chronicle of Rome and her emperors through the pivotal year 69 AD. The conclusions about morality and public life are clear and essential.

• Scullard, H.H., From the Gracchi to Nero (Routledge). • Starr, Chester, History of the Ancient World (Oxford Univ. Press). Excellent for historical

background. • Grant, Michael, History of Rome (Prentice-Hall). • Carroll, Warren, The Building of Christendom. Chapters 8, 10: The rise of Islam and its early wars

against Christendom. • Adkins, Lesley, Adkins, Roy, Handbook to Life in Ancient Rome (Oxford University Press).

Presents all aspects of pagan Roman history and life, as well as limited entries on early Christianity. An accessible reference book for the student of ancient Rome.

• Much material on the history of the late Roman empire, as well as portions of the writings of St. Augustine, St. Gregory of Tours, and Charlemagne, can be found in Readings in Church History, ed. C. Barry (Christian Classics).

COURSE TEXTS:

AUGUSTINE St. Augustine: City of God. Tran. H. Bettenson. Penguin Books: London, 1972, 2003.

LIVY EH Livy: The History of Rome from Its Foundations: The Early History of Rome. Tran. Aubrey De Sélincourt. Penguin Books: London, 1960, 2002.

LIVY WH Livy: The History of Rome from Its Foundations: The War with Hannibal. Tran. Aubrey De Sélincourt. Penguin Books: London, 1965.

PLUTARCH Plutarch, Makers of Rome. Trans. Ian Scott-Kilvert. Penguin Books: New York, 1965.

TACITUS Tacitus: The Annals of Imperial Rome. Tran. Michael Grant. Penguin Books: London, 1996.

AUG Kolbe Academy Study Guide to St. Augustine. Kolbe Academy Press: Napa, 2014. LIVY EH LIVY WH

Kolbe Academy Study Guide to Livy’s Early History of Rome. Kolbe Academy Press: Napa, 2006.

Kolbe Academy Study Guide to Livy’s War with Hannibal. Kolbe Academy Press: Napa, 2014.

PLUT Kolbe Academy Study Guide to Plutarch. Kolbe Academy Press: Napa, 2014. TAC Kolbe Academy Study Guide to Tacitus. Kolbe Academy Press: Napa, 2006.

A GREATLY ABBREVIATED CHART OF AGES, DATES AND EVENTS

(DATES BEFORE 600 BC ARE APPROXIMATE; AUTHORS ARE IN PARENTHESES) 1 1250BC-900 BC A breakdown occurs in settlements in Greece, and

Mycenaean culture is destroyed. The Trojan War probably takes place about 1200 BC.

The Kingdom; The Expulsion of

Tarquin;

900-478 BC The Etruscans settle in Italy. Rome’s traditional date of founding by Romulus and Remus is 753 BC. The Roman kingship is established and rules until approx. 510 BC, when

1 Dates and events taken from the Introduction to The Early History of Rome, R.M. Ogilvie, http://ancienthistory.about.com/od/timelines/, and http://en.wikipedia.org/wiki/List_of_Roman_Emperors.

AMDG


History Grade 10


The Republic is established

Tarquin Superbus was expelled and the Republic was established. Rome fights for and gains control of Latium.

478-403 BC The Struggle of the Orders takes place between the plebians and the patricians, and the office of tribune is created to resolve class strife. The Law of the 12 Tables is created so that the plebians can more fully understand the laws of the city.

403-323 BC Rome expands her domination over Italy.

The Punic Wars 323-146 BC By 265 BC Rome has control of Italy. The city turns its

ambitions to expanding its Empire further abroad. In 264, these imperial ambitions lead to conflict with Carthage, and the first Punic War takes place. The Second Punic War occurs in 218, and Carthage is finally defeated in the Third Punic War in 146 BC.

146-82 BC The Gracchi brothers introduce their land reforms, and Tiberius Gracchus is murdered. Marius becomes consul and holds this office for numerous successive terms (though this was not allowed). He fought with Sulla in the Social Wars, but the two men eventually struggle for control of Rome. Sulla marched on Rome in 88 BC—the first time that a Roman marches on Rome with a Roman army. Sulla becomes permanent dictator.

82-49 BC Sulla retires from political life after inflicting a reign of terror upon the Romans. Caesar, Pompey and Crassus form the First Triumvirate (Livy born: 59 BC).

49-44 BC Caesar crosses the Rubicon and civil war is declared between Caesar and Pompey. Pompey is defeated at Pharsalus. The Republic is effectively ended.

44-31 BC Julius Caesar is assassinated; the Second Triumvirate is formed by Octavius (Augustus) Caesar, Antony and Lepidus. Thirteen years of civil war occur during this time, until Antony and Cleopatra are defeated at the Battle of Actium (31 BC).

The End of the Republic and

Beginning of the Empire;

Julio-Claudian Dynasty Begins.

31 BC-14 AD Octavius is made emperor and is given the name “Augustus.” The Golden Age of Latin Literature is at this time, and the “Peace of Augustus” begins. The Birth of Our Lord occurs during the reign of Augustus.

14-68 AD Reigns of Emperors Tiberius, Caligula, Claudius and Nero (Plutarch born: 46 AD; Tacitus born: 55 AD)

Year of the Four Emperors

68-69 AD Reigns of Emperors Galba, Otho, Vitellius and Vespasian

Flavian Dynasty 69-96 AD Reigns of Vespasian, Titus and Domitian

http://en.wikipedia.org/wiki/Galba

http://en.wikipedia.org/wiki/Otho

http://en.wikipedia.org/wiki/Vitellius

http://en.wikipedia.org/wiki/Vespasian

AMDG


History Grade 10


The Five “Good” Emperors

96-180 AD Reigns of Nerva, Trajan, Hadrian, Antoninus Pius, and Marcus Aurelius (Verus and Commodus were co-emperors with Marcus Aurelius at various times)

180 – 192 AD Reign of Commodus

The Severan Dynasty

193- 235 AD Reigns of Septimius Severus, Caracalla, Publius Septimius Geta, Macrinus, Diadumenian, Heliogabalus, and Alexander Severus

The Crisis of the 3rd Century

235-284 AD

Rome encounters economic collapse and internal and external strife. The Empire was ruled by 20-25 rulers during this unstable period.

The Tetrarchy and

Constantinian Dynasty

284-364 AD Emperor Diocletian divides the Empire into Eastern and Western portions. A ruler with the title “Augustus” rules each part with the assistance of a “Caesar.” Thus the rule of the Empire was divided between four men. Constantine the Great began his rule in 307 and legalized Christianity in 313 AD (St. Augustine born: 354 AD). Note: this era is studied in detail in the Kolbe Church History I course.

410 AD Rome is sacked by the barbarians. 476 AD The Western Roman Empire falls.

COURSE PLAN METHODOLOGY: Parents should use the teacher editions of the study guides for guidance and answers for the topics and questions in the Key Points section each week. The study guide questions can be completed by the student during the week as he reads the material, unless otherwise noted.

AMDG

Kolbe Academy Home School ♦ COURSE PLAN ♦

History Grade 10


♦♦♦ FIRST SEMESTER ♦♦♦ OPTIONAL KOLBE SOPHOMORE WELCOME WEEK

CLASSICS CD 1

CD 10 CD 9 LECTURE 2

Introduction to the Classics (for Student & Parents) Introduction to the Romans (for Student & Parents), Track 1,

all Teaching Classics & Assignments (for Parents)

Christ the King, Lord of

History

Chapter One Chapter Six What History Is All About (Optional)

The Achievement of Rome (Optional)

LIVY EH Introduction, 1-6

12-25 maps

Livy’s life and work Livy and the history of early Rome Maps, pp. 438-440.

Study Guide LIVY EH Welcome Week Questions on Livy’s life and work Key Points The Classics Conference CDs provide an excellent introduction to study of the classics. Important concepts to understand laid out therein are the Roman ideas of: Pietas, a sense of duty and self-sacrifice

towards family, city and gods Augury and superstition as central to Roman

religion. Romans often turned to various practices to discern the future: watching the flight patterns of birds, opening and examining the internal organs of animals.

Fatum, fate, or literally that which is uttered by the gods. The student will be somewhat familiar with this idea from Roman Literature as well.

Virtus, manliness or courage Stoic self-control and suppression of emotion Imperium, empire or ruling authority, and the

idea that Rome is destined to rule the world Expansionism and the Roman flaw of “libido

dominandi,” or lust for conquering Desire for earthly glory and the fame of

Rome. Note the relationship between pietas and libido dominandi.

Violence as an essential part of the Roman founding and a recurring element of Roman history (Mars is the father of Romulus and Remus, and a patron god of the city)

The Romans even seem to conquer nature itself on numerous occasions.

The East vs. West conflict: continued through the conflict of Carthage vs. Rome

Suicide as an honorable end of life and the Christian response to this view, especially as seen in St. Augustine’s writings

Hatred of “kings” and love of liberty. Even when the Empire replaced the Republic, the emperors were careful not to call themselves kings—though they were in fact absolute monarchs.

The relationship between the patricians and the plebians, especially during the era of the Republic, when there was strife between these two classes

The series of Roman foundings: Aeneas, Romulus, Numa all as founders in different senses

The progression of Roman political history from Kingdom to Republic to Empire

Unity: Roman geographical and governmental unity, as contrasted with the Greeks’ individuality and strife between Greek peoples

The Roman skill at organizing cities, nations and the whole empire. Roads are built, the seas are made safe from piracy, and Latin and Greek become the common languages of the civilized world. All of these advances facilitated the expansion of Christianity.

AMDG


History Grade 10


Discuss the ideas above that dominated Roman thought and culture. What are the Classics? [a) anything pertaining to Classical Civilization – the Greeks and Romans,

and b) in a more general sense, from the class of the best (Louise Cowan).] Why study the classics? [a) backbone of Western civilization, b) backdrop for Christianity, c)

develop critical thinking, logic and judgment (separate the wheat from the chaff), d) develop language and communication skills, e) develop comprehension and memorization abilities.]

How should one approach studying history? Make sure to reference the maps on pages 438-440 as you read and pay attention to the location

and interaction of each people discussed. Study the timeline in the course plan (pp. 5-6) now and throughout the course. Each week you

can add important figures and events to it. It is helpful to create a chart as you read about the various civilizations, the sequences of rulers

and the interactions between them in order to keep them straight. Livy’s dates: 59 BC- 17 AD Livy’s full name (Titus Livius) and native city (Padua) His attitudes towards Rome, the Romans, and history

WEEK 1 CLASSICS CD 11

CD 13 Track 1-20:50. Track 1, all.

LIVY EH Book I Livy’s view of writing history. His particular task. Aeneas’ Wanderings. The earliest kings. The rape of the Sabine women. Romulus and Remus. Romulus’ death. Numa. Tarquin’s career. The rape of Lucretia. Brutus’ vow of revenge. The establishment of the consulate.

Study Guide LIVY EH Week One Questions Paper Topic Explain the role of violence and that of the rule of law in the founding of Rome. Pay

particular attention to the career of Romulus. Which predominates: violence or order? How and why?

Key Points In addition to the biographical information that was provided in the Welcome Week, the student should know the Latin title of Livy’s history, Ab Urbe Condita,as well as its English translation: From the City’s Foundation. Livy begins his history in the same way as Herodotus and Thucydides began theirs: with an introduction that outlines the historian’s aims and view of history. Livy, like Thucydides, sees moral value in studying history. Human nature does not change, so by reading about the lives of people and the decisions that people make, one can hopefully learn to imitate the good examples and avoid the bad. Livy believes that Rome is great, but his love and admiration of Rome is tempered by the fact that the Romans of his own generation are living immoral and degenerate lives. His era is one where people are in love with death and “can neither endure our vices nor face the remedies needed to cure them” (Book I preface). He hopes that his presentation of Rome’s history, from its humble beginnings to its success as an empire, will lead people to undertake moral reform. Livy begins his history of Rome with a tale with which the student will be familiar from readings in

Notes

AMDG


History Grade 10


Greek Literature: the arrival of Aeneas and establishment of the Trojans in Italy. While Aeneas is considered the founder of the Roman people, it is interesting that he does not actually found Rome. Rather, he names his new town Lavinium, after his new wife. He rules his people until he dies, and he is then revered as divine: the local Jove. It is interesting to see this blurring of the line between divine and human which, as Livy says, he is not uncomfortable with as a historian. Ascanius, son of Aeneas, went on to found Alba Longa. A series of kings ruled after him until the rule fell to Numitor, the eldest of two brothers. Numitor’s rule was taken away from him by his brother, Amulius, and his sons were killed by the power-hungry usurper. Rhea Silvia, daughter of Numitor, was allowed to live, but she was forced to become a Vestal Virgin, so as to ensure that Numitor would have no further heirs. Rhea Silvia, as the story goes, was then raped by Mars. She conceived twin boys, Romulus and Remus. Amulius, furious, ordered that the boys be drowned. The men who were entrusted with this task did not make sure that the Tiber River took the boys away. The boys were thus left, after flood waters had receded, upon dry ground. A she-wolf then heard their cries and nursed and licked them. This she wolf, with Romulus and Remus sitting under her, has become the emblem of Rome. The boys were then found by Amulius’ herdsman and were raised as his own. As they grew up, however, it became clear that their background was nobility. Numitor eventually found out that his grandsons still lived and, with the help of Romulus and Remus, Amulius was killed and Numitor was restored to the throne. The twins decided that they would found their own city on the site where they were first found by the she-wolf. Contention between brothers soon arose, however, out of jealousy and ambition. Like Numitor and Amulius, Romulus and Remus soon became enemies for the kingship of their city. In a struggle, Remus was killed, and Romulus named his new city Rome. Rome’s legendary date of founding is 753 BC. Rome really underwent a series of “foundings”: while Romulus, its first king, provided Rome with its physical founding and led Rome in military affairs successfully, he did not provide enough of a religious and legal foundation for his city. The earliest Romans were refugees and impoverished people from other places; strong laws and religion were needed to guide this rag-tag bunch. Romulus’ successor, Numa, was the king who gave the Romans their religious founding. He established many of the Roman religious rites and priesthoods, and “remained the jealous guardian of peace even more than of power” (I.22). By the influence of Numa, Rome was civilized and order was instilled. The Romans found, however, that their city needed one basic element in order to survive: people. While Rome had an abundance of men, not many women had come to this new settlement. While Romulus was still king, he devised a plot to secure wives. The neighboring peoples had refused to marry their daughters to the Romans. Romulus invited these people to a festival and, at a key point, had the unmarried women seized and taken away. The parents were outraged, as, of course, were the girls. Over time, the women agreed to their roles as wives and mothers to the new generation of Romans. The majority of these women were Sabine, and thus the event came to be called the Rape of the Sabine Women. This event highlights two problems (at least!) with Rome: the city seems, from its very start, to be fighting against nature itself. Something like population growth should happen naturally, yet Rome must rely upon an act of violence in order to secure its future. Also, the role of women in Rome is highlighted in Livy’s work on numerous occasions: Roman women must, we learn, stoically accept their fate and be willing, as their husbands are, to offer all things for the good of Rome. The monarchy continued until the reign of Lucius Tarquinius Superbus: Tarquin the Proud. Tarquin, unlike his predecessors, did not rule with clemency and justice. He had not been elected legitimately,

AMDG


History Grade 10


and so he ruled by fear. When his son, Sextus Tarquinius, raped a noble and virtuous Roman woman, Lucretia, the act proved to be the end of Tarquin’s rule. Lucius Junius Brutus, who had disguised his own feelings and character in order to save his own life during Tarquin’s brutal rule, led an uprising against Tarquin the Proud. He was accompanied by Lucretia’s husband, Lucius Tarquinius Collatinus. Tarquin, his wife and his children were driven out of Rome, and the monarchy was over. From this point until the reign of Augustus Caesar, Rome would be a republic. The sad tale of Lucretia is a good point of discussion for the incomplete grasp that the Romans had on virtue. Sextus Tarquinius had threatened Lucretia with death, but this did not compel her to give in to his demands. It was the loss of honor which finally compelled Lucretia to give in to the man’s evil intentions. He threatened that he would kill her and make it look as if she had been having an affair with one of the slaves. This loss of esteem in the eyes of her family and fellow Roman was what compelled Lucretia to give in. She later committed suicide, insisting that she die so as to provide a example to unchaste women. Lucretia’s case has been discussed much through the ages, and the Romans, for whom suicide was an honorable end of life, held her up as an ideal of womanly virtue. St. Augustine commented on her situation in his City of God. While the student will read this passage in the second semester, it is definitely worthwhile to comment on it here. St. Augustine first stresses that a Christian woman would not have given in, even if her honor were threatened. Roman women esteemed their reputation above life itself; a Christian woman would know that even if everyone else impugned her good name, God would know the truth. Finally, even if she were assaulted, a Christian would never commit suicide. There were Christian women who, during St. Augustine’s time, were suffering as Lucretia had. St. Augustine stresses that they are guiltless, while their attackers bear all of the burden of the guilt. These women know that suicide would mean the taking of a life for a crime that was not committed, and that they would be acting on their own will, not God’s. With Tarquin and his family expelled from Rome around 510 BC, the monarchial era of Roman history came to an end. The Romans would always associate monarchy with Tarquin’s terrible rule, and would thus always hate the title “king.” Discuss: The fact that the early history of Rome is founded upon tales of family members killing one

another: Amulius killing Numitor’s children, Romulus and Remus killing Amulius, Romulus killing Remus, Tullia killing her father and sister, and Lucius killing his brother. Can you detect a single reason why all of these murders would be committed? Does this trend signify anything for Rome?

The student should memorize the names of the seven hills of Rome. All of them can be located on the map in the student text. The names of the hills are: the Aventine, Caelian, Capitoline, Esquiline, Palatine, Quirinal, and the Viminal.

The parallels that have been made from the time of the founding of America between Rome and America. Can you point out any specific similarities?

The role of law, both religious and civic, in Rome. Can laws change people, and can laws make people virtuous?

Discuss the character of Lucretia, and make sure that the student understands how Lucretia’s Roman sense of honor led her to make the wrong decisions.

What role did Lucius Junius Brutus play in the expulsion of the Tarquins? Why was he called Brutus, “Dullard”?

Note how frequently tales of augury or signs come into play in Roman history. What does this reveal about the Romans?

AMDG


History Grade 10


The student should know the dates for the founding of Rome and the approximate date for the expulsion of the Tarquins.

The role of the Sabine women. Does Livy’s explanation of the women’s feelings sound believable to you? In what way do the Sabine women save both their husbands and their fathers and brothers?

How does Rome manage to expand so quickly?

Notes

AMDG


History Grade 10


WEEK 2 LIVY EH Book II Brutus’ execution of his sons. Horatius at the bridge. Mucius

Scaevola. Menenius Agrippa’s belly comparison. Coriolanus’ exile. Coriolanus dissuaded from attacking Rome by his mother.

CLASSICS CD 11 Track 1 20:50- 32:40 Study Guide LIVY EH Week Two Questions Paper Topic You are a member of the revolting “plebs.” Write a reply to Menenius Agrippa’s

analogy. Key Points The next era in Roman history details the foundation of the Roman republic. The transition is a bit of a shaky one; Roman leaders repeatedly have to prove to the people that they are not plotting to become kings, so terrible is the memory of Tarquin’s leadership. Threats to the Roman republic will be perceived through Cicero’s time. Yet another struggle that will characterize this era, however, is the fickle nature of the Roman plebs and the class strife between them and the patricians. The patricians, who made up Rome’s nobility, were originally supposed to take on a paternal role (hence “patrician,” from the Latin pater) towards the people; they were to take care of and look to the needs of the people. The people, in return, gave their obedience and service to the patricians and the city. As the 5th century BC progresses, each class stops performing their duties towards the other. The patricians become more concerned with their own power and advancement, while the people, suffering because of extensive military service, debt and hunger, will revolt against patrician rule. The patricians, fearful of the violence and damage to the city that the people can cause through their inactivity, will then give in to material demands that the people make. These goods are given only as bribery: the senate hopes to pacify the people, and the people come to expect material gain from the intimidated patricians. The genuine class problems in Rome are finally quelled by a sort of “band-aid” solution: the creation of the tribunes, popular representatives of the people. The tribunes are chosen from the plebian class, and work to protect the people against the consuls. While the intercessory role of the tribunes does help to alleviate the class problems at Rome, the basic problem of the breakdown of class duty still remains. The various characters that are presented during this era include Brutus, Horatius, and Mucius Scaevola. Each commits heroic acts for Rome. Once Brutus is established as consul, he soon discovers a plot to restore the Tarquins to Roman rule. Even more disturbing is the fact that his own two sons are involved in the plot. The penalty for treason is death, and so Brutus must then preside over the execution of his own sons. He does so, accepting the rule of law and refusing to exempt his sons from what the law dictates. The Romans are then faced with a series of attacks which Tarquin leads. Having allied himself with the Etruscan king Lars Porsena, Tarquin tries to restore himself to the Roman throne. Porsena’s forces launch an attack at Rome’s weakest point: a wooden bridge over the Tiber river. Horatius, urging his fellow soldiers back, defends the bridge single-handedly. When the bridge collapses due to the weight of the Etruscan soldiers, Horatius survives, and he is hailed for his “virtus.” Despite Horatius’ courageous stand at the bridge, Porsena still managed to besiege Rome. As food grew scarce within the city’s walls, a Roman named Gaius Mucius approached the senate with a plan. He then went to the camp of Lars Porsena and, intending to kill Porsena himself, killed Porsena’s secretary. When threatened with being burned alive, Mucius thrust his right hand into the flames without flinching. He then told Porsena that there were 300 other Roman youths who, like him, were ready to kill Porsena. Porsena was shaken, and Mucius was honored by the Romans by the name “Scaevola”- the Left-Handed Man. His stoic disregard of pain and his willingness to suffer for Rome

AMDG


History Grade 10


make him a true Roman hero. Rome continued to fight and be challenged by the neighboring peoples. The Etruscans, Sabines, Latins, and others gradually were subdued by Rome and became part of her rule in Italy. Nevertheless, Rome often had to face external threats, as well as the aforementioned internal class strife. In the conflicts with the neighboring peoples, plebians were going off to war and leaving their crops untended or open to destruction by the enemy; then, when they would return, they would have no income. Forced to take out large loans that they could not repay, the plebians would have to surrender everything—including themselves—to their creditors. The plebians grew angry and understandably outraged. The crisis escalated until the plebians left Rome and camped out on the Sacred Mount. The senate panicked; if there were an invasion, then they would have no troops to defend the city. They sent Menenius Agrippa, one of the senators and a gifted speaker, to talk to them. Menenius told the plebians a tale of the human body: the limbs and body parts, perceiving that the belly seemed to do nothing, decided to revolt against it and not give it food. The body parts quickly learned that the belly’s job was to distribute nourishment to all of them. So the people, the body parts, should realize that the senate, the belly, distributes what is needed, so long as the people continue to work. The story persuaded the people to enter negotiations, and a new office was created: the tribune of the people. Attacks by the Volscians continued, and a young noble by the name of Gaius Marcius bravely led the Romans in the attack against the Volscian city Corioli. After defeating the city, he was given the honorary title of Coriolanus. While Coriolanus was a hero, he did not have good relations with the plebians. He acted haughtily towards them and did not approve of the creation of the office of tribune. The people were encouraged by the tribunes to oppose Coriolanus, and when he was summoned by the tribunes and failed to appear, he was exiled from Rome. Coriolanus was filled with a great hatred for the tribunes and the people that they led like sheep and stirred up for their own personal gain. He allied himself with Attius Tullius, the Volscian leader, and prepared to attack his native city. Rome was saved in the end by Coriolanus’ mother and wife: they went to him in his camp, and, with his children in tow, beseeched him not to attack Rome. He agreed, and later died. Discuss: The difficulties of this era: the suspicions that people still have about their leaders desiring

monarchy; the external threats that continually take place as various peoples challenge Rome’s authority; the internal strife that takes place between the patricians and the plebians.

What would the Catholic Church say about the situation with the plebians and the patricians? (Consult the Catechism, 1928-1938 for help).

Do you agree with Menenius’ belly story? What would you add or take away from it? Summarize the virtues that men like Horatius, Mucius Scaevola, Brutus and Coriolanus exhibit. Why were the tribunes established? Do you see any troubling patterns taking shape in the

ways that the tribunes, people and patricians interact? How often do you see women playing a role in saving Rome? Summarize how each case is

similar or different.

Notes

AMDG


History Grade 10


WEEK 3 LIVY EH

Book III, Chapters

1-58 The dictatorship and humility of Cincinnatus. Appius Claudius and Verginius.

Study Guide LIVY EH Week Three Questions Paper Topic With reference to the stories of Lucretia and Verginia, describe the place of women

in pre-Christian Roman society. Key Points Book Three continues with the “old cycle” of external attacks and internal class strife. While Rome faced periodic attacks by the Volscians and Aequians, proposals for social and political reform caused upheaval within Rome. One of the most contentious reforms that was proposed more than once was that of agrarian legislation. When Rome captured enemy territory, the seized property became public lands. These lands were controlled by the patricians, and so plebian access to them was limited. Agrarian reform aimed at giving the plebians parts of these lands for farming, thus taking it out of patrician control. Agrarian reform became, of course, another inflammatory class-related issue. The two classes battled over agrarian reforms and proposed reforms of consular power. In a trial that relied upon perjured evidence, the influential noble Caeso was found guilty of murder. When he fled Rome, his father, Cincinnatus, was forced to pay his son’s bail money. With no resources left, Cincinnatus retired to a small farm on the banks of the Tiber. Rome soon found itself attacked from the outside and without firm leadership on the inside. The consul Nautius decides that Rome needs a dictator. The dictator’s role in Rome was different from what we think of as a dictator: he was chosen in a time of emergency to temporarily lead the Romans. The man whom the Romans choose to lead them as dictator is Cincinnatus. Cincinnatus agreed to lead Rome, leaving behind his farm and donning his toga. He successfully delivered Rome from its difficult military situation and then, after only fifteen days, resigned and went back to his farm. Cincinnatus’ humble service to Rome and his refusal to be affected by the power that he had as dictator made him an example of Roman virtue. Unfortunately not all of Rome’s leaders were as humble or honest as Cincinnatus. With debates about consular power still raging at Rome, the Romans decide to form a Board of Ten—also known as the decemvirs—an ultimate authority that would reduce Roman law to a written code. The decemvirs did encode and simplify Roman law, thereafter known as the Law of the Ten (or even later, Twelve) Tables. These laws were then placed in public so that all could read them and comment upon them. The decemvirs thus effectively performed the duties that were required of them. The time came to elect a new Board of Ten, and everyone saw that Appius was campaigning hard for a position among the decemvirs. When he was elected and managed to arrange for the election of his allies, the Romans soon saw what plans he had. Each of the decemvirs appeared in public with lictors who bore rods and an axe (the fasces), the tribunate was suspended, and all Romans were outraged at the deprivation of freedoms that they witnessed. The second set of decemvirs were called ten Tarquins, and Rome realized that it was living under tyranny. Among the many transgressions of this second set of decemvirs was the treatment of Verginius and Verginia. Appius took a liking to Verginia, the daughter of Verginius. While Verginia was a chaste girl who was engaged to another, Appius did not allow these facts to stop his desires. He and his lackey Claudius invented a story that Verginia had been taken from Claudius’ home when she was a baby, and was actually his slave. Appius then presided over the case and decided, much to the outrage of all, that Verginia was Claudius’ slave. Verginius knew the immoral reasons for Appius’ conduct, and, not wanting his daughter to lose her honor, killed her in public. Like Lucretia, Verginia died in order to preserve the Roman sense of honor. Also, like Lucretia’s death, Verginia’s death became symbolic of

AMDG


History Grade 10


and the catalyst for the destruction of tyranny. The decemvirs were eventually forced to resign and Appius, unwilling to face trial for his deeds, committed suicide. The tribunate was then restored and the rights (especially the right of appeal) that the people had enjoyed before were restored. Discuss: Talk about the two sides of agrarian reform. Why do you think agrarian reform became

emblematic of the class struggles at Rome? George Washington is often compared to Cincinnatus. If you need to, do a little research, and

then discuss why this is. In what ways were the decemvirs (both sets) both good and bad rulers? What do you think

spurred Appius on to act as he did? Discuss Verginius’ acts. The Roman father had the power of life and death over the members

of his family, if one of his family members committed a crime. How does Verginius misuse this authority, and why do the Romans still believe that he has ultimately done the right thing?

Notes

AMDG


History Grade 10


WEEK 4 LIVY WH Book XXI Hannibal’s early life. The siege and capture of Saguntum. Legal

arguments on both sides and the declaration of war. Hannibal crosses Gaul and the Alps.

CLASSICS CD 11 Track 1 32:40-39:50 Study Guide LIVY WH Week Four Questions Paper Topic Give the arguments of both Rome and Carthage about why the fault for the Second

Punic War lies with the other. Who is right? Why? Key Points We now move forward over two hundred years to the time of the Second Punic War. By 222 BC, Rome had extended its rule over Italy. The Romans looked upon expanding their territory as a security measure and hoped to defend their citizens and towns from attacks by Gauls and Samnites. As Roman power grew in Italy, so Carthage extended its reign over North Africa, Southern Spain, Corsica, and Sardinia. Carthage was powerful, wealthy and Rome’s only real rival. When Carthage extended her rule to Sicily, the city of Messana revolted against Carthaginian (aka Punic) rule. Rome then intervened, and the first Punic War began. This war continued for roughly twenty years. Neither side was the clear victor, but in a treaty, Carthage surrendered Sicily to Rome. Then the Romans seized Corsica, wishing more space between them and their rival. This act enraged the Carthaginians, and they responded by sending the general Hamilcar and his son-in-law Hasdrubal to Spain to build up colonies and an army to attack Rome. As Carthaginian power in Spain grew, so did Rome’s anxiety. The Second Punic War, the account of which the student will now read in Livy, then began.

NOTE: students should make frequent use of the maps at the end of their text. Key cities and geographical areas of Spain, Italy, Gaul and Africa are represented there. Also, numerous Carthaginians share the same name. Hasdrubal, for instance, is the name shared by Hannibal’s uncle and brother. The index at the back of the book will help the student to keep the Hannos, Hasdrubals, and Scipios straight.

Livy thought that the Second Punic War was one of the most memorable wars in history. Some of his reasons include the fact that both Carthage and Rome were at the height of their power; they had already fought before, and so they hated each other; and the war was so fiercely fought that the victors came closer to destruction than their adversaries. He then explains how Hannibal’s father, Hamilcar Barca, raised Hannibal with the understanding that the boy would eventually attack Rome. Hannibal eventually took over the Carthaginian forces and, with his uncle Hasdrubal, stationed the troops in Spain. From that location, the Carthaginian troops continued to be built up and allies were made. Hannibal then crossed the boundary that had been agreed upon by the Carthaginians and the Romans: the Ebro river. After this act, he attacked Saguntum, a town that was allied with Rome. While the Romans debated about what they should do and sent envoys to Carthage warning them about breaking the treaty, Saguntum fell to Hannibal. The Romans declared war, and the Carthaginians followed. Hannibal then led his forces (which included elephants) over the Pyrenees mountains and through Gaul. He then succeeded in taking his men, horses, and elephants over the Alps. This act still astounds scholars, not only because the Carthaginians had no knowledge of the environment that they would encounter, but the descent from the highest point (around 9,000 feet) took place during winter. In 15 days, Hannibal crossed the Alps. The Carthaginians were then on Italian soil, and both consuls, Sempronius and Publius Cornelius Scipio, traveled to the river Trebia to face their foe. Scipio is wounded in battle, and does not think

AMDG


History Grade 10


that the Romans should challenge Hannibal again just yet. Sempronius, however, allows his pride and eagerness to overwhelm him, and his poorly timed and planned attack results in disaster. Back in Rome, the people receive news of the defeat with panic, thinking that Hannibal will soon be at the gates of Rome. Election time then comes around, and Sempronius and Scipio are replaced by Gnaeus Servilius and Gaius Flaminius. Flaminius prepares to march out to face Hannibal, even though signs occur that seem to warn of a coming defeat. Discuss: Do you think that the events that led up to the Second Punic War could have been avoided? Make sure that the Barca family members are all straight in your mind: Hamilcar, Hannibal,

Hasdrubal and Hasdrubal. How is each related to the other? [Hamilcar: Hannibal’s father. Hasdrubal: Hannibal’s uncle who dies at the beginning of Book XXI. Hasdrubal: Hannibal’s brother who also fights on behalf of Carthage.]

The student should know in what year the Second Punic War began (218 BC). You will be writing an essay this week on who was responsible for the Second Punic War.

Begin to formulate your thoughts for this paper, referring to the speeches in chapters 10, 18, and the actions in chapters 5-19.

How are the Carthaginians like the Romans, and how are they different, from what you have read so far?

Pay special attention to the actions of Scipio and to the son that saved him in battle. They will play key roles in the coming struggles against the Carthaginians.

Livy writes that Hannibal is cruel, displays a “more than Punic perfidy” (look up perfidy if necessary), and has a total disregard for virtues like truth and honor (21.4). Do you feel that Livy has backed up his character analysis with proof, based on Hannibal’s deeds so far?

What mistakes have you seen the Romans make, strategically? In the struggle between Rome and Carthage, the Romans have been seen as inheritors of the

role of the West, while Carthage has been seen as inheriting the role of the East. In fact, the Carthaginians were descended from the Phoenicians, some of whom settled in North Africa from modern-day Lebanon. They worshipped Middle Eastern gods, including Ba’al and Astarte. In Greek History we saw the East vs. West conflict as being between Persia and Greece; now we will see it happen between Carthage and Rome.

How did empire serve as a catalyst for the conflict between Carthage and Rome?

Notes

AMDG


History Grade 10


WEEK 5 LIVY WH Book XXII Election of Fabius Maximus as dictator. The disaster at Cannae.

Hannibal escapes from Campania. Minucius and his success vs. Hannibal.

CLASSICS CD 11 Track 1 39:50-41:18 Study Guide LIVY WH Week Five Questions Paper Topic Summarize the arguments for and against ransoming the prisoners. Who is right, and

why? Key Points Book XXII treats of two of the major battles of the Second Punic War. As Flaminius the new consul takes command of his troops, he shows that he is eager to encounter the Carthaginians in battle. He is a leader in the same vein as Sempronius. Flaminius’ lack of strategic insight and over-eagerness for battle soon leads him to make tactical errors. Near Lake Trasimene, the Romans engage Hannibal’s forces only to be defeated, and Flaminius is killed. The Battle of Lake Trasimene is the first major encounter of the Second Punic War. The Romans are thrown into a panic when they receive news of the defeat. They are also left leaderless, since the other consul, who must be present for the election of a replacement for Flaminius, cannot march through occupied territory to Rome. They decide to appoint a dictator, and choose Quintus Fabius Maximus. They then select Minucius to be Fabius’ Master of Horse (the dictator’s second-in-command). These men march out into central Italy with their troops. From the start Minucius neither respects Fabius nor approves of his tactics. Fabius, seeing the pattern of rashness and defeat that the Romans have fallen into, decides that prudence, delay, and caution are the best virtues for the time. Minucius condemns Fabius’ policy as cowardice and openly criticizes his superior. Regardless, Fabius’ tactics work. Hannibal finds that Fabius repeatedly will not take the bait that he offers for battle, and realizes that he is dealing with a different kind of leader. He also realizes that, being unable to take more plunder through battle, and being trapped in the same location, supplies and food are growing scarce for his large force. Finally, Hannibal is able to break free from Fabius’ watch by escaping in the night, and he and his troops march on. Minucius and others continue to berate Fabius and his policies until the Romans, ashamed of Fabius’ policies, equalize the command of Fabius and Minucius. Fabius is no longer Minucius’ superior, but rather his co-commander. Minucius instantly acts with rash arrogance and, after leading his men out to fight, is defeated. Fabius intervenes in the battle, and Hannibal withdraws; it is enough of a loss, though, for Minucius to admit that he was wrong. He submits to Fabius’ authority. It is then time for new consuls to be appointed at Rome, and Varro and Paullus are chosen to lead the Romans. Varro is vehemently anti-Fabius and a plebian with a talent for stirring up the people’s passions. Paullus, a patrician, is not very popular with either the people or the troops, and tries to model his leadership on Fabius’ example. Once, again, however, calmer minds do not prevail on the battlefield. Against the will of Paullus, Varro leads his large force against Hannibal near the town of Cannae. The battle rages for a day and into the night, and the result is one of the worst defeats in Roman history. Paullus himself dies in the battle, as do numerous other Roman officials. The final estimate is that around 50,000-60,000 Romans died, while only about 8,000 Carthaginians died. The battle took place in 216 BC, and is one of the saddest and most significant defeats that Rome would ever encounter. This is a major battle of the Second Punic War. One can imagine the scene at Rome when news of Cannae reached it. There was no family that was not affected by the disaster, and mourning filled the streets. In its time of need, the city once again

AMDG


History Grade 10


turned to Fabius Maximus. He restricted the time of period for mourning and posted guards around the city. In desperation, the Romans even performed human sacrifice—an act that Livy described as a “most un-Roman rite.” The war continued, however, and Rome found itself short of able-bodied men to fight it. Boys as young as 17, and some even younger, were recruited, and 8,000 slaves who were willing to fight were bought from their owners and armed. During this time a group of captive Roman soldiers arrived in Rome. Hannibal had given them a chance to be ransomed by the Romans. They pleaded for their cause, but Torquatus, a patrician who was very much in the stern old style, argued against ransoming them. The Romans had a tradition of not ransoming soldiers, and they felt that they did not have the money to ransom them anyway. The soldiers were denied ransom and were sent back to Hannibal as their families lamented their situation. Discuss: A good resource for more information on the Battle of Cannae is the Wikipedia article:

http://en.wikipedia.org/wiki/Battle_of_Cannae. There is an in-depth article there, with links to other sources that help the student to grasp the immense scope of the destruction that Rome encountered.

How is Fabius different from Sempronius, Minucius, and Varro? Why are these three men so eager to fight Hannibal?

The student should prepare for this week’s essay by reviewing chapters 59-61. What is the Roman attitude towards Fabius Maximus, and what does this reveal about the

nature of the Roman people? The student should know the date for the Battle of Cannae. Also, the basic facts of both

Cannae and the battle at Lake Trasimene should be memorized (who won and why).

Notes

http://en.wikipedia.org/wiki/Battle_of_Cannae

AMDG


History Grade 10


WEEK 6 LIVY WH Book XXIII Carthage receives word about Cannae. Hanno’s caution amid

the euphoria. Roman successes in Sardinia and Spain.

Study Guide LIVY WH Week Six Questions

Paper Topic Describe a situation in which a modern American politician could imitate Hanno and give our nation hard and unpopular, but true and necessary news.

Key Points The events in this week’s reading focus the various areas that are engaged in war: Campania (the area around Naples), Spain, Sardinia, and Capua. When the people of Capua, a luxurious and poorly disciplined city, receive news of Rome’s defeat at Cannae, they begin to ponder switching their alliance from Rome to Carthage. The Capuans desire to win territory back from Rome and are beguiled by the idea that Capua, if Carthage should win the war, could be the new capital of Italy. They agree on terms with Hannibal, and the Carthaginian commander enters the city triumphantly. After carrying on a series of sieges on various Campanian towns, Hannibal decides that his men will winter at Capua. This act proves to be a tactical error, for Hannibal’s men, who were used to living the strict and sparse life of a soldier, soon become weak and lazy after a winter in decadent Capua. They march out in the spring with less initiative and hardiness than they had before. News of Cannae reaches Carthage and almost all of the Carthaginians are delighted. The only one who continues to oppose the war, and to oppose Hannibal’s leadership, is Hanno. He reminds the Carthaginians, who think that the end of the war is near, that Carthage has still not made great progress in securing allies or weakening the Romans. He delivers the hard, but necessary, news that Carthage is still in the midst of a great war, with the outcome still to be determined. The Scipio brothers, meanwhile, are stationed in Spain and soon face Hasdrubal (brother to Hannibal) in battle. They defeat Hasdrubal, and their victory has greater meaning than simply thwarting Hasdrubal in Spain. Hasdrubal had been planning on crossing over the Alps to join his forces to Hannibal’s in Italy, and this plan was thwarted. Also, the Spanish tribes that had wavered before were brought over to the Roman side after this victory. Foreign leaders also became interested in the struggle between the two great powers. King Philip of Macedon saw great potential in an alliance with Carthage and, confident of Hannibal’s eventual victory, committed troops and support to him. The Romans intercepted letters between the two leaders, though, and Philip thought it best to withdraw his support from Carthage once he learned that his plans were known at Rome. Book XXIII concludes with further Roman victories. Hasdrubal (the brother), Hanno and Mago are captured in a battle in Sardinia; Marcellus defeats Hannibal at Nola, a city in Campania; and the Scipios continue to win battles in Spain.

AMDG


History Grade 10


Discuss: Why is Capua called “Hannibal’s Cannae”? Re-read Hanno’s speech in chapters 12-14. Livy also comments, at the end of the speech, that

“it is only part of human nature to refuse, in a time of rejoicing, to listen to arguments which would turn the substance of it to a shadow” (23.13). Do you think that Hanno’s speech was convincing, and that Livy’s quote is accurate?

Mago had told the Carthaginian senate that, with more supplies, Hannibal could more quickly draw the war to a conclusion. Do the events in Book XXIII support or disprove this idea?

Notes

AMDG


History Grade 10


WEEK 7 LIVY WH Book XXIV Romans attack Syracuse. Archimedes and his inventions.

Overtures to King Syphax to outflank Carthage in Africa.

Study Guide LIVY WH Week Seven Questions Paper Topic The student has a choice of two paper topics this week:

1) Write a 2-3 page research paper on the life and inventions of Archimedes, using both Livy and 2-3 outside resources.

2) Comment on Livy’s statement about Henna: “Thus Henna was held—by a criminal act or a necessary one, call it which you will” (24.39). How critical is Livy of this event, and how should it be accurately interpreted?

Key Points The sphere of action for Book XXIV is primarily Sicily. King Hiero, who had always been a generous ally of Rome, had passed away. The rule fell to his grandson, Hieronymus, who was nothing like his grandfather. He switched Sicily’s alliance to Carthage, and lived a decadent and debauched life. Hieronymus was soon assassinated, and turmoil ensued at Syracuse (the capital of Sicily) as various individuals struggled for power. The city vacillates between Carthage and Rome until two generals are chosen to lead them against Rome. Marcellus then moved in to attack Syracuse, but his naval advance was hindered by one man: Archimedes. Hiero had hired the famed astronomer and inventor years before the war, and now Archimedes’ various military machines kept the Roman navy from successfully landing on shore. One of the devices would, as soon as a ship came close enough, pick up the front of the ship with a giant claw hook and then, when it had lifted the ship into the air, smash it back down into the water. This and other inventions of Archimedes kept Marcellus from successfully besieging the town. One of the more controversial wartime acts (and one that the student may write about this week) is Pinarius’ deeds at the Sicilian town of Henna. Knowing that the people are turning against the Romans, who are occupying the town, he has his soldiers kill the citizens who have come for an assembly. The soldiers then go through the town killing unarmed people. In this manner, Henna is kept from going over to the Carthaginians. Livy criticizes the bloodlust of the soldiers but then ends his account of the murders at Henna with a controversial statement. “Thus Henna was held—by a criminal act or a necessary one, call it which you will” (24.39). Pinarius’ actions might have secured Henna, but once other Sicilian towns found about the massacre there, even more towns went over to Carthage. Marcellus, the consul, approved of the act. In other spheres of the war, King Philip of Macedon was defeated and retreated back to Macedonia. The Scipios managed to secure Spain south of the Ebro river. The Numidian (North African) king Syphax went over to the side of the Romans, thus providing them with assistance within Africa. Thus the war continued on numerous fronts. Discuss: Contrast the characters of King Hiero and King Hieronymus, as well as their positions in the

war. If the student is so motivated, he can build a scale replica of one of Archimedes’ war machines.

AMDG


History Grade 10


What do you think about Livy’s statement concerning how Henna was held by the Romans? Note the fronts that Rome and Carthage, and their allies, fight upon in this book: Spain, Italy,

Africa and Sicily. What kind of effect do you think this has upon Roman finances and manpower over time?

Notes

AMDG


History Grade 10


WEEK 8 REVIEW WEEK 9

ANCIENT ROMAN HISTORY MIDTERM 1 EXAM

AMDG


History Grade 10


WEEK 10 LIVY WH Book XXVI. 7-51 (Book XXV skipped). Hannibal marches on Rome. The siege of

Capua. Scipio to Spain. Scipio’s victories. Scipio and the slave girl.

Study Guide LIVY WH Week 10 Questions

Paper Topic Do you agree with Livy’s judgment that “the settlement of Capuan affairs was… in every respect admirable” (XXVI. 16)? Explain why or why not.

Key Points In Book XXV, which is omitted from the Roman history course, Capua (which had, remember, gone over to Hannibal) was attacked by both Roman consuls. Surrounded by the Roman armies and Roman fortifications, the Capuans sent a delegation to Hannibal in order to beg him to return from Tarentum and defend them. Hannibal replied that he would not only return, but that he would defeat the Romans again. Meanwhile, in Sicily, Marcellus finally did succeed in capturing Syracuse. His victory was a bittersweet one, however; he witnessed both the fall of a great city that was once an ally of Rome, and was distressed to hear that Archimedes was killed by a Roman soldier who did not even know who Archimedes was. Book XXVI opens with Hannibal’s realization that he will not be able to break through Roman lines and save Capua. Hannibal then quickly decided to change his plan and march upon Rome. Quintus Fulvius, one of the Roman consuls, left Capua in order to reach Rome and defend it. Hannibal successfully marched within three miles of Rome. The Romans were greatly distressed and the sound of weeping could be heard in the streets. While Hannibal was camped outside of Rome, however, certain events took place that dissuaded him from his attack upon the city: first, a rainstorm began, and this was interpreted by Hannibal to be a sign that he should abandon his plan. Also, Hannibal learned that while he was camped outside of the city, the Romans felt confident enough to send reinforcements to Spain. The very ground he was camped upon was also put upon the market and sold without a reduction in price. These events convinced Hannibal that the Romans were confident of their victory, and he withdrew to the area of Bruttium (the “toe” of the “boot” of Italy). When Hannibal did not return to defend Capua, the Capuans felt that they should surrender. The two Roman leaders who accepted the surrender of the Capuans were divided as to how they should punish the city. Claudius believed that the Capuan senators should be punished leniently; Fulvius, on the other hand, wanted to punish them with greater severity. The Roman senate sent a letter to the leaders with instructions as to how the Capuan senators should be treated. Fulvius did not wait for the letter, but proceeded to scourge and behead the Capuan senators; once the letter did arrive, he concealed it. Livy concluded his account with the statement that “the settlement of Capuan affairs was… in every respect admirable” (XXVI. 16). The student will debate the truth of this sentiment in the paper assigned for this week. With Capua now under Roman control, Livy then shifts his attention to Spain. Publius Scipio had been killed in Spain, and a new commander was needed to replace him. Publius Cornelius Scipio, the son of Publius, announced his candidature. While the Romans were concerned about Scipio’s youth (he was about 24), they were soon convinced that he was the divinely chosen leader who would lead the Roman army in Spain. As the war continued, the Roman people became increasingly tired of the demands that the city and the war were placing upon them. The Romans soon received good news, however, when Hanno was driven from Sicily. The Carthaginian leader abandoned the island and fled for Africa. Publius Cornelius Scipio was also victorious, successfully capturing New Carthage in Spain.

AMDG


History Grade 10


Scipio’s victory in Spain provides the reader with an opportunity to see how his policy towards hostages and prisoners differs from that of Hannibal and the Carthaginians. Scipio stated that the Romans bind men by gratitude than by fear; he then demonstrated this policy by releasing a captive girl, unharmed, to her fiancée. He asked of the fiancée that he be a friend to Rome. This sort of treatment of slaves and hostages will be contrasted with the actions of Hannibal at Saguntum (Semester One, Week Four) in next week’s paper topic. Discuss: Chapter 37 of Book XXVI provides a good summary of the war so far on all fronts. It should

be read carefully, especially if the student is having any difficulty keeping the various leaders and towns straight in his or her mind.

Discuss Hannibal’s reasons for taking up and abandoning his march upon Rome. What role, if any, did superstition play in any of his decisions?

With regard to the punishment of the Capuan senators, with which leader does the student agree: Claudius, or Fulvius? The student should decide whether he or she agrees with Livy’s assertion that the Capuan affair was settled admirably.

The student should remember Scipio’s treatment of the slave girl, as well as Hannibal’s treatment of Saguntum (from Semester One) for the paper topic next week. Livy’s account of Hannibal’s treatment of Saguntum can be found at XXI. 5-15; Scipio’s treatment of the slave girl can be found at XXVI.47-50.

Notes

AMDG


History Grade 10


WEEK 11 LIVY WH BOOK XXVII. 1-

42 Hannibal’s victories in Italy. Trouble in the Latin colonies. Philip of Macedon in Greece. The death of Marcellus.

Study Guide LIVY WH Week 10 Questions Paper Topic Compare and contrast the treatment of Saguntum by Hannibal with the treatment of

New Carthage and the captive girl by Scipio. Explain what Hannibal might have thought of Scipio’s behavior, as well as what Scipio might have thought of Hannibal’s.

Key Points Book XXVII begins with a new year in the war, and with the new year, consular elections. Quintus Fabius Maximus and Quintus Fulvius Flaccus are elected consuls. In the division of spheres of war both consuls were given different parts of Italy: Quintus Fabius took Tarentum while Quintus Fulvius took Lucania and Bruttium. Marcellus also continued his own command for one more year. Hannibal remained in Bruttium, but Hasdrubal gathered troops so as to cross the Alps and come to the assistance of Hannibal. Both Fabius and Marcellus urged Fulvius to attack Hannibal with all possible vigor; they believed that if Fabius succeeded in taking Tarentum, and Fulvius defeated Hannibal at the same time, then Hannibal would have no reason for staying in Italy. Marcellus, however, really felt that he should be the one to take on Hannibal. He met Hannibal twice in battle: the first encounter resulted in a Roman defeat, the second, in a Roman victory. Meanwhile, Quintus Fabius Maximus successfully captured Tarentum, thus delivering another blow to the Carthaginians. Scipio’s continued success in Spain caused his reputation at Rome to grow even greater. The Roman advances were later countered, however, by an unprecedented loss. When Marcellus and Crispinus, who had been elected consul after Fabius and Fulvius, met Hannibal in battle at Venusia, both consuls died: Marcellus died in battle, and Crispinus later died of wounds he received. The war-time deaths of both consuls at the same time had never happened in Roman history; Rome was “fatherless.” In addition, Hasdrubal, Hannibal’s brother, had now successfully crossed the Alps and moved into Italy- and in a shorter time than it had taken Hannibal to make the crossing. Rome soon elected new consuls, Gaius Claudius Nero and Marcus Livius. Both consuls were given Italy as their spheres of war in the hopes that Hannibal, and now Hasdrubal, would finally be driven from their land. Discuss: Describe Marcellus’ attitude towards facing Hannibal in battle. Did he avoid conflict with the

Carthaginian leader? How does Scipio respond when his popularity leads the Spanish to propose that he be made

king? (Scipio was not impressed and believed that king would not be tolerated in Rome. He wanted the noblest title, which would be Imperator or Commander-in-Chief). Why is his answer wise, from a political perspective?

What trick did Hannibal devise with the signet ring that he had stolen from Marcellus’ body? Why was the death of both consuls during war-time a historically significant event? Who took a longer time to cross the Alps: Hannibal or Hasdrubal? Why did Hasdrubal cross

the Alps? (Note: “To get to the other side” is only partially correct)

Notes

AMDG


History Grade 10


WEEK 12 LIVY WH BOOK XXVII. 43-

XXVIII. 37 Hasdrubal’s death. Hannibal’s excellence as a general. Mutiny in Scipio’s army.

Study Guide LIVY WH Week Twelve Questions

Paper Topic Imagine that you are Hannibal. Write a letter to the Carthaginian senate, describing the situation that you are in, making any requests that you feel are necessary, and outlining your plan for the future.

Key Points As Book XXVII continues, consuls Nero and Livius joined their armies in order to take on Hasdrubal and his recently recruited Gallic troops. The combined Roman army met Hasdrubal in battle; when the Carthaginian leader realized that he had no chance of winning, he charged into battle on horseback and was killed. Nero arranged for Hasdrubal’s head to be brought to Hannibal at Canusium. When Hannibal received the sorrowful and gruesome gift, he said, “Now, at last, I see the destiny of Carthage plain!” (51). The statement was an accurate one, for Carthaginian fortunes in Italy would only grow worse from this point onwards. With the death of Hasdrubal, the Romans have a definite advantage over Hannibal. Bogged down in Bruttium, beset by personal and military tragedy, Hannibal remained immobile. In addition, his supplies were growing short. His situation in Italy was made more extreme by the fact that Philip of Macedon had again missed an opportunity to attack the Romans. Even more distressing, however, was the fall of Spain to the Romans. Publius Scipio’s success there led to the eventual expulsion of the Carthaginians. Thus Carthage had lost, over time, its grasp upon Sicily and Spain, both regions that it had worked and fought hard to retain. The Romans celebrated the capture of Spain. Scipio, on the other hand, viewed his success at Spain as a preliminary to greater plans: an invasion of Africa. He knew that he would need African allies in order to weaken and destroy the Carthaginians on their own soil. Scipio thus approached Prince Syphax, who ruled over the Masaesulii, a tribe that lived on the African coast opposite New Carthage. Hasdrubal (son of Gisgo) also approached the ruler, hoping to win him to the Carthaginian side. King Syphax chose to side with the Romans. Scipio also secured the alliance of Masinissa, another African leader and one who would remain a firm ally of the Romans. While Scipio had driven the Carthaginians out of Spain, he was faced with new troubles there. The troops who were stationed in Spain wanted to return home and were dissatisfied with the supplies they had been given; they thus began to mutiny. Scipio chastised the troops and had the instigators punished and executed. Discuss: Why do you think Nero arranged for Hasdrubal’s head to be sent to Hannibal? Did he succeed

in completing this objective? Who gains the advantageous position in this week’s reading: the Carthaginians or the Romans?

Why? What is Scipio’s attitude towards his success in Spain? What is his ultimate goal? How are his

alliances with Syphax and Masinissa related to this goal?

Notes

AMDG


History Grade 10


WEEK 13 LIVY WH BOOK XXVIII. 38-

XXIX. 33 Fabius vs. Scipio in the Senate. Taxation of colonies. Scipio to Africa.

Study Guide LIVY WH Week Thirteen Questions

Paper Topic Describe the leadership qualities of Fabius, Scipio, and Hannibal. Explain which one you think was the greatest leader.

Key Points After his victory at New Carthage, Scipio returned to Rome, where “he reminded the Senate that he had gone to Spain to face four enemy commanders and four victorious Carthaginian armies and had left not a single Carthaginian soldier in the country” (XXVIII.38). The Romans did not forget Scipio’s deeds, and they elected Scipio consul. Scipio wanted to take Africa as his sphere of action, though he had been assigned Sicily. News spread of Scipio’s plan to conclude the war on African soil, and Fabius addressed him and the other senators in a speech on the subject. He urged Scipio to act with more caution and less desire for glory; Scipio’s plan was daring, Hannibal was still a formidable enemy on their soil, and Scipio’s youth needed to be tempered with prudence. In addition, the African allies whom Scipio was hoping to trust were not always reliable, and Scipio would, if he were in Africa, be fighting a war on enemy soil. Scipio responded to Fabius by saying that he did not wish to rival Fabius’ fame; he hoped to exceed it. He knew the risks of an African campaign, but believed that being on the offensive would be an advantageous position for the Romans. Not only that, but Hannibal would be likely to leave Italy if he learned that Carthage was being attacked. Scipio trusted the African allies that he had secured, but he knew that he would have to take precautions so that he could protect himself from treachery. Speed was necessary, for the war had dragged on long enough. The senate and people then decided that Scipio could, if he deemed it to be in the interests of the people, go to Africa from Sicily. Scipio arrived in Sicily knowing that he would need to raise fresh troops before going to Africa, so he convinced the Sicilians to train 300 men for him. Licinius, the other consul, sent a report back to Rome with bad news: his army had been afflicted by an epidemic, and he would have been defeated by the Carthaginians, had they not also been struck by illness. The Romans’ sense of superstition was sharpened by this event, as well as by other natural occurrences, and so they decided that they would consult the Sibylline Books. These books were collections of prophecies that were said to have been brought to Rome from the Sibyl at Cumae, and were consulted in a time of crisis. The books gave the Romans a supernatural solution to the war: the Romans could defeat and drive out their foreign enemy by bringing Cybele, an eastern goddess represented by a stone, to Rome. The Delphic oracle confirmed this prophecy and said that the best man in Rome should greet the goddess. Publius Scipio, a young cousin of Scipio the commander, was deemed the best man, and when the goddess was delivered to Rome in the form of a stone, he carried the stone from the ship. Cybele was then received by the Romans. This incident shows the desperation of the Romans to end the war: the Romans usually discouraged the foreign rites of Cybele from being practiced because they thought that they were excessive (the worship of foreign gods was generally discouraged until later times in Rome). While Scipio was preparing his troops for the African invasion he received bad news: Syphax, the African leader whom he had won over to his cause, had switched sides. The Carthaginians had promised that Syphax could marry Hasdrubal’s daughter if he allied himself with them, and he had agreed. Scipio lied to his troops in order to convince them to make the journey to Africa anyway, and they did not know of Syphax’s betrayal. The forces left Sicily and made for Africa.

AMDG


History Grade 10


Scipio landed in Africa safely, and the news of the Roman arrival on their soil filled the Carthaginians with panic; they closed the gates of their city and posted guards. The Romans were not actually ready to launch an assault upon the city but did find immediate assistance in Masinissa, their loyal African ally. Discuss: In preparation for this week’s paper topic the student should discuss and/or list the leadership

qualities of Fabius, Scipio, Hasdrubal and Hannibal. References to the text should be used to support student conclusions, so the student will need to use the text of Livy and note key passages.

The Romans nicknamed Quintus Fabius Maximus “Cunctator,” “The Delayer,” or more colloquially, “the Slow-Poke.” In reviewing Fabius’ policies as a leader, do you think that this nickname necessarily makes fun of Fabius?

Do you see Fabius’ delaying tactics as being cumbersome or wrong at this point in the war? Do you find yourself agreeing more with Scipio or Fabius in their speeches to each other in Book XXVIII.40-44?

Do you feel that Scipio does take unnecessary risks or is more concerned with his own glory than the safety of Rome?

Explain why Cybele was brought to Rome, and in what form she appeared. Since worship of Cybele was, at that time, discouraged in Rome, what does her celebrated arrival there signify?

Compare and contrast Syphax and Masinissa as leaders and Roman allies. Which one betrays the Romans?

How do the Carthaginians react when they hear that the Romans have arrived in Africa?

Notes

AMDG


History Grade 10


WEEK 14 LIVY WH BOOK XXIX. 34-

XXX. 45 Defeat of Hannibal near Croton. Defeat and capture of Syphax. Carthage asks for peace. Hannibal leaves Italy. Carthage breaks armistice. Scipio and Hannibal meet. Scipio’s triumph.

CLASSICS CD 11 41:18-42:30 Study Guide LIVY WH Week Fourteen Questions

Paper Topic How does Livy present the Roman and Carthaginian characters as they emerged during the Second Punic War? Does he present the Romans and Carthaginians as being bad or good?

Key Points This week’s reading focuses almost entirely on the African front of the war. While Scipio had his share of setbacks on African soil, he did succeed in destroying Syphax’s camp and capturing Syphax. The Carthaginians decided that it was time to recall Hannibal to defend his soil. Hannibal had been defeated by two Roman commanders at Croton, in Bruttium; thus he, for his own part, could not remain in Italy any longer. Before he left Italy, he tearfully said that he had not been conquered by the Romans, but by the envy and continual disparagement of the Carthaginian senate. He was heavy of heart, distressed, and blamed the gods and himself for not having marched upon Rome after his victory at Cannae. The capture of Syphax deeply disturbed the Carthaginians, so much so that they decided that they would make overtures for peace. They drew out negotiations with the Romans for as long as possible, however, since they hoped that Hannibal would soon arrive in Africa to aid them. An armistice was declared, but both the armistice and negotiations were soon called off, however, when the Carthaginians attacked the Roman fleet. This perfidious behavior was unacceptable, according to universally accepted rules of warfare, and was, unfortunately, a flaw that the Carthaginians showed on more than one occasion. Scipio thus prepared for war. It was at this time that Quintus Fabius Maximus died at Rome, in 203 BC. The poet Ennius lauded him by writing that “One man by his delaying had saved the state.” Fabius had indeed guided Rome through the turbulent years of the Second Punic War with great wisdom and skill. He often placed the good of the city above any desire for personal glory, even when his enemies slandered him or taunted him. For these reasons he was and is often compared to the Athenian leader Pericles, who also persisted in doing what was right, not what was popular. Hannibal arrived in Africa, never having visited his homeland for the past 35 years because he lived and fought on foreign soil. He soon met Scipio in a peace treaty conference by a river, but neither man could agree to terms. Hannibal and Scipio thus prepared for war at Zama. When battle was begun the Romans succeeded in defeating the Carthaginian cavalry and forcing Hannibal’s elephants to turn on their masters and the Carthaginian troops. There were more elephants in this battle than in any other one during the Second Punic War, and the Battle of Zama, in 202 BC, is the last major battle of the war. Hannibal’s infantry were then defeated by the superior numbers of the Roman infantry, and Hannibal fled to Carthage. Hannibal entered the city and discouraged the Carthaginian senate from continuing the war. He convinced the Carthaginians to sue for peace, and word was sent to the Romans to ask whether they would accept peace as well. Scipio could have engaged Hannibal and besieged the city of Carthage, but he decided that he did not want to undertake the destruction of such a wealthy and well-fortified city. He also knew that it would take a long time for Carthage to fall, and he did not want his successor to receive the credit for it. The Romans accepted the Carthaginians’ request for peace, and severe terms were imposed upon Carthage by Rome. These terms included the destruction of

AMDG


History Grade 10


Carthage’s fleet (all except for ten ships), the payment of an indemnity of 10,000 silver talents, and the ability to raise an army only with Roman permission. The war was over, and Carthage was made subservient to Rome. In recognition for his great achievements in the war against Hannibal, Scipio was given the surname “Africanus.” Successful Roman commanders were often bestowed with the name of the people they conquered, just as Gaius Martius had received the surname “Coriolanus” earlier in Roman history. In this volume, Livy does not tell us what ultimately happened to Hannibal. We know that Hannibal remained in Carthage after the war and even became chief magistrate there. The Romans demanded his surrender, but instead Hannibal went into voluntary exile. He remained in exile until his self-inflicted death by poisoning. As we finish the readings about the Second Punic War, it is worthwhile to consider whether Livy’s claim at the beginning of history is correct: was this one of the most memorable wars? Both sides had physical might and knew that the outcome of the war would determine who was supreme in the western Mediterranean. The war lasted twelve years and was fought on numerous fronts: North Africa, Spain, Gaul, and Italy. The Romans, though victorious, were almost brought to the brink of destruction themselves. When considering the resources, risks and consequences, one cannot doubt that even by modern standards, this war was truly one of the most memorable in western history. Discuss: What is Hannibal’s attitude when he is informed that the Carthaginians are recalling him back

to his home, from Italy? Whom does he blame? What does he think was his greatest missed opportunity?

How did the Carthaginians break the armistice that was declared between them and Rome? When and where (Italy or Africa) did the Battle of Zama occur? Who won? Name something

significant about this battle (answers can include: it has the most number of elephants in it, it is the last battle of the War). In what year, therefore, did the Second Punic War end? (in 202 BC).

When Carthage surrenders to Rome, what terms does Rome place upon her defeated enemy; i.e., what must Carthage do now that she is defeated? Do you think that these terms are just or not?

Do you think that Ennius’ statement about Fabius Maximus, that “one man by his delaying had saved the state,” is accurate?

What surname is Scipio given as a result of his outstanding service to Rome during the war?

Notes

AMDG


History Grade 10


WEEK 15 PLUTARCH “Fabius Maximus,”

“Marcellus” How Fabius became dictator. His religious appeal. His careful tactics. Hannibal’s trick. Disputes with Minucius. Tarentum. Scipio. Marcellus vs. the Gauls. His complementarity with Fabius. His battles with Hannibal.

Study Guide PLUT Life of Fabius Maximus, Life of Marcellus

Paper Topic Compare and contrast the characters of Fabius and Marcellus. How did each help to defeat Hannibal?

Key Points In this week’s reading the student will focus on the lives of Fabius Maximus and Marcellus and will see the events of the Second Punic War in light of their actions. Fabius Maximus lived from 275 to 203 BC. From the time he was a child, he showed the same gentle and docile yet resolute and calm character that he exhibited as an adult. By the time that Hannibal invaded Italy, Fabius had held various positions in the Roman government. Fabius’ skill as a leader and moral resolution was best shown in the years that he faced Hannibal as an enemy. Though mocked by the Romans, who gave him nicknames like “Hannibal’s governess,” Fabius continued to meet Hannibal’s raids with wisdom and prudence. Unlike most of the other consuls and commanders who engaged Hannibal, Fabius chose to wait Hannibal out. He understood that Hannibal was the invader, and as such he could rely upon limited supplies for his vast forces. If Fabius refused to meet Hannibal in battle, then Hannibal could not depend upon plundering the enemy forces for supplies, and would be reduced to dire straits. Not many Romans understood or approved of Fabius’ tactics, but Hannibal did; he knew that Fabius alone would not fall for his strategy of baiting and luring the enemy. Marcellus, on the other hand, looked at warfare with a different perspective. His name literally meant “warlike,” and as a young man he distinguished himself for his skill at single combat. When Marcellus was chosen to lead the Romans against Hannibal, he lived up to his name; even after the disastrous Roman defeat at Cannae, Marcellus led a sortie against Hannibal, to show the Carthaginian leader that the Romans still controlled the countryside. It was in Sicily and the capture of Syracuse that Marcellus would earn great fame. Even when faced with Archimedes’ war machines, Marcellus found a way to assault and capture the Sicilian capitol. He never failed to show perseverance, bravery and his war-like nature; at the same time, he was remembered by both friend and enemy for his fairness. While the two leaders used tactics that were fundamentally different, Fabius’ delaying and Marcellus’ zeal for war often complemented each other. For this reason, Marcellus was called the sword of Rome and Fabius the shield of Rome. Their strategies did not always work together effortlessly, however, and when he returned from Syracuse Marcellus complained that Fabius’ caution would wear Rome out until it collapsed. Marcellus would continue to fight for Rome in Italy until he was ambushed and killed by Hannibal. Fabius lived on to protest Scipio’s invasion of Africa, but he died before the decisive Battle of Zama. The efforts of both men, when dispatched at the proper times in the war, helped to secure Roman victory over Carthage.

AMDG


History Grade 10


Discuss: Summarize the characters of both Fabius and Marcellus. At what points in the war, if any, do you feel Fabius’ or Marcellus’ tactics would have been

inappropriate? Compare Fabius and Marcellus to any other leader, from any time period.

Notes

AMDG


History Grade 10


WEEK 16

PLUTARCH

“Cato the Elder” Student should read the summary of the Third Punic War written below in the course plan. Cato’s military career. His wisdom, simplicity, and frugality. His dislike of Greek philosophy and luxury. His hatred of Carthage.

CLASSICS CD 11 42:31-49:05 Study Guides PLUT Life of Cato the Elder

Paper Topic Why is it necessary for Rome that Carthage be destroyed (and vice versa)? Explain what you think is the lasting significance of the Punic Wars.

Key Points From the end of the Second Punic War to the end of the Third Punic War (to be read by the student and the parent) After the Second Punic War ended, Carthage was forced to satisfy the conditions that Rome placed upon her. To review, this included the destruction of its fleet (all except for ten ships), the payment of an indemnity of 10,000 silver talents, and the ability to raise an army only with Roman permission. The last condition meant that Carthage had to receive Rome’s permission for every military action that it wanted to undertake. Numidia, one of the countries bordering Carthage territory, took advantage of Carthage’s dependence upon Rome and launched raids into Carthaginian lands. By 149 BC, the Carthaginians would no longer tolerate these raids; they armed themselves and attacked the Numidians. Rome then declared war upon Carthage, and the Third Punic War began. From the time that the Second Punic War had ended, however, there were Romans who were concerned that Rome had not been severe enough with Carthage, and that the Carthaginian state would re-emerge as a Roman enemy. Among these individuals was the Roman senator, Cato the Elder, who, in the time leading up to the Third Punic War, ended every speech with the same phrase: “ceterum censeo Carthaginem esse delendam,” “Moreover, I think that Carthage must be destroyed.” This phrase is often simplified to “Carthago delenda est.” Cato had visited Carthage and was shocked by how quickly the city was recovering from the Second Punic War. Carthage was still trading and was quickly regaining its prosperity. This rapid recovery led to Cato’s insistence that Carthage be completely destroyed. The Third Punic War began in 149 BC and lasted until 146 BC. The outcome of the war was decided by the Battle of Carthage, when Rome besieged the city of Carthage from 149 or 148 until 146. During this time many of the Carthaginians starved to death and the inhabitants of the city used every resource to defend themselves from the Romans. Scipio Aemilianus finally succeeded in breaking through the city walls and eventually took Carthage. The surviving inhabitants were sold into slavery, the city was leveled, and the land turned over to farmers. Rome had finally succeeded in defeating her long-time and once feared and hated enemy. Cato the Elder, who was born in 234 BC, did not actually live to see the end of the Third Punic War; he died in 149 BC. From his youth, he cultivated his oratorical skill and began to live in the simple and sober manner that would later characterize him. Cato, who believed that the traditional Roman ways were best, lived on a farm that he worked himself. He owned only what was useful and even sold his slaves when they grew old, a practice that Plutarch disapproves of. In politics and the Second Punic War he allied himself with Quintus Fabius Maximus and disapproved of Scipio’s lavish way of life. As Cato surveyed Roman society, he saw that Rome had departed from the simple ways that men like Cincinnatus had upheld. He disliked the influence that Greek philosophers and art had upon the city, and said that Greeks spoke from the lips, but Romans spoke from the heart. He did not think that Greek learning was useful. He also disapproved of the laxity and lavishness that he saw the Romans

AMDG


History Grade 10


giving into: games, the lavish pay given by Scipio to his troops, and all kinds of foreign delicacies. When he was elected censor, there was no doubt among the Roman aristocrats that he would take his duties seriously. The censor watched, regulated and punished those involved in licentious or voluptuous habits and who departed from the traditional and established way of living; he had the right to inquire into the private lives of Roman citizens. As censor, Cato expelled more than one senator from the senate because of immoderate living, and he taxed extravagant habits. Cato is probably most famous for his insistence that Carthage be destroyed. While his opinion did prevail among the Romans, there were those who felt that the destruction of Carthage would be a bad thing for Rome. Publius Scipio Nasica would complete his own speeches by saying, “And in my view Carthage must be spared!” He said this because he, like Cato, saw that the Romans indulged in many excesses and that the state went whichever way the mob wanted it to go. If the Romans had the fear of Carthage hanging over them, then they would be less likely to act so insolently in their prosperity; they would be forced to live more simply and frugally, like their ancestors. Scipio could see the same flaws in Roman society that Cato could, but he believed that the destruction of Carthage would only worsen these problems. Discuss: The student should consider whether it really was necessary for Rome to destroy Carthage,

and vice versa. This will also be the subject for the essay this week. What would the world be like now if Carthage had won the Second or Third Punic Wars? “Carthago delenda est.” “Carthage must be destroyed.” Who said this, and what is the

significance of this quote? What was Cato the Elder’s attitude towards: a) luxury b) Greek philosophy and art c) farming

his own land d) the policies of Fabius Maximus and Scipio Why did Publius Scipio Nasica end all of his speeches with “And in my view Carthage must be

spared!”? How many years did the Third Punic War last?

Notes

AMDG


History Grade 10


WEEK 17 REVIEW

WEEK 18 ANCIENT ROMAN HISTORY SEMESTER 1 EXAM

AMDG


History Grade 10


♦♦♦ SECOND SEMESTER ♦♦♦ WEEK 1

PLUTARCH “Brutus” Brutus’ exceptional character. Civil war: Brutus sides with Pompey against Caesar. Caesar’s respect and suspicion. Brutus’ involvement in the murder of Caesar. His struggle for control.

CLASSICS CD 11 53:00-1:14:48 Study Guide PLUT Brutus

Paper Topic Why did Brutus want Julius Caesar dead? What does this show about the problems in Roman society in the first century B.C.?

Key Points This week’s readings from Plutarch will highlight the transition between Republican Rome and Imperial Rome; we are thus moving forward from the end of the Third Punic War (146 BC) to the assassination of Julius Caesar (44 BC). The student will focus on the problems in Roman society and politics that led to the end of the Republic. Brutus was descended from Junius Brutus, who, as the student will recall from Livy, overthrew Tarquin the Proud and thus brought about the end of the monarchy in Rome. The fame of his ancestor would soon become a burden for Brutus to carry. Some members of the senate, like Cassius, looked at Julius Caesar and his lifelong dictatorship with envy and hatred; others, like Cicero, feared Caesar’s plans for his own power, and longed for the glory days of the Republic. These men would frequently compare Brutus to Junius Brutus and would beseech him to be a “modern-day” Brutus, a deliverer from tyranny. Like Junius Brutus, Brutus was a virtuous man who wished to act justly for the sake of the people of Rome; unlike Junius, Brutus moderated his character and passions with the study of philosophy. When civil war broke out between Pompey and Caesar, who had formerly been allies and members of the First Triumvirate, Brutus decided that he would side with Pompey. Though Brutus had been friends with Caesar, he believed that Pompey had better reasons for going to war and he wanted to place the public good above his own private loyalties. After Pompey was defeated Caesar pardoned Brutus and their alliance was restored. Brutus also talked Caesar into pardoning Cassius, who was one of Caesar’s greatest detractors. Caesar made himself dictator, and then dictator for life. Brutus, who still valued the Republic above his own desires or loyalties, felt great unease about these developments, but did not consider assassinating Caesar until Cassius approached him. Other men were interested in Cassius’ plan to kill Caesar, but they would not join Cassius until Brutus did; they needed Brutus’ moral influence to give legitimacy and justice to their cause. Cassius finally convinced Brutus to join the conspiracy, and the Ides of March was determined as the day when they would act. The conspirators successfully carried out their plan, and Julius Caesar was assassinated on March 15, 44 BC. With Brutus as their moral authority, the conspirators proclaimed that they had restored liberty to Rome and had delivered her from a tyrant. Two events soon turned popular opinion against the conspirators and forced them to flee: Caesar’s will was read out, and the people learned that he had left money to each of them, as well as gave permission for the people to use his gardens. Also, Marc Antony showed the people Caesar’s robe which was stiff with blood and full of holes from the conspirators’ daggers. Rome was soon in an uproar, and Brutus fled the city. The conspirators gathered in Greece and prepared to fight Antony for the future of Rome. Antony and Caesar’s grand-nephew and adopted son, Octavius, became allies against the conspirators. The two sides met in battle on the plains of Philippi. The conspirators were done in by fatal

AMDG


History Grade 10


miscommunications: Brutus, who was winning with his troops, thought that Cassius had also been victorious, and so he did not come to his aid. Cassius, believing that Brutus had been killed, did not wait for his help to arrive. Octavius and Antony won the Battle of Philippi. Cassius compelled his slave to kill him, and then Brutus also committed suicide with the help of his friend Strato. Brutus, who had gained a great reputation among the Romans because of his incorruptibility, allied himself with the conspirators in the hope that he could save the Republic. His motives were admirable, but those of men like Cassius were not; they were able to kill Caesar and use Brutus’ good name to cover up their own selfish motives. One also wonders whether restoration of the Republic could have even been possible through the assassination of Caesar, even if the conspirators had maintained control of Rome. Plutarch’s own opinion is that Brutus could have become the first man in Rome, if he could only have waited for Caesar’s power to fade. Regardless, the actions of Caesar, Pompey, Brutus, Marc Antony and the others helped to lay the groundwork for Octavius, who would become Augustus, the First Emperor of Rome. Discuss: Do you think that the actions of the conspirators could have saved the Republic, or was it too

late? What are Cassius’ motives for killing Caesar? Do they differ from Brutus’ motives? When (Month, day, year) was Julius Caesar killed? Where were the conspirators defeated, and by whom? Why did the other conspirators want Brutus to be a part of the plan to kill Caesar? Make lists of Brutus’ positive and negative traits. Do you think he deserved his good

reputation that he had earned in Rome? In the actions of Pompey, Caesar, Cassius, Brutus, and Marc Antony, what evidence of a shift

away from the Roman Republic can you see?

Notes

AMDG


History Grade 10


WEEK 2 TACITUS (Note that

assignments for Tacitus are

given according to

book, not modern chapter)

Introduction, pp.7-9

Books I.1-II.24.

Student should read the Historical Background in the course plan below. Translator’s introduction to the text. Transition from kingdom to republic to empire. Augustus’ victory. Livia and the question of succession. Tiberius’ accession. Murder of Postumus. Slavery of Rome. Mutiny in Pannonia. Germanicus’ triumph and his good character. His battles with the Germans, chiefly Arminius

CLASSICS CD 11 CD 12

1:14:49-end Beginning- 11:27

Study Guide TAC Week Two Questions

Paper Topic Using Livy and Tacitus’ Annals, give arguments for and against the Roman republican and imperial systems.

Key Points Historical Background to Tacitus’ Annals (to be read by student and parents) Once Brutus, Cassius and the remaining conspirators were defeated by Octavian (aka Octavius) and Antony, the two leaders formed, with Lepidus, a Second Triumvirate. The alliance lasted ten years, though it was characterized by increased tension between Octavian and Antony. Their professional relationship had always been stormy, and, adding to their difficulties, Antony spent most of his time in Egypt with Cleopatra, forsaking Octavia, his wife and Octavian’s sister. Octavian and Antony finally met in a naval battle at Actium, in 31 BC; this battle, with Philippi and Pharsalus before it, was a key conflict that helped to established the Empire. Antony was defeated, and Octavian was left sole leader of Rome. In 27 BC Octavian received the title “Augustus,” a name which gave him great religious authority over the Roman people. He also, over time, “restored” the Roman Republic; in actuality, he remained absolute ruler while still respecting the forms of republican government. There were still consuls, proconsuls, tribunes, and the like, but Imperator Augustus had sole authority over them all. This was one of his great political achievements: over a long period of time he outwardly appeared to preserve the institutions of the Republic, and convinced the Roman people that he was restoring the Republic, but in reality was creating a new position for himself and absorbing powers of other offices. He always appeared reluctant to accept offices and honors that the people or senate offered him, and sometimes refused them; all the while, he was working towards autocracy. Augustus truly was, in the words of Prof. Garrett Fagan, “one of the greatest and most skillfully manipulative politicians of any nation in any age.” Though the Republic was finished once and for all, two of the advantages of Augustus’ sole guidance of the Roman state were stability and peace. There was not a single Roman who could remember anything but Civil War, and the pax Augustana, Augustan peace, was a respite from the bloodshed that had characterized the last century. Augustus’ peace was itself a bloodstained one, characterized by proscriptions which eliminated his enemies from the senate and the other Roman orders; for this reason, he remains a controversial leader to this day. Regardless, for only the third time in Roman history, the gates of Janus were closed, signaling an end to war. With external and internal strife resolved, Augustus turned towards improving the city of Rome, creating numerous building projects and commissioning works of art that ranged from the Ara Pacis to the Aeneid. He claimed that he found Rome made of brick, and left it made of marble; when one surveys the landscape of Imperial

AMDG


History Grade 10


Rome, one must agree. Not only would Augustus’ patronage of the arts lead later scholars to call his era the Golden Age of Rome, but the propaganda that was conveyed through the arts would also become remarkable for its unity and effectiveness. Augustus succeeded in portraying his reign and the Roman Empire as being destined by Fate and the gods. The student should recall the themes of the Aeneid from first semester Literature: Virgil represents Aeneas, ancestor of Augustus, as struggling to establish his rule in Italy, a rule that would become its greatest under Augustus’ leadership. The role of the Roman in the world is also made clear in the Aeneid, reinforcing the nature of Augustus’ reign: “But yours, my Roman, is the gift of government,/ that is your bent- to impose upon the nations/ the code of peace; to be clement to the conquered,/ but utterly to crush the intransigent!” (VI.1093-1102). It was fated that Rome rule the world, and that Augustus be at the helm. Tacitus was a historian who lived from about 55 AD to 117 AD. Among his works is the Annals, a history of the Julio-Claudian emperors. The time frame for the Annals is from 14 AD, the year that Augustus died, to 68 AD, the year that Nero died;Tacitus is thus looking back and writing about a former era. Tacitus was a senator during the reign of Domitian, and was familiar with the machinations of an imperial court. His Annals recounts the decline of republican institutions under the distrustful and gloomy emperor Tiberius, who ordered the deaths of many, including his own family members, and the depraved reigns of rulers like Caligula and Nero. Tacitus, like Livy, believed that history has a moral purpose. His own constant theme of the Annals is the decline and disaster of Imperial Rome due to vice. The “old” Rome had passed away, and a new one had replaced it, one distinguished by intrigue, scheming, and immorality. Tacitus distinguished his own historical writings from others by claiming that others wrote what they did out of flattery, fear or hatred; he was writing “without indination or partisanship” (I.1). He opens his history with a brief summary of the transition from Republic to Augustus’ Principate. He then turns to the twilight of Augustus’ reign: it is 14 AD, and Augustus is elderly and sick. The Romans are beginning to discuss who might follow him in the Principate, or, if possible, whether the Republic might be restored. Augustus made sure that there were heirs, however, to take up his rule. His wife Livia had two children, Tiberius and Nero Drusus, and Augustus adopted other relatives to increase the number of heirs. Tiberius had one son, Drusus, and, after the death of Nero Drusus, had adopted his nephew Germanicus. At the time of Augustus’ death, only Tiberius, Drusus and Germanicus really remained as contenders for the autocracy. Tiberius assumed power, though not without the suspicion of the Roman people. Suspicion arose from the role that Emperor Tiberius’ mother, Livia, played behind the scenes. According to Tacitus, Livia was a power-hungry “feminine bully” who, by controlling who inherited the autocracy, controlled the Roman state. Livia would remain a forceful presence in Tiberius’ life, and Tacitus suggests that she plays a well-hidden role in more than one family death. She was given the name “Augusta” after the death of her husband. Tiberius’ main threat, as he and Livia perceived it, was his adopted son Germanicus. Germanicus was well-liked, attractive and rallied a large force of soldiers. Once the soldiers in Pannonia (modern-day Central Europe) heard of the death of Augustus, they mutinied. Many of the troops were older veterans who were poorly paid, poorly clothed and beaten by their commanders. Their mutiny was followed by an even greater one in Germany. Tiberius sent Drusus to quell the Pannonian mutiny, and Germanicus to quell the Germanic one. Both were successful in restoring order by promising aid to the troops, but Germanicus’ success was followed by an even greater challenge: war with the Germans. After numerous battles with the Germans, who were led by Arminius, Germanicus finally succeeded in ending the rebellion that threatened the Roman presence in Germany. Germanicus was

AMDG


History Grade 10


very popular with the troops, as was his family, Agrippina (especially disliked by Livia) and his little son Gaius. (Gaius, who was called “Caligula,” “Little Boots” for the little army boots that he would wear around camp, will figure prominently in the next generation of the Principate). Tiberius was jealous and fearful of the success that Germanicus was enjoying, and so once the rebellion in Germany was ended, he recalled Germanicus to Rome for a triumph. Germanicus knew what motivated Tiberius, but he complied with the autocrat’s wishes. Tiberius’ relationship with the senate was marked by secrecy, “sinister machinations,” and intimidation. Like his father, Tiberius tried to make it look as if the Republic was intact, while still acting as sole leader. He refused honors that the senate gave him, but also began to be present at legal cases. He also reinstated the treason law, which allowed Romans to be tried for what they said. At one such treason trial, Tiberius lost his temper and stated that he would vote against the defendant. Gnaeus Calpurnius Piso asked Tiberius, “Caesar, will you vote first or last? If first, I shall have your lead to follow; if last, I am afraid of inadvertently voting against you.” Tiberius, reminded that he should pretend to preserve the Republic, then meekly voted for acquittal on the treason counts. This episode shows the fear that the senators had towards Tiberius, and how the Republican hallmarks, like voting, became meaningless while an autocrat reigned. Discuss: The student and teacher should be sure to familiarize themselves with the maps and family

trees of the Julio-Claudians in the textbook, pp. 418-436 in the current edition. The family tree of the Julio-Claudians is, because of frequent remarriages, adoptions, and intermarriages, often confusing. For this reason a simplified chart have also been placed at the end of the Tacitus study guide.

The student should know the dates for Tacitus and for Augustus’ reign, as well as the timeframe for the Annals.

What is Augustus best known for? How does he treat the Republic that has been torn apart by the Civil War?

Describe the personalities of Augustus, Livia and Tiberius. What are the conflicting opinions about Augustus’ rule once he dies? What does Tiberius feel towards Germanicus, and why? The German Arminius is sometimes described as a sort of German freedom fighter. Why is

this? Does Tacitus portray Arminius as a sympathetic character? What is Tiberius’ relationship with the senate? Give evidence of Tacitus’ pro-republican sentiment. A website that has a good historical summary of the events of the first century BC is:

http://www.roman-emperors.org/auggie.htm. This summary may be read by the student and parent. The webpage citation is current as of 2006.

Notes

http://www.roman-emperors.org/auggie.htm

AMDG


History Grade 10


WEEK 3 TACITUS Books II.24-III.75.

Piso and Plancina vs. Germanicus. Germanicus’ poisoning. Piso’s attempt to regain Syria. Germanicus’ funeral. Piso’s trial. Tiberius’ rumored complicity. Revolt of the Treveri and Aedui. Tiberius vs. austerity. The power of informers.

Study Guide TAC Week Three Questions

Paper Topic

Using any event that you have studied so far in the Annals, write a news article in modern journalistic style. Refer to other modern news articles for help with style and organization, if necessary. Make sure to include facts, quotations, dates, and conflicting accounts about the event, if possible.

Key Points This week’s readings open with further abuse of citizens under the treason law. In one such case, a Roman named Libo was accused of “subversive plotting.” The evidence that was brought up against him was questionable, and when he, despairing, committed suicide, his property was divided up among his accusers. Tiberius told the senate that he was preparing to grant Libo his life, if the man had not committed suicide. This case further illustrates the breakdown in republican rights and laws while Tiberius reigned as emperor. A bizarre incident then occurred which seemed to resurrect the “ghost” of one of the murdered members of the royal family. Agrippa Postumus, Augustus’ only surviving grandson, had been exiled. He was then killed when Tiberius became emperor. Agrippa’s slave Clemens survived, however, and went on to start a slave rebellion. He had always resembled his former master, and when he grew his beard and hair out, he further resembled Agrippa. Rumors began to circulate around Italy and in Rome, and people began saying that Agrippa was alive after all. After a time Tiberius decided to put an end to this strange challenge. He had his men bind up Clemens and bring him to the palace. When Tiberius asked him how he made himself Agrippa Postumus, he replied, “As you made yourself into a Caesar” (II.38). Needless to say, Clemens was soon executed secretly. Tiberius then began to arrange the murder of Germanicus. Gnaeus Calpurnius Piso, one of Augustus’ friends who served as a governor under him, was assigned to assist Germanicus in governing the provinces in the East. Piso antagonized his commander and insulted him on his way to Syria. While Germanicus was in Egypt, Piso reversed or cancelled the orders that Germanicus had made. The two men “denounced each other violently,” and, according to Tacitus, Germanicus had a good idea of what was going to happen to him at Piso’s hands. Piso was assisted by his wife, Plancina, who had met with the Augusta to discuss the poisoning of Germanicus (so it was said). After returning to Syria, Germanicus then fell ill; he immediately blamed Piso and Plancina. Signs of spells and evidence of sorcery were found in Germanicus’ room, and Germanicus sent Piso away. Germanicus then died and was cremated (according to pagan custom) at Antioch. His friends urged retribution on Piso and Plancina, and Agrippina wanted it was well. She boarded a ship for Rome and carried her husband’s ashes with her. Piso and Plancina received the news of Germanicus’ death with rejoicing. Tiberius and the Augusta’s reactions were, as usual, more cryptic. Once Agrippina arrived in Rome, the funeral was carried out. The emperor and his mother, however, were not present at the funeral rites. The people of Rome greatly mourned the death of their beloved Germanicus; they also, much to Tiberius’ dissatisfaction, expressed their adoration of Agrippina, “the glory of her country.” Tiberius then ordered an end to mourning and a return to regular business. He appeared to be without sorrow at Germanicus’ death. Piso wasted no time in trying to sieze Syria, now that Germanicus was dead. He was defeated by Sentius, who rightfully should have governed Syria. Piso was then recalled to Rome, not only for what

AMDG


History Grade 10


he was suspected of doing, poisoning Germanicus, but for what he did do: bribe his troops, abandon his own province, and insult his commander. Piso and Plancina arrived in Rome and were met by the public’s hatred of them. For Piso, there was only doubt about the charge of murder. Plancina escaped her trial and judgement on that count by the intercession of the Augusta; she then distanced herself from her husband. Piso could, as they say, see the writing on the wall: his wife had left him to carry the whole burden of guilt. After a day at court, he returned home, despondent. He was later found with his throat cut. Tiberius ruled his death a suicide, though many thought otherwise. It was said that Piso was found holding a letter from Tiberius which contained instructions regarding Germanicus. If this letter had been brought to the senate house, Tiberius would have been implicated in Germanicus’ death. The whole inquiry as to the death of Germanicus was thus concluded without any sort of conviction. At this time Tiberius retired to Campania; he said that he was doing so for his health, but Tacitus wondered whether he wanted to leave Drusus, his son and co-consul, as sole leader at Rome. Another possibility is that Tiberius was preparing for an extended absence from Rome. Regardless, he then granted Drusus “a tribune’s authority.” This position of supremacy was created by Augustus, as an alternative title to the greatly-disliked “king” or dictator. It was also a way for the emperors to point out who their successors would be; Tiberius was thus indicating that Drusus would follow him as emperor. Drusus’ future, however, would soon be challenged by another member of Tiberius’ court. Discuss: Reflect on the kind of charges that are being brought up against people in court. Do they

more concern deeds, or words? What is disturbing about these kinds of charges? What did Clemens say to Tiberius which angered the emperor and sealed Clemens’ fate? Does Tacitus ever elucidate or explain in detail the roles that Tiberius and the Augusta had in

the death of Germanicus? [No, he does not]. How, that is, by what techniques, does Tacitus convince the reader that Tiberius and the Augusta had a hand in what was going to happen to Germanicus? [some commonly discussed techniques of Tacitus are his use of innuendo, his expression of doubt about a character’s innocence or an account, and the way that he implies a preference to one account, when multiple accounts are reported]

Summarize the events surrounding the death of Germanicus. What part of Germanicus’ funeral most displeased Tiberius? Do you think that Agrippina will

become a force to reckon with in the future? What does the fate of Piso reveal about the nature of power in Imperial Rome? With Tiberius staying at Campania for long periods of time, which Imperial figure will probably

become the next emperor? The Romans hated the title and the idea of kingship. Why do they accept having an emperor,

though, since they hate the idea of having a king?

Notes

AMDG


History Grade 10


WEEK 4 TACITUS Books IV.1-VI.28 Sejanus’ evil career. Tacitus’ weariness of his task. Endless

prosecutions. Sabinus’ victories. Agrippina reproaches Tiberius. Tiberius abandons Rome. Sejanus falls. Tiberius and astrology. The deaths of Germanicus’ sons. Agrippina’s suicide.

Study Guide TAC Week Four Questions

Paper Topic You are one of the few remaining aristocratic senators. Compose a speech about the state of Rome as a whole during the reign of Tiberius. Imagine that you are going to deliver this speech in the senate.

Key Points At this point in time Tiberius’ policies and actions became more tyrannical in nature, a change that Tacitus attributes to one individual: Lucius Aelius Sejanus. Sejanus was Tiberius’ trusted advisor who used his emperor’s trust to secure his own goals. While only a knight, Sejanus had greater plans for himself, namely, the throne. When he looked at the number of heirs that stood in his way- Tiberius’ son Drusus and Germanicus’ sons Nero Caesar, Drusus Caesar, and Gaius all were possible successors- he decided that he would arrange for their deaths, one by one. First he arranged for the death of Drusus, the first in succession for the throne, by convincing Drusus’ wife Livilla that he himself loved her. He convinced her to help him kill Drusus, and promised her marriage and partnership in the empire. Sejanus chose a poison that worked slowly and mimicked the effects of illness. Drusus fell ill and died. Tiberius appeared before the senate with Nero Caesar and Drusus Caesar. With no other male guardian still living, he said, he would entrust the boys to the senate. This proved to be insufficient protection for them against Sejanus. Their mother, Agrippina, had always acted with too much insubordination and had always been too vocal in securing a position for her sons. Sejanus decided to exploit these character flaws and exaggerate them, making them seem more serious and threatening than they were. Agrippina had always been hated by the Augusta, so Sejanus made her and Livilla privy to his plan to remove Agrippina from Rome. He told Tiberius that Agrippina had designs on the throne, and that she had a “party” of people who would try to make this happen. He urged Tiberius to purge these people from Rome. Tiberius then tried innocent people who eventually died by their own hands, all so that Sejanus could eventually realize his plans. The number of accusations and trials then escalated, and no one was safe from relative, friend or stranger. The charges were usually trumped-up or creative. Lucius Calpurnius Piso was charged with “treasonable private conversation,” and committed suicide; Vibius the younger dragged his exiled father back to Rome to put him on trial. It was a grim era, and one that Tacitus feels weary to record. He knew that he had to record his history, “a circumscribed, inglorious field,” so that others might learn right from wrong through his work. With Drusus dead and Agrippina falling out of favor, Livilla then began to demand that Sejanus marry her. Sejanus petitioned Tiberius for the hand of Livilla, only to be discouraged from undertaking the marriage. It was at this time that Sejanus also began to urge Tiberius to settle somewhere far from Rome; perhaps Sejanus saw that isolation would further his influence over the emperor. Livilla and Sejanus did not marry, but this fact did not complicate Sejanus’ furhter plans for Agrippina and her sons.

AMDG


History Grade 10


When Agrippina’s second cousin was put on trial Agrippina approached Tiberius and boldly begged him to stop the events that were taking place. Tiberius took her pleas as yet more evidence of her desire for power, and told her coldly that it was not an injury that she did not reign. Tiberius’ dislike of Agrippina was increased even more when she refused to eat with him at dinner. Sejanus’ agents had told her that there was a plot to poison her; Tiberius interpreted her behavior as a silent accusation of him. Tiberius then decided to retire to Capreae (modern Capri), in Campania. He would never enter Rome again. He would sometimes travel up near Rome, but he always turned away from going into the city; for the most part, he received messengers and governed from his villas on the island. Possible reasons for his seclusion include the fact that he was sensitive about his appearance, or possibly that he wanted to hide his cruelty and the immorality of his actions, or that he was driven away from Rome by his mother’s bullying. Sejanus was one of the few advisors or friends that Tiberius allowed in his presence there. From this location the next phase of Sejanus’ plot against the royal family began. Nero Caesar was next in line for the throne, with his uncle Drusus dead. Sejanus convinced Drusus Caesar, Nero’s younger brother, to help him destroy Nero Caesar. Sejanus confided his “misgivings” about Nero and his mother, Agrippina, to Tiberius; he was successful, for eventually Tiberius wrote a letter to the senate in which he openly denounced his grandson and daughter-in-law. The charges against them were false, of course, but they were both exiled. Drusus Caesar was then exiled in the following years. Not even Sejanus was exempt from the emperor’s suspicions, and he was also eventually arrested for conspiracy. Sejanus was then executed, and a reign of terror began. Anyone who was suspected of being a collaborator with Sejanus was arrested or tried, and many Romans, from every class and station in life, were killed. The Augusta, who would have normally checked her son’s tyrannical ways, passed away. Nero Caesar died in exile, and Agrippina committed suicide; Drusus Caesar died in prison in Rome. This left only Gaius “Caligula,” the last living son of Germanicus. At Capreae Tiberius became deeply involved in astrology, and one of his few advisors was Thrasyllus, an astrologer. Gaius also lived at Capreae with his grandfather; he seemed to have inherited none of his father Germanicus’ good qualities. His character was questionable at best and corrupt and manipulative at worst. With Tiberius growing old, this son of Germanicus and survivor of Sejanus’ evil aspirations appeared to be a contender for the throne. Discuss: What were Sejanus’ goals? Do you think that he really could have ever realized these goals? How do most of the members of the royal family die during this time? Does Tiberius willingly

allow these deaths to happen in this manner? What do Tiberius’ acts reveal about his character?

What advantages could retirement at Capreae possibly have for Tiberius? What advantages could there be for Sejanus?

What do you think were the underlying cause(s) for the disastrous events that happened during Tiberius’ rule? There is a saying that “absolute power corrupts absolutely.” Do you feel that this statement is true, in light of the reign of Tiberius?

AMDG


History Grade 10


There are historians who blame the early Christians for the downfall of Rome. How do the events of this era demonstrate that Rome could experience decline and disaster before the rise of Christianity?

One of the possible paper topics this week will ask the student to compare Tiberius and Julius Caesar. How would Julius Caesar have ruled, if he had been emperor?

Summarize the story of how Thrasyllus became one of Tiberius’ advisors. What does Tiberius’ reliance upon astrology reveal about his character?

Notes

AMDG


History Grade 10


WEEK 5 TACITUS Books VI.29-51

and XI-XII.

Struggles for the Parthian throne. More terror. Fire in Rome. Tiberius’ hesitation about succession. His death and Gaius’ accession. The adulteries of Messalina. Claudius opens the Senate to Gauls. Messalina marries Silius. Her execution. Agrippina’s power. The poisoning of Claudius. The accession of Nero.

CLASSICS CD 12 11:28-16:43 (Note that Gaius “Caligula” was not Tiberius’ natural son, but his grandnephew).

Study Guide TAC Week Five Questions Paper Topic How did Claudius’ personal weaknesses lead to his political downfall?

Key Points This week’s reading opens with a treatment of events in Parthia (and empire which grew to contain modern day Turkey, Afghanistan, Georgia and much of the Middle East). The Parthians had caused trouble for Rome for centuries, and the Parthian empire was Rome’s only great rival. Though Parthia received its kings from Rome and with Roman approval, these leaders were almost always challenged by other claimants to the Parthian throne. Throughout the Annals, one will see a pattern of unheaval in the Parthian kingship, and will see the Romans struggle with the Parthians in this region. Back in Italy, Tiberius’ health began to fail. He now had a new advisor- Macro- who was just as scheming as Sejanus had been. The imperial household began to discuss who would become the next emperor, and Macro, with an eye to his own future, cultivated the favor of Gaius (Caligula). Tiberius contemplated who would succeed him, but did not name an heir. When the emperor stopped breathing, everyone began to congratulate Gaius as the new emperor. Tiberius revived, however, much to the horror of Caligula. Macro then took the situation into his own hands and ordered Tiberius suffocated. The emperor died, and Gaius took his place under these questionable circumstances. We do not have Tacitus’ account of Gaius’ rule because the manuscript is incomplete at this point. We do know from other sources that Gaius ruled for four years before he was assassinated by members of his own guard. His uncle Claudius then became emperor. You might be surprised that you are learning only now that Germanicus had a brother, Claudius; what is even more surprising is the fact that Claudius was overlooked as a successor to Tiberius. Claudius, who appears to have suffered from some sort of physical disability, was restricted by his family to a private life out of the “spotlight.” Tacitus hardly mentions him up until the time that Claudius becomes emperor. When surveying the potential heirs to the throne, he says that “Claudius was middle-aged and well-meaning, but his weakmindedness was an objection” (VI.46). As an emperor, Claudius was easily manipulated, especially by his wives. He decided and acted slowly, and was often unaware of schemes and affairs that took place in the imperial household. Claudius was married and divorced numerous times. The manuscript is missing the first six years of Claudius’ reign; at the point where our manuscript of the Annals resumes, Claudius is married to his third wife, Messalina. The couple had two children, Octavia and Britannicus. Messalina, who was given over to all kinds of indulgences and vices, knew no boundaries; Claudius allowed her to act as she pleased, and was too involved in governmental affairs to pay attention to her misdeeds. As empress Messalina eliminated her personal enemies, as well as anyone towards whom she felt

AMDG


History Grade 10


hostility or jealousy. Her undoing began when she compelled Gaius Silius to divorce his wife and have an affair with her. As Claudius dealt with problems in Germany and questions of enlarging the senate, Messalina carried on the affair openly. Finally, while Claudius was in Ostia, she married Silius. The royal household was outraged, for the empress had publicly married another man- and this man could thus become a political threat to Claudius. Narcissus, Claudius’ slave and advisor, urged the emperor to act quickly; Claudius vacillated between love and hate. Narcissus finally went to where Messalina was being held prisoner and ordered that she be killed, supposedly by the emperor’s instructions. Claudius actually did not order his wife’s death, but when he was told that she was dead, he showed no reaction. Soon the question of remarriage arose. Varius noblewomen hoped to become the new empress, but one candidate fought particularly hard for the power and wealth granted by the position: Agrippina (II), Claudius’ niece. The potential for an uncle to marry a niece (she was Germanicus’ daughter) was incestuous, unheard of, and scandalous. The royal household and the senate were finally convinced to allow the marriage when Vitellius, a nobleman who hoped to secure Agrippina’s favor, spoke in favor of the alliance. He said that in other countries, the marriage of an uncle to a niece was “regular and lawful” (XII.5). The senate, continuing their sad imperial tradition of sycophancy, approved the marriage. As part of the new union, Agrippina brought a son from a previous marriage: Lucius Domitius Ahenobarbus. Almost immediately Agrippina urged that her son be adopted and considered an heir ahead of the natural heir to the throne, Claudius’ son Britannicus. By securing the throne for her son, Agrippina hoped to have complete control of both the present and the future. Claudius gave in to her demands and Domitius was adopted and given the name Nero. Nero began appearing in public as the heir to the throne; almost everyone felt pity and consternation for Britannicus, the intelligent boy who was being robbed of the throne and was facing a perilous future. Agrippina also cemented Nero’s new place in the royal family by obtaining his marriage to Claudius’ daughter Octavia. The marriage was an unhappy one, for the virtuous and noble young Octavia had to deal with her husband’s multiple affairs and vices. One of the few people in Nero’s life who tried to guide and instruct Nero in virtue was his tutor, the philosopher Seneca. His mother’s influence, unfortunately, outweighed the good that Seneca tried to instill in the young man. Agrippina’s treacherous scheming for power was not unnoticed by Claudius, even though he gave in to her cruel demands. A series of bad portents occurred in the empire which set Agrippina on edge. Then Claudius was heard saying that it was his destiny “first to endure his wives’ misdeeds and then to punish them” (XII.62). Agrippina decided to poison him before he could act against her. When a first attempt to poison him during a meal was unsuccessful, Agrippina recruited Claudius’ doctor Xenophon to administer a second dose. Claudius passed away and was deified, and on October 13th in 54 AD Nero was proclaimed the new emperor. Discuss: When Sejanus is executed, who replaces him as the scheming advisor? Why does this person

cultivate the favor of Gaius (Caligula)? What events are missing from our manuscript of Tacitus? Why was Claudius originally overlooked as a successor to Tiberius? How are Gaius and Claudius related? What is so distressing about Britannicus’ situation in the royal household? Keep in mind the question from the previous week that deals with Christianity and the fall of

Rome. Do the events of this week’s readings reinforce the idea that it was the Christians that corrupted the strengths of pagan Rome?

What motivates Agrippina to act as she does?

AMDG


History Grade 10


What kinds of relationships does Claudius have with Messalina and Agrippina? How does he act towards them, and how do they act towards him?

What honors are emperors now being given, once they pass away? What is troubling, for a Christian, about treating former emperors in this way?

Give evidence that the traditional Roman virtue of pietas is waning.

Notes

AMDG


History Grade 10


WEEK 6 TACITUS Books XIII-XIV. Agrippina’s continuing but waning influence. Britannicus’

poisoning. Agrippina’s defense. Resumption of the war with Parthia. Nero’s corruption and criminality. Agrippina’s murder. Seneca’s interview with Nero. The murder of Octavia.

Study Guide TAC Week Six Questions Paper Topic Compare and contrast Nero Caesar with Julius Caesar. Key Points With Nero now emperor, Agrippina tried to exert as much influence as possible over her son and his court. For instance, while Nero granted the senate some power to discuss and decide affairs, Agrippina still insisted on listening in on their proceedings via a secret room in the senate house. Her desire for control over her son was, however, hindered by two different influences: Nero’s tutors and advisors Seneca (the philosopher) and Burrus. These men actively opposed Agrippina and tried to instill some semblance of morality in the boy- or rather, their policy “was to direct his deviations from virtue into licensed channels of indulgence” (XII.4). Seneca also acted as Nero’s “ghostwriter,” composing speeches for the emperor. With time Nero also came into conflict with his mother. He did not want to be perceived as being ruled by his mother. More immediately, he fell in love with a slave, Acte. Agrippina violently opposed his attachment to the slave girl, mainly because it was a sign that her control over him was slipping. As a threat to Nero Agrippina brought up Britannicus and the fact that he was the “rightful” heir. This reference only caused Nero to worry about Britannicus, who was a well-liked and intelligent boy, and to plot for his destruction. While Nero, Agrippina, Octavia and Britannicus were dining one evening, Nero arranged for his step-brother to be poisoned. Neither his mother nor Octavia knew that the poisoning was going to take place. Britannicus died instantly, and Nero calmly told his mother and steps-sister/wife that it must have been one of Britannicus’ epileptic fits; he was sure that Britannicus would recover soon. Of course Agrippina and Octavia knew the truth, but they concealed their shock and fear and acted as normally as possible. The poisoning of Britannicus was a severe blow to Agrippina, not because she was attached to the boy, but because she did not know that it was going to happen. She allied herself to Octavia, but it was clear that she had little control over her son, or now, her future. Nero then became infatuated with Poppaea, a woman who was already married. She ruthlessly desired power, and thus schemed to become empress. Nero sent Poppaea’s husband to be governor of Lusitiania, and the two carried on an affair. As time passed, Poppaea’s influence grew. She frequently nagged Nero to do away with his mother and to divorce Octavia. Finally, Nero formed a plan, with the assistance of his ex-slave Anicetus, to assassinate his mother. They decided that they would send her aboard a faulty ship which would sink once it was out at sea. Agrippina did not suspect the plot- rather, Nero was more affectionate than usual at dinner before she boarded the ship. Once the ship was out to sea, it did break apart, but Agrippina survived. Her friend, hoping to be rescued, cried out that she herself was the empress; this friend was then beaten to death by those who were part of the plot. Agrippina saw this and decided to make a quiet getaway. Despite a shoulder wound she swam to some sailing boats and was carried safely to shore. Agrippina decided to act as if she did not know about the plot. She sent a message to Nero saying that she had had an accident, but that she was only slightly hurt. Nero was terrified, and sent Anicetus with some soldiers to kill his mother at her home. Nero was reassured that the Romans disliked Agrippina, and that he would not face challenges to his

AMDG


History Grade 10


power when he entered Rome again. He was, indeed, welcomed warmly by all the Roman people when he made his return to Rome, and seemed as popular as ever. He also plunged even further into all sorts of excesses, with all regard for his mother now thrown aside. Nero seemed to enjoy singing with his lyre and racing his own chariot more than governing. These two pursuits, which Nero desired to do publicly, were considered shameful for a Roman emperor to devote himself to, and Seneca and Burrus did their best to discourage them. Nero was undaunted, and in his own circus in the Vatican valley (future site of…), he entertained the crowds with his racing. He also performed in a festival which he instituted. Guards and spies in the audience ensured that everyone clapped and cheered as loudly as possible. Roman rule in Britain was challenged at this time by King Prasutagus of the Iceni, and his queen Boudicca. Roman soldiers had plundered and violated their people, though the Britons had submitted to Roman rule. Prasutagus led the Britons against the Roman forces, who were not expecting the rebellion. Eventually, the Britons were defeated in a large battle by the forces of Suetonius, the governor of Britain, and Boudicca committed suicide. Regardless of Roman victory, places like Britain and Parthia would continue to cause problems for Rome, and would strain the expanding empire. Meanwhile, Poppaea continued to prod Nero do marry her. Convinced by her entreaties, Nero divorced Octavia and married Poppaea. However Poppaea, who could be just as cruel as Nero, was not satisfied with Octavia’s situation. She compelled Nero to exile the former empress, and finally to execute her. Nero had now killed his mother, stepbrother and stepsister. Burrus also died at this time, and while his death was attributed to illness, poisoning was rumored. Seneca asked to meet with Nero in a private audience; in his meeting with the emperor, he asked that he be allowed to retire. Hadn’t he served Nero long enough? Nero, who hated Seneca and liked to control him, denied the tutor his retirement. He pretended that he still needed Seneca to advise him, though he rarely took Seneca’s advice. Seneca began to spend more time in seclusion, pursuing his philosophical studies. Discuss: What sort of role did Seneca play at different points of Nero’s rule? Is he successful, do you

think, in forming Nero? Seneca is often criticized for not standing up to Nero more, or for refusing to play a role in the terrible rule of Nero. Do you think that this criticism is justified?

How did Agrippina fall out of favor with Nero? Who became more influential with the emperor after Agrippina’s demise?

How is Poppaea like Agrippina? How is she different? What non-political pursuits does Nero take up, convinced that he is a skilled artist? Why do

you think it was considered scandalous and outrageous when Nero took his pursuits before a public audience?

Why did Prasutagus and Boudicca lead the British revolt from Roman rule? Was Octavia well-liked by the Roman people? What charge did Nero falsely accuse her of, in

order to have her executed? Why is this charge ironic?

Notes

AMDG


History Grade 10


WEEK 7 TACITUS Books XV-XVI. Vologeses and Corbulo. The great fire in Rome. Nero sings

while Rome burns. He blames the Christians for the fire. The conspiracy. Its discovery. The death of Poppaea. Nero’s continued corruption.

CLASSICS CD 12 16:44-22:04 Study Guide TAC Week Seven Questions Paper Topic Why were the Christians a convenient scapegoat for the fire in Rome? Explain how a

pagan Roman and a Christian would understand the fate of the Christians slaughtered by Nero.

Key Points This week’s reading opens with turmoil in Parthia and Armenia. The Parthian king Vologeses I had wanted his brother Tiridates to rule over the Armenians, but he learned that the Romans had placed another man on the Armenian throne. He then began hostilities against the Romans in hopes of placing Tiridates in power. One of the Roman commanders, Paetus, was defeated in Armenia, and Corbulo, the other commander, had to come to his aid from Syria. Corbulo met with Tiridates and dissuaded him from battle; Tiridates then travelled to Rome and laid his diadem at the foot of Nero’s statue. Parthia was then peaceful for the time being. Nero rejoiced when Poppaea gave birth to a girl, and bestowed the title “Augusta” on both of them. Sadly, the baby died less than four months later; she was then declared a god. This child would be the only successor that Nero would have. Nero continued his stage and arena dalliances, and even undertook the composition of poetry. His poem on the burning of Troy would be remembered not for its greatness, but for the circumstances when it was supposedly sung. In the year 64 AD, the great fire of Rome broke out in the area of the Circus Maximus. It spread quickly through the narrow and winding streets and irregular blocks of Roman apartments. Nero rushed to the city from Antium. It was rumored that while Rome burned, he took to the stage and sang his poem about Troy (contrary to popular modern legend, which says that he fiddled while Rome burned). When the fire was finally over, only four of the fourteen districts of Rome were intact. In the aftermath of the fire the Romans looked for someone to blame; they blamed Nero, and he blamed the Christians. Large numbers of them were arrested and condemned, though Tacitus says that the reason for this action was “not so much for incendiarism as for their anti-social tendencies” (XV.41). While we are not sure as to the real cause of the fire, or the real reason why Nero arrested the Christians, we do know that the Christians were persecuted horribly. Some were torn apart by dogs; others were made into human torches to light Rome by night. It is also thought that Sts. Paul and Peter were martyred around this time in Rome (though Tacitus does not provide this fact). Tacitus, who does not hide his dislike of the Christians, still states that he pitied them, for “it was felt that they were being sacrificed to one man’s brutality rather than to the national interest” (XV.44). Senate hatred for Nero had, up to this point, remained hidden. Now a plot was formed to kill the emperor. The conspirators did not, for the most part, have the motives of Brutus; many of them sought their own gain. A date and place was secured for the assassination, but then a slave by the name of Milichus betrayed the plot to Nero. A great bloodbath followed as actual and perceived members of the plot were tortured and executed, or took their own lives. When one man was being tortured, he implicated Seneca; Nero, who hated his tutor, ordered that Seneca die. The philosopher received the command with calmness, and told his friends that he would leave behind for them “the pattern of my life.” After two attempts at suicide, Seneca was suffocated in a vapor bath and died.

AMDG


History Grade 10


The purges continued, with those who were related to or acquaintances of the accused also coming under scrutiny. The influential authors Lucan and Petronius were sentenced to death, as well as many of the senatorial class. It was during this time that Poppaea also died. In a fit of anger Nero had kicked her while she was pregnant; his actions had led to the deaths of almost every family member. In his desire to remain as powerful as possible, he had eliminated all those who seemed to challenge him. Tacitus’ incomplete manuscript ends around this point in Nero’s reign, and so we do not have Tacitus’ account of Nero’s decline and suicide. Nero died in 68 AD, assisted by one of his slaves. The following year saw Rome plunged back into civil war as Galba, Otho, Vitellius and finally Vespasian each ruled (This tumultuous year is known as the Year of the Four Emperors). The Julio-Claudian dynasty ended with Nero’s death, and the Flavian dynasty began. Discuss: What is the significance of Tiridates leaving his diadem at the feet of Nero’s statue? What did Nero supposedly do while Rome burned? What actions after the fire led people to

think that he had set the fire? Whom did Nero blame for the fire? Is Tacitus clear as to the reason why this group of people

was arrested by Nero? What is Tacitus’ attitude towards this group of people? What were the motivations of those who wished to assassinate Nero? Compare and contrast

them with Brutus. Why did Milichus inform the emperor about the plot to take his life? Why was Seneca ordered to die? What sort of attitude did Seneca have, as he faced his death?

Was Seneca surprised that Nero would condemn him to die? Since you have now finished Tacitus’ Annals, think about the traditional Roman values of pietas

and virtues. How much emphasis is placed upon these virtues at different points in Roman history: the founding of Rome, the expulsion of Tarquin the Proud, the beginning of the Second Punic War, the civil wars between Caesar and Pompey, the reign of Augustus, and the reign of Nero?

In preparation for the semester exam, the student should thoroughly know the succession of Julio-Claudian emperors, starting with Augustus and ending with Nero. Special attention should also be given concerning who in the royal family is related to whom (the family tree at the end of the Tacitus study guide can assist the student with this task).

Notes

AMDG


History Grade 10


WEEK 8 REVIEW WEEK 9

ANCIENT ROMAN HISTORY MIDTERM 2 EXAM

AMDG


History Grade 10


WEEK 10 AUGUSTINE BOOK ONE St. Augustine’s purpose in writing. Barbarian respect for

Churches. Why suffering comes upon both good and evil people. Pagan gods did not keep Regulus from harm. Lucretia and suicide. Roman corruption.

CLASSICS CD 10 CD 12

1:01:50-end 22:04-end

Study Guide AUG Introduction and Week Ten Questions pp 17 Paper Topic What was St. Augustine’s purpose in writing City of God? Present his main

arguments supporting his thesis in Book One. Key Points (Note: if the student is also studying Roman Literature at this time, then many of the biographical facts that are written below will be repeated from the Literature Course Plan and Augustine Study Guide). St. Augustine (354 AD-430 AD) bishop of Hippo, Doctor of the Church and early Church Father, was a figure who stood at the threshold between Late Antiquity and the Medieval era. Born in Thagaste (modern-day Algeria, in North Africa), St. Augustine was a product of both the Classical world and the early Church. He was raised by a Christian mother, St. Monica, and a pagan father, Patricius, who later converted. He is best remembered for his spiritual autobiography, the Confessions, and his lengthy and influential philosophical, theological and apologetic meditation, the City of God. The city of Rome had been sacked in 410 AD by the Visigothic king Alaric. This event shocked the world; while various tribes had been growing stronger and making raids on Roman territory, this was the first time that Rome had been completely plundered in about 800 years. As other barbarian tribes began to invade different parts of the Roman empire, people began to question what had caused this weakening and perceived collapse of Rome. The pagans blamed the Christians and the Christian religion for the sack of Rome and the barbarian invasions, and said that the abandonment of the “traditional” pagan gods had left Rome open to attack. One of St. Augustine’s major tasks in the City of God is to address the pagans who blamed Christianity for the weakening and plundering of Rome; in fact, the original title of the work was Concerning the City of God against the Pagans. He refutes the pagan claims by using copious examples from pagan Roman literature and history, for he not only wanted to show that he was well-versed in what the pagans read and knew by heart, but he also wanted to reach and convince an educated pagan audience. Modern historians like Gibbon continued to blame Christianity for weakening or bringing about the downfall of Rome. It is thus important for students to keep St. Augustine’s effective arguments in mind when they encounter those who still hold this view. In addition, students should always keep in mind that Roman civilization did not, with the sack of Rome, actually fall and disappear from the face of the earth. Hilaire Belloc, in his Europe and the Faith, demonstrates that the ideas and institutions of Imperial government continued, though altered, while Christianity grew and flourished. “Thus,” he states, “some will exaggerate the power of the Roman Empire as a pagan institution; they will pretend that the Catholic Church was something alien to that pagan thing; that the Empire was great and admirable before Catholicism came, weak and despicable upon its acceptation of the Creed. They will represent the Faith as creeping like an Oriental disease into the body of a firm Western society which it did not so much transform as liquefy and dissolve.” The faith transformed the Roman Empire, but it did not destroy it. “This State is still present, underlying our apparently complex political arrangements, as the main rocks of a country underlie the drift of the surface. Its institutions of property and of marriage; its conceptions of law; its literary roots of Rhetoric, of Poetry, of Logic, are

AMDG


History Grade 10


still the stuff of Europe. The religion which it made as universal as itself is still, and perhaps more notably than ever, apparent to all.” St. Augustine begins Book I by addressing the pagans who had escaped death by claiming that they were Christians and by hiding in Christian places of worship. Contrary to the common practice of most invaders, Alaric had spared those who were hiding in Christian basilicas; the rest faced destruction with the city. Many pagans falsely claimed that they were Christians, only to then blame Christianity for Rome’s destruction. Augustine finds it ironic that these pagans were saved by the very religion that they then blamed for Rome’s destruction, and proceeds to discredit their claim. If the pagans judge a religion by whether it delivers them from bodily harm, he says, then they will have to denounce their own gods, too! For where were these gods when Troy fell, or when Aeneas was suffering? There are also Christians who wondered why God allowed them to suffer alongside pagans. St. Augustine says that suffering does fall on all people, in one form or another; what matters is how one deals with the suffering, not why one suffers. A good person will suffer, and pray to God; a bad person will suffer, and curse God. Suffering is also a corrective and tests a person’s character. A person can also be purified by suffering. In the same manner, a Christian should not worry about death, or when or what sort of death he will suffer, but his destination after death. Many Christian women had suffered rape when the barbarians invaded. St. Augustine reassures them that purity is a virtue of the mind, and that no one can take this purity away from them. As long as they set their wills against the evil that is done to them, they are innocent. Some people were advocating suicide, in the manner of Lucretia, for the women who had been raped. St. Augustine points out the foolishness of this statement, and asks why should one who had not sinned, sin by killing herself. Holding Lucretia up as an exemplar of womanly virtue is also problematic; for if she was innocent when the son of Tarquin raped her, then she still sinned when she took her own life. By dying, she also received a worse penalty than Tarquin’s son did; he was only exiled! On the other hand, if Lucretia actually did consent to adultery, then she should not be admired by the Romans. Either way, Lucretia’s “honorable” example is not at all honorable. While Augustine can understand the feelings that a woman would have after being raped, and can see how these feelings could lead to suicide, he urges them to remain courageous and persevere through their trials. St. Augustine also treats of the death penalty and Roman “libido dominandi,” lust for power or conquering. He makes a distinction between homicide and murder: when a person is killed by God’s command (as God commanded Abraham to kill Isaac), or when a just law permits it, then homicide may take place. “For this reason the commandment forbidding killing was not broken by those who have waged wars on the authority of God, or those who have imposed the death penalty on criminals when representing the authority of the State in accordance with the laws of the State, the justest and most reasonable source of power” (I.21). Any other taking of human life—for private reasons, or outside of the law—is murder. St. Augustine’s understanding of capital punishment is the traditional teaching of the Catholic Church. “The infliction of capital punishment is not contrary to the teaching of the Catholic Church, and the power of the State to visit upon culprits the penalty of death derives much authority from revelation and from the writings of theologians” (The Catholic Encyclopedia). Some of the main themes that the student will encounter in the City of God are: Pagan blame of Christianity for the sack of Rome, and St. Augustine’s response. Augustine’s criticism of the Roman lust for conquering, “libido dominandi.” He points this out

as a major flaw of the Romans. St. Augustine also shows that earthly glory, long considered an honorable goal by the Greeks and Romans, is empty and not an end in itself.

Augustine’s critique of the human pride that characterized the pagan Romans.

AMDG


History Grade 10


The contrast between the earthly city (not necessarily Rome), and the heavenly one, the City of God.

The question of suffering: Why does God allow Christians to suffer various evils alongside pagans?

The “realignment” of virtues when Christianity becomes influential: one should sacrifice all for God, not for Rome. Also, suicide is not an honorable way of dying. People who had been considered virtuous up until the spread of Christianity (like Lucretia) should be imitated and admired no longer. Essentially, St. Augustine urges his reader to reconsider his scope of action and thought in light of eternity, and to prefer being a citizen of the City of God to a dweller only in the temporal earthly city.

Discuss: When was Rome sacked by the Visigoths? Is Rome the earthly City to which St. Augustine refers? Where is the City of God? The student should know St. Augustine’s dates and titles of two major works that are read at

Kolbe Academy. What was the pagan accusation against Christianity? Explain how Augustine addresses their

charges. How does St. Augustine show the powerlessness of the Roman gods? When pagans taunt Christians, asking them where their God is as they suffer, how does St.

Augustine respond? Why are Lucretia and Cato poor moral examples for people to imitate? Why is Regulus a

better example of a pagan?

Notes

AMDG


History Grade 10


WEEK 11 AUGUSTINE BOOK TWO Immorality of pagan gods. Theatrical and poetic absurdities

concerning the gods. Plato’s exclusion of poets. Roman acceptance of immorality: rape of Sabines, Catiline. Encouragement of crime. Christianity’s wholesome contrast.

Study Guide AUG Week Eleven Questions

Paper Topic

A Catholic friend of yours is encountering great suffering and has asked you why God would permit a believer in Him to suffer so much. Using St. Augustine’s arguments in Book One, show this friend why suffering happens to good people. This essay may be written in first or second person.

Key Points St. Augustine opens Book II with a consideration of the pagan gods, their lack of protection of their worshippers, and the rites that these gods demanded. How, St. Augustine asks, can the Romans blame Christianity for the calamities that have befallen them? Before the time of Christianity, the Romans underwent numerous calamities; yet no one blamed the pagan gods for these disasters. Not only did these so-called gods not help the Romans in times of crisis; they did not even help them in day-to-day moral questions. They demanded that the Romans perform and offer obscene stage shows; these shows portrayed the gods doing all kinds of embarrassing and immoral things, and were put on for the public. The shows were apparently the way that the gods wished to be worshipped, and they encouraged people to behave in the fashion that they saw on the stage. As for moral teachings, not only were they completely absent from the shows, but any moral guidance at all was only delivered to very few, in private. In contrast, anyone could attend a Christian Mass. Men and women of various ages could attend without being scandalized by what they saw. Most importantly, Christians learned, through their worship, how they should live in this life. Their God sought the salvation of their souls, and therefore gave them the tools to live an upright life every day. What should one conclude from this contrast between public pagan worship, and public Christian worship? The pagan gods did not seek to elevate the behavior of their worshippers. In fact, they encouraged their worshippers to commit sins that they might not have committed otherwise. No true god would desire that his worshippers do terrible things to his own soul or to others. The so-called gods of Rome are therefore not gods at all—they are demons. St. Augustine expands on the true nature of the pagan gods by examining the ways that the Greeks and Romans treated men who acted in the pagan shows. The Greeks encouraged the performances, and also honored the men who acted in them. The Romans, however, felt that these actors should not be honored. The two cultures thus provided the major and minor premises for a syllogism, and Christianity provides the conclusion: “If such gods are to be worshipped, it follows that such men are to be honoured.” “But such men are in no way to be honoured.” “Therefore such gods are in no way to be worshipped” (II.13). St. Augustine continues his critique of pagan religion by noting that if the pagans were concerned at all with the moral state of their society, then they would have made Plato a god. Not only did Plato concern himself with the moral life and the pursuit of truth and justice, but he also, in his dialogue the Republic, banished the poets from his ideal city. He saw that their writings about the gods showed the gods in a bad light, and that people could strive to imitate their bad example. Pagan authors agree that Rome was generally more virtuous before the Second Punic War. After the destruction of Carthage, Rome was no longer restrained by fear of her enemy, and was thus plunged into moral decline. St. Augustine wonders how virtuous the early Romans were; he finds that,

AMDG


History Grade 10


for its reputation of natural virtue, Rome had its problems from the very beginning. From its very foundation, Rome was characterized by violence, especially violence against one’s family or fellow Romans. This bloody tradition began with Romulus’ murder of Remus and continued through events like the rape of the Sabines to the Civil War. As for the virtue of justice, the Romans had long encountered class problems. The powerful classes mistreated the disadvantaged classes, and the weaker classes refused to obey the more influential ones. At no point in its history did Rome blame the gods for its own shortcomings; yet now, as it reaps the fruits of it decline, it blames Christ. St. Augustine shows that true justice and peace never really reigned in Rome; it was never a true commonwealth, for it lacked the justice that gave harmony to all the classes. Rather, true justice and peace exist only in a commonwealth whose founder and ruler is Christ. Discuss: What sort of public rites or shows did the gods demand of the Romans? What can we

conclude, based on the content and message of these rites? Memorize the syllogism in which the Greeks provide the major premise, the Romans provide

the minor premise, and the Christians provide the conclusion. Explain what this syllogism means for pagan religion.

What vices had Rome struggled with from its founding? How could Christianity actually be a remedy for, not a destroyer of, the political order?

Notes

AMDG


History Grade 10


WEEK 12 AUGUSTINE BOOK THREE Inconsistencies of the gods re: Troy. Other moral

inconsistencies. Why Rome should not have adopted these gods. Evils in the Roman past: all occurred under pagan gods.

Study Guide AUG Week Twelve Questions Paper Topic Compare and contrast St. Augustine’s view of the gods with that of Virgil in the

Aeneid. Key Points In Book Three, St. Augustine discusses the relationship between Rome and the numerous gods who watched over it. He follows this relationship through history, beginning with Romulus’ founding and ending with the rule of Augustus. St. Augustine discovers, through his study of Roman history, that the gods who were supposed to be protecting Rome almost never did. He also evaluates the flaws that the Romans consistently showed through the ages. St. Augustine finds that the Romans of old—in the ages that were supposedly the more moral times—still had their vices. Romulus, the divinized founder of Rome, committed a sin worse than that of Paris. While his city was still being established, he murdered his own brother. Yet Paris committed a sin which not only other Greeks committed, but the gods themselves did: adultery. St. Augustine contrasts the fates of the two cities, Rome and Troy, after the sins of Romulus and Paris had been committed. Rome was allowed to continue and expand, despite its founder’s fratricide. Troy, on the other hand, was completely destroyed because of Paris’ adultery. This destruction is even more incongruous because of the fact that the gods of the Greeks were the same as the gods of the Trojans! This, for St. Augustine, is another indicator that the gods failed not only to protect their worshippers, but could even bring about their destruction. Rome continued to thrive and expand by “strange” means: it secured brides by seizing them by force (the rape of the Sabines) and added onto its territory with difficulty and much bloodshed. Two of the problems that we thus see emerging from Rome’s earliest times are violence and inability to thrive by natural means. There is something about Rome from the beginning that requires frequent combat and conflict with nature: from its seizure of the Sabine women, to the building and taming of its empire. Peace did prevail in Rome for a short time while Numa was in power. With his passing, however, the desire for glory led Rome to wage war upon its own mother-city, Alba. The effects of these battles were terrible and bloody for both sides. In recalling the story of the Horatii and the Curiatii, St. Augustine notes that the sister of the Horatii showed more human feeling than any other person in Rome. When she wept after her brother killed her fiancée, she did nothing wrong; she most definitely should not have been killed. Once again, a most unnatural murder is committed—a brother killing his sister—for the sake of Rome. Why exactly did so many Romans offer their lives and suffer so much in wars against Albans, Etruscans, and ultimately, Carthaginians? St. Augustine explains that once the Albans were defeated, Rome itself was defeated by lust for conquering (“libido dominandi”). Waging war in order to gain territory is never just, yet Rome warred for empire on numerous occasions. St. Augustine points out that if Rome had been attacked unprovoked, and needed to fight out of necessity, then war would be justifiable (in fact, St. Augustine was one of the earliest developers of the Church’s just war tenets). Even after Rome had endured wars in Italy and abroad, the bloodshed continued. For the last century before the birth of Christ, Rome would be caught in civil war: first, between Marius and Sulla, then, between Caesar and Pompey, and finally, between Antony and Augustus. Countless Romans died in these conflicts, and Romans acted more brutally towards other Romans than invading foreign

AMDG


History Grade 10


armies did. St. Augustine’s purpose in recalling the long history of Rome is twofold: first, to show that Rome had a bloody and catastrophic past; second, that the gods who were supposed to be protecting the Romans, did not. He is sure that if Christianity had begun during the Punic Wars, or during the Civil Wars, then the pagans would have blamed these catastrophes on it. As it is, therefore, why don’t the pagans blame their own gods who were supposed to be guiding them at these times? Discuss:

Why is it strange that the gods should allow the Greeks to destroy Troy? How does this event show the inconsistency of Roman religious belief?

Following the logic of the pagans, why should the gods have punished Romulus, instead of punishing Paris?

Is it just for a city to wage war for the sake of expanding an empire? What is “libido dominandi”? What role did it play in Rome’s history? Why does St. Augustine recall the history of Rome, from Romulus to Augustus, in Book III? One of the pagan charges against Christianity is that the Christian God did not protect His

followers. How does St. Augustine refute this charge in Book III?

Notes

AMDG


History Grade 10


WEEK 13 AUGUSTINE BOOK FOUR Who is responsible for the Roman Empire? Pagan religious and

moral absurdities. Study Guide AUG Week Thirteen Questions

Paper Topic If St. Augustine is correct about Roman religion and literature, why should we read pagan Roman works?

Key Points The next pagan Roman claim that St. Augustine discusses is the role of the gods in the Roman Empire. The Romans claim that they have won their vast and enduring empire because they have worshipped the pagan gods; the pagan gods made it possible. He first points out that possession of an expansive empire does not guarantee happiness. In fact, the very large empire is like a very wealthy man: beleaguered by many worries, constantly having to keep what is his own. People who dwell in the empire, when they are happy, find that their happiness does not last. It is constantly being threatened and is fragile like glass. St. Augustine therefore not only thinks that empire for its own sake is unjust; he thinks that an empire won by unjust means will not secure happiness. He then turns to the question of the role that the gods had in the empire. The first king to ever show “libido dominandi” was not a Roman—he was the Assyrian king Ninus. Through his efforts and the efforts of his ancestors, the Assyrian empire grew and lasted for over 1,000 years. Since the Assyrians did not worship the Roman gods, to whom can the Romans give credit for the Assyrian empire? He also mentions the Persian Empire, which lasted for centuries and covered a large amount of Asia Minor and the Middle East. St. Augustine shows that empire does not depend on worship of the Roman gods, since other cultures worshipped their own gods and still held vast empires. St. Augustine then asks which of the gods was responsible for the empire, anyway. There is no god or goddess “Empire,” though there are gods and goddesses for practically everything else in Roman life. St. Augustine then humorously lists off the “little” gods that watch over everything from grain to door hinges. His point is that Roman religion has long ago descended to the ridiculous. In addition, he wonders when the Romans say that “the gods” are responsible for the empire, which gods do they mean? Each god, little or big, has his own duties; surely neither the god of hinges can take on the responsibility of empire, nor can Neptune, god of the sea, who must also have his hands full. Could it be Jupiter who is responsible for the Empire? St. Augustine concludes that it must be he. Some pagans claim that Jupiter “ranges all the lands of the earth,/The sea’s expanse, and the vast depth of heaven.” If that is the case, then isn’t he stepping on the toes of other gods like Saturn and Neptune? If, as some pagans propose, all the gods are aspects of Jupiter, then there is no reason to worship each god individually. It would be far easier and more efficient for pagans to just worship one god, Jupiter, and by doing so, worship all of them! Yet Jupiter, as it has been noted before, is hardly a good example for the Romans to follow. Since the Romans had personified Virtue and Felicity and made them goddesses, wouldn’t it be better for them to worship them? But even better: instead of worshipping virtue or felicity, which are gifts from God, why not worship the true God Himself? “Could a man escape starvation by licking the painted picture of a loaf, instead of begging real bread from someone who had it to give?” (IV.23) This analogy of Felicity and the image of bread shows that worshipping Felicity will not help a person. Only by worshipping the true God, who bestows felicity, can one hope to truly receive felicity. There is some irony in the Romans’ refusal to worship the true God, and their devotion to expansion of empire. If they had decided to worship God, then they would have had a better empire here on earth; they would have chosen to live more in peace and justice. And, regardless of their earthly status, if they remained faithful to God, then they would inherit an eternal kingdom beyond what they

AMDG


History Grade 10


could imagine on earth. But how would being Christian secure a better kingdom on earth? St. Augustine maintains that good men cannot consistently desire to expand their dominion. Since expansion of a Christian dominion should only occur for grave reasons—e.g., a kingdom is attacked unprovoked by an enemy—then in order to desire empire, one must desire that injustice be done. Desiring that one’s neighbor be unjust is incompatible with Christianity. “It is a wicked prayer to ask to have someone to hate or to fear, so that he may be someone to conquer” (IV.15). A Christian ruler who is not ruled by “libido dominandi” will keep his territory in greater peace, stability and justice than the Romans did. At the end of Book IV, St. Augustine answers the question as to who is responsible for the Roman Empire. The true God grants empire to both good and bad alike. He does this “in accordance with the order of events in history, an order completely hidden from us, but perfectly known to God Himself.” He also grants empire to both good and bad “to prevent any of his worshippers who are still infants in respect of moral progress from yearning for such gifts from him as if they were of any importance.” That is, Christians who are morally immature will be discouraged from pursuing excessive power when they see how much trouble empire is, and see that goodness is not measured by amount of power (IV.33). Discuss: Summarize St. Augustine’s argument against the claim that the gods are responsible for the

Roman Empire. Be sure to include the following aspects: the success of other cultures, the multiplicity of the gods and their tasks, the role of the Christian God.

Can a good man consistently desire to expand his dominion? Why or why not? Why is it ironic that the Romans both desired a greater empire, yet rejected Christianity? What is St. Augustine’s response to those who claim that all of the gods are just different

aspects of Jupiter? Who is responsible for the success of the Roman Empire, and why?

Notes

AMDG


History Grade 10


WEEK 14 AUGUSTINE BOOK FIVE God is behind the growth of the Roman Empire. Refutation of

astrology. God’s Will and human will. Virtuous Romans: Cato.

Study Guide AUG Week Fourteen Questions

Paper Topic Discuss and evaluate the success of St. Augustine’s explanation of free will and God’s foreknowledge.

Key Points St. Augustine’s discussion of the cause of the Roman Empire leads him to then investigate the ideas of chance, fate, and astrology. Chance and fate he quickly dismisses, since they are contrary to God’s providence and often dismiss human free will. He then turns to astrology. Students who have read the Confessions will be familiar with some of St. Augustine’s arguments against astrology. In Book V of City of God, St. Augustine makes his case against astrology in greater detail. Astrology, first of all, does not account for the great differences that can exist in the lives of twins. One of the first, and most fundamental differences, can be gender. How is it that a set of twins that is conceived at almost the same time, and born within a short time of each other, can be made up of a male twin, and a female twin? St. Augustine says that astrologers counter this argument by comparing the motion of the skies to a potter’s wheel. To us, the time between the birth of one twin and the other is a short time. But the heavens are moving so fast, that this difference of time leads to differences in horoscope. Similarly, if someone makes a mark on a spinning potter’s wheel, and then tries to make a mark in the same place as the wheel spins around, he will discover that the marks are actually in different places. One of the major problems with this analogy is the unknowable element. We cannot, according to the astrologers, actually calculate the difference in the skies between the birth of one twin and another, just as the potter cannot precisely make the second mark on the wheel in the same place as the first. Yet how can astrologers make accurate predictions about the twins, if they cannot precisely calculate this important difference in the constellations between their births? If the smallest interval in time can cause great differences in a person’s life, and if this small interval is unknowable, then this does not bode well for astrology. In addition to astrology’s lack of accuracy, astrology claims that the motion of the heavens determines how a person’s future will play out. It discounts the vital role that a person’s will plays in his life. Added to these arguments against astrology is the fact that, when astrology is accurate, it is gaining its information from a pernicious source. It is not God who grants prescience to astrology, but evil spirits who desire that people be misled into thinking that “astral destiny” is accurate. St. Augustine then takes up a discussion of free will. He has already shown that astrology rejects the idea that a person can make decisions that directly affect his life and future. The pagans struggled to accurately describe human free will and God’s foreknowledge. Cicero, especially, tried to determine how a person could act freely, as long as a divine being knew what that person was going to do. His Stoic answer was that the divine being could not know the future, since Cicero believed that divine foreknowledge cancelled out human free will.

AMDG


History Grade 10


St. Augustine’s expresses shock that Cicero could be comfortable believing in a supreme being that really was not supreme at all. The Christian point of view is not that of the Stoic. Christians believe that God, being supreme, has foreknowledge. But they also maintain that “we do by our free will everything that we feel and know would not happen without our volition.” Our wills are causes—and God knows what our wills will choose (V.9). Divine foreknowledge is not incompatible with human free will. St. Augustine then turns to the moral qualities of the Romans, which helped them to earn their empire. The Romans could show a love of liberty and ambition for a great command; Julius Caesar is the best example of the latter quality. The most important qualities, however, that helped them in their earthly pursuits were love of praise, ambition for glory, and ambition for domination. Love of praise, a vice which Christians should strive to avoid, actually helped the Romans hold other vices in check; for this reason, it can be viewed as a “vice closer to virtue.” While the Romans were striving for praise, they suppressed other vices like greed for money. Ambition for glory, closely related to love of praise, makes a person do things, or pretend to do things, so that he may enjoy the good esteem of others. In that way it is different from ambition for domination. When a person is motivated solely by ambition for domination, then he is “worse than the beasts” (V.19). He will do anything to gain power, and he will do it openly; he is not motivated by ambition for glory, and does not care about his reputation. St. Augustine uses Nero as an example of a man who openly did terrible things, so that he might dominate. At the same time, however, ambition for glory and ambition for domination are not completely different. In fact, ambition for glory can lead to ambition for domination; it is a sort of “slippery slope.” This is why Christians must always remember the City of God. They must recall the apostles, who preached Christ in lands where His Name was despised. By no means did their deeds win them glory or praise of men! Yet they have, by their preaching, given greater glory to God than any Roman had ever achieved. Every virtuous act done by a famous Roman, St. Augustine notes, was done for love of praise. He lists off many of the amazing accomplishments of Romans like Lucius Junius Brutus, Cincinnatus, and Mucius Scaevola. If these men were willing to sacrifice for their city, how much more should Christians desire to sacrifice for their heavenly city! Using these as examples, a Christian should cast aside pride; they should not boast or think well of the things that they have done, when pagans have done great things as well. Denying pride will give proper motivation to good deeds: one should not do them for one’s own glory, but for God’s. Finally, St. Augustine discusses what makes a Christian ruler happy. Happiness does not depend on the length of a ruler’s reign, or the number of sons he leaves behind. Some Christian emperors, like Constantine, enjoyed earthly success, while others did not. What truly makes a ruler happy is his justice, his humility, his willingness to put his power at the service of God’s majesty. In short, a ruler who loves God’s kingdom more than his own, and is guided by God’s law in his reign, will be happy. Discuss: Explain the analogy of the potter’s wheel. How does this analogy actually discredit astrology? Does astrology deny free will? Why does Cicero conclude that god must not have foreknowledge?

AMDG


History Grade 10


How does St. Augustine counter Cicero’s argument against the foreknowledge of God? This week’s paper topic discusses divine foreknowledge and free will. Review Chapters 9-10

and take notes, if necessary. Why is love of praise referred to as a “vice closer to virtue”? Does this mean that it is

acceptable for Christians to give into love of praise? What is the difference between ambition for glory, and ambition for domination? Which can

lead to the other? What makes a ruler happy? Re-read Chapter 24 if you need to refresh your memory. Do you

think that the elements of true happiness are present in our various leaders today?

Notes

AMDG


History Grade 10


WEEK 15 AUGUSTINE BOOK EIGHT (Note:

Books were skipped) Evaluation of pagan philosophy. Plato the foremost. Plato’s division of philosophy.

Study Guide AUG Week Fifteen Questions

Paper Topic Explain why St. Augustine finds Platonism to be the philosophy most compatible with Christianity. Find where it harmonizes with as well as where it differs from Christianity.

Key Points St. Augustine, having finished his discussion of the causes of the Roman Empire, turns to an evaluation of pagan philosophy. He considers the various pre-Socratic philosophers and traces the development of thinkers like Pythagoras. None of these philosophers discuss human moral life, and what one must do to be happy; they concern themselves more with questions of the origins and nature of the universe. Socrates, however, “turned the whole of philosophy towards the improvement and regulation of morality,” and for this reason, his teachings are of great interest to St. Augustine. The student who has already studied Ancient Greek History will remember that most of our information concerning Socrates and his philosophy comes not from Socrates himself, but from Plato, his student. Many philosophers from the time of Socrates have debated and discussed the conditions for happiness. Socrates, and Plato after him, taught that one must purify oneself by accepting a high moral standard in one’s life. By following this strict morality, one may cleanse oneself and purify one’s intellect. Then one is able to comprehend and reach happiness. Plato additionally taught that there was an immaterial God, and that we could attain happiness by imitating him, knowing him, and loving him. By living a “life in accordance with virtue,” Plato believed, we would be happy. For these reasons, St. Augustine states that Plato is the pagan philosopher who comes the closest to comprehending Christian truth. Yet Plato was still a pagan, and his theological insights lacked an understanding of the Christian God. One of the flaws of Plato’s thought is the fact that he still believed in many gods and thought is right to render worship to a plurality of gods. The Platonists who followed him also taught that all gods were good—any spirits who were evil were not gods, but demons who dwelled in the air. These demons were thus not as great as the gods, who dwelled above them, but were greater than men, who dwelled on earth below them. Since a great physical distance separated the gods from men, the gods relied on the demons to be intercessors or messengers between gods and men. Also, it is the demons, not the gods, who demand impious stage shows and blasphemous poetic inventions. St. Augustine finds many problems in these elements of Platonism (both ideas proposed by Plato himself, and ideas proposed by Platonists after him). Polytheism is, of course, incompatible with Christianity. Placing demons above men, in rank of rational soul, is also wrong. The demons do dwell in the air, St. Augustine says, but they cannot be said to surpass men for this reason alone. When men live in goodness and integrity, they are actually superior to the demons. Also, the idea that demons are our intercessors is unacceptable. Why would “good” gods and pious men need to rely upon evil demons to convey prayers and messages? How could one know that the demons were telling the gods everything, and telling the truth? St. Augustine contrasts these demons with angels, with whom we share a great deal. Though we differ from the angels in the dissimilarity of our wills and impurity of heart, both humans and angels still have a goodness of will. Through this goodness, we share with the angels our being, our life, and our worship of God (25). Angels are intermediaries between God and man, and can function as God’s messengers; they are far superior to the demons that the Platonists rely upon to convey their prayers

AMDG


History Grade 10


to the gods. In addition to the angels, Christians have the intercession of the martyrs and saints. St. Augustine makes it clear that Christians do not worship the saints; rather, we worship God, “who made them men and made them martyrs” (27). We emulate the saints and martyrs and honor them. These intercessors who have “fought the good fight” are far superior to the demons, who have completely rejected God’s will. It is clear that demons cannot be intercessors for us; yet some people still contend that there can be good demons. In Week Seven’s reading, St. Augustine will discuss this “notion.” Discuss: The student should pay especially close attention to the ways in which Platonism agrees with

Christianity, and the ways that it departs from it. The paper topic this week will require that students present Platonism’s similarities and differences with Christianity.

Which philosopher first “turned the whole of philosophy towards the improvement and regulation of morality”?

What is the pursuit of most philosophers? What does the true philosopher love? (He is a lover of God).

What do the Platonists believe about the gods and the demons? What place does man have in the Platonist hierarchy of the rational soul? Why?

Which two sorts of intercessors or messengers does Christianity propose, in place of the Platonists’ demons?

Which philosopher believed that “life in accordance with virtue” would lead to happiness? If you were to meet someone who believed that Catholics worshipped the saints, how could

you use St. Augustine’s argument in Book Eight to correct him or her?

Notes

AMDG


History Grade 10


WEEK 16 AUGUSTINE BOOK NINE The nature of demons. Why all demons are evil. Study Guide AUG Week Sixteen Questions

Paper Topic How can St. Augustine’s discussion of the nature of demons help refute modern “new age” uses of spiritual practices historically associated with the demonic?

Key Points Book IX opens with the claim that there are “good” demons who can intercede for us with the gods, and then there are “bad” demons. Using Apuleius’ definition of a demon, St. Augustine shows that the idea of a “good” demon is impossible. According to Apuleius, demons share immortality with the gods, and share with us minds that are liable to disturbances, agitations, and storms of passions. He does not say anything about the goodness of demons—all demons have the above characteristics. Since the demons themselves are weak in mind and soul, how can they be categorized as good? And what can they attain for us, if their own minds are fallen, like ours? We, unlike the demons, are mortal, so we know that this imperfect state will pass away. We also know that God has promised true and complete felicity in the next life, for those who remain faithful to Him. The demons have no such promise; they are condemned forever, eternal and unchanging in their weakened and disturbed state. For this reason, the demons are more likely to cause us harm in this life, and keep us from union with God in the next, than to help us! Humanity needs a better sort of mediator than the demons, a mediator who shares our humanity, yet keeps his permanent blessedness. This Mediator is Jesus Christ. “Utterly different from [the demons] is the good Mediator, who, in contrast with the immortality and misery of the bad angels, was willing to be mortal for a time, and was able to remain in blessedness for eternity” (15). It is through Him that humanity can also gain immortality, “for the fruit of his mediation is just this: that those for whose liberation he was made a mediator, should not themselves remain forever in death, even the death of the flesh” (15). Christ’s life, death and Resurrection have gained for us the hope of eternal life, and our own bodily Resurrection. Only He, fully God and fully man, could secure such a great gift for us. Other Platonists teach that the gods cannot have contact with humanity, as if contact with humanity would pollute the gods. They thus relied upon the demons to have contact with humans for them. Christ shows that He is superior to both the gods and the demons through His Incarnation. First, His Incarnation showed that the true divine nature cannot be polluted by the flesh; secondly, by becoming man, Christ showed that demons are not to be reckoned our superiors because they are not creatures of the flesh (17). We now know that the demons cannot be good, and that they are the worst choice for mediation with the divine. How, then, do the demons differ from the angels? St. Augustine compares the knowledge of both the demons and the angels. Since the demons have knowledge but not charity, they are proud. Their knowledge, however, is faulty; they can predict the future, but they are often wrong. They do not know God’s will, but know that they are terrified of Him. Their knowledge is limited to temporal affairs. The angels, on the other hand, have knowledge united with charity. They are never deceived, for they know the will of God and are united to Him in love. They “hold cheap” temporal knowledge, preferring to behold eternal causes. St. Augustine realizes that there may be some who call the angels the “gods.” He says that as long as a person understands that the angels or “gods” did not create themselves, but were created by God the Father, then the only difference is in the name. One must also be clear in one’s worship: they should not worship angels as they would God, but direct worship to Him who created the angels, God the Father. It is impossible, on the other hand, for a person to call an angel a demon. In Scripture, we see

AMDG


History Grade 10


references to bad angels and good angels. When demons are mentioned, however, they are always categorized as malignant spirits. Thus the good angels, who live in accordance with God’s will, cannot be categorized as demons. Discuss: The essay topic this week will deal with modern “new age” practices. Students should be able

to apply what they have read in City of God Book IX to an argument against the various occult practices that the world views as benign.

Can there be “good” demons who help us? Can man be mortal and fully happy? (No—we only have full happiness in the next life, with

God.) What are the differences between demons and angels, with respect to their knowledge? What do you think the ideas in Book IX have to do with St. Augustine’s original theme (a

defense of Christianity against the pagans who blamed it)? Why is Christ the perfect Mediator?

Notes

AMDG


History Grade 10


WEEK 17 REVIEW

WEEK 18 ANCIENT ROMAN HISTORY SEMESTER 2 EXAM

AMDG

Kolbe Academy Home School ♦ PAPER TOPIC ANSWER GUIDE ♦

History Grade 10


For your grading convenience, the information that should be given in the paper is simply given in bulleted phrases and sentences. Your student’s essay should not be in such a form, but should be written as an essay employing transitions and a creative personal style. Each essay should be 1-2 pages typed in a 12 pt regular font, or very neatly handwritten in cursive. Each essay should contain a strong and creative introductory thesis, a body made up of substantial supporting evidence, and final conclusion that knits the whole paper together tightly.

♦♦♦ FIRST SEMESTER ♦♦♦ WEEK 1

Explain the role of violence and that of the rule of law in the founding of Rome. Pay particular attention to the career of Romulus. Which predominates: violence or order? How and why? Student answers should include: Violence plays an important part in the founding of Rome. Not only does Amulius kill his nephews

in order to secure his rule, but Romulus, not content to rule with his brother or to make any arrangement with him, kills his brother Remus. This violent act actually constitutes the founding of Rome.

Violence plays a central role even in the expansion of the population of Rome. Unable to convince families to allow their daughters to marry Romans, Romulus arranges for these young women to be taken by force. Something that should have happened naturally is brought about through a violent act.

Because of the prominent place that violence plays in the Roman founding, the Romans continually have problems imposing order upon the city. Numa is successful in instilling piety in the Roman people, but he must consciously hold back the warring tendencies of his people.

The Romans seem to often engage in warfare with those who live around them. While these battles are often in self-defense, there is also an element of desire for power and rule that leads the Romans to try to conquer neighboring tribes.

Violence and the rule of law therefore often come into conflict during the first centuries of Roman history. Roman rulers work to control violence with the creation of certain laws and religious customs.

WEEK 2 You are a member of the revolting “plebs.” Write a reply to Menenius Agrippa’s analogy. Student answers may include: The plebians have given their share towards the needs of Rome. They are not asking to receive

sustenance without work—they simply want to be able to serve Rome and know that their farms and property will be safe when they return.

The plebians could see the Senate as not performing its proper function as distributor. While the belly in the analogy does send out sustenance to the rest of the body, the senate has become more concerned with its own privileges and power.

The plebians want to do their part in the city. When they have been arrested and their property has been seized by their creditors, then they cannot help Rome to function properly. Therefore, humane debt laws and laws about protection of a soldier’s property should be passed.

WEEK 3 With reference to the stories of Lucretia and Verginia, describe the place of women in pre-Christian Roman society. Student answers may include: Women were expected to contribute to the family’s sense of honor; if they did not, then they

AMDG


History Grade 10


were expected to do what Roman males would do—commit suicide. Roman women did not even have power over their own persons. As with the story of Verginia, a

Roman father could kill his child, even to the outrage of others, and still be revered. Early Christian Romans would never kill their children, even if this child faced possible disgrace.

Roman women faced attacks upon their virtue. Roman women were expected to provide a good example for all other women, even if providing

this example meant suicide (as with Lucretia). Even if a Roman woman had not committed a crime, she could still face death, whether at her own

hands or at the hands of a relative. Honor and good name were extremely important to Roman women. Roman women would rather

die than suffer being falsely accused. WEEK 4

Give the arguments of both Rome and Carthage about why the fault for the Second Punic War lies with the other. Who is right? Why? Students should make use of the speeches in chapters 10, 18, and the actions in chapters 5-19 for assistance. Student answers should include: Carthage’s argument for why the fault for the war lies with the Romans. This includes the fact

that Saguntum, at the time that the treaty was made, was not an official ally of Rome; so Rome should not have acted as if the taking of Saguntum broke the treaty (21.10). Also, the treaty of Hasdrubal was negotiated without the Carthaginian Senate’s approval, so they can disregard it if they like (21.18).

Rome’s argument for why the fault for the war lies with the Carthaginians. Invoking the treaty that Hasdrubal (the uncle) had signed, the Romans note that Hannibal crossed the Ebro river—the boundary, as noted in the treaty. Thus, the attack on Saguntum should be stopped and Hannibal should be handed over to the Romans.

Students will then need to choose which side is at fault for the war. Answers should take into account the fact that Rome had, before the Second Punic War, seized the island of Corsica. Rome provoked the rage of Hamilcar and, in turn, Hannibal, by committing this act. On the other hand, and overwhelmingly, the Romans did not, at the time of Hannibal’s crossing, desire war with Carthage. Hannibal, on his own, committed acts that were intended to provoke the Romans. The Romans did not respond by attacking Hannibal or Carthage, but instead waited and sent envoys. The Carthaginians, instead of condemning Hannibal’s act, had already been won over to Hannibal. The student’s decision about who was at fault should take into account Hannibal’s eagerness to attack Italy, the support that the Carthaginians gave him, and Rome’s reluctance to fight Hannibal and the Romans’ attempt to solve the problems with diplomacy.

WEEK 5 Summarize the arguments for and against ransoming the prisoners. Who is right, and why? Students should refer to the speeches in chapters 59-61 to help them discern the arguments of both sides and to help them find an answer. Answers should include: A summary of the position of the captives. They fought hard amidst danger on all sides. They did

not surrender out of fear, but only after they had fought all night did they surrender to Hannibal. There have been instances of ransoming surrendered troops in the history of Rome. Instead of arming slaves, the city should ransom them, for they could be bought for less money. Also, if Rome does not ransom the soldiers, then that will mean leaving them to the mercy of the Carthaginians, who are not very merciful. The Romans should also take into account the tears and anxiety of the soldiers’ kinsmen.

AMDG


History Grade 10


A summary of the position of Torquatus. The ancient Roman practice is to NOT ransom captives, and this practice should be honored. The soldiers are making themselves sound as if they were better than those who were taken prisoner. Men like Sempronius were braver because they managed to get away. Duty demanded that they should have forced their way through to freedom. Therefore, they are disgraced cowards who do not deserve ransoming. His is the stern, old-fashioned Roman point of view, a position which Livy says is “too stern, most people thought” (22.60).

Students should then decide which side they will take. From a Catholic point of view, orders were founded in the Middle Ages to ransom Christians from the Muslims. The supreme example of mercy and ransoming was Christ, giving Himself up so that we might have eternal life. The appeal to Roman tradition is not effective; if a tradition is bad, then it should not be followed. Torquatus’ accusations that the soldiers did not flee when they could have is, interestingly enough, not addressed in Livy’s description of the Senate’s reactions. Rather, the tradition and the question of money seemed to weigh heavily on the minds of the senators.

The student should consider whether fighting until dawn and then surrendering was truly worth the punishment of not being ransomed by Rome. Also, since Livy does not verify Torquatus’ charges or the account of the captives, it will be difficult to rely upon either, since they conflict.

Students’ final answers will vary, but should take mercy into consideration, and the Christian tradition of ransoming captives mentioned above.

WEEK 6 Describe a situation in which a modern American politician could imitate Hanno and give our nation hard and unpopular, but true and necessary news. Student answers will vary greatly, but should demonstrate that the politician’s views are unpopular, but necessary and true. Some issues can be:

• The acceptance of abortion in our culture, and its negative impact on individuals, families, the country and the world

• The prevalence of materialism and consumerism in our culture, and their evils • America’s reliance upon cheap labor, especially with respect to repressive countries like China • Debating the justice of wars such as the Iraq War • From a historical point of view, one could imagine that a politician during the time of the Civil

War were delivering a message about the injustice of slavery • Fetal stem cell research, which is being pushed more and more as providing possible cures • The higher rate at which families are breaking apart or (a more mature subject) the growing

frequency of couples not marrying WEEK 7

The student has a choice of two paper topics this week: 1) Write a 2-3 page research paper on the life and inventions of Archimedes, using both Livy and 2-3 outside resources. 2) Comment on Livy’s statement about Henna: “Thus Henna was held—by a criminal act or a necessary one, call it which you will” (24.39). How critical is Livy of this event, and how should it be accurately interpreted? For paper #1: Student should provide dates of Archimedes’ life (around 287-212/211 BC), place of birth

(Syracuse, Sicily), and ethnicity (Greek). Student should provide explanations of Archimedes’ more famous inventions and discoveries

and his contributions to science and mathematics.

AMDG


History Grade 10


For paper #2: Student should be able to explain that Livy, even though he calls the event a massacre, is not

very critical of the acts done at Henna. For him, since the massacre led to Henna being held by the Romans, it could be a morally justifiable act (a case of the end justifying the means).

Students should then be able to critique Livy’s attitude towards the event. He is actually “turning a blind eye” to the way that the Romans acted at Henna. The soldiers did not just kill those who were threatening Pinarius in the assembly; they went on to kill many other civilians who were unarmed. The massacre and later sacking of the city were morally unjustifiable. Pinarius’ actions did not even yield an overwhelmingly good outcome: other towns, when they hear about the fate of Henna, went over to the Carthaginians.

WEEK 10 Do you agree with Livy’s judgment that “the settlement of Capuan affairs was… in every respect admirable” (XXVI. 16)? Explain why or why not. Student answers should consider the following: Even if the student agrees with Fulvius and believes that the Capuan senators should be

punished severely, one cannot agree with his deception and disobedience in carrying out the will of the Roman senate. By refusing to wait for the letter and then concealing it, Fulvius acted against the authority of the senate. Thus, in this respect at least, the settlement of affairs was not admirable.

Student answers can highlight the role that mercy plays in Christian teaching, and can advocate that Fulvius should have shown mercy, like Claudius was advocating, towards the Capuans.

Students can argue that Fulvius’ opinion was just, but that he should have aligned his own actions with the instructions that the Senate gave him in the letter. He was bound to obey their will.

WEEK 11 Compare and contrast the treatment of Saguntum by Hannibal with the treatment of New Carthage and the captive girl by Scipio. Explain what Hannibal might have thought of Scipio’s behavior, as well as what Scipio might have thought of Hannibal’s. Student answers should include an analysis of both Hannibal’s treatment of Saguntum and Scipio’s treatment of the captive girl. Livy’s account of Hannibal’s treatment of Saguntum can be found at XXI. 6-15; Scipio’s treatment of the slave girl can be found at XXVI.47-50. Answers should consider:

• Hannibal’s attack of Saguntum was a violation of the existing treaty that Carthage had with Rome; Saguntum had been designated a neutral town by both sides (XXI.10). Scipio’s actions were legitimate in wartime, and his treatment of the slave girl violated no treaty nor exceeded the boundaries of justice: he returned her unharmed to her family and fiancée. In fact, he had promised one of the Spanish ladies that the young women of New Carthage would not be harmed, and he fulfilled this promise (XXVI.49).

• Hannibal’s terms for the Saguntines were as follows: in order for their lives to be spared, they would have to hand over all of their gold and silver and leave their town with only the clothes on their backs. Hannibal would then give them a site which he thought suitable for a new town (XXI.13). The Saguntines refused this offer, and when their town was then taken, the men of military age were slain, and the rest were taken as prisoners (XXI.14). In contrast, when Scipio took New Carthage, its citizens were released and allowed to keep possession of

AMDG


History Grade 10


the town (XXVI.47). This treatment was extended to the slave girl, who did not remain a prisoner of Scipio or a Roman soldier, but was returned to her parents and fiancée.

• Scipio’s policy towards the Spanish hostages is that the Romans “preferred to bind men by gratitude rather than by fear” (XXVI.49). Regardless of whether this is true in the larger context of the Punic Wars, in this instance his actions were merciful and did bind men to the Romans by gratitude. Hannibal made no such promises to the Saguntines, but preferred, based on his actions, to bind men to the Carthaginians by fear. The alternatives given to the defeated Saguntines- impoverishment and forced removal from their town, or slavery and death- left no room for gratitude.

Student answers with respect to Hannibal and Scipio’s opinions of each other will vary. Answers can include: Hannibal’s opinion of Scipio’s behavior: Scipio’s behavior at New Carthage depended upon the situation- he was only merciful because

he was victorious in Spain already. He needed and wanted the people of New Carthage to be Roman allies, and that is why he behaved in such a manner.

Hannibal could admire Scipio’s actions at New Carthage, both as a leader and as a strategist: Scipio’s mercy shows that he is a virtuous man, as well as a shrewd one.

Hannibal did not offer this sort of mercy to any of the Spanish, Gallic or Italian towns: his options were surrender or ultimate defeat. He probably would not think of treating New Carthage in the way that Scipio did, but, being a shrewd leader himself, could probably see the wisdom in treating the New Carthaginians in this manner. He would probably think that Scipio was in the position to award mercy to the Spanish, since Scipio was already successful in Spain. Hannibal would probably think that he himself rarely had the security that Scipio had, especially since Hannibal had been on the offence on foreign soil, and that Hannibal had to thus act with greater severity.

Scipio’s opinion of Hannibal’s behavior: Scipio would likely mistrust Hannibal because Hannibal had, by crossing the Ebro river and

attacking Saguntum, broken treaty with the Romans. He would probably be less inclined to make future treaties with Hannibal.

Scipio might recognize that Hannibal, as a leader, treated Saguntum as he did because of the nature of his goals: Hannibal had already acted aggressively and desired to attack Italy, so his actions at the beginning of his campaign would be harsh and meant to intimidate other towns. Scipio would realize that Hannibal had lofty goals and was not afraid to act cruelly in order to realize them. He would know that the Romans should rightly fear such an enemy, and should be prepared in every way possible to meet him in battle.

Scipio would not, based upon what he said at New Scipio, admire the tactics of Hannibal at Saguntum- but, as noted in the previous point, he would know why Hannibal had acted as he did.

WEEK 12 Imagine that you are Hannibal. Write a letter to the Carthaginian senate, describing the situation that you are in, making any requests that you feel are necessary, and outlining your plan for the future. Student essays should be in first person, in letter form. Books XXVII.51- XXVIII.12 can be used as references to help the student describe the situation that Hannibal is in. Contents of the letter can include: News of the death of his brother Hasdrubal in battle against Nero, and the way in which

AMDG


History Grade 10


Hannibal learned of the defeat and death. A report of Hannibal’s lack of money and supplies. A report of his physical location- he has been driven to a corner of Italy, to Bruttium. His immediate battle plan, which appears to be that he will not offer battle to the Romans

(XXVIII.12). Anger at the fact that he has not received supplies from Carthage, since the Carthaginians are,

at present, more concerned with keeping Spain (XXVIII.12). Requests can include: More supplies, including money and supplies. That more troops be sent into Italy to relieve the pressure that has been put upon him, since

he is now the only Carthaginian leader fighting in Italy. More elephants! More requests are possible for the student to make. These requests should be believable and

should sound reasonable, given Hannibal’s disadvantageous position. Plans for the future can include: If the supplies and money arrive, Hannibal will be able to leave Bruttium and make a timely

attack upon Rome again, especially with so much Roman attention being now paid to Spain. Having received the supplies, Hannibal could then meet Quintus Fabius Maximus or one of the

consuls in battle at a place like Tarentum. Given Hannibal’s determination to remain in Italy and defeat the Romans, he is not likely to

plan to escape or withdraw from Italy. Letters should be written in a persuasive tone, where it is appropriate, and can highlight what advantages Hannibal still has: his troops have not mutinied and he has kept them united. He can argue that success is still possible, if only the Carthaginians support him and aid him.

WEEK 13 Describe the leadership qualities of Fabius, Scipio, and Hannibal. Explain which one you think was the greatest leader. Student answers should, in the thesis statement, state which leader is the greatest, and reasons why. It is important that the essay begin in this manner, so that the reader will know what the student is trying to prove from the beginning of the essay. Essays should not examine the leadership qualities of each person and then, at the end, finally provide a thesis statement and proof of which one is best. The possible ways that the student can organize this essay can therefore include (in outline format):

I. Introduction with thesis statement that indicates who is the greatest leader; II. First body paragraph, which compares greatest leader to Fabius; III. Second body paragraph, which compares greatest leader to Scipio; IV. Third body paragraph, which compares greatest leader to Hannibal; V. Fourth body paragraph, which compares greatest leader to Hasdrubal; VI. Concluding paragraph, which summarizes reasons why chosen leader is greatest.

OR: I. Introduction with thesis statement that indicates who is the greatest leader; II. First body paragraph, which analyzes Fabius as a leader, with positive and negative traits; III. Second body paragraph, which analyzes Scipio as a leader, with positive and negative

traits; IV. Third body paragraph, which analyzes Hannibal as a leader, with positive and negative

traits; V. Fourth paragraph, which analyzes Hasdrubal as a leader, with positive and negative traits;

AMDG


History Grade 10


VI. Fifth body paragraph, which explains why the chosen leader is the greatest, pointing out the flaws that the other leaders have, and which the chosen leader does not have, and the great qualities that the chosen leader has.

VII. Concluding paragraph. Aside from being clear with respect to organization, student essays should also demonstrate why the chosen leader is the greatest. Answers for each leader may include: Quintus Fabius Maximus: positive traits: does not allow opinion of Roman people to change

his policy, but continues to do what he knows is right. Does not allow wounded Roman pride to dictate his activities on the battlefield. Knows how Hannibal will act, and can likewise respond with proper actions; he is thus a great strategist. Does not shirk battle out of cowardice, but in acts that require even more courage, is strong enough to withhold attack until the proper moment. In Book XXVII, he even urges that the Romans attack Hannibal swiftly, because he knows that Hannibal will be crippled by a properly timed attack. Shows great self-control and incorruptibility, as well as a sense of duty and humility. Negative traits: As Fabius aged, his policies of caution, if followed, could have further extended the war, which had already gone on for more than ten years. He was not a risk-taker, while Scipio, who was more youthful and daring, was.

Scipio: positive traits: was daring, a brave and resourceful leader. He inspired his men to follow him. He was merciful to those whom he defeated, as one can see with the example of the Spanish captive girl. Negative traits: he often fought for his own glory and took risks to secure it. He could be described as reckless and selfish and was proud. He did not always desire to follow the duties that were given to him by the Roman senate, but wanted to exceed them and do what he wished.

Hannibal: Positive traits: Excelled as a leader because he was able to meld diverse and large groups of people into a well-trained fighting force that never mutinied. With his example of bravery, he inspired his men to follow him, even across the Alps. He was also a master strategist, as his success at the Battle of Cannae shows. Negative traits: As Livy stated, he is an example of “Punic perfidy”- he does not shirk from breaking treaties that the Romans and Carthaginians agreed to. He is not merciful as a leader, with Saguntum as an example of his cruelty. However, he did show great respect to the bodies of the Roman commanders who fell in battle- so he is not necessarily always cruel and harsh. His treatment of the bodies of Marcellus and others is more honorable than the way that Nero treats Hasdrubal’s body.

Students should then explain why they have chosen their leader as the greatest. WEEK 14

How does Livy present the Roman and Carthaginian characters as they emerged during the Second Punic War? Does he present the Romans and Carthaginians as being bad or good? Student essays should include an analysis, based upon what they have read in Livy, of the character of the Romans and Carthaginians. A thesis statement should propose what Livy is trying to say about the Romans and Carthaginians. Students should support their thesis statements with proof from the text. Answers can include: Overall, Livy presents the Romans in a positive light and the Carthaginians in a negative light. Even when the Romans act in ways that are unjust or are cruel (as with Fulvius at Capua, and

Nero’s treatment of Hasdrubal’s body), Livy often excuses their actions or does not comment on them. When Hannibal acts in a similar manner, as with his dealings with the Saguntines,

AMDG


History Grade 10


Livy calls these deeds unjust- which they rightly are. Livy thus portrays the Romans positively. Hannibal and the Carthaginians are portrayed as treaty breakers, as being perfidious. Even when Livy presents Hannibal and the Carthaginians negatively, he still admires Hannibal

as a leader. He finds him a worthy opponent for the Romans. Hannibal was able to do what no other commander had done- invade Italy and march within a

few miles of Rome. This achievement is presented by Livy as an amazing, if terrifying, one. Livy does not simply present Hannibal as a treacherous and scary invader. Hannibal does, for

example, treat fallen Roman leaders with respect, and thus does not always act in a barbaric way.

Livy presents both Rome and Carthage as being at the height of their power. The characters of both peoples, as they are tested by the long and far-reaching war, are shown to be resolute.

WEEK 15 Compare and contrast the characters of Fabius and Marcellus. How did each help to defeat Hannibal? Student answers should include an analysis of the characters of both Fabius and Marcellus, and should show how each helped to defeat Hannibal. References to the text should be made in order to prove student arguments. Arguments can include: The analysis of the leaders’ characters can be summarized by one statement from Plutarch:

Marcellus was called the sword of Rome and Fabius the shield of Rome (Life of Fabius Maximus, 19). Marcellus, being more warlike by nature and more likely to take active risks, would attack Hannibal head-on; Fabius, being immovable and prudent, would rather starve Hannibal out and wait to attack.

Fabius was accused by Marcellus and Scipio of being the “Cunctator,” the Delayer, on wrong occasions later in the war. The student can agree with this evaluation, so long as he or she provides proof.

Marcellus was eventually ambushed and killed by Hannibal. The student can argue that, if he were more like Fabius, he might not have been surprised and defeated by the Carthaginian leader--he would have been more prudent.

On the whole, Rome needed both a leader like Fabius and a leader like Marcellus: one who was not influenced by public opinion and calmly delayed, and one who acted quickly and in a fierce manner. When each acted at the proper time, they both kept Hannibal from victory in Italy. Fabius waited until Hannibal’s supplies ran low, and Marcellus led sorties and raids against the weakened Carthaginian force.

WEEK 16 Why is it necessary for Rome that Carthage be destroyed (and vice versa)? Explain what you think is the lasting significance of the Punic Wars. Student answers may include: It was necessary for Rome that Carthage be destroyed because Carthage had proven, in spite

of two wars, that it wanted to regain its former glory. As long as Carthage remained, the two powers would collide in even more conflicts.

Both cities desired to expand their influence. They had both mastered their native terrain and their expansion necessarily brought them into conflict with each other. One or the other power would have to prevail, in the end.

Another view, contrary to the previous two, is that Rome did not need to destroy Carthage. Scholars through the centuries have debated and doubted that Carthage necessarily posed a

AMDG


History Grade 10


serious threat to Rome after the Second Punic War. The student can argue that Rome did not need to destroy Carthage, but that motives of greed, hatred or jealousy led Rome to wipe the city from the face of the earth. Rome could have allowed Carthage to remain a tribute state.

Rome may have been afraid that the Carthaginians would ally themselves with other African peoples and confront Rome with a united African force. For this reason, Rome might have felt the need to destroy Carthage- though the possibility of such an African force is debatable.

Carthage and Rome had worthwhile areas that they were both interested in, like Spain and Sicily. As long as either Carthage or Rome remained, they would be fighting over these regions.

Student answers about the lasting effect of the Punic Wars can include: The Punic Wars ensured that Rome would be the predominant world power in the west. Because of the Punic Wars, we do not know as much about Carthage and the Carthaginian

people as we would, if Carthage had survived.

♦♦♦ SECOND SEMESTER ♦♦♦

WEEK 1 Why did Brutus want Julius Caesar dead? What does this show about the problems in Roman society in the first century B.C.? Student thesis statements should include both a reason or reasons why Brutus wanted Julius Caesar dead and the problems of Roman society in the first century BC that are linked to Brutus’ desires. The CD selection from the Classics Conference for Week 1 of second semester can help the student with ideas for this essay Answers for the first question, concerning Brutus’ motives, can include: Student should definitely state that Brutus wanted to save the Republic or restore liberty to

the Roman people by killing Julius Caesar. Brutus held the Republic in higher esteem than his friendship with Caesar, so when these two obligations came into conflict, he chose the more crucial one.

Problems in Roman society in the first century BC can include: Class problems at home Roman empire has expanded abroad- need a person to unite, organize this empire Senators have abandoned paternal role, no longer care for the plebians. Turmoil of the years of Marius and Sulla, and the First Triumvirate. In the first century, might

often does make right, and the general with the best and most devoted army often wins political power.

Bribery and corruption in the Roman government. The republican institutions are not working the way that they should anymore, and do not represent the interests of the people of Rome.

WEEK 2 Using Livy and Tacitus’ Annals, give arguments for and against the Roman republican and imperial systems. Arguments for the republican system can include: No one man maintained power for more than two years in the republic (the term of consul was

two years). This ensured that no man could become tyrant or king. With no one person controlling the state, personal freedom was at its peak under the republic.

People could speak and debate freely.

AMDG


History Grade 10


The authority to determine the future of Rome was in the hands of many- the senate and the assembly. The Romans were thus more involved in state affairs under the republic.

People saw that their political involvement mattered in the republic, so they were politically active and cared about the status of Rome. In the imperial system, individual political involvement was next to nothing, so people ceased to care about Rome, and became more concerned with games and grain distributions.

Arguments against the republican system can include: In the early Roman republic the patricians controlled much of the political life and the available

land. This led to extensive class strife. With elections happening frequently, politicians were almost always campaigning (think of

having election-year mudslinging, every year!). Much energy was devoted to attaining an office. Competition was fierce, and corruption and bribery were common. In the first century BC there was even violence between the parties of various candidates.

Arguments for the imperial system can include: Whereas the republic politics could tend to unsteadiness and turmoil, especially in the later

republic, there was greater stability under an emperor. The best example of tranquility in politics is the rule of Augustus. Of course, Augustus’ peace was a bloodstained one, since he had eliminated those who had posed a political threat to him.

If the emperor were a good one, then the populace could thrive. One wonders if Roman politics and freedom would have flourished if Germanicus or Britannicus were given a chance to rule.

Since Roman politics and provincial governance had been in turmoil, it is almost as if one man were needed to reorganize and direct Roman policy and politics.

An emperor eliminated the competition between generals that had taken place at the times of Marius and Sulla and Pompey and Caesar.

Arguments against the imperial system can include: If the emperor is a bad emperor, then there is no other recourse. The senate and people of

Rome are at his mercy. When the emperor fears for his rule, the freedoms that the people enjoy are drastically limited.

People cannot write or say things without fear of punishment. Examples can be found in Tiberius and Nero’s reigns.

People become apathetic in imperial Rome because they know that even if they wished to make political changes, they could not. In fact, if one valued one’s life, then it was best not to become too interested in political change.

When an emperor is near death there is always scheming or planning for who will replace him. An emperor’s replacement is not always a biological son (as we observed with Claudius, Nero and Britannicus). The violence that would occur at election time in the republic still happens, but the difference is that it occurs secretly and usually with poisons.

There is no room for dissent in the imperial system. Some emperors tolerate it more than others, but in the Julio-Claudian dynasty, one is more likely to be punished for dissenting.

WEEK 3 Using any event that you have studied so far in the Annals, write a news article in modern journalistic style. Refer to other modern news articles for help with style and organization, if necessary. Make sure to include facts, quotations, dates, and conflicting accounts about the event, if possible. Student articles should include: the location of their news article (Rome, Antioch, etc.)

AMDG


History Grade 10


coverage of an event from the Annals: e.g., the death of Germanicus quotations from sources, either taken from Tacitus or from imaginary sources (the “Roman on

the street,” a senator, etc.) dates (can be found on the top of every right-hand page in Tacitus’ text) conflicting accounts- especially with respect to controversial events like possible poisonings

(e.g., “The emperor has ruled the death a suicide, though many officials suspect foul play.”). Student should provide the various completing views, and any proof that might discount certain views.

The article should “read” like a modern news article, as closely as possible. WEEK 4

You are one of the few remaining aristocratic senators. Compose a speech about the state of Rome as a whole during the reign of Tiberius. Imagine that you are going to deliver this speech in the senate. Student speeches will vary, depending upon what the goals of the speech are. If the student wishes to make a stand against Tiberius, then the speech will be written in a more fiery and therefore “risky” way. If the student wishes to subtly criticize the emperor, then the style will be more subdued. Speeches can include the following points (though this is not a comprehensive list): The senate has been terrorized into flattery and ineffectiveness under Tiberius. The senators have lacked the courage to stand up to the emperor, who has deprived them of

much of their power. The speech can attack Tiberius for reinstating the treason law, which allowed a person to be

punished for things that they said. The speech can attack Tiberius’ secrecy and refusal to deal openly and frankly with the senate. The speech can be a rallying cry for the senate to rise up against Tiberius and reinstate the

republic! WEEK 5

How did Claudius’ personal weaknesses lead to his political downfall? Student answers should mention the following weaknesses: Claudius is easily controlled by his wives, and has bad judgment in the wives that he chooses.

This is a major weakness of the emperor, since he invariably chooses women who are scheming, unfaithful and power-hungry. His marriage to Agrippina, doomed from the start because of its incestuous nature, leads directly to his death and the accession of Nero to the throne.

Claudius was morally weak, and could not make up his mind. He usually vacillated between decisions, and his advisors sometimes ended up making large decisions for him (as when Agrippina was sentenced to death).

Claudius did not know how to act quickly. While quick action is not necessarily always a virtue, in Claudius’ case, he fails to act at critical moments in his rule.

Claudius does not have courage. If he did, he would have stood by Britannicus as his successor. Britannicus would probably have been a far better emperor than Nero was! (though this is not saying much)

Claudius’ infatuation with Agrippina essentially led him to act without courage or virtue. He was poisoned by her, and he allowed her and Nero to have far too much power. His inaction and cowardice allowed Agrippina and Nero to take control of the throne.

WEEK 6 Compare and contrast Nero Caesar with Julius Caesar.

AMDG


History Grade 10


Similarities between the two leaders are rather limited but can include: Both Julius Caesar and Nero were interested in establishing and expanding their own power. Both sought control and peace in the provinces, though Nero less so than Julius Caesar. Both were trained extensively in rhetoric.

Differences are many and can include: Julius Caesar was an accomplished general and lived an active military life. He therefore did

not give himself over to luxury as Nero did. Nero was neither a general nor seemed very interested in military affairs. He definitely did not live the life of a soldier.

Julius Caesar’s troops were devoted to him. Nero did not excite the same devotion in the troops.

Julius Caesar wrote his own speeches, while Nero relied on ghostwriters. Nero was more interested in the arts and in racing his chariot than in statesmanship. One of

Julius Caesar’s major pursuits was statesmanship. While Julius Caesar’s character had its flaws, he was not completely debauched and corrupt.

With Julius Caesar we do not have the kind of numerous examples of immorality that we do with Nero.

WEEK 7 Why were the Christians a convenient scapegoat for the fire in Rome? Explain how a pagan Roman and a Christian would understand the fate of the Christians slaughtered by Nero. Students should discuss both the reasons why Christians were a convenient scapegoat, and how a pagan Roman and a Christian would understand the slaughter of Christians. Reasons why they were a convenient scapegoat can include: The Christians were outsiders in Roman society. In the 60s AD, they were usually slaves, and

were not native Romans of influence or high rank. Christian rites were completely unknown to the Romans, since Christianity was a new religion

and had only recently arrived in Rome. Christianity looked at life, death, and suffering in a way that was completely alien to the

pagans. This led to many false rumors about what the Christians did and believed. The Christians were misunderstood and disliked. Tacitus himself refers to them as

“notoriously depraved” and to Christianity as a “deadly superstition” (XV.41). A pagan Roman could understand the fate of slaughtered Christians to be: Meaningless, since the pagans did not understand suffering and death in light of Jesus’

suffering, death and Resurrection. They would think that the deaths of the Christians were “disgraceful,” i.e., conducted in public

and sometimes for the entertainment of others (crucifixions, burning like torches). Roman citizens would rather commit suicide than die in this manner.

Pitiful, as Tacitus does. While he does not like Christianity, he feels sorry for the Christians who die in cruel and unusual ways.

Some Romans could feel that the Christians were dying deservedly- especially if they hated and misunderstood what Christianity taught!

Christians would understand the fate of slaughtered Christians to be full of grace, love, faith and hope. They would know that by their witness, as martyrs, they would attain the ultimate goal- life eternal with God. The slaughtered Christians would not be disgraced, but would be triumphant in Christ, for they had been tested and remained firm in their faith until the end.

WEEK 10 What was St. Augustine’s purpose in writing City of God? Present his main arguments supporting his

AMDG


History Grade 10


thesis in Book One. Student answers should include: St. Augustine’s primary purpose in writing the City of God: the refutation of the pagans who

blame Christianity for the weakening and plundering of Rome. Arguments supporting his thesis include: Contrary to being destroyed because of Christianity, many pagans took refuge in Christian

places of worship and thus were spared. In addition, Alaric spared parts of the city because they were Christian places of worship. Thus, people and places that would have been destroyed were spared.

Cities in the past that had the protection of the gods were sacked anyway! Best example: Troy.

Pagans who saw Christians being killed or harmed in the sack of Rome used this as proof that the Christian God did not protect His followers. St. Augustine replies that all men suffer—what matters is how the Christian accepts his suffering. It is God’s will that both good and bad suffer, and reasons for suffering can include a test of character and purification for sin. A good Christian will use suffering to grow closer to God, knowing that nothing happens which is outside of His will. In addition, the gods do not spare their followers on numerous occasions. Look at Aeneas: he is pius, and yet Juno was allowed to torment him and cause him great suffering!

Regulus is yet another example of a good pagan who was refused the protection of the gods. He refused to break his oath and remained faithful to the gods, and for this, he died. The pagans cannot claim that even the best of the Romans were protected by the gods.

Events like the sack of Rome will be interpreted differently, depending on whose “eyes” are viewing them. A Christian will look at the sack of Rome—and any earthly disaster—with the eyes of faith. This does not mean that a Christian will be impervious to sorrow or suffering; St. Augustine’s shows that Christian women who were raped suffered immensely. Rather, a Christian will strive to deal with events in life with a spirit of acceptance of God’s will, and pray to God for help, instead of cursing Him. A pagan will view earthly events in isolation, without any redemptive or supernatural meaning. He will see no other cause in the loss of earthly goods than the anger of the gods, and will not benefit from the suffering he undergoes.

WEEK 11 A Catholic friend of yours is encountering great suffering and has asked you why God would permit a believer in Him to suffer so much. Using St. Augustine’s arguments in Book One, show this friend why suffering happens to good people. This essay may be written in first or second person. For a summary of the causes and purpose of suffering, see Key Points, Week Two. Student answers should include: Everyone—bad and good alike—suffers at some point in life. What matters is not that one

suffers, but how one deals with the suffering. A good person will take suffering and make it an opportunity to grow closer to God through prayer. A bad person will curse God for what he is suffering, and will thus drive himself farther from God.

Suffering can purify us. We all have our faults, and while the suffering we encounter may not relate to these faults, suffering can still correct us and make us better people.

Suffering can be a test of character. WEEK 12

Compare and contrast St. Augustine’s view of the gods with that of Virgil in the Aeneid. Student answers should incorporate the Aeneid readings from Roman Literature. If Roman Literature

AMDG


History Grade 10


has not been studied at this time, then students should rely upon St. Augustine’s presentation of the events of the Aeneid in Book III. Student answers should include: St. Augustine’s criticisms of the gods. When Troy was falling, why weren’t the gods defending

it? From the time that Aeneas fled Troy, he was punished by one of the gods, Juno. If he was pius, then he should not have been punished by any of the gods at all. Aeneas’ trials show that the gods do not protect those who worship them.

Troy was destroyed because of Paris’ adultery. Yet the city promised by the gods to the Romans would thrive, despite the fact that its founding would involve one brother (Romulus) killing the other (Remus). Romulus’ crime was worse than Paris’ (many of the gods committed adultery, so why did they care if Paris did too?). The fact that Rome is blessed and grows mighty, while Troy is destroyed, shows that the gods are unjust and inconsistent.

Worship of the gods seems ineffectual, when one considers how Troy is destroyed. The gods appear to be arbitrary in their favor. Both the Trojans and Greeks worshipped the

same gods, yet only the Trojans were destroyed. For Virgil’s view, student answers can include: The gods must do what has been fated; even Juno, who tries to keep Aeneas from reaching

Rome, must yield to fate. She does so, however, after causing much harm to Aeneas and his party.

The gods aid Aeneas in reaching Italy, but his arrival is beset by struggling and suffering. The gods do help him, primarily by giving him signs and prophecies to look for on his journey.

The destruction of Troy is viewed as a result of the anger of certain gods, especially that of Juno. Thus Virgil presents the gods as struggling against each other, with those on the side of fate being the “winners.”

Aeneas is the son of a goddess (Venus) yet she does not give him much help at all. In fact, she aids Dido in falling in love with Aeneas, thus beginning the hatred between Carthage and Rome.

The gods are present in the Aeneid, but the emphasis of the epic is more on what is fated, and what Aeneas must himself do.

Students should reach a conclusion about the two presentations of the gods (St. Augustine’s and Virgil’s). Possible conclusions can include the fact that the gods do have a place in Virgil’s epic, but their place is limited by fate. The gods in the Aeneid can prolong or hasten the suffering and trials of mortals, but they can only help them in a limited way. In this respect, Virgil’s Aeneid can be seen as supporting St. Augustine’s point: the pagan gods did not protect or help their followers, even when the followers were pius, like Aeneas.

WEEK 13 If St. Augustine is correct about Roman religion and literature, why should we read pagan Roman works? A variety of student answers are possible. Some may include: By reading about Roman religion and reading Roman literature, we can learn to see the

shortcomings of the world and era that Christ was born into. We can thus see how Christianity supplied the answers to many of the unanswered or insufficiently answered problems in the pagan world.

Christian authors from early Christian times, through the modern era, have used the best of Roman literature in their own works. The Catholic poet Dante even uses a pagan (Virgil) as his guide in his Divine Comedy. By knowing Roman literature, a student will more fully appreciate the references and symbolism that later Christian authors use.

AMDG


History Grade 10


Many of the pagan arguments concerning religion have resurfaced later in time, with different “gods” in the place of the Roman gods. For example, modern people use the suffering of innocent people or of Christians to deny that the Christian God exists. This argument is taken directly from the ancient pagan charges against Christianity! If a student has encountered these arguments in reading, he or she will be more ready to engage modern people in a worthwhile discussion.

By reading pagan Roman works we can see how God’s providence worked even upon the pagans. Certain attributes and earthly blessings were given to them by God—a vast empire, for example—which Christianity would then “baptize” and use to spread God’s message on earth.

WEEK 14 Discuss and evaluate the success of St. Augustine’s explanation of free will and God’s foreknowledge. See Key Points, Week Five for a summary of St. Augustine’s explanation. Student points should include: Christians believe that God, being supreme, has foreknowledge. God’s foreknowledge does not, however, keep us from acting according to our free will. “We

do by our free will everything that we feel and know would not happen without our volition” (V.9).

Our wills are causes—and God knows what our wills will choose. Divine foreknowledge does not therefore keep us from choosing what we will do.

Students should then conclude whether St. Augustine’s explanation was successful, and to what extent. Generally, his explanation, though short, is a good summary of how we can freely choose what we shall do, and how God’s foreknowledge does not impede our choices.

WEEK 15 Explain why St. Augustine finds Platonism to be the philosophy most compatible with Christianity. Find where it harmonizes with as well as where it differs from Christianity. See Key Points, Week Six (pp. 45-46). Note that when St. Augustine is referring to Platonism, he is talking about both Plato’s teachings, and the more recent teachings of philosophers who follow him (like Apuleius). Student points should include: Ways that Platonism harmonizes with Christianity: Belief in one, immaterial God who created everything Belief that “life in accordance” with virtue would unite one to God, thus leading to happiness Belief that moral questions are important in philosophy, and that it is necessary to live a

morally virtuous life The idea that we should strive to know and imitate God

Ways that Platonism differs from Christianity: Belief in polytheism Belief that the gods are good, it is just the demons who are bad The place of demons: Platonism makes demons superior to man The role of demons: Since they are between gods and men, Platonism makes them

messengers or intercessors between gods and men Student points can also include ideas that St. Augustine has not explicitly discussed in Book Eight, but which students have encountered previously: Platonism differs from Christianity in its view of the physical world. Plato does not think that

the physical world has value or is good in and of itself. He views this world as a hindrance to the soul and a defective representation of a form in the Realm of the Good. Scripture and the

AMDG


History Grade 10


Catholic faith do not agree with Plato: “And God saw everything that He had made, and behold, it was very good” (Gen 1: 31).

The Platonist reaction to the Resurrection of Our Lord and the Resurrection at the Last Judgment would probably be one of disbelief and scorn. The Platonist worked to release the soul from the body, and from the physical world; he would probably not understand the idea of a Resurrection, where the soul is reunited with the body. Similarly, the Platonist would reject the Incarnation, since the idea of an immaterial God becoming a material man would be impossible for him to accept. For these reasons, Platonism and Christianity were never a perfect “fit.”

Platonism also upheld reincarnation, something which Christianity has always rejected.

WEEK 16 How can St. Augustine’s discussion of the nature of demons help refute modern “new age” uses of spiritual practices historically associated with the demonic? Student answers should include: A summary of St. Augustine’s discussion on the nature of demons. This summary should

include the reason why all demons are bad, the reason why they should not be chosen as mediators, and a description of the flawed souls or minds of demons (they are immortal, but have weakened and disturbed minds).

The summary in the first point should be then tied to modern arguments in favor of “new age” practices. Students can use outside sources (with great care), but they are not required to do so. They can cite practices like séances, Ouija board use, and Tarot card readings which rely upon “spirits” who mediate for us. The assumption with these practices is that these spirits are good and will help us. Students should then use St. Augustine’s argument to show why these spirits are not good, and why they cannot help us. It will also be necessary for students to add that these demons which people try to contact will not help us, but will probably hurt us.

For a summary of St. Augustine’s description of demons, see the beginning of the Key Points, Week Seven.

AMDG

Kolbe Academy Home School ♦ MIDTERM 1 EXAM ♦

History Grade 10


Name ___________________________________________________________ Date__________________

_____/100 Part One. Short Answers. Answer on a separate sheet of paper. (2 points each) _____/40 1. What was the actual title of the book that Livy wrote (In Latin and English)?

2. When did Livy live?

3. Who was the first ancestor of the Romans in Italy?

4. Where was the man in #3 from?

5. When was the city of Rome founded?

6. The city of Rome was founded by which individual?

7. A she-wolf suckled these famous Romans:

8. Which form of government did Rome originally have?

9. Who was the last Roman king?

10. The Roman nobility whose duty it was to take care of the people’s needs were known as:

11. intimidated Lars Porsena by thrusting his own right hand into fire.

12. Who dissuaded Coriolanus from attacking Rome?

13. What did Cincinnatus do when he was not dictator?

14. Carthage’s siege of what Spanish city began the Second Punic War?

15. Which Carthaginian senator opposed the Barca family and the war?

16. In what year did the Second Punic War begin?

17. Where in Italy did the Romans encounter a massive and devastating defeat early in the war?

18. Hannibal amazed both Rome and Carthage when he crossed this mountain range:

19. The consul died in the battle at Lake Trasimene.

20. The office of was created so that the plebians could have an

advocate to protect them against the consuls and nobility.

AMDG


History Grade 10


Part Two. Short Essays (2-3 sentences). Please answer on a separate sheet of paper. Omit TWO.

(4 points each) _____/40

21. (Complete both parts): A) Why did the Romans seize the Sabine women? B) What role did the

Sabine women later play in saving both the Romans and the Sabines?

22. Name the seven hills of Rome.

23. Who was Numa and what did he do for Rome?

24. Who were the Horatii and what did they do for Rome?

25. Who was Tarquinius Superbus?

26. Who was Lucretia and why was she important in Roman history?

27. Why did Brutus have his sons executed?

28. Explain Menenius Agrippa’s belly analogy.

29. Why was Coriolanus exiled from Rome?

30. What moral lessons did the Romans take from the example of Cincinnatus?

31. What sort of tactics did Quintus Fabius Maximus use when faced with battle with Hannibal?

32. Explain the role that violence plays in the founding of Rome, using examples.

Part Three. Essay. Answer as FULLY and COMPLETELY as possible. Complete both parts.

(20 points) ______/20

a. Give and explain three reasons why Livy thought the Second Punic War was

unique, and the most memorable war in history.

b. The Greek historian Thucydides observed that since human nature was

unchanging, most situations would recur in one form or another. Accordingly, compare

the Second Punic War to any other conflict.

AMDG

Kolbe Academy Home School ♦ SEMESTER 1 EXAM ♦

History Grade 10


Name ___________________________________________________________ Date__________________

_____/100 Part One. Short Answers. Answer on a separate sheet of paper. (2 points each) _____/40 1. Which African leader allied himself with both sides in the Second Punic War and was ultimately

captured by the Romans?

2. What did Nero bring to Hannibal’s camp in Canusium?

3. Which foreign goddess is brought to Rome in the form of a stone?

4. Which Roman general drove the Carthaginians from Spain?

5. Which general was known as Cunctator, Delayer, for his tactic of wearing Hannibal out by keeping

close to him but never engaging him in battle?

6. Scipio wins this nickname in the Second Punic War:

7. Which African leader remained a loyal ally of the Romans and helped them to defeat Carthage?

8. Which Greek philosopher helped to defend Syracuse from Roman attack?

9. In what years did the Second Punic War begin and end?

10. When Hannibal realized that he could not help Capua he decided to march on this city:

11. Parallel Lives was written by:

12. The author in #11 says that Marcellus was the of Rome, and Fabius was the

of Rome.

13. Who said “Carthago delenda est”?

14. Marcellus’ name means this in Latin:

15. Hannibal was defeated at this town in Bruttium before leaving for Africa:

16. Where did the final battle of the Second Punic War take place? (town)

17. Who led each side in the battle in #16?

18. In what years did the Third Punic War take place?

19. When Cato served as , he expelled more than one senator from the

senate and taxed extravagant habits.

20. With what phrase would Publius Scipio Nasica end every speech?

AMDG


History Grade 10


Part Two. Short Essays (2-3 sentences). Please answer on a separate sheet of paper.


21. When Hannibal left Italy, how did he view his years there? Don’t neglect to mention what he

thought was his great missed opportunity.

22. How did Livy feel about the “settlement of the Capuan affairs”? In what way is Livy wrong? 23. What was striking about Scipio’s treatment of the captive girl in Spain? 24. A) What does “Carthago delenda est” mean? B) When did the man in #13 say it, and why? 25. How was Marcellus’ style as a general complementary with that of Fabius? 26. Why did Hannibal decide not to attack the city of Rome, when he had marched so close to it? 27. What was Scipio’s response to the Spaniards’ proposal to make him king? 28. Why did Publius Scipio Nasica end every speech with the saying in #20? 29. Summarize Cato’s way of life. 30. What terms of surrender does Rome give to Carthage after Carthage is defeated in the Second Punic

War? Part Three. Essay. (20 points) ______/20

You are Publius Cornelius Scipio. A neutral observer has just asked how you and your people are

different from Hannibal and his people, as well as from Syphax and Masinissa and their people. Give a

detailed answer with examples from the Second Punic War.

AMDG


History Grade 10


Name ___________________________________________________________ Date__________________

_____/100 Part One. Short Answers. Answer on a separate sheet of paper. (2 points each) _____/40 1. When did Julius Caesar die (month/day/year)?

2. Who was, with Pompey and Crassus, the third member of the First Triumvirate? _____

3. What was Augustus Caesar’s name before he became emperor?

4. When was the Battle of Actium (date)?

5. When did Augustus die?

6. The Annals of Imperial Rome were written by .

7. When did the man in #6 live?

8. Which wife of Augustus was so influential that her son assumed the throne when the emperor died?

9. To what island did Tiberius go when he retired from Rome?

10. Who succeeded Tiberius as emperor?

11. What was the famous nickname of the man in #10, and what does this Latin name mean?

12. Who became emperor after the man in #10?

13. Lucius Domitius Ahenobarbus was later known as .

14. The philosopher and author Seneca was the tutor of .

15. Which Roman emperor had his own mother executed?

16. Claudius married his niece .

17. The emperor Gaius was the son of and .

18. According to Tacitus, was Nero fiddling while Rome burned? .

19. Claudius’ son was poisoned by .

20. Nero’s wife, for whom he divorced Octavia, was called .

Part Two. Short Essays (2-3 sentences). Please answer on a separate sheet of paper.


21. What is one of the major themes of the Annals? Explain.

22. Summarize people’s negative and positive views of Augustus after his death.

AMDG


History Grade 10


23. Early in Tiberius’ reign, Marcus Granius Marcellus is accused of telling scandalous stories about

Tiberius. Why is this charge significant, and how does he escape execution?

24. How did the astrologer Thrasyllus earn Tiberius’ esteem?

25. Give the context and significance for this quote: “It was not an injury that she did not reign.” Also,

who said it to whom?

26. Why did the Romans resist having a King, even though they had an emperor?

27. According to Tacitus, what was Nero doing while Rome burned, and how did he escape being

blamed for the fire?

28. Why is Messalina executed? Does Claudius order her execution?

29. Who said this quote? Also, give its context and significance. “Surely nobody was unaware that Nero

was cruel! After murdering his mother and brother, it only remained for him to kill his teacher and

tutor.”

30. Who said this quote, and about whom is he speaking? Also, give its context and significance. “But in

spite of this temporary setback the deadly superstition had broken out afresh, not only in Judaea

(where the mischief had started) but even in Rome. All degraded and shameful practices collect and

flourish in the capital.”

Part Three. Essay. (20 points) ______/20 You are a Christian who has just read Tacitus’ account of the reign of Nero and the burning of Rome.

Compose a letter to him in which you explain what Christians believe about Christ’s death, Resurrection,

and the suffering of Christians. Also show how Christianity, instead of destroying and corrupting Rome,

could save Rome from the immorality of leaders like Nero. The Catechism can be used for precise

definitions of the Resurrection, etc., but students should still explain these ideas to Tacitus in their own

way.

AMDG


History Grade 10


Name ___________________________________________________________ Date__________________

_____/100 Part One. Short Answers. Answer on a separate sheet of paper. (2 points each) _____/40 1. When did St. Augustine live (dates)?

2. The original title of St. Augustine’s book:

3. When was Rome sacked by invaders?

4. Where was St. Augustine bishop? (city and geographical region)

5. Who was St. Augustine’s mother?

6. Did St. Augustine approve of the Roman theatrical performances?

7. St. Augustine says that in Rome, demons masqueraded as

8. What is St. Augustine’s Latin term for “lust for conquering”?

9. Does St. Augustine think that Lucretia is a great heroine?

10. Does St. Augustine think that man can be mortal and be fully happy (yes/no)?

11. When St. Augustine speaks of the earthly city in his work, does he always mean Rome?

12. St. Augustine considers to be a “vice closer to virtue.”

13. said that the Sovereign Good was “life in accordance with virtue.”

14. Can ambition for glory lead to ambition for domination?

15. “turned the whole of philosophy towards the improvement and regulation of

morality.”

16. This pagan philosopher denied God’s foreknowledge, in favor of man’s free will:

17. According to St. Augustine, Rome was never truly a commonwealth, because it lacked this virtue:

18. Did Plato believe in polytheism?

19. Platonists believed that acted as messengers or mediators between the human and the

divine.

20. St. Augustine rejects the Platonic messengers in #19 in favor of which mediator?

AMDG


History Grade 10


Part Two. Short Essays (2-3 sentences). Please answer on a separate sheet of paper. Omit ONE.


21. What point were the pagan Romans trying to make when they pointed out that Christians had been

harmed and killed?

22. Write the syllogism of St. Augustine, in which the Greeks provided the major premise, the Romans

the minor premise, and the Christians the conclusion.

23. Answer both parts: A) According to St. Augustine, what were the Roman gods in reality? B) Give

evidence for his argument.

24. Explain briefly how St. Augustine tries to show the powerlessness of the Roman gods.

25. Explain briefly how St. Augustine tries to show the inconsistency of Roman religious beliefs.

26. What was St. Augustine’s main argument against astrology?

27. Can good men consistently desire to extend their dominion?

28. Compare and contrast the knowledge that demons and angels possess.

29. What is St. Augustine’s opinion of the sister of the Horatii?

30. Some people allege that there are “good” demons. How does St. Augustine use Apuleius to refute

this idea?

31. Explain why St. Augustine thinks # 12 is true.

Part Three. Essay. Answer both parts. (20 points) ______/20

A) List some of the arguments of St. Augustine’s opponents in favor of the idea that Rome was

sacked because of Christianity.

B) Explain how St. Augustine answers these arguments.

AMDG

Kolbe Academy Home School ♦ MIDTERM 1 ANSWER KEY ♦

History Grade 10


Part One. Short Answers. Answer on a separate sheet of paper. 1. Ab Urbe Condita, From the City’s Foundation. 2. 59 BC-17 AD 3. Aeneas 4. Troy 5. 753 6. Romulus 7. Romulus and Remus 8. A monarchy 9. Tarquinius Superbus or Tarquin the Proud 10. the patricians 11. Mucius Scaevola 12. His mother (his mother and wife is an acceptable answer) 13. He was a farmer 14. Saguntum 15. Hanno 16. 218 17. at Cannae 18. the Alps 19. Flaminius 20. tribune

Part Two. Short Essays (2-3 sentences). Answer briefly, but comprehensively. Omit TWO.

21. A) They did not have women to marry, and needed to build up Rome’s population. No neighboring town would allow the Romans to marry their daughters, so the Romans stole them. B) The Sabine women prevented the Romans and the Sabines from going into battle by appealing to their husbands on the one hand, and their fathers and brothers on the other.

22. The seven hills are the Aventine, Caelian, Capitoline, Esquiline, Palatine, Quirinal, and the Viminal. 23. Numa was an early king of Rome who codified Roman law and religion. He provided a religious

founding for Rome after Romulus had already provided a physical founding. 24. The Horatii were triplets who fought the Curiatii, Alban triplets. They fought with these opposing

triplets to prevent Rome from going to war with Alba—the situation would be settled in a fight between the two sets of triplets. Their victory (actually, only one survived) brought about the submission of the Albans.

25. Tarquinius Superbus was the last Roman king and was such a tyrant that his regime led to the founding of the Republic. He and his family were exiled from Rome.

26. Lucretia was a Roman noblewoman who committed suicide after being raped, in order to demonstrate that her honor was preserved. She became the model of the chaste Roman woman, though St. Augustine would later point out that her behavior was not admirable.

27. Brutus’ two sons plotted to betray the Republic and restore the Tarquins at Rome. For this reason Brutus, founder of the Republic, had them executed.

28. When the other members of the human body went on strike against the belly, since, in their opinion, it did no work, the whole person withered. So the Roman people should accept the authority of those in power, “the belly,” in order to preserve themselves and for their own benefit.

AMDG


History Grade 10


29. Coriolanus offended the common people by refusing to reduce the price of grain, even in the face of threats. He also acted arrogantly towards the people and stirred up the hatred of the tribunes against him. The tribunes contributed to the people’s decision to exile Coriolanus.

30. By returning to the plow after his brief dictatorship, Cincinnatus came to symbolize the selfless character Romans wanted in those who governed them. Cincinnatus was not greedy for power or grasping, but was humble and sincere.

31. Quintus Fabius Maximus was famous for using delaying tactics when faced with a conflict with Hannibal. He almost always chose to wait and act cautiously, instead of moving quickly into battle.

32. Violence plays an integral role in the founding of Rome; it is almost as if Rome cannot be founded or grow without violence taking place. Examples include: Amulius killing Numitor’s children, Romulus and Remus killing Amulius, Romulus killing Remus, Tullia killing her father and sister, Lucius killing his brother, and the forcible seizure of the Sabine women.

Part Three. Essay. Complete both parts.

A) Livy’s exact quote, upon which student answers should be based is as follows: “It was fought between peoples unrivalled throughout previous history in material resources, and themselves at the peak of their prosperity and power; secondly, it was a struggle between old antagonists, each of whom had learned, in the First Punic War, to appreciate the military capabilities of the other; thirdly, the final issue hung so much in doubt that the eventual victors came nearer to destruction than their adversaries (21.1). Students should have at least three of the above points presented in their own words, in essay form. Examples should be used, where possible (e.g., the Battle of Cannae being an example of the great scope of the war, and the large amount of resources used within it).

B) Student answers will vary, but should demonstrate the qualities listed above. Fruitful

comparisons can be found in the Second World War, where world powers who were victorious came close to destruction themselves (e.g., Great Britain), and the resources devoted to the war effort were massive.

AMDG

Kolbe Academy Home School ♦ SEMESTER 1 ANSWER KEY ♦

History Grade 10


Part One. Short Answers. 1. Syphax 2. Hasdrubal’s head 3. Cybele 4. (Publius) Scipio 5. Quintus Fabius Maximus 6. Africanus 7. Masinissa 8. Archimedes 9. 218-202 BC. 10. Rome 11. Plutarch 12. Sword, shield 13. Cato the Elder 14. warlike 15. Croton. 16. Zama 17. Hannibal led one side, Scipio led the other 18. 149-146 BC 19. censor 20. “And in my view Carthage must be spared!” Or, simply, “Carthage must be spared!” Part Two. Short Essays (2-3 sentences). 21. Hannibal thought that he had wasted his time, as well as his great opportunity to march on Rome

after his victory at Cannae. He blamed the Carthaginians, the gods and himself, but also felt that he had been defeated by the envy and continual disparagement of the Carthaginian senate.

22. Livy’s opinion is that “the settlement of the Capuan affairs was thus in every respect admirable (16).” Student answers should point out the troubling fact that Fulvius intentionally disobeyed the senate when he executed the senators.

23. The usual practice during war would be for Scipio to hand over the women and children into slavery. Scipio does not do this, but returns the girl to her family. He shows mercy and human concern for her, instead of treating her as a part of the spoils of war.

24. This statement means “Carthage must be destroyed.” Cato the Elder said it in the time leading up to the Third Punic War, and would end his speeches with this saying. He thought that Carthage would never stop troubling Rome, and thus had to be completely destroyed.

25. Fabius refused to engage Hannibal and wore him out with delays. Marcellus, on the other hand, fought Hannibal head-on, with Hannibal having been weakened by Fabius’ delaying.

26. Hannibal interpreted torrential rainfall as a sign to abandon his attack on Rome. He also learned that the Romans had sent reinforcements of troops to Spain at the same time as he was at the very gates of Rome, and that the land that he was camped upon was actually sold to someone, without a reduction in price.

27. Scipio was not impressed and believed that if he were made king, it would not be tolerated in Rome. He wanted the noblest title, which would be Imperator or Commander-in-Chief.

28. Scipio Nasica said this statement because he, like Cato, saw that the Romans indulged in many excesses and that the state went whichever way the mob wanted it to go. If the Romans had the fear of Carthage hanging over them, then they would be less likely to act so insolently in their

AMDG


History Grade 10


prosperity; they would be forced to live more simply and frugally, like their ancestors. Scipio could see the same flaws in Roman society that Cato could, but he believed that the destruction of Carthage would only worsen these problems.

29. Cato lived very simply and frugally, in the traditional way of earlier Rome. He farmed his own land, did not indulge in any luxuries, and used only what was useful. He even sold his slaves when the slaves grew old, since they became less useful to him.

30. Terms of surrender included the destruction of Carthage’s fleet (all except for ten ships), the payment of an indemnity of 10,000 silver talents, and the ability to raise an army only with Roman permission.

Part Three. Essay.

Answers can include: Carthaginian cruelty and treachery (Saguntum, the breaking of the armistice, the treatment of

the Roman emissaries at Carthage) can be contrasted with Roman magnanimity (the treatment of the slave girl and of New Carthage)

The treachery of Syphax, who is won from Roman alliance because of marriage to Hasdrubal’s daughter can be contrasted with the loyalty of Masinissa. Masinissa is a good example of a loyal African ally, but at the same time, his actions after capturing Syphax were motivated by marrying Syphax’s wife. Scipio, Fabius or Marcellus would not have acted in this shameful way. Scipio would probably view even his African allies as not having firm enough control over their passions and desires.

Scipio would probably express admiration for Hannibal’s skill as a leader, for his bravery, and for the sheer accomplishment of crossing the Alps and challenging the Romans on their own soil.

Hasdrubal’s bravery, especially when he charged into battle when he realized that he was losing, would be admired by Scipio. He would probably describe the Carthaginians as a brave and tenacious people.

AMDG


History Grade 10


Part One. Fill-in-the-blanks. Answer on a separate sheet of paper. 1. March 15, 44 BC 2. Julius Caesar 3. Octavius (or Octavian) 4. 31 BC 5. 14 AD 6. Tacitus 7. around 55 AD to 117 AD 8. Livia 9. To Capreae or Capri 10. Gaius “Caligula” 11. his nickname was “Caligula, which means “Little Boots” 12. Claudius 13. Nero 14. Nero 15. Nero 16. Agrippina (II) 17. Germanicus, Agrippina (I) 18. No. 19. Britannicus, Nero 20. Poppaea Part Two. Short Essays (2-3 sentences). Answer briefly, but comprehensively. 21. One of the major themes is the decline and disaster of Imperial Rome, due to vice. The “old” Rome

(the Republic) had passed away, and a new one (Imperial Rome) had replaced it, one distinguished by intrigue, scheming, and immorality.

22. Positive: Augustus had taken sole power when sole power was the only solution. During civil war, someone needed to take control; when Augustus did, he used force sparingly. Negative: Filial duty and national crisis were only pretexts. Augustus was motivated by lust for power. He brought peace, but it was a bloodstained peace.

23. This charge is significant because it is an early sign of the erosion of freedom and the advent of absolute tyranny for the Romans. He escapes execution when Tiberius, furious, announces that he'll vote, whereupon a senator embarrasses the emperor by asking whether he'll vote first or last. The senator explains that he doesn't want to inadvertently vote against him. Tiberius votes for acquittal.

24. Tiberius planned to throw Thrasyllus off of a cliff, and Thrasyllus predicted great danger to himself. He thus earned Tiberius' trust in his reliability as an astrologer.

25. Tiberius said this quote to Agrippina (I). Her cousin had been put on trial, and she had come to him begging him to change the situation. He said this quote in response to her pleas. This quote shows that he thinks that she has designs on the throne, and that she is grasping for too much power, which is what Sejanus wants Tiberius to think.

26. For Romans, a king was a symbol of absolute rule. The emperor, even though he was actually an absolute ruler, was apparently only an agent of the Senate, hemmed in by numerous Constitutional restrictions. The emperor did not appear to be an absolute ruler, which was why the people accepted him.

27. Nero was singing a poem that he had composed about the destruction of Troy. He escaped blame by

AMDG


History Grade 10


scapegoating the Christians, thus shifting the blame for the fire upon them. 28. Messalina is executed for marrying another person—while she is still married to Claudius! This new

“husband” would have been a challenge to Claudius’ place on the throne, and was a blatant case of adultery. However, Claudius did not order the death of his wife.

29. Seneca said this quote right before dying. He shows that, despite his efforts to make Nero a better person, Nero’s character had been corrupted from a young age. Seneca knew that he himself would become a victim of Nero’s cruelty, as Agrippina and Britannicus had before. By trying to tutor and guide Nero, Seneca was actually sealing his own fate.

30. Tacitus said this statement about the Christians. His quote shows the kind of hatred that the pagans had for the new religion of Christianity. Like many other pagans, Tacitus was approaching Christianity from a completely worldly point of view, and did not understand what Christianity was about. Tacitus is speaking about how Nero had set the Christians up as a scapegoat for the great fire at Rome, and how their beliefs led them to be a target for persecution.

Part Three. Essay. Essays can be in first-person. Explanations of Christian beliefs should include reflections on: Christ’s death. While Tacitus presents Christ’s death as a “setback,” Christians will understand

His death to be exactly the opposite: by dying, Christ redeemed us and saved us from death. What appears to the world as defeat is actually a triumph, Christ’s triumph over death.

Christ’s Resurrection. While Tacitus does not speak about the Resurrection in the Annals, one can imagine that he found this idea outrageous. Students should basically explain the Resurrection to him, and can note that Christ’s Resurrection is a triumph over death. The Catechism (paragraphs 638-640), states that “the Resurrection of Jesus is the crowning truth of our faith in Christ, a faith believed and lived as the central truth by the first Christian community; handed on as fundamental by Tradition; established by the documents of the New Testament; and preached as an essential part of the Paschal mystery along with the cross.” Also, Christ’s Resurrection was not a return to life on earth, but “in his risen body he passes from the state of death to another life beyond time and space” (646). While a pagan would also find our own physical resurrection at the end of time incongruous (and many of them did), our resurrection finds its principle in Christ’s Resurrection. We have eternal life because of His own life, death and Resurrection.

Suffering. See Weekly Paper Topic Answer Key, Week 7, for points. While Tacitus believes that Christianity is a corrupting and bad influence, students should argue

that Christianity, to the contrary, could deliver Rome from its current evils. The reign of Nero is characterized by debauchery, excess, fear and brutality towards all- pagan and Christian. The virtues of charity, humility, fortitude, temperance, hope, faith and prudence combat these excesses. Most of all, though, the grace that God provides for his faithful through prayer and the sacraments is more powerful than any corrupt emperor could ever hope to be.

While Tacitus believes Christianity to be another degenerate sect at Rome at the time—and there were many of these groups—students should show Tacitus that Christianity seeks the good of all, through love of God and neighbor. It also stresses acting morally, with self-control and charity. Even a pagan Roman, on a natural level, could admire the selfless and temperate life of a Christian. The pagan Roman virtues of pietas and virtus echo, in an imperfect way, the virtues of Christian life. Finally, students should exhort Tacitus to take up these Christian virtues, and to honestly explore Christianity- they might even extend an invitation to him to attend Mass.

AMDG


History Grade 10


Part One. Fill-in-the-blanks. 1. 354-430 AD 2. Concerning the City of God against the Pagans 3. 410 AD 4. Hippo, in North Africa 5. St. Monica 6. No 7. gods 8. libido dominandi 9. No 10. No 11. No 12. love of praise 13. Plato 14. yes 15. Socrates 16. Cicero 17. justice 18. yes 19. demons 20. Jesus Christ Part Two. Short Essays (2-3 sentences). Answer briefly, but comprehensively. Omit ONE.

21. The pagan Romans were trying to show that the Christian God was powerless to defend His people. If He were a true God, they claimed, then He would have delivered his believers.

22. Greek culture: If the gods are to be worshipped in immoral ways, immoral men who act out their cultic practices should be honored. Roman culture: But such men are in no way to be honored. Christianity: Thus such gods are not to be worshipped.

23. A) In reality, the Roman gods were demons. B) They demanded that immoral stage shows be put on in their honor, as worship of them. These stage shows encourage people to act out in immoral ways. No god would want people to act immorally. In addition, the “gods” do all kinds of immoral things themselves: they commit adultery, fight with each other, do not protect their worshippers, and are inconsistent.

24. The gods do not protect even their worshippers, as in the cases of Troy and Regulus. The Trojans worshipped the same gods as the Greeks, yet their city was destroyed. Regulus not only lived virtuously but honored an oath he had made, and he was killed. Yet the gods still promise protection for their believers.

25. The gods commit adultery, yet are angry with Paris for doing the same. If they destroyed Troy because of Paris’ adultery, why didn’t they destroy Rome for Romulus’ fratricide? If they failed to protect Troy, then how could these gods protect Rome?

26. St. Augustine uses the example of twins to argue against astrology. Twins may lead vastly different lives, and even be of different genders, although the circumstances of their births are identical.

27. No, good men cannot consistently desire to expand their empire. Since just expansion of empire requires that others do injustice—that they attack you first, for example—then that would mean that you would desire that others do injustice. “It is a wicked prayer to ask to have someone to hate or to fear, so that he may be someone to conquer” (IV.15).

AMDG


History Grade 10


28. The demons have knowledge, but no charity. Hence their knowledge is arrogant. The angels have knowledge with charity, and are thus humble. They hold cheap the knowledge of material and temporal matters, and know the will of God. They are thus never deceived. Demons, on the other hand, pride themselves on their temporal knowledge. They can foretell the future, but are often deceived. The demons unlike the angels, do not behold eternal causes, but temporal ones.

29. St. Augustine thinks that she had more human feeling than the whole population of Rome. She should not be blamed for her tears, nor, therefore, should she have been killed by her brother.

30. Apuleius does not say anything about the demons’ goodness in his description of them. What he does say is that the minds of the demons are liable to disturbances, agitations, and storms of passions. If the demons were good, then why would they be known for their weaknesses? Also, what good can the demons do for us, if they share immortality with the gods, but their nature is fallen, like that of man?

31. St. Augustine thinks that love of praise is a “vice closer to virtue” because the love of praise keeps other faults in check; it suppresses greed for money and other faults. He does not think, however, that Christians should ever give into this vice.

Part Three. Essay. Answer both parts. A). The pagans alleged that since the Christians had turned away from the worship of the gods, they were punished by the city being sacked. The abandonment of the “traditional” pagan gods had left Rome open to attack. In addition, the Christian God could not even defend His believers from harm and destruction; it would have been better if Rome had remained loyal to its pagan gods. B) St. Augustine responds to these arguments in the following way: Contrary to being destroyed because of Christianity, many pagans took refuge in Christian places

of worship and thus were spared. In addition, Alaric spared parts of the city because they were Christian places of worship. Thus, people and places that would have been destroyed were spared.

Cities in the past that had the protection of the gods were sacked anyway! Best example: Troy. Pagans who saw Christians being killed or harmed in the sack of Rome used this as proof that the

Christian God did not protect His followers. St. Augustine replies that all men suffer—what matters is how the Christian accepts his suffering. It is God’s will that both good and bad suffer, and reasons for suffering can include a test of character and purification for sin. A good Christian will use suffering to grow closer to God, knowing that nothing happens which is outside of His will. In addition, the gods do not spare their followers on numerous occasions. Look at Aeneas: he is pius, and yet Juno was allowed to torment him and cause him great suffering!

Regulus is yet another example of a good pagan who was refused the protection of the gods. He refused to break his oath and remained faithful to the gods, and for this, he died. The pagans cannot claim that even the best of the Romans were protected by the gods.

Events like the sack of Rome will be interpreted differently, depending on whose “eyes” are viewing them. A Christian will look at the sack of Rome—and any earthly disaster—with the eyes of faith. This does not mean that a Christian will be impervious to sorrow or suffering; St. Augustine’s shows that Christian women who were raped suffered immensely. Rather, a Christian will strive to deal with events in life with a spirit of acceptance of God’s will, and pray to God for help, instead of cursing Him. A pagan will view earthly events in isolation, without any redemptive or supernatural meaning. He will see no other cause in the loss of earthly goods than the anger of the gods, and will not benefit from the suffering he undergoes.

Date post:	08-May-2020
Category:	Documents
Upload:	others
View:	6 times
Download:	0 times

Kolbe Academy Home School - Amazon S310/...the Second Punic War, which Rome won to cement its...

Documents