SKU: 56685869476

Roman Constantinian AD 330-340 AE3/4 NUMMUS NGC / Constantinopolis/Victory (26)

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Roman Constantinian AD 330-340 AE3/4 NUMMUS NGC / Constantinopolis/Victory (26)Roman Empire REIGN OF THE EMPEROR CONSTANTINIAN AD 330 340 AE3 4 BI NUMMUS (FOLLIS) OBVERSE: helmeted, mantled bust of Roma left. REVERSE: CONSTANTINOPOLIS GOD VICTORY. CONSTANTINOPOLI, Constantinopolis helmeted, laureate bust left, holding scepter over shoulder. Victory (Nike) standing left, stepping on galley prow, cradling scepter and resting hand on shield; This coin was issued by Constantine the Great to commemorate the founding of the city of



Roman Empire




REIGN OF THE EMPEROR CONSTANTINIAN AD 330-340



AE3/4  BI NUMMUS (FOLLIS)

 


OBVERSE:helmeted, mantled bust of Roma left.





REVERSE: CONSTANTINOPOLIS / GOD VICTORY.

CONSTANTINOPOLI, Constantinopolis helmeted,
laureate bust left, holding scepter over shoulder.

Victory (Nike) standing left, stepping on galley prow, cradling scepter and
resting hand on shield;



This coin was issued by Constantine the
Great to commemorate the founding of the city of Constantinopolis.


The obverse of the coin features a helmeted
goddess while the reverse features a Guardian Angel

By circa 330 A.D., Constantine the Great
completed his new capital for the Roman empire and called it Constantinople
after himself, originally the ancient Greek city named Byzantium. Constantinople
lay in a strategically important location and could be considered the
continuation of the Roman empire in the east until about 1453 A.D. when it fell
to the Ottoman Turks. For this momentous occasion, he issued two coin types
commemorating this event, with one celebrating Rome and the other
Constantinople. The type that commemorated Rome had the personification of Rome,
Roma with the inscription VRBS ROMA and the founders of Rome, Romulus and Remus
on the reverse suckling the mythical she-wolf. The type that commemorated
Constantinople had the personification of Constantinople on the obverse and
Victory on a galley sailing with a shield. This was a great way for Constantine
the Great to pay homage to both Rome and Constantinople as now the Roman empire
had two official capitals.



Constantinopolis, built on the site of the ancient Byzantium by Constantine the
Great, who called it after his own name and made it the capital of the Roman
empire. It was solemnly consecrated A.D. 330. It was built in imitation of Rome.
Thus it covered 7 hills, was divided into 14 regiones, and was adorned with
various buildings in imitation of the capital of the Western world. Its extreme
length was about 3 Roman miles ; and its walls included eventually a
circumference of 13 or 14 Roman miles. It continued the capital of the Roman
empire in the east until its capture by the Turks in 1453.

Constantine I 'The Great' - Roman Emperor:
307-337 A.D.



Caesar (Recognized): 306-309 A.D. | Filius Augustorum (Recognized): 309-310 A.D.
| Augustus (Self-Proclaimed): 307-310 A.D. | Augustus (Recognized): 310-337 A.D.
|



| Son of Constantius I 'Chlorus' and Helena | Step-son of Theodora | Husband of
Minervina and Fausta | Father (by Minervina) of Crispus and (by Fausta) of
Constantine II, Constantius II, Constans, Constantina (wife of Hanniballianus &
Constantius Gallus) and Helena the Younger (wife of Julian II) | Son-in-law of
Maximian and Eutropia | Brother-in-law of Maxentius | Half-brother of Constantia
(w. of Licinius I) | Half-uncle of Delmatius, Hanniballianus, Constantius
Gallus, Julian II, Licinius II and Nepotian | Grandfather of Constantia (wife of
Gratian) |



Constantine the Great (Latin: Flavius Valerius Aurelius Constantinus Augustus;
27 February c. 272 AD - 22 May 337 AD), also known as Constantine I or Saint
Constantine (in the Orthodox Church as Saint Constantine the Great,
Equal-to-the-Apostles), was a Roman Emperor from 306 to 337 AD. Constantine was
the son of Flavius Valerius Constantius, a Roman army officer, and his consort
Helena. His father became Caesar, the deputy emperor in the west in 293 AD.
Constantine was sent east, where he rose through the ranks to become a military
tribune under the emperors Diocletian and Galerius. In 305, Constantius was
raised to the rank of Augustus, senior western emperor, and Constantine was
recalled west to campaign under his father in Britannia (Britain). Acclaimed as
emperor by the army at Eboracum (modern-day York) after his father's death in
306 AD, Constantine emerged victorious in a series of civil wars against the
emperors Maxentius and Licinius to become sole ruler of both west and east by
324 AD.



As emperor, Constantine enacted many administrative, financial, social, and
military reforms to strengthen the empire. The government was restructured and
civil and military authority separated. A new gold coin, the solidus, was
introduced to combat inflation. It would become the standard for Byzantine and
European currencies for more than a thousand years. The first Roman emperor to
claim conversion to Christianity, Constantine played an influential role in the
proclamation of the Edict of Milan in 313, which decreed tolerance for
Christianity in the empire. He called the First Council of Nicaea in 325, at
which the Nicene Creed was professed by Christians. In military matters, the
Roman army was reorganised to consist of mobile field units and garrison
soldiers capable of countering internal threats and barbarian invasions.
Constantine pursued successful campaigns against the tribes on the Roman
frontiers-the Franks, the Alamanni, the Goths, and the Sarmatians-even
resettling territories abandoned by his predecessors during the Crisis of the
Third Century.



The age of Constantine marked a distinct epoch in the history of the Roman
Empire. He built a new imperial residence at Byzantium and renamed the city
Constantinople after himself (the laudatory epithet of "New Rome" came later,
and was never an official title). It would later become the capital of the
Empire for over one thousand years; for which reason the later Eastern Empire
would come to be known as the Byzantine Empire. His more immediate political
legacy was that, in leaving the empire to his sons, he replaced Diocletian's
tetrarchy with the principle of dynastic succession. His reputation flourished
during the lifetime of his children and centuries after his reign. The medieval
church upheld him as a paragon of virtue while secular rulers invoked him as a
prototype, a point of reference, and the symbol of imperial legitimacy and
identity. Beginning with the Renaissance, there were more critical appraisals of
his reign due to the rediscovery of anti-Constantinian sources. Critics
portrayed him as a tyrant. Trends in modern and recent scholarship attempted to
balance the extremes of previous scholarship.



Constantine is a significant figure in the history of Christianity. The Church
of the Holy Sepulchre, built on his orders at the purported site of Jesus' tomb
in Jerusalem, became the holiest place in Christendom. The Papal claim to
temporal power in the High Middle Ages was based on the supposed Donation of
Constantine. He is venerated as a saint by Eastern Orthodox, Byzantine
Catholics, and Anglicans.









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4.1 ★★★★★
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Watermarked Pages
Dallas, US
★★★★★ 5
Life-Changing; full of truth of how the grace in the Gospel (not mere morality preaching) transforms us
Format: Paperback
This is a life-changing book that put into words so many things that have nagged at the back of my mind about the way we teach the Bible to children. It seems far too many picture Bibles, Sunday school curricula, and parenting books boil the Bible down to "This Bible character did this. You should do/not do this." You could completely remove God and Christ from some of these books/methods and the application would not change: be good. Likewise, as a parent it's too easy to simply use Bible stories as a way to try to manipulate our kids' behavior. To begin with, trying to "be good" without understanding our new life in Christ and the Holy Spirit's enablement is completely futile. This focus on morality apart from the Gospel also helps explain why many church kids grow up and leave the church. If all church gave them was a list of how to behave, but they never truly fell in love with Jesus and understand all he did for them, why stay in church? Klumpenhower maintains that "The cross of Jesus—not principles of good living—is the engine of the Christian life." The gist of this book is that more than anything, kids need to be shown God's character, Jesus' work, and the Holy Spirit's enabling. This, more than any moral lesson, will be what transforms them. "We make a mistake if we think kids are saved by hearing the good news and trusting Jesus, but then grow as Christians some other way." While the Bible does give useful examples, if kids "get Samuel the good listener without first appreciating God the Great Speaker, they're liable to end up relating to God only in an anxious, what-I-must-do way." Klumpenhower gives practical advice for how to teach the Word in a way that points to Jesus and not our own efforts. For example, when teaching Old Testament stories he recommends asking: "1) What is God doing for his people in this story? 2) Good News! How does God do the same for us—only better—in Jesus? 3) Believe it! How does believing this good news change how we live?" Here is an example from teaching about Moses: "What is God doing for his people in this story? He arranges events to protect baby Moses and give the Israelites a leader who will rescue them from Egypt. Good News! How does God do the same for us—only better—in Jesus? He has provided a Leader and Savior who rescues us from sin and death. Believe it! How does believing this good news change how we live? Even when it's hard to see, we can trust that God is working out his plan to complete our salvation." Another great example is how he recommends addressing sin: the surface sin we can see (example: dancing to lewd music), the selfish fear underneath (ex: afraid friends won't like or accept me), and the root unbelief (ex: not believing Jesus gives me God's approval). I'm just scratching the surface of this book. Chapter after chapter is filled with wonderful truth about how the grace given in the Gospel impacts every area of our lives and about how our identity in Christ is what transforms us. I recommend it to anyone who wants to use the Bible as their foundation for living, teaching, and parenting. It's that good. Go read it! If you're intrigued but not sure you can read the whole thing, download the free Kindle sample and at least read the introduction and first chapter; it will give you a good overview. And then you'll probably want to read the rest!
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Reviewed in the United States on January 27, 2017
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Amazon Customer
Port Orchard, US
★★★★★ 5
An Absolute Gem that shines with Jesus
Format: Paperback, Format: Paperback
This book is so good! It is full of biblical truth that is missing in much of Christianity. The author reminds us that Jesus is the whole point of the Bible. Go. After. Christ. Everything else will follow. Moralism does not save us. The love of Jesus does. Just beautiful. I wish the author had been my Sunday school teacher. All my life I've known the truth of Jesus. It's right there in the Bible, woven into every story. And yet I've still always felt like love was to be earned and moralism was at the front of my faith. This book makes me see how the cross is what I need. Jesus loves me. He is for me. Morals don't earn me points with God. The blood of Jesus paid all. And my desire to obey and be like him flows out of my love for him... and his abundant love for me. ❤️
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Reviewed in the United States on September 18, 2024
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Battle Creek, US
★★★★★ 5
Best Children's Ministry Training Tool Available
Format: Paperback
"Show Them Jesus" is the best resource on children's ministry I have seen in 15+ years as a children's ministry director and I have recommended that all of my volunteers get their hands on this book as soon as they possibly can. Too often in children's ministry we've watered down the gospel or worse yet assumed the gospel and today many adults grew up in church and still have no idea how to answer the question of why Jesus died on the cross. This book reminds us that the cross is the central point of the Bible and therefore should be central in our teaching. I love the way the author takes us on his journey of learning to teach gospel centered lessons and shows us what he learned along the way. I love the fact that he encourages teachers to study and prepare the text their teaching on and not simply rely on the curriculum pieces (no matter how good and gospel centered they may be). I also really appreciate the practicality of the book as he gives suggestions at the end of each chapter on how to apply what you're reading right away in a classroom or at home. If you teach in children's ministry or have kids you care about you should read this book!
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Reviewed in the United States on August 6, 2014
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Matthew Wilson
Grantham, US
★★★★★ 5
Gospel Centered Gold
Format: Kindle
This book essentially takes the Christ centered theology taught by guys like Walter Marshall (Gospel Mystery of Sanctification), Horatius Bonar (The Everlasting Righteousness & God's Way of Holiness) and John Colquhoun (A Treatise on the Law and the Gospel), and it packages it in a way that is easy for anybody to understand and apply in the classroom. I have not come across another book that does this particularly for teaching children. I highly recommend this book for those who are involved in children's ministry (even adult ministry for that matter). It will particularly help those in your youth ministries understand the law/gospel distinction and gospel motivation. Once the teacher understand this, it will begin to permeate his/her lessons.
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Reviewed in the United States on August 22, 2023
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Shelby Pritchard
Houston, US
★★★★★ 4
"Moral reform is not the same as Christian growth."
A while back, a ministry acquaintance of mine decided to impart a little "wisdom" to this children's pastor. His advice? Well, in the context of discussing preaching and teaching, he said: "Kids just need to be told what to do." Explaining, he adding "Obeying parents, reading Bible, that kind of thing." Within context, he was heavily implying that they don't need theology, or the teaching about why we do what we do. Instead, he was settling for simple moralism. As an amusing contrast, I had begun reading Show Them Jesus only shortly before that. Whatever good intentions may have lain in his heart, that acquaintance sadly failed to remember the axiom "Rules, without relationship, breeds rebellion." Show Them Jesus takes the Biblical philosophy that showing children Jesus, and helping them know him, allows morals and behavior to flow naturally from that relationship. Rules that children will want to follow themselves, rather than complain about and find every chance to break or bend, which is inevitable with simple moralism. The book is divided into two sections. The first is "Why Teach The Good News" and the second "How to Teach the Good News." Each chapter within those sections has a title, a subtitle, and a relevant quote. For example Chapter 4 has "The Factory-Preset Fourth Grader" with the subtitle "Because the good news changes hard hearts." While the titles are usually inventive and fun, they are also insightful enough to specifically address the problem and solution offered in that chapter. The basic premise of the book is summed up in a statement made early on. "Rather than coax the kids into temporarily acting better, Joe [a fellow teacher at the author's church] told about Jesus and trusted God to use that message to make the kids become better." The author, upon discovering this, tried it, tested it, and found it to be so true that he wanted to share it with the world. Hence, the book. In the aforementioned Chapter 4, one of my favorite chapters, the author begins with an all too familiar situation. He had just finished teaching on greed, specifically, not being greedy. Next up was snack time, and the class promptly began fighting over who got more cookies. Noting that simply moral teaching just wasn't cutting it, as studies show, and lives display. Taking the time to dissect each of the good reasons we try to motivate good behavior, he finds each lacking when compared with a genuine fascination and love for God. Part 1 absolutely shines in the approachable language, relatable stories, and Biblical evidence. His philosophy is, like the Bible, simple, yet profound. It strips away tradition to reveal the hollow human efforts behind it and instead purposes the solid and soul-transforming power of the Good News of the Gospel. At this point, I was begging to know how to best address this in my own preaching, and eagerly leaped into Part 2. Beginning in chapter 6, the author begins on a slightly wobbly note. He admits he has never been to college, nor received formal training with teaching or biblical interpretation. Sadly, this shows. Chapter 6 covers showing Jesus from the Old Testament, and is populated by as many mountain peaks of beauty as it is valleys of misunderstandings. One of the peaks is his looking at each passage in light of how man has failed (or will fail) through sin, and how God responds to that. This is formally known as Bryan Chappell's "Fallen Condition Focus." (1) Using this, the author rides this principle, not to the modern day, but first, to how Jesus either solved the problem, or offered a better solution than the one in the OT. He does this with one of three questions: "Who God is," "What God does," and "Jesus Solves Problems," This is actually a pretty interesting approach, and one that many teachers would benefit greatly from. He lays incredible emphasis on getting past the human players and looking to God for the lesson to be learned. He even recommends ditching pre-made lessons to try out this "good news" focused approach, an idea I (after reading far too many moralistic and simplistic and topical) I heartily agree with. Later, however, the author writes that each passage can have several themes and main ideas. While that's true to a point, concepts like the "Hermetical Idea" and/or "Exegetical Idea" rely on the fact that passages contain one big idea, and additional elements explain or apply it. He also offers the idea that some OT passages are wrought with a "tension" and incompleteness until Jesus is applied. While this sounds nice, it also means saying that God's Word was incapable of conveying the truth he wanted until thousands of years after it was written. What then of the original, biblical author's intent to his original audience? Sometimes, it seems, in the eagerness to find Jesus, Show Them Jesus misses that God is also, well, God. Using the author's own approach to find how God loved sinners would show how God continued to love them in that way in Jesus, rather than heavily hint that there are/were problems with the Bible and it's stories until 33 AD. Thankfully, the remaining chapters, stepping into Christ's time, then into modern application, obviously don't suffer as much from interpretive issues. Chapter 8 is heavy on practical application of this, not only in teaching, but in other classroom policies. It breaks down class rewards, discipline, corporate worship, and even how to handle misbehavior in light of the "good news" model. It's an incredibly hard-hitting chapter that needs to be read and re-read. The final chapter ends with a reminder to stay the course, even when it doesn't seem to be working, or life is frustrating, or even you yourself struggle with this "good news" focus. Christ is there, he loves you, and he will aid you. The conclusion, featuring a sermon excerpt of Spurgeon's, as his Gospel-centered message inspired D. L. Moody to speak far more often of Christ in his own preaching. This hearkens back to the opening of the book, as there, another teacher inspired the author on his own journey. The book closes by challenging the readers to inspire those around them as they too teach Christ. At it's brightest, Show Them Jesus is a brilliant beacon of hope that has the power to turn the stagnant and ineffective moralism upside down and inside out by reminding Christians of the power of God's good news in Christ. Like a surgical knife, it cuts away at false motivations and selfish desires to do right, and makes way for the Bible's truth to penetrate our hearts. He offers the problem, he offers a solution, and now it's our turn to step up to the plate and follow his lead in showing others Jesus. Notable Quotables: Chapter 1: Because Jesus is All We Need - "The good news means you relate to God based on what Jesus has done for you, not what you’ve done to prove yourself worthy." Chapter 4: The Factory-Preset Fourth Grader - "None of us learns to love anyone—including God—by having someone tell us to love them. You love people because you find them beautiful and lovable, and because they love you. The good thing is that God is far, far more beautiful and love-worthy than anything or anyone else, and he loves us far, far more than anyone else ever could." Chapter 8: The Grapes That Taught Good News - "The kids’ attitudes also confirmed what my gut felt when I first heard about the [Bible] bucks: a classroom culture built on rewards for performance wouldn’t fit the good news I planned to teach. It wouldn’t do to teach that God’s rewards in salvation come freely, by grace, but that rewards in the church come by being good and memorizing verses." Chapter 9: The War on Sin - "Moral reform is not the same as Christian growth." 8/10
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Reviewed in the United States on July 28, 2018

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