Methodical manual on the history of the ancient world (Goder G.I.). Triumph of Bacchus

Picture 20 from the presentation “Slavery in Ancient Rome” for history lessons on the topic “Roman Republic”

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Roman Republic

“Ancient Rome MHC” - The dome and walls account for exactly half the height of the entire building, which is equal to the diameter of the base. Interior of the Pantheon. Pantheon. Materials for the MHC lesson in 10th grade. Ancient Rome. Flavian Amphitheater (Colosseum) Reconstruction. About 125g. The marble pedestal of Trajan's Column, excavated at the beginning of the 18th century, turned out to be three meters below the building level.

“Ancient Rome lesson” - What is “CIVILIZATION”? 6.The emperor who gave the name to the code of laws. New laws. Officials. Community of culture. All the laws of Ancient Rome. What kind of government system can be called democratic? 2.Public buildings for washing. ? For the first time... Farm development. Emperor. Choose the correct answer.

"Roman Republic" - Plebeians. Major milestones in the history of Rome. 3. Right of veto. Third: 149-146 BC. Exacerbation of contradictions in Rome. Founding of Rome. Slaves. 1. Conquest of central Italy - 4th century BC. Conquest of the Greek colonies in southern Italy - 3rd century. BC. 4.

“Culture of Rome” - the Colosseum is a majestic amphitheater where gladiator fights took place. Triumphal arches are architectural structures erected in honor of military victories. Choose musical accompaniment. Talk about a cultural monument or an outstanding figure of the era. Baths are baths that played a significant role in the life of the Romans.

“Slavery in Rome” - Sold by slave traders. Prisoners. In the center of Rome. Children of slaves. What it's about: Learning a new topic. How many wars did Rome have with Carthage? What do the dates say? Sold by pirates. A. King of the mountainous country of Epirus, considered the best commander of his time. Slaves for debts. 1.For what purposes did Rome wage wars in the 2nd century BC?

“Roman Law” - The seller and buyer invited five witnesses and the weight holder. Mancipation was carried out as follows. According to one famous expression, the Romans “conquered the world three times.” The criminal legal provisions of the Laws of the XII Tables are extremely severe. Development. Meaning. Hence "manus". What did Roman law give to the world:

There are a total of 17 presentations in the topic

LESSON 2. ROMAN CONQUESTS IN THE 2nd CENTURY B.C.

The further development of Roman aggression and the establishment of Roman dominance throughout the Mediterranean is considered. The aggressive nature of the wars of the 2nd century is emphasized on the part of the Romans. BC e., as a result of which the once independent flourishing regions were turned into powerless provinces, plundered by the conquerors.

Options for starting a lesson: I. B 1, 3-5; A 1, 3; B 6-7. II. B 1, 3-4; A 2; B 6-7. III. B 1, 3-5, 7; A 3. IV. B 1-7. Questions and tasks:

A. 1. What began first: the second Punic War or the campaign of Alexander’s troops in Asia? How much earlier? Draw a “time line” on the board and mark the required dates on it. 2. One student should draw on the board a plan of the location of the Roman troops at Cannae, the direction of military attacks, and at the same time talk about the battle on behalf of its legionnaire participant. Another student should draw the formation of the Carthaginian troops, the direction of their attacks and at the same time talk about the battle on behalf of a warrior in Hannibal’s army. The teacher guides the answers, giving the floor to either the “Roman” or the “Carthaginian.” 3. What do you see as Hannibal's outstanding leadership abilities? Students are able to give a detailed justification using the following facts: a) Hannibal’s sudden invasion of Italy (crossing the Alps); b) encirclement and defeat of the numerically superior Roman army at Cannae; c) a plan to win over the peoples of Italy conquered by Rome (Gauls, Greeks, etc.).

B. 1. What were the names of the wars between Rome and Carthage? Why were they called that? What were their reasons? 2. How did the Romans create a navy and defeat the Carthaginians at sea?

(Based on the filmstrip “The Wars of Rome with Carthage.”) 3. How did the first Punic War end? 4. Tell us about Hannibal’s invasion of Italy. Show on the map the path of his troops. 5. Show on the map the locations of Hannibal's two main battles. (Cannes, Zamy.) What are the results of each battle? 6. Why couldn't Hannibal conquer Italy? 7. How did the second Punic War end?

Study plan ( This plan follows the chronology of events. The textbook covers the Third Punic War before the Roman conquests in the Eastern Mediterranean (an advantage of the textbook outline is that the destruction of Carthage is thematically linked to the previous lesson). The teacher can choose any plan for studying the material): 1. Roman conquests in the Eastern Mediterranean. 2. The Third Punic War and the destruction of Carthage. 3. Robbery of conquered countries by the Romans.

1. Rome, having crushed Carthage, began to reign supreme in the Western Mediterranean. It is useful to show students on a wall map the approximate boundaries of both of these regions (Western and Eastern Mediterranean). “What states arose in the Eastern Mediterranean after the campaigns of Alexander the Great?” asks the teacher. Complementing the answers, he recalls that the Syrian kingdom, Egypt, Macedonia and other smaller states were constantly at enmity with each other. The internecine wars of the eastern parishes were beneficial to the Romans; the rule of the Roman Senate was: “divide and conquer!” (“How do you understand this expression?” Students are able to point out that the Romans deliberately set neighboring peoples and states against each other and separately defeated their troops.)

A more detailed story about the fate of Hannibal than in the textbook will help to connect the material of the previous and this lessons.

Soon after the end of the Second Punic War, Hannibal was forced to flee to the east, where he became an adviser to the Syrian king Antiochus. Hannibal was old and sick, but remained true to his oath and was ready to fight the Romans. “Zay, king,” he said to his master, “the Romans are warlike and cruel; they strive to conquer the whole world. Remember how they humiliated my homeland. The Romans took almost all of Carthage's possessions for themselves. Forget, king, your old enmity with the kings of other states of the East. Unite! Only by working together will you be able to defeat the Romans. Otherwise, slavery awaits you all.” But the king of Syria did not heed the wise advice of the famous commander.

Students can learn about the defeat of the Syrian kingdom by reading the textbook aloud (§ 46, paragraph 2). After this, the teacher ends the story of Hannibal, who fled to Bithynia (Asia Minor). And here he became a military adviser to the king.

Having learned about this, the Romans demanded the extradition of Hannibal. One day the old commander saw that his house was surrounded by armed men. Not wanting to become a prisoner of the Romans, Hannibal took poison.

The teacher says that after Syria, the Romans subjugated Macedonia. He can offer compare the formation of Roman and Macedonian troops in battle and draw a conclusion. (Which army was more perfect? ​​What?) After listening to the answers, the teacher either again uses the technique of loud reading (§ 46, paragraph 3), or talks about the Battle of Pydna himself.

The blow of the Macedonian phalanx was so strong that the Roman advance detachments were crushed and began to retreat to the hills located near the Roman camp itself. The Roman consul, who had turned gray in battle, later often recalled what a terrible impression the attack of the phalanx made on him. But the very swiftness of the blow destroyed the Macedonians. The ranks of the phalanx broke in some places due to their rapid pursuit of the Romans and uneven ground. The consul took advantage of this and threw mobile detachments into the resulting intervals. The Romans began to attack the Macedonians from the flanks and rear, disrupting their ranks. The Macedonian king Perseus, confused, fled from the battlefield. The battle lasted less than an hour. 20 thousand Macedonians remained on the battlefield. 11 thousand were captured. Roman losses were ridiculously small ( See: Kovalev S.I. History of Rome. L., 1948, p. 284-285).

Students will learn about the conquest of Macedonia and Greece by Rome, and the death of the largest trading center in Greece - Corinth (146 BC). Roman merchants insisted on the destruction of the city. The place where Corinth stood was cursed, the surviving inhabitants were sold into slavery, and works of art were taken to Rome.

2. Militarily, Carthage did not pose any threat to Rome, but Roman merchants were afraid of the rivalry of more experienced Carthaginian merchants. The Carthaginians were engaged in peaceful work, they grew grapes and olives and traded wine and oil in all Mediterranean countries.

One day, the old and influential senator Cato arrived in Carthage at the head of the Roman embassy. He looked at the Carthaginian port with displeasure: many ships stood at the piers and merchants sported bright clothes. “Fifty years ago,” thought Cato, “when I fought here under Scipio, the Poonas trembled with fear. And now they have forgotten everything - they enjoy life and get rich.” Returning to his homeland, Cato spoke in the Senate. “Carthage is thriving! - he said indignantly. - Maritime trade has enriched the Poons, and meanwhile our merchants are suffering losses. I believe that Carthage must be destroyed." From now on, speaking at every meeting of the Senate, no matter what was discussed, Cato always ended his speech with the same words: "Still I believe that Carthage must be destroyed". Cato was supported by Roman merchants, who knew that wine and olive oil from the African possessions of Carthage were more readily bought than Italian ones. The Senate openly demanded that Carthage be wiped off the face of the earth.

In the story about the siege and assault of Carthage, you can use either the color filmstrip “The Wars of Rome with Carthage” (frames 37-46) or the drawings on pp. 191-192. The last picture gives an idea of ​​the heroism of the inhabitants who defended Carthage for six days, when there was no longer any hope of salvation. The brutal Roman legionnaires stormed house after house, slowly moving through the burning streets towards the city center, killing everyone in their path.

Carthage burned for seventeen days. Choking smoke lay low on the ground. Instead of a beautiful city full of life, a lifeless field with shapeless ruins stretched all the way to the bay. The place where Carthage stood, where artisans worked and merchants traded, was given over to eternal damnation, so that from now on neither houses nor arable land would appear on it. So the Senate commanded ( See: Nemirovsky A.I. Three wars. L., 1961, p. 131-132).

Summarizing, the teacher notes that as a result of victorious wars, Rome became in the middle of the 2nd century. BC e. the strongest state in the entire Mediterranean. Egypt and several smaller states still retained their independence, but none of them dared to fight Rome.

3. The question is revealed in the volume of the textbook (§ 46, paragraphs 4-5); concepts are introduced province and triumph.

It is advisable to use the painting by S. Ankundinov “The Triumph of the Roman Emperor”. Before showing it, the teacher says that in Rome, after every major victory, a holiday was held, which was called a triumph: an army led by a commander solemnly entered the city.

Having hung the picture, the teacher explains that the front gate in the shape of an arch was erected especially for the festival: all participants in the triumph passed through it. He invites students to construct a story based on the picture and helps them do this: “We see three groups of people in the picture: 1) Roman soldiers; 2) prisoners; 3) citizens meeting the army. Include a description of each group in the story.” Typically, students complete the task successfully; the teacher corrects errors in the answers and makes additions (see manual, table 19).

At the end of working with the painting, a possible task: “Think about how triumph would make you feel if you were in Rome. What would be your personal attitude towards such celebrations? After listening to the answer, the teacher draws attention to the contrast between the jubilant Roman crowd and the sad figures of the prisoners. For some, triumph is joy, for others - humiliation and loss of freedom. The magnificent spectacle of triumph was nothing more than a display of plundered booty and enslaved people.

The teacher can write a description of the picture himself, without assigning it to the students. (If the school does not have the named picture, color Fig. 17 can be used.)

Homework: § 46. Answer the question for the document “Plutarch’s Description of Triumph” (p. 194). Questions and tasks 1-3 to § 46.

Ambassadors were sent to Rome and asked to arrange a triumph. The Senate gave permission to carry it out only with truly significant successes of Roman weapons. Subsequently, clear boundaries of triumph arose: it could be obtained if the enemy lost at least 5,000 killed in one battle. On special occasions, the victor received an award weapon, a toga decorated with gold and a laurel crown. The triumph of the military is a parade. It was a colorful and rather rare spectacle, for the entry of troops into the sacred precincts of the city of Rome was strictly prohibited by Roman laws and was considered as sacrilege. By the way, on the Field of Mars, outside the city, there was an ancient altar of the god of war Mars. Power there belonged to the military. In Rome itself, power was held by civilians - magistrates. The people possessed the highest form of power - the empire. The People's Assembly awarded the imperium to the highest officials, and in the era of the Empire it began to be given to the emperor upon accession to the throne. "Empire" meant "power" and over time came to designate the territory over which magisterial rule extended. It was possible to obtain the right to triumph only if the commander completely and finally completed military operations. Not just a victory was required, but a major one, as a result of which the Roman state expanded its borders.

Triumph was not only an important social stimulus, but also a psychological tool in the education of the people, the formation of the entire system of Roman values. Emperor Augustus, who restored old monuments, specially placed statues of prominent people of Rome in triumphal garb in the forum. He said that this was being done for one purpose: so that the people themselves, when fulfilling their duty, would encourage him and other rulers to follow the example of the victors. Such triumphant commanders were glorified by statues, tombstones and special inscriptions (elogies). Thus, in the temple of Mater Matuta a plaque was installed listing the exploits of Tiberius Sempronius Gracchus (174 BC). Various types of wreaths were also awarded to soldiers (for saving citizens, for bravery, etc.).

Rewarding with wreaths at that time was adopted by the Romans, Macedonians, and other armies of the world. The reward for outstanding bravery in battle was a golden wreath. Such wreaths were awarded to those who set examples of courage to others, say, by being the first to climb a fortress wall during a siege of a city or an assault on a fortified enemy camp. After the capture of Carthage, Scipio awarded a golden wreath to two people at once - a centurion of the legion and a soldier of the boarding party, who were the first Romans to climb the city wall. The warrior who saved the life of a comrade in battle (whether a Roman or an ally) was awarded an oak wreath. The wreath was personally presented to him by the person he saved. Moreover, the one who was saved had to treat the warrior who saved him as his own father for the rest of his life. These heart connections usually lasted a lifetime. An example of this is Socrates and Themistocles. The Roman cavalry commander Minucius Rufus treated the dictator Fabius Maximus Cunctator this way, for he saved him from Hannibal at the Battle of Gerunia (217 BC). The man who provided decisive assistance to the army and saved it, like Fabius, was usually awarded the highest of awards - the "crown for liberation from the siege" (corona obsidionalis). This herbal wreath was considered the most coveted of all awards by the Romans. Pliny the Elder (1st century AD) counted only eight people awarded such a wreath. In the event of traditional bravery and courage being demonstrated by any warrior in battle (killing a commander, capturing an enemy’s weapon), the brave man was awarded a cup and a weapon. The simplest and most understandable reward for a soldier was a zucchini and a woman.

Heroes were also paid tribute in works of literature, science, and art. The theme of triumph, wrote architectural historian V. Poplavsky, was reflected in the works of historians, painters, sculptors, architects or masters of decorative and applied arts. Descriptions of the most famous triumphs of the republican period are known - from Plutarch (Lucius Aemilius Paulus), Appian (Cornelius Scipio Africanus), Pliny (Gnaeus Pompey the Great). Such descriptions can be found in Tacitus, Suetonius, and Flavius. The triumphal festivities and military victories of the Romans were often depicted in decorative, applied, fine and monumental art. Of course, this was purely commissioned art, but the Romans considered it absolutely in the order of things. The conqueror of Greece, Emilius Paulus, even specially brought with him the Greek painter Metrodorus from Athens and set him the task of creating large battle scenes that would glorify the exploits of Roman legionnaires... This kind of battle scenes are sometimes found in Rome during archaeological research. During the triumphal procession, the soldiers carried the mentioned scenes and paintings, kept them at home, and exhibited them in public places, including for education. These same themes will later decorate large architectural and sculptural ensembles (such as the ensemble of the Forum of Augustus).

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Diego Velazquez. Triumph of Bacchus
1629. Prado Museum, Madrid.

Painting by the Seville painter Diego Velazquez “The Triumph of Bacchus”. Painting size 165 x 225 cm, oil on canvas. The painting by the Spanish artist Velazquez also has another name: “Drunkards”.
From ancient history. Triumph (triumphus) in ancient Rome - the ceremonial entry into the capital of a victorious commander and his troops. The triumphant dressed in a special luxurious suit, similar to the robe of the statue of Jupiter Capitolinus. He wore a tunic embroidered with palm branches (tunica palmata), a purple toga (toga picta) decorated with golden stars, gilded shoes, took a laurel branch in one hand, and in the other held a richly decorated ivory scepter with an image of an eagle at the top; on his head was a laurel wreath. The triumphant rode standing on a round gilded chariot drawn by four white horses. Instead of horses, elephants, deer and other animals were sometimes harnessed. The triumphal chariot formed the center of the entire procession, which was opened by senators and magistrates. Musicians (trumpeters) walked behind. For the public, crowded along the entire long path of the procession in festive costumes, with wreaths of flowers and greenery in their hands, of particular interest was that part of the procession in which the winner tried to show off the large number and wealth of captured military booty. In ancient times, while Rome waged wars with its poor neighbors, the booty was simple: the main part of it was weapons, livestock and captives. But when Rome began to wage war in the rich, cultural countries of the East, the victors sometimes brought so much booty that they had to stretch out the Triumph for two or three days. On special stretchers, on chariots or simply in their hands, they carried and carried a lot of weapons, enemy banners, subsequently also images of captured cities and fortresses and various kinds of symbolic statues, then tables on which there were inscriptions testifying to the exploits of the winner or explaining the meaning of the objects carried . Sometimes there were also works of conquered countries, rare animals, etc. They often carried precious utensils, gold and silver coins in vessels and precious metals not in use, sometimes in huge quantities. Cultural countries, especially Greece, Macedonia and other areas where Hellenistic education was established, provided for the Triumph many artistic treasures, statues, paintings, etc. There were also golden wreaths presented to the winner by different cities. During the triumph of Aemilius Paulus there were about 400 of them, and during the triumphs of Julius Caesar over Gaul, Egypt, Pontus and Africa - about 3000. Priests and youths accompanied white sacrificial bulls with gilded horns, decorated with garlands. A particularly valuable decoration of T. in the eyes of Roman commanders were noble captives: defeated kings, their families and assistants, and enemy military leaders. Some of the prisoners during the Triumph were killed, by order of the triumphant, in a special prison lying on the slope of the Capitol. In ancient times, such beatings of prisoners were common and probably originally had the character of a human sacrifice, but examples can also be cited from a later era: this is how Jugurtha and Caesar’s opponent in Gaul, Vercingetorix, died. In front of the triumphant were lictors with fasces entwined with laurel; buffoons entertained the crowd. The triumphant man was surrounded by children and other relatives, behind them stood a state slave holding a golden wreath over his head. Behind the triumphant were his assistants, legates and military tribunes on horseback; sometimes they were followed by citizens freed from captivity by the triumphant, and soldiers in full finery, with all the awards they had, made a procession. Starting on the Campus Martius, near the triumphal gates, the procession of Triumph passed through two circuses filled with people (Flaminiev and Bolshoi, Maximus), then along the Via Sacra through the Forum it ascended to the Capitol. There the triumphant dedicated laurels of beans to Jupiter and made a magnificent sacrifice. Then came the refreshment of magistrates and senators, soldiers and even the entire public; For the latter, games were also organized in circuses. Sometimes the victor gave gifts to the public. Gifts to soldiers were a general rule and sometimes reached significant amounts (for example, Caesar’s soldiers received five thousand denarii). Persons who received the Triumph had the right to subsequently wear triumphal attire on holidays.

So, we stopped at a certain very important milestone: the end of the 2nd century BC, the establishment of the Roman power, its triumph, apotheosis. Roman civitas becomes the ruler of the entire Mediterranean. But in this apotheosis lurked a huge danger, a huge threat, since huge contradictions undermined this power. Before I talk about the causes of this crisis (the crisis itself will be discussed in the next lecture), I must say that this era is the era of not only the conquest of Hellas (Greece) by Rome, but also the rapid spread of Greek influence.

At first, the Romans were not very accepting of Greek culture. For example, there was a famous case when in the middle of the 2nd century BC. Greek city-states sent an embassy of several philosophers to Rome. This embassy included philosophers, in particular the skeptic Carneades. Skepticism says that everything can be proven, everything can be disproved. And this skeptic Carneades, having arrived in Rome, spoke there as a guest with several philosophical speeches. Moreover, on the first day he proved something, for example, that there is justice and it must be observed, and on the second day he just as convincingly proved the opposite.

The Romans, unaccustomed to such philosophizing, were completely (to put it mildly), generally surprised and confused. And the censor of Rome, that is, the person who supervised morals, Marcus Porcius Cato the Elder (famous) ordered the expulsion of ambassadors and philosophers from Rome as quickly as possible, so that there would be no corruption. Marcus Porcius Cato told his son: “Greek books should be read, but not studied.” He opposed the spread of Hellenic culture, and in his own way he was right. He saw in her sophistication that the Romans did not need, debauchery, etc. He said that we must stick to the old ways: agriculture, practicality, loyalty to duty. Marcus Porcius Cato the Elder was a supporter of the old Roman traditions, which already needed protection at that time.

But the winner, or rather the descendant of the winner of Hannibal, that same Scipio, Publius Scipio Cornelius Africanus, who was also called Scipio and who was destined to destroy Carthage and win the Third Punic War - he was just an ardent supporter of Greek influence, and a circle developed around him a circle of educated Romans, the historian Polybius came to him from Greece, Stoic philosophers appeared (Panaetius, Posidonius), and with the help of this circle, Greek education and culture began to spread. But I repeat, Marcus Porcius Cato the Elder foresaw great trouble from this. As Horace, the great poet, would later write: “Greece, taken captive, captured the victors of the wild.”

Now I would like to say, drawing a line, about the contradictions that the Roman power came to at the end of the 2nd century BC, at the moment when the total, growing crisis of the Roman civitas, the Roman polis, the Roman republic began. This crisis will last for 100 years. And what was this crisis?

So, world domination has been achieved. But this victory is Pyrrhic, because the entire internal structure is being transformed, all the old structures cannot work, the old morality is changing, all the foundations of the polis must be changed. The factor of external danger, the struggle for survival, united the Romans for several centuries; now Rome has no one to fear for some time, and citizens simply stop serving in the legions. Previously, war constantly occupied them; now, to have fun, they go to watch gladiator fights. Now the polis order is beginning to rapidly collapse. I will briefly list and then specify some of the lines along which the collapse of the Roman polis (civitas) took place.