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Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-33887-5 - The Roman Empire: Augustus to Hadrian Edited by Robert K. Sherk Excerpt More information © Cambridge University Press www.cambridge.org.

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Hadrian and the Greek East
HADRIAN AND THE GREEK EAST: IMPERIAL POLICY AND COMMUNICATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Demetrios Kritsotakis, B.A, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Fritz Graf, Adviser Professor Tom Hawkins ____________________________ Professor Anthony Kaldellis Adviser Greek and Latin Graduate Program Copyright by Demetrios Kritsotakis 2008 ABSTRACT The Roman Emperor Hadrian pursued a policy of unification of the vast Empire. After his accession, he abandoned the expansionist policy of his predecessor Trajan and focused on securing the frontiers of the empire and on maintaining its stability. Of the utmost importance was the further integration and participation in his program of the peoples of the Greek East, especially of the Greek mainland and Asia Minor. Hadrian now invited them to become active members of the empire. By his lengthy travels and benefactions to the people of the region and by the creation of the Panhellenion, Hadrian attempted to create a second center of the Empire. Rome, in the West, was the first center; now a second one, in the East, would draw together the Greek people on both sides of the Aegean Sea. Thus he could accelerate the unification of the empire by focusing on its two most important elements, Romans and Greeks. Hadrian channeled his intentions in a number of ways, including the use of specific iconographical types on the coinage of his reign and religious language and themes in his interactions with the Greeks. In both cases it becomes evident that the Greeks not only understood his messages, but they also reacted in a positive way.
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Intermediate-Level activity Learning objectives Students will be able to • analyze the use of Greek figures on a seventeenth-century cabinet and discuss the long-lasting influence of Greek and Roman symbols and attributes on art; • draw portraits of rulers based on written descriptions; • research the use of propaganda in a portrait of Caligula; • create a campaign poster for a classroom candidate that uses Greek or Roman iconography. Materials • Reproduction of Cabinet on Stand by André-Charles Boulle • Reproduction of Head of Emperor Caligula by unknown Artist • Background Information and Questions for Teaching about the cabinet and bust • Student Handout: Herakles and Hippolyta • Student Handout: Description of an Emperor • Pencils • Paper Lesson steps 1. Ask students to write down on a piece of paper the names of five individuals who they admire from history, sports, music, television, or film (Barack Obama, David Beckham, Rihanna, Miley Cyrus, Zac Efron, etc.). Next, have them write down the characteristics they admire in these indi- viduals. Ask students to share these characteristics with the class. If students could choose any deed accomplished by one of the individuals or have any physical characteristic in common with a person they admire, what would it be? Have students write this deed or characteristic on their piece of paper. Tell students that they will be discussing figures from ancient Greece and Rome who were admired by kings and rulers for many years afterward. 2. Display a reproduction of Cabinet on Stand and discuss the questions listed in step 1 of the Beginning-Level Activity. Next, examine the sculptures of the two large figures on the stand.
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