Download Livy – Cincinnatus Leaves his Plow

ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Name: __________________________
Assignment Schedule:
M
1/11
Exam Return
Introduction to Rome
T
1/12
Seven Hills of Rome (AR 26-31)
Livy – Romulus and Remus (WW 139-141)
W
1/14
Creating the Republic (AR 32-36)
Livy – The Rape of Lucretia (WW 142-143)
S
1/16
Livy – Horatius at the Bridge (WW 144-145)
Livy – The Bravery of Mucius Scaevola (WW 146-149)
M
1/25
Conflict: Patricians and the Plebs (AR 36-40)
Winning Italy (AR 40-43)
T
1/19
Livy – Coriolanus Defies Rome (WW 150-156)
W
1/20
Livy – Cincinnatus Leaves his Plow (WW 157-161)
Livy – The Noble Behavior of Camillus (WW 162-164)
M
1/25
ESSAY DUE: Livy & Roman Values
Essay Topics - Choose One:
A) Analyze the lessons taught and the values embodied in three stories from Livy. What do
these stories show about the Romans?
B) Analyze the lessons taught and the values embodied in three stories from Livy. In what
ways do these stories provide useful lessons for life at Asheville School?
C) Analyze the lessons taught and the values embodied in three stories from Livy. What do
these stories tell us about Roman conduct in war?
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Due: Tuesday, 1/12
Seven Hills of Rome (AR 26-31)
Livy – Romulus and Remus (WW 285-287)
Seven Hills of Rome (AR 26-31)
Romulus and Remus
Aeneas
Roman virtues (list them):
Virgil – image of the bees:
Site of the capital – advantages:
Roman kings 753-509 BCE – legendary or historical?:
Political principle – Clans:
Clients
Imperium
Livy – Romulus and Remus (WW 139-141)
The Etruscan king Amulius seizes power, killing his nephews and making his niece a priestess.
But the niece, Rhea Silvia, bore two sons, Romulus and Remus, and claimed that the god Mars
was the father. The boys were abandoned, but then suckled by a she-wolf and eventually raised
by a shepherd. When they grew older, they kill Amulius and restore their grandfather to the
kingship. Together they found a new settlement, but then quarrel over who will have control.
Romulus kills Remus and becomes the first king of Rome.
Does Livy indicate that he believes Rhea Silvia’s story?
How does “Destiny” intervene in the story of the twins?
How does Livy convey skepticism about the story of the she-wolf? What’s another explanation?
What motivations led Romulus and Remus to oppose and kill and the illegitimate king, Amulius?
What motivation then led Romulus and Remus to oppose each other?
What lessons could Romans draw from this story of the founding of their city? What is positive
and what is negative in this tale?
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Due: Wednesday, 1/13
Creating the Republic (AR 32-36)
Livy – The Rape of Lucretia (WW 142-143)
Creating the Republic (AR 32-36)
Tarquinius
Lucretia
Lucius Junius Brutus
The Republic
Consuls
Dictator
Praetor
Quaestor
Aedile
Censor
Senate
Polybius
Livy – The Rape of Lucretia (WW 142-143)
Sextus, the son of the Roman king Tarquin, rapes Lucretia, the wife of a Roman noble. Lucretia
commits suicide rather than live in dishonor. Brutus pledges to slay the king and end the
monarchy in Rome.
How does Tarquin think he can get away with the rape?
Why does Lucretia decide to kill herself?
Why does Brutus make his pledge?
What lessons does this tale teach to Roman men? And what lessons does this tale teach to Roman
women?
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Due: Saturday, 1/16
Livy – Horatius at the Bridge (WW 144-145)
Livy – The Bravery of Mucius Scaevola (WW 146-149)
Livy – Horatius at the Bridge (WW 144-145)
Horatius defends a bridge into Rome against an invasion by an Etruscan army. He commands
the Roman troops to destroy the bridge behind him while he holds off tha attack. He fights
single-handedly before jumping into the river and swimming to safety in the city.
What virtue does Horatius display with his actions?
What argument does he make against the Etruscan invaders?
Does Livy believe the full story?
What lessons does this tale teach to Roman men?
Livy – The Bravery of Mucius Scaevola (WW 146-149)
The Etruscans have Rome surrounded in a siege for the first time in her history. Mucius
volunteers to sneak into the Etruscan camp in an effort to kill their king, Porsena, but he
mistakenly kills the king’s secretary instead. Porsena orders Mucius to be burned alive if he does
not reveal the extent of the plot, but Mucius instead places his hand in the fire. His bravery so
impresses Porsena that the Etruscans negotiate a peace.
What does Mucius hope to show by placing his hand in the fire?
When Porsena then spares his life, what advice does Mucius give in return?
And how does Porsena then respond?
How does Mucius get his nickname, Scaevola?
Why do Romans view him as a hero?
What lessons does this tale teach to Roman men?
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Due: Monday, 1/18
Conflict: Patricians and the Plebs (AR 36-40)
Winning Italy (AR 40-43)
Conflict: Patricians and the Plebs (AR 36-40)
Patricians
Plebeians
Wealth
Secession of the Plebs
Tribunes of the Plebs
Conflict of the Orders
Tribal Assemblies
Assembly of the Centuries
Plebeian Assembly
Plebiscites
SPQR
Winning Italy (AR 40-43)
Original motivation for war
“Legitimating mythology” of “Just War”
Fruits of Conquest – colonies
Fruits of Conquest – alliances
Fruits of Conquest - citizenship
Loyalty to Rome as an asset
How Romans liked to see their wars”
A “new” Trojan War
“Pyrrhic victory”
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Due: Tuesday, 1/19
Livy – Coriolanus Defies Rome (WW150-156)
Livy – Coriolanus Defies Rome (WW150-156)
In 494 BC, just 15 years after the establishment of the Republic, class conflict in Rome led the
lower-class “plebs” to withdraw from the city in order to win concessions from the upper-class
“patricians.” Their chief gain was the position of “tribune” to protect the interests of the plebs.
But opposition from some senators remained strong, particularly from the reactionary Marcius
Coriolanus. When Coriolanus encouraged the Senate to increase the price of grain in an attempt
to pressure the plebs into giving back the concessions they had won, the people responded in fury
and drove Coriolanus into exile. Coriolanus joined the Voslcians, a neighboring enemy of Rome,
and plotted with the Volscian leader, Attius Tullius, to incite a new war against Rome. After
orchestrating a “humiliation” of the Volscians at a Roman religious festival, Tullius and
Coriolanus defeated a series of Roman allies and encamped outside of Rome. Only a desperate
appeal from Coriolanus’s mother convinced him not to attack the city that had raised him; the
mother’s courage and patriotism saved the city.
What does Coriolanus say in the Senate debate about the prize of grain? What does this reveal
about patrician attitudes toward the plebs? (150-151)
How did the plebs view Coriolanus and his proposal? What did the tribunes do in response?
(151)
Why did Coriolanus then go over to the Volscians? What plans did he then make with Attius
Tullius, the Volscian leader? (151-152)
What happened immediately before the opening of the “Great Games” in Rome? And what
dream did Titus Latinius have about those Games? (152)
What did Attius Tullius tell the Romans about the Volscians who attended the Games? And what
did the Romans do in response to this “tip”? (153)
What did Tullius then say to the Volscians about their “humiliation” by the Romans? (154)
How successful was Coriolanus in leading Volscian troops against Rome? Why did he instruct
the Volscians to protect the property of the patricians? (154-155)
How did Coriolanus respond to the first Roman appeals for peace? But what group of Romans
wanted to make further appeals to him? (155)
Who finally went to Coriolanus and convinced him to change his mind and give up the war
against Rome? What arguments did she use? Why was she successful? And what does this tell
us about Roman values? (156)
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Due: Wednesday, 1/20
Livy – Cincinnatus Leaves his Plow (WW 157-161 )
Livy – The Noble Behavior of Camillus (WW 162-164)
Livy – Cincinnatus Leaves his Plow (WW 157-161)
When the Aequian army succeeds in besieging a Roman army and threatening the city, the Senate
names Cincinnatus as dictator for a six-month term. Cincinnatus puts down his plow and goes to
defend the city, though many of the common people fear that he will keep power for himself.
Cincinnatus quickly wins an impressive victory, saving Minucius’ army, but giving him no share
in the plunder. The city grants Cincinnatus a triumph, and he then resigns his office after only
fifteen days of absolute power.
Why do you think the Romans created the office of dictator in the first place?
Were the common people right to fear possible abuse?
What virtue did Cincinnatus display in leaving his plow to fight for the city?
And what virtue did Cincinnatus display in leaving the dictatorship to return to his plow?
Which action is most impressive?
What lessons could Romans draw from this tale?
Livy – The Noble Behavior of Camillus (WW 162-164)
Camillus successfully besieges the Etruscan city of Falerii. A Faleriian schoolmaster leads a
group of young noble boys out of the city into the Roman camp, seeking to betray his own city and
collect a reward. But Camillus refuses to accept these hostages and instead sends them back. In
gratitude, the Faleriians decide simply to surrender.
What clue does Livy give about Camillus’ character even before the attempted betrayal by the
schoolmaster?
Why does Camillus refuse to accept the betrayal?
What traits do the Faleriians then see in Camillus that makes them willing to surrender?
And how did Rome benefit from the arrangement?
What lessons could Romans draw from this tale?
ROME UNIT 1 – ROMAN VALUES and EARLY HISTORY
Essay Topics – Choose One:
Topic A:
Titus Livius (Livy) has written seven stories that in various ways illustrate those values in action
in Early Rome: Romulus and Remus, Lucretia, Horatius, Mucius Scaevola, Coriolanus,
Cincinnatus, and Camillus.
Select any three (3) stories and explain how they bring Roman values to life. Provide a full
definition of the value, and then show how the figures from early Rome put them into action.
You may use one story to illustrate the value, or you may use multiple stories. (You may use a
singe story to illustrate more than one value, but be sure to focus on the precise part of the story
relevant to the particular value.) It will not be enough to simply list the value and the story;
instead, you need to explain the connection between the two.
Topic B:
When Livy wrote his history of Rome, Ab Urbe Condita, he consciously sought to include stories
that would be instructive to Romans of his day; many early Romans embodied values and
illustrated virtues that Livy hoped to promote in the Augustan Age. But can Livy’s stories still
instruct us today? Do they provide a useful guide for students at Asheville School?
Consider the six stories from Livy that we have read and all of the characters contained therein.
Then select three (3) figures whose words and/or deeds somehow contain a lesson relevant to
your life and experience. That lesson may be positive OR negative; you may view the character
as someone to emulate, or someone to avoid.
You should devote at least a full paragraph to each of the three characters. Be precise in
identifying the words or actions that you find instructive and the lesson you draw from them.
Then explain the relevance of this story to your own life here at Asheville School. How can you
put it into action, either by following the example of the Roman or by embracing a different set of
values?
Topic C:
War was nearly a constant in Ancient Rome; the Romans were good at it, and their success made
them the greatest power of the Ancient World. But Romans believed that there were right ways
and wrong ways to fight. In his history of early Rome, Ab Urbe Condita, Titus Livius (Livy)
includes many stories about Romans at war. Consider Livy’s five stories about military conflict
(Horatius, Mucius Scaevola, Coriolanus, Cincinnatus, and Camillus), and then select three (3) to
analyze.
What does each of your selected stories tell us about Roman conduct in war? What did the
Romans consider the right ways to engage in war? And what did they consider the wrong ways?
You should devote at least a full paragraph to each of the three stories.