ANCIENT HISTORY ATAR Course Examination 2018 Marking
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Marathon 2,500 Years Edited by Christopher Carey & Michael Edwards
MARATHON 2,500 YEARS EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON MARATHON – 2,500 YEARS BULLETIN OF THE INSTITUTE OF CLASSICAL STUDIES SUPPLEMENT 124 DIRECTOR & GENERAL EDITOR: JOHN NORTH DIRECTOR OF PUBLICATIONS: RICHARD SIMPSON MARATHON – 2,500 YEARS PROCEEDINGS OF THE MARATHON CONFERENCE 2010 EDITED BY CHRISTOPHER CAREY & MICHAEL EDWARDS INSTITUTE OF CLASSICAL STUDIES SCHOOL OF ADVANCED STUDY UNIVERSITY OF LONDON 2013 The cover image shows Persian warriors at Ishtar Gate, from before the fourth century BC. Pergamon Museum/Vorderasiatisches Museum, Berlin. Photo Mohammed Shamma (2003). Used under CC‐BY terms. All rights reserved. This PDF edition published in 2019 First published in print in 2013 This book is published under a Creative Commons Attribution-NonCommercial- NoDerivatives (CC-BY-NC-ND 4.0) license. More information regarding CC licenses is available at http://creativecommons.org/licenses/ Available to download free at http://www.humanities-digital-library.org ISBN: 978-1-905670-81-9 (2019 PDF edition) DOI: 10.14296/1019.9781905670819 ISBN: 978-1-905670-52-9 (2013 paperback edition) ©2013 Institute of Classical Studies, University of London The right of contributors to be identified as the authors of the work published here has been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. Designed and typeset at the Institute of Classical Studies TABLE OF CONTENTS Introductory note 1 P. J. Rhodes The battle of Marathon and modern scholarship 3 Christopher Pelling Herodotus’ Marathon 23 Peter Krentz Marathon and the development of the exclusive hoplite phalanx 35 Andrej Petrovic The battle of Marathon in pre-Herodotean sources: on Marathon verse-inscriptions (IG I3 503/504; Seg Lvi 430) 45 V. -
10. Rood, Thucydides and His Predecessors 230-267
Histos () - THUCYDIDES AND HIS PREDECESSORS Thucydides’ response to his literary predecessors has been explored with some frequency in recent years. Several articles have appeared even since Simon Hornblower recently wrote that ‘two areas needing more work are Thucydides’ detailed intertextual relation to Homer and to Herodotus’. In these discussions, Thucydides tends to be seen as inheriting a wide range of specific narrative techniques from Homer, and as alluding to particular pas- sages in epic through the use of epic terms and through the broader struc- turing of his story. It has also been stressed that Thucydides’ relationship with Homer should be studied in the light of the pervasive Homeric charge found in the work of Herodotus, the greatest historian before Thucydides. Nor is Thucydides’ debt to Herodotus merely a matter of his taking over Herodotus’ Homeric features: it is seen, for instance, in his modelling of his Sicilian narrative after Herodotus’ account of the Persian Wars, and in his assuming knowledge of events described by Herodotus. Nonetheless, no apology is needed for making another contribution to this topic: by drawing together and examining some of the recent explora- tions of Thucydidean intertextuality, I hope to establish more firmly how Thucydides alluded to his predecessors; and by looking beyond the worlds of epic and Herodotus that have dominated recent discussions, I hope to present a more rounded image of the literary milieu of the early Greek his- torians. OCD (the conclusion to a survey, published in , of work on Thucydides since , when the second edition of the OCD was published). For an excellent general account of the importance of Homer for historiography, see H. -
Ancient Cyprus: Island of Conflict?
Ancient Cyprus: Island of Conflict? Maria Natasha Ioannou Thesis submitted for the degree of Master of Philosophy Discipline of Classics School of Humanities The University of Adelaide December 2012 Table of Contents Abstract ................................................................................................................ III Declaration........................................................................................................... IV Acknowledgements ............................................................................................. V Introduction ........................................................................................................... 1 1. Overview .......................................................................................................... 1 2. Background and Context ................................................................................. 1 3. Thesis Aims ..................................................................................................... 3 4. Thesis Summary .............................................................................................. 4 5. Literature Review ............................................................................................. 6 Chapter 1: Cyprus Considered .......................................................................... 14 1.1 Cyprus’ Internal Dynamics ........................................................................... 15 1.2 Cyprus, Phoenicia and Egypt ..................................................................... -
1 UNIT 3 the SOPHISTS Contents 3.0. Objectives 3.1. Introduction 3.2
UNIT 3 THE SOPHISTS Contents 3.0. Objectives 3.1. Introduction 3.2. Protagoras 3.3. Prodicus 3.4. Hippias 3.5. Gorgias 3.6. The Lesser Sophists 3.7. Let Us Sum Up 3.8. Key Words 3.9. Further Readings and References 3.10. Answers to Check Your Progress 3.0. OBJECTIVES In this Unit we explain in detail the Sophist movement and their philosophical insights that abandoned all abstract, metaphysical enquiries concerning the nature of the cosmos and focused on the practical issues of life. By the end of this Unit you should know: Their foul or fair argumentation Epistemological and ethical skepticism and relativism of the Sophists The differentiation between the early philosophers and Sophists The basic philosophical positions of Protagoras, Prodicus, Hippias and Gorgias 3.1. INTRODUCTION Sophist movement flourished in 5th century B.C., shortly before the emergence of the Socratic period. Xenophon, a historian of 4th century B.C., describes the Sophists as wandering teachers 1 who offered wisdom for sale in return for money. The Sophists were, then, professional teachers, who travelled about, from city to city, instructing people, especially the youth. They were paid large sums of money for their job. Until then teaching was considered something sacred and was not undertaken on a commercial basis. The Sophists claimed to be teachers of wisdom and virtue. These terms, however, did not have their original meaning in sophism. What they meant by these terms was nothing but a proficiency or skillfulness in practical affairs of daily life. This, they claimed, would lead people to success in life, which, according to them, consisted in the acquisition and enjoyment of material wealth as well as positions of power and influence in society. -
INQUIRY INYO the PURCHASING POWER OP the DRACHMA in ANCIENT Grebci
INQUIRY INYO THE PURCHASING POWER OP THE DRACHMA IN ANCIENT GREBCi . THE PURPOSE OP DETERMINING, IP POSSIBLE, THE MATERIAL CONDITIONS HCH PREVAILED IN ATHENS DURING HER EXISTENCE AS AN INDEPENDENT STA' ProQuest Number: 13850489 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 13850489 Published by ProQuest LLC(2019). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ?RJSFACE» I have derived my information from the following sources: Aeschines - Against Timarchus; Against Ctesiphon. Andocides - Concerning the Mysteries. Pseudo—Andocides - Against Alcihiades. Aristophanes - Acharnians; Knights; Clouds; Wasps; Peace; Birds; Lysistrata; Thesmophoriazusae; Frogs; Ecclesiazusae; P lutus. Aristotle - Constitution of Athens; Rhetoric; Politics. Pseudo-Aristotle - Oeconomica. Athenaeus - The Deipnosophists. ■ Demosthenes - Speeches, XIV;XVIII;XXI;XXII;XXVII;XXVIII;XXIX;XXX;XXXI XXXIV; XXXV; XXXVI; XXXVII; XL; XLI; XLII; XLV; L; LIII; LIX. Diogenes Laertius - Lives of the Philosophers. Harpocration - Lexicon to the Ten Orators. ' Herodas - Mimes. Herodotus - History. Hesychius - Lexicon. Isaeus - Speeches, II;III;IV;V;VI;VII;VI1I;X;XI. Isocrates - Concerning the Team of Horses; Antidosis. Lucian - Dialogues of Courtesans. Lycurgus - Against Leocrates. Lysias - Speeches, III;XIV;XVT;XVII;XIX;XXIV;XXVI;XXXII. -
Thucydides, Sicily, and the Defeat of Athens Tim Rood
Thucydides, Sicily, and the Defeat of Athens Tim Rood To cite this version: Tim Rood. Thucydides, Sicily, and the Defeat of Athens. KTÈMA Civilisations de l’Orient, de la Grèce et de Rome antiques, Université de Strasbourg, 2017, 42, pp.19-39. halshs-01670082 HAL Id: halshs-01670082 https://halshs.archives-ouvertes.fr/halshs-01670082 Submitted on 21 Dec 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Les interprétations de la défaite de 404 Edith Foster Interpretations of Athen’s defeat in the Peloponnesian war ............................................................. 7 Edmond LÉVY Thucydide, le premier interprète d’une défaite anormale ................................................................. 9 Tim Rood Thucydides, Sicily, and the Defeat of Athens ...................................................................................... 19 Cinzia Bearzot La συμφορά de la cité La défaite d’Athènes (405-404 av. J.-C.) chez les orateurs attiques .................................................. 41 Michel Humm Rome, une « cité grecque -
Spies (Kataskopoi, Otakoustai)
ch3.qxd 10/18/1999 2:12 PM Page 103 Chapter 3 Beyond the Pale: Spies (Kataskopoi, Otakoustai) It is almost as dif‹cult to de‹ne a spy as to catch one. The most common word among the Greeks for spies was kataskopoi, but throughout the classical era they did not use this term for spies alone: an author might employ it in one context where we would say “spy,” in another where we would understand “scout,” in a third where we would have dif‹culty translating it at all.1 Otakoustai were consistently used as covert agents, but they were rarely sent abroad.2 Is it then anachronistic to distinguish spies from other agents? The answer to this problem can perhaps be found in a distinction in the social perception of different types of kataskopoi (et al.). Some kataskopoi (i.e., spies) were perceived by their victims as treacherous and seem to have been subject to legislation concerning treachery; others (i.e., scouts et al.) were not.3 Whereas spies were normally interrogated under 1. Thucydides, e.g., used kataskopoi for spies at 6.45.1 (they were not named but were distinguished from other sources reporting to the Syracusans) and 8.6.4 (the perioikos Phry- nis, discussed shortly); mounted scouts at 6.63.3; and of‹cial investigators at 4.27.3–4 (Cleon and Theagenes, chosen by the Athenians to investigate matters at Pylos) and 8.41.1 (men appointed to oversee the Spartan navarch Astyochus). The word kataskopos is not found in Homer—he instead used episkopos or skopos indiscriminately for spies, scouts, watchers, and overseers. -
Cimon's Dismissal, Ephialtes' Revolution and the Peloponnesian Wars Cole, John R Greek, Roman and Byzantine Studies; Winter 1974; 15, 4; Proquest Pg
Cimon's Dismissal, Ephialtes' Revolution and the Peloponnesian Wars Cole, John R Greek, Roman and Byzantine Studies; Winter 1974; 15, 4; ProQuest pg. 369 Cimon's Dismissal, Ephialtes' Revolution and the Peloponnesian Wars John R. Cole HE YEAR 462 B.C. may have marked the most acute crisis in what Bengtson calls "the decisive turning point in the internal and T 1 external histories" of Sparta and Athens. We lack the authori tative historical source to state from antiquity the case for 462 that Herodotus states for 480 or Thucydides for 431. But ancient histori cal tradition does suggest the unique concatenation of three calamities in 462. First in the tradition, at Sparta the earthquake of 464 and the subsequent helot rebellion shook the state to its very foundations, so that proud Sparta had to come as suppliant to Athens. Second, at Athens the <revolution' of Ephialtes overthrew Areopagite oligarchy and established Periclean democracy, hardly less calamitous an event in surviving accounts. Third, between Sparta and Athens opened the decisive rift, the <dismissal' of Cimon from Ithome by <fearful' Spartans, followed by his ostracism, the reversal of alliances, and the first of the Peloponnesian wars. The severity of these calamities was not doubted in antiquity. But our sources on the first two are uncritical enough and removed enough in time to encourage a measure of skepticism among moderns. Dio dorns, Plutarch and Pausanias are open to question, as is Aristotle. But on the third calamity, Thucydides has always seemed critical enough and close enough to command assent. It is my purpose to encourage a measure of skepticism concerning Thucydides' account of the <dismissal' of Cimon, the one event of this most crucial year that our best and earliest source emphasized. -
SAMPLER GUIDE GUIDE HMH Social Studies
HMH SOCIAL STUDIES CIVILIZATIONS TEACHER’STEACHER’SSAMPLER GUIDE GUIDE HMH SOCIAL STUDIES WORLD CIVI LIZATIONS TEACHER’SSAMPLER GUIDE HMH Social Studies World Civilizations Explore Online Dashboard to Experience the Power of Designed for today’s digital natives, HMH® Social Studies offers you and World Civilizations your students a robust, intuitive online experience. Houghton Mifflin Harcourt® is changing the way students experience social studies. By delivering an immersive experience through compelling narratives enriched with media, we’re connecting students to history through experiences that are energizing, inspiring, and memorable activities. The following pages highlight some digital tools and instructional support that will help students approach history through active inquiry so they can connect to the past while becoming active and informed citizens for the future. The Online Student Edition is the primary learning portal. More than just the digital version of a textbook, the Online Student Edition serves as the primary learning portal for students. The narrative is supported by a wealth of multimedia and learning resources to bring history to life and give your students the tools they need to succeed. Your personalized Teacher 1. Discover—Quickly access content and search program resources Dashboard is organized into 2. Assignments—Create assignments and track progress of Bringing Content to Life four main sections: assignments HISTORY® videos and Multimedia Connections bring 3. Data & Reports—Monitor students’ daily progress content to life through primary source footage, dramatic 4. HMH Drive—Personalize your experience and upload your own storytelling, and expert testimonials. content FM 2 WORLD CIVILIZATIONS FM 3 In-Depth Understanding The Guided Reading Workbook and Spanish/English Guided Reading Workbook Close Read Screencasts model an analytical offer students lesson summaries with conversation about primary sources. -
Speaking to the Deaf: Herodotus, His Audience, and the Spartans at the Beginning of the Peloponnesian War
Histos () – SPEAKING TO THE DEAF: HERODOTUS, HIS AUDIENCE, AND THE SPARTANS AT THE BEGINNING OF THE PELOPONNESIAN WAR Editors’ Note: The following is a revised and updated version of an article, ‘Parlare ai Sordi: Ero- doto, il suo pubblico, e gli Spartani all’inizio della guerra peloponnesiaca’, that originally ap- peared in A. Casanova and P. Desideri, edd., Evento, Racconto, Scrittura nell’Antichità Classica (Flor- ence ) –. Abstract : This paper argues that Herodotus hoped that his account of his investigations, among other purposes, would warn his contemporary audience of listeners and readers of the dangers of imperialist ambitions not only in Athens, but also in Sparta. Through key episodes and personalities (Tegea, Cleomenes, Leonidas, the Isthmus wall), Herodo- tus portrays the Spartans as paradoxically both imperialist and isolationist. He implies that Greeks should not trust Sparta as a champion of Greek freedom from Athenian tyr- anny, but many did not heed the warning. Herodotus and His Audience Herodotus treated the great actions of the Greeks and the Persians of the period from about BC to about , posing the question, ‘why they fought the war’, that is, the great war of –. We know that he had re- counted orally the fruit of his investigations into these events before begin- ning his immense written work, the Histories . His stories were based on oral tradition, or more precisely, on various oral traditions which he collected, evaluated, and transformed while writing his book. The hostility existing between Athens and Sparta at the time was of major significance in his pres- entation of his investigations. In this paper I will focus particularly on He- rodotus’ depiction of Sparta and the Spartans, and how this depiction was received—or rather not received— by his audience. -
An Historical and Analytical Study of the Tally, The
Copyright by JttUa Slisabobh Adkina 1956 AN HISTORICAL AND ANALYTICAL STUDY OF THE TALLY, THE KNOTTED CORD, THE FINGERS, AND THE ABACUS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State U n iv e rsity Sy JULIA ELIZABETH ADKINS, A. B ., M. A. The Ohio State University 1936 Approved by: A dviser Department of Educati ACiCNOWLEDGMENT The author is deeply indebted to Professor Nathan lasar for his inspiration, guidance, and patience during the writing of this dissertation. IX lâBIfi OF CONTENTS GHAFTSl Fàm 1. INTRWCTION................................................................................... 1 Pl^iflËÜaaxy Statcum t ......................................................... 1 âtatamant of the Problem ............ 2 Sqportanee of the Problem ............................................. 3 Scope and Idmitationa of the S tu d y ............................................. 5 The Method o f the S tu d y ..................................................................... 5 BerLeir o f th e L i t e r a t u r e ............................................................ 6 Outline of the Remainder of the Study. ....................... 11 II. THE TâLLI .............................................. .................................................. 14 Definition and Etymology of "Tally? *. ...... .... 14 Types of T a llies .................................................................................. 16 The Notch T a lly ............................... -
Copyrighted Material
1 ‘ FROM THIS THE C ORINTHIANS D EVELOPED T HEIR B ITTER H ATRED FOR THE A THENIANS ’ In 480/79 Athens and Sparta had led the Hellenic League to victory, defending Greece against the massive invasion of the Persian Great King Xerxes. Led by the Athenians at Salamis, the Spartans at Plataea, the Greeks had crushed the invading Persians. Not content with a simple defense, the Greeks then pursued the Persians into Ionia, perhaps hoping even now of liberating the Greeks of Asia from Persian domination. The Persian defeat led to sharply divergent paths for the two states that had shared the burdens of command. Sparta, always eager to avoid obliga- tions far from home, was traditionally not inclined to hunt down a defeated enemy (Thuc. 5.73.4). Early on Pausanias had led the Greeks against the Persians, but his leadership was too Spartan for the Greeks and they com- plained. The Persian style of dress and manner that he also adopted proved no less offensive. In the end the Spartans yielded to the many complaints and recalled him home, c. 478. 1 Put on trial but acquitted, Pausanias continued his highhanded ways in the years that followed, immodestly claiming that the victory over the Persians was his doing alone. More serious, he perhaps began to intrigue with Sparta ’ s serf - slaves, the helots. 2 He may have schemed some sort of revolution in which he promised them freedom and rights as citizens if they would back him. 3 Incriminating dealings with the Persians soonCOPYRIGHTED after surfaced and the ruling MATERIAL board of ephors issued orders for his arrest.