hello, i need help with my assignment due on Monday i would appreciate the help. all the instructions are in the word file and all the supporting slides i also have uploaded. thank you

7

VALUES

PART I: Definitions and Short Answers

40

1.) Definitions – 10 marks

Define the following terms:

1. pomerium

1. lararium

1. vilicus

1. concordia

1. pax deorum

1. ludi magister

1. tirocinium fori

1. nutrix

1. domus (2 meanings – 1 mark each)

2.) Short answers – 30 marks

1. What was the Latin term for a ‘legal’ marriage? What were the three requirements for this type of relationship? And what was considered the main purpose of legal marriage? (5 marks)

1. Which group of society usually had ‘contubernicum’ relationships and why? (2 marks)

1. Name the two types of exercises you might study with a rhetor, and describe what these exercises might entail? (4 marks)

1. In their original form, what was the major difference between ludi and munera? (2 marks)

1. What were the three major components of the Roman army? (3 marks)

1. What does SPQR stand for? (1 mark)

1. How long did you hold the position of dictator for? Name two dictators that broke this rule. (3 marks)

1. Although we often translate it as simply ‘family’, what is the actual meaning of the Latin word familia? And how was the familia divided? (3 marks)

1. What was the only college of priestesses called? What was their role, and what were the terms of their service? (4 marks)

1. What is stuprum and how is applied differently to men and women? (3 marks)

PART II: QUOTATIONS & IMAGES

40

1) In the passage from Livy, whose speech is being described? What major event did the speech follow, and what political change occurred as a result? (3 marks)

“Then he dwelt on the tyranny of the king, the toils and sufferings of the plebeians kept underground clearing out ditches and sewers —Roman men, conquerors of all the surrounding nations , turned from warriors into artisans and stonemasons! He reminded them of … other still more atrocious incidents which his keen sense of the present injustice suggested, but which it is not easy to give in detail, [and by so doing] he goaded on the incensed multitude to strip the king of his sovereignty [imperium] and pronounce a sentence of banishment against Tarquin with his wife and children.”

2) How accurate are Augustus’ claims in this passage from the Res Gestae? (6 marks)

“In my sixth and seventh consulships, after I had extinguished civil wars, and at a time when with universal consent I was in complete control of affairs, I transferred the republic from my power to the dominion of the senate and people of Rome … After that time I took precedence (dignitate) of all in rank, but of power (potestas) I possessed no more than those who were my colleagues in any magistracy.”

3) What is the name of this entertainment venue? What are the three types of entertainment that might take place here? (4 marks)

4) Who are the group of men in this picture? What are they carrying and what did they represent? (3 marks)

5) What is this child wearing around their neck? What is it a symbol of? (2 marks)

6) Which event did this coin, minted in 44BCE, commemorate? What is the significance of the imagery? (3 marks)

7) Who is the god depicted in this image? What is his role and what is the significance of his enormous phallus? (3 marks)

8) Below is part of a description from Plutarch’s Life of Cato. To what extent are Cato’s methods reflective of general societal trends? And what does the passage reveal about the role of slaves in the educative process of a child? (6 marks)

“After the birth of his son, no business could be so urgent, unless it had a public character, as to prevent him from being present when his wife bathed and swaddled the babe. For the mother nursed it herself, and often gave suck also to the infants of her slaves, that so they might come to cherish a brotherly affection for her son. As soon as the boy showed signs of understanding, his father took him under his own charge and taught him to read, although he had an accomplished slave, Chilo by name, who was a school-teacher, and taught many boys.”

9) In this passage, Pliny the Younger claims he does not get caught up in the frivolity of public entertainment. Other than ‘excitement’, what are the other possible functions of public entertainment? (4 marks)

“I have spent the past few days quietly, but very pleasantly, involved in my notes and books. “In Rome?” you say. “How could you?” There were, of course, chariot races, but I am not the least bit interested in that kind of entertainment….When I consider [other] men, and their insatiable interest in something so silly, so dull, and so common, I take some pleasure in the fact that I am not taken in by a pleasure such as that…”

10) In this passage from Dionysius of Halicarnassus, what are the two Latin terms missing that signify the two groups of citizens? What was the significant event that altered how these categories were viewed, and how did the relationship between these two groups change after that event? (6 marks)

“But there was another division again of the men only, which assigned kindly services and honours in accordance with merit, of which I am now going to give an account. [Romulus] distinguished those who were eminent for their birth, approved for their virtue and wealthy for those times, provided they already had children, from the obscure, the lowly and the poor. Those of the lower rank he called " " … and those of the higher rank "fathers [i.e. ]," either because they had children or from their distinguished birth or for all these reasons.”

PART III: LONG ANSWER

Pick any TWO of the following questions to answer. When answering the questions, your responses should have at least ten clear points to get full marks. Please indicate the title of the question you are answering clearly.

20 – 2 x 10 marks

1. How significant was religion in the lives of the Romans?

1. To what extent was Rome a patriarchal society?

1. What measures were put in place to ensure the ‘professionalization’ of the Roman Army, and what was the impact of these measures?

1. To what extent can we identify a ‘common’ Roman slave experience?

1. Describe the ways in which class and status were showcased and/or represented in Roman Society?

TOTAL

100