The Siege of Tyre
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Alexander the Great and Hephaestion
2019-3337-AJHIS-HIS 1 Alexander the Great and Hephaestion: 2 Censorship and Bisexual Erasure in Post-Macedonian 3 Society 4 5 6 Same-sex relations were common in ancient Greece and having both male and female 7 physical relationships was a cultural norm. However, Alexander the Great is almost 8 always portrayed in modern depictions as heterosexual, and the disappearance of his 9 life-partner Hephaestion is all but complete in ancient literature. Five full primary 10 source biographies of Alexander have survived from antiquity, making it possible to 11 observe the way scholars, popular writers and filmmakers from the Victorian era 12 forward have interpreted this evidence. This research borrows an approach from 13 gender studies, using the phenomenon of bisexual erasure to contribute a new 14 understanding for missing information regarding the relationship between Alexander 15 and his life-partner Hephaestion. In Greek and Macedonian society, pederasty was the 16 norm, and boys and men did not have relations with others of the same age because 17 there was almost always a financial and power difference. Hephaestion was taller and 18 more handsome than Alexander, so it might have appeared that he held the power in 19 their relationship. The hypothesis put forward here suggests that writers have erased 20 the sexual partnership between Alexander and Hephaestion because their relationship 21 did not fit the norm of acceptable pederasty as practiced in Greek and Macedonian 22 culture or was no longer socially acceptable in the Roman contexts of the ancient 23 historians. Ancient biographers may have conducted censorship to conceal any 24 implication of femininity or submissiveness in this relationship. -
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 ..................................................................... -
Quantitative Dynamics of Human Empires
Quantitative Dynamics of Human Empires Cesare Marchetti and Jesse H. Ausubel FOREWORD Humans are territorial animals, and most wars are squabbles over territory. become global. And, incidentally, once a month they have their top managers A basic territorial instinct is imprinted in the limbic brain—or our “snake meet somewhere to refresh the hierarchy, although the formal motives are brain” as it is sometimes dubbed. This basic instinct is central to our daily life. to coordinate business and exchange experiences. The political machinery is Only external constraints can limit the greedy desire to bring more territory more viscous, and we may have to wait a couple more generations to see a under control. With the encouragement of Andrew Marshall, we thought it global empire. might be instructive to dig into the mechanisms of territoriality and their role The fact that the growth of an empire follows a single logistic equation in human history and the future. for hundreds of years suggests that the whole process is under the control In this report, we analyze twenty extreme examples of territoriality, of automatic mechanisms, much more than the whims of Genghis Khan namely empires. The empires grow logistically with time constants of tens to or Napoleon. The intuitions of Menenius Agrippa in ancient Rome and of hundreds of years, following a single equation. We discovered that the size of Thomas Hobbes in his Leviathan may, after all, be scientifically true. empires corresponds to a couple of weeks of travel from the capital to the rim We are grateful to Prof. Brunetto Chiarelli for encouraging publication using the fastest transportation system available. -
Study Guide #16 the Rise of Macedonia and Alexander the Great
Name_____________________________ Global Studies Study Guide #16 The Rise of Macedonia and Alexander the Great The Rise of Macedonia. Macedonia was strategically located on a trade route between Greece and Asia. The Macedonians suffered near constant raids from their neighbors and became skilled in horseback riding and cavalry fighting. Although the Greeks considered the Macedonians to be semibarbaric because they lived in villages instead of cities, Greek culture had a strong influence in Macedonia, particularly after a new Macedonian king, Philip II, took the throne in 359 B.C. As a child, Philip II had been a hostage in the Greek city of Thebes. While there, he studied Greek military strategies and learned the uses of the Greek infantry formation, the phalanx. After he left Thebes and became king of Macedonia, Philip used his knowledge to set up a professional army consisting of cavalry, the phalanx, and archers, making the Macedonian army one of the strongest in the world at that time. Philip’s ambitions led him to conquer Thrace, to the east of Macedonia. Then he moved to the trade routes between the Aegean Sea and the Black Sea. Soon Philip turned his attention to the Greek citystates. Although some Greek leaders tried to get the city-states to unite, they were unable to forge a common defense, which made them vulnerable to the Macedonian threat. Eventually, Philip conquered all the city-states, including Athens and Thebes, which he defeated at the battle of Chaeronea in 338 B.C. This battle finally ended the independence of the Greek city-states. -
JOURNAL of ALEXANDER the GREAT RESOURCES Childhood
JOURNAL OF ALEXANDER THE GREAT RESOURCES Childhood and Education http://www.livius.org/sources/content/plutarch/plutarchs-alexander/alexander-and-aristotle/ https://www.awesomestories.com/asset/view/LEARNING-FROM-ARISTOTLE-Alexander-the-Great http://www.independent.co.uk/news/world/world-history/aristotle-and-alexander-the-man-who- codified-greek-ideas-about-nature-and-the-man-who-spread-them-1608033.html http://www.biography.com/people/alexander-the-great-9180468#early-life Relationship with Bucephalus http://www.livius.org/sources/content/plutarch/plutarchs-alexander/alexander-and-bucephalus/ http://www.theequinest.com/bucephalus/ http://ancienthistory.about.com/od/alexander/g/Bucephalus.htm http://www.ancient.eu/Bucephalus/ Role in his father’s army http://warfarehistorynetwork.com/daily/military-history/macedonias-elite-companion-cavalry-under- alexander-the-great/ http://www.livius.org/sources/content/diodorus/the-battle-of-chaeronea/ Battle of Thebes http://www.livius.org/sources/content/diodorus/the-sack-of-thebes/ https://thesecondachilles.com/2014/06/27/the-fall-of-thebes/ http://thegreatcommanders.com/destruction_thebes.html Battle of Granicus River http://www.ancient.eu/Battle_of_the_Granicus/ http://www.livius.org/sources/content/plutarch/plutarchs-alexander/battle-on-the-granicus/ http://web.ics.purdue.edu/~rauhn/Hist303/Battle%20of%20the%20Granicus%20River%20334%20BC.ht m Battle of Issus http://alexandermosaik.de/en/battle_of_issus.html http://www.livius.org/sources/content/diodorus/the-battle-of-issus/ http://greatmilitarybattles.com/Battle%20of%20Issus.htm -
Imitation of Greatness: Alexander of Macedon and His Influence on Leading Romans
Imitation of Greatness: Alexander of Macedon and His Influence on Leading Romans Thomas W Foster II, McNair Scholar The Pennsylvania State University Mark Munn, Ph.D Head, Department of Classics and Ancient Mediterranean Studies College of Liberal Arts The Pennsylvania State University Abstract This paper seeks to examine the relationship between greatness and imitation in antiquity. To do so, Alexander the Great will be compared with Romans Julius Caesar and Marcus Aurelius. The question this paper tries to answer concerns leading Romans and the idea of imitating Alexander the Great and how this affected their actions. It draws upon both ancient sources and modern scholarship. It differs from both ancient and modern attempts at comparison in distinct ways, however. This paper contains elements of the following: historiography, biography, military history, political science, character study, religion and socio-cultural traditions. Special attention has been given to the socio-cultural differences of the Greco-Roman world. Comparing multiple eras allows for the establishment of credible commonalities. These commonalities can then be applied to different eras up to and including the modern. Practically, these traits allow us to link these men of antiquity, both explicitly and implicitly. Beginning with Plutarch in the 1st/2nd century CE1, a long historical tradition of comparing great men was established. Plutarch chose to compare Alexander the Great to Julius Caesar. The reasons for such a comparison are quite obvious. Both men conquered swaths of land, changed the balance of power in the Mediterranean and caused many to either love them or plot to kill them. Scholars have assessed this comparison continuously. -
I. Phoenicia (1200 – 500 BCE)
I. Phoenicia (1200 – 500 BCE) Settlers from ancient Syria, Lebanon, and Israel area. City-states: commerce Ex. Byblos, Berytus, Sidon, Tyre First Alphabetical Writing System: most important contribution Phoenicians wrote on poor papyrus: a lot of records disintegrated Expansion to Cyprus, African Coast, Spanish Coast, Sardinia, Sicily, Malta State and private help for expansion: trade and manufacturing (textiles: used purple dye) Reasons: Assyrian Expansion and shortage of agriculture (in Tyre) Trade opportunities Led to Greek Conflict: violent struggle for Sicily (3rd century BCE): Phoenicia upper- hand Carthage: founded by migrating Phoenicians (modern-day Tunis) 814 BCE Walled city Leaders = 2 judges (upperclass families decide) Senate (Merchant families decide) -Allowed successful people to gain political influence Foreign Policy: Protect sea trade NAVY Fast warships Citizen rowers and navigators Trade: Commercial monopoly (explorer Hanno): West African Coast Mediterranean – Sub-Sahara Africa – Spanish and French Coasts and Cornwall Empire of trade routes and ports (not territorial empire) Civilian government Military Religion: Capricious Gods – appeased by sacrifice (children) Greeks and Romans felt Cathagians treated subjects hard and gloomy Conquests of Assyrian Conquest: Destruction of Israel Deportation of Jewish people Pressure on Judah Pressure on Phoenicians: Led to Phoenician Colonization Occupied Egypt and Babylonia and western Iran Empire too big to control: expensive campaigns and arms race. Left empire vulnerable Subjects began to hate Assyrians Kingdom of Medes in Iran: Medes captured Assyrian homeland in Mesopotamia and eastern Anatolia Neo-Babylonian Dynasty took other territory from the Assyrians . -
Phoenicia & Persia Quizzes Review Persia: 1) Who Were the “Immortals
Phoenicia & Persia Quizzes Review Persia: 1) Who were the “immortals”? A) The gods B) Standing army C) the government 2) Which ruler started religious tolerance and no prisoners of war? A) Cyrus the Great B) Darius C) Cambyses D) Hammurabi 3) What was the first thing the Persians conquered when they started to expand the empire? A) Asia Minor B) Egypt C) Fertile Crescent D) kush E) Medes 4) What rights do a Persian slave have? A) They have the right to be paid B) they can conduct business, own property and buy freedom C) The could have a role in government D) Both a and B 5) What modern day country did the Persians come from? A) Iran B) Iraq C) Pakistan D) Mesopotamian colonies 6) Who did Cyrus the great free that Nebuchadnezzar exiled? A) The Jews B) Slaves C) Artisans D) Merchants 7) What did Cyrus the Great restore that was important to the Jews after the Babylonians destroyed it? A) Persepolis. B) The Jewish Temple. C) The Hanging Gardens of Babylon D) The Tower of Babylon 8) How long was the road that Darius built, and how many miles apart are the inns/rest stops? A) 1500 miles,12 miles apart B) 1200 miles,18 miles apart C) 1500 miles,18 miles apart 9) Why did Cambyses try to invade Kush? A) It was loaded with gold B) It had fertile land C) He wanted to take more people as slaves 10) What was the way that the Persians transported water underground? A) Khnats B) irrigation C) leves D) canals 11) What did Darius do that was a big accomplishment of the Persians? A) He started a tribute system, a common currency, made a bridge across the Mediterranean Sea so he could attack Greece B) He created a code of law and a library C) He created a alphabet 12) What was so great about Khnats ? A) They transported water over long distances B) they could get water to the ground and make it fertile without having to do it manually C) they were basically seed funnels and they planted faster 13) True or false, Cyrus the Great took over land on four continents. -
Causes of the Rise in Violence in the Eastern Campaigns of Alexander the Great
“Just Rage”: Causes of the Rise in Violence in the Eastern Campaigns of Alexander the Great _______________________________________ A Thesis presented to the Faculty of the Graduate School at the University of Missouri-Columbia _____________________________________________________ In Partial Fulfillment of the Requirements for the Degree Master of Arts _____________________________________________________ by Jenna Rice MAY 2014 The undersigned, appointed by the dean of the Graduate School, have examined the thesis entitled “JUST RAGE”: CAUSES OF THE RISE IN VIOLENCE IN THE EASTERN CAMPAIGNS OF ALEXANDER THE GREAT presented by Jenna Rice, a candidate for the degree of master of history, and hereby certify that, in their opinion, it is worthy of acceptance. Professor Ian Worthington Professor Lawrence Okamura Professor LeeAnn Whites Professor Michael Barnes τῷ πατρί, ὅς ἐμοί τ'ἐπίστευε καὶ ἐπεκέλευε ACKNOWLEDGEMENTS I would like to thank the members of my committee, Professors Worthington, Okamura, Whites, and Barnes, for the time they spent reading and considering my thesis during such a busy part of the semester. I received a number of thoughtful questions and suggestions of new methodologies which will prompt further research of my topic in the future. I am especially grateful to my advisor, Professor Worthington, for reading through and assessing many drafts of many chapters and for his willingness to discuss and debate the topic at length. I know that the advice I received throughout the editing process will serve me well in future research endeavors. ii TABLE OF CONTENTS LIST OF ABBREVIATIONS ............................................................................................ iv INTRODUCTION ...............................................................................................................1 Chapter 1. THE GREEK RULES OF WAR ..............................................................................5 2. ALEXANDER IN PERSIA ...................................................................................22 3. -
World History--Part 1. Teacher's Guide [And Student Guide]
DOCUMENT RESUME ED 462 784 EC 308 847 AUTHOR Schaap, Eileen, Ed.; Fresen, Sue, Ed. TITLE World History--Part 1. Teacher's Guide [and Student Guide]. Parallel Alternative Strategies for Students (PASS). INSTITUTION Leon County Schools, Tallahassee, FL. Exceptibnal Student Education. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Instructional Support and Community Services. PUB DATE 2000-00-00 NOTE 841p.; Course No. 2109310. Part of the Curriculum Improvement Project funded under the Individuals with Disabilities Education Act (IDEA), Part B. AVAILABLE FROM Florida State Dept. of Education, Div. of Public Schools and Community Education, Bureau of Instructional Support and Community Services, Turlington Bldg., Room 628, 325 West Gaines St., Tallahassee, FL 32399-0400. Tel: 850-488-1879; Fax: 850-487-2679; e-mail: cicbisca.mail.doe.state.fl.us; Web site: http://www.leon.k12.fl.us/public/pass. PUB TYPE Guides - Classroom - Learner (051) Guides Classroom Teacher (052) EDRS PRICE MF05/PC34 Plus Postage. DESCRIPTORS *Academic Accommodations (Disabilities); *Academic Standards; Curriculum; *Disabilities; Educational Strategies; Enrichment Activities; European History; Greek Civilization; Inclusive Schools; Instructional Materials; Latin American History; Non Western Civilization; Secondary Education; Social Studies; Teaching Guides; *Teaching Methods; Textbooks; Units of Study; World Affairs; *World History IDENTIFIERS *Florida ABSTRACT This teacher's guide and student guide unit contains supplemental readings, activities, -
The Phoenician Language
CHAPTER ONE THE PHOENICIAN LANGUAGE Phoenicia (Foinikia), the Greek name of Canaan (KNàN, Hebrew KÿnaÁàan), was the region in antiquity that encompassed southern Syria, Lebanon and Israel (west of the Jordan), extending roughly from Arad in the North to the Negev and Sinai in the South. In the Late Bronze and Iron Ages, the region was home to numerous peoples of com- mon origin, sharing a common culture and possessing a common language, which they called SõPT KNàN (“the language of Canaan” [Isaiah 19:18]), or Canaanite. At an early period, the peoples of Canaan had differentiated into distinct regional subgroups, part of which development was the emergence of regional dialects, some of which in turn became national languages. Phoenician was one such regional Canaanite dialect: in the strictest meaning, Phoenician was the language spoken along the coast of Lebanon roughly from Si- don in the North to Acco in the South. The indigenous name of this subregion of Canaan was Pu„t (PT ), and the name of the Canaanite subgroup inhabiting it, the Po„nnþm (Phoenicians), the gentilic deriv- ing from the place-name. Po„nnþm was also the name of the Canaan- ite dialect of the region. It is this toponym and gentilic that are the origin of Greek Foinike" and Latin Poenus and punicus, the terms by which Greeks and Romans first came to know and call the Phoenicians; and is the term by which they are still called. The main cities of Put were Tyre and Sidon, and so the term Phoenicians (Po„nnþm) came early to be synonymous with Tyrians and Sidonians and Phoenician (Po„nnþm) synonymous with Tyro-Sidonian Canaanite. -
Alexander the Great and Hellenization
Thornton I Alexander I 25 Alexander the Great and Hellenization by Larry R Thornton, ThD Professor, Calvary Baptist Theological Seminary Historians have differed in their presentations and evaluations of Alex ander the Great and his relation to Hellenism. It is not the purpose here to settle any of these questions. The aim of this article is to set forth the life of Alexander the Great in a brief sketch, to consider his achievements and motives as they relate to Hellenization, and to notice his conduct and achievements in light of God's prophecies and providence. The people of Greece produced a culture that influenced the known world. The process of Hellenization began early "as a natural and un premeditated admiration, unsponsored and unencouraged:'1 Archeological evidence exists for contacts between the Aegean and Mesopotamia as far back as the third millennium. In the late Bronze Age (1500-1200 BC) Greek traders sold products around the Mediterranean Sea. The influence or acceptance of Greek culture has been described as "Hellenistic" rather than "Hellenic" because the results were not purely Greek, but a mixture of Greek culture with the culture of the natives. It has been likened to a cultural veneer varying in thickness with the willingness or eagerness of natives to drink at the well of Greek culture. "But, mixed as the civiliza tion was it was yet Greek in its appearance, and it followed Greek models, and so it remained" writes A W Blunt. 2 Thus it may be observed that the Hellenization process did not begin with Alexander the Great.