The Rules of the Gane. Mr. Smiley. 1. the Student Is Experted to Read Widely and Well from Assigned and Related Materials

Total Page:16

File Type:pdf, Size:1020Kb

The Rules of the Gane. Mr. Smiley. 1. the Student Is Experted to Read Widely and Well from Assigned and Related Materials The Rules of the Gane. Mr. Smiley. 1. The student is experted to read widely and well from assigned and related materials. The textbooks provide ample suggestions for further readings, and you are advised to explore, and enjoy, and l8arn. The normal ex.t:ertation is tno hours outside of r.lass for each hour in rlass, and no one who does less should romplain of doing poorly. Take notes on what you read, and then review the notes as you prepare for examinations. 2. Textbook readings, and additional readings, should follow chronologir.ally with class lertures. Lertures deal with topics of interest or importance, but nay be disjointed and disconnected. Readings should fill in between and arourd the lectures, and should expand and eonner-t your urrlerstaniing. Students in classes with a sperial emphasis, ard mo may have little knowledge of genera L American history, might find it helpful to read any of the standard textbooks used in surveyrourses. Bring your questions to class, or to me in the office, when there are plZZling matters in lectures or readings. Do not fall behind, for only a few, the happy few, can do a good job if they wait until the night before the examination to begin preparation for it. 3. nlass attendance is expected as a requirement for receiving credit for the -our se , You may be absent for emergency purposes only, for which there is a proper exrsise , But no student will receive credit for a r our se he/she did not take. 4. Examinations are tests of your knowledge, and I shall read your answers to see how nueh you have learned. Do not keep serret what you knovr; do not expect me to read your private tnpugts instead of what you have written. I shall also read to see hO\'J well you can spell an English word and write a derlaratory SPntence in a meaningful essay • • 5. My o ffiee fs Tribble B•ll2, the telephone rrumberis extension 5556. The home tel\lphone number is 722-4036. You are invited to visit me in the o ff'Lee if you have a problem of any kind, or if you don't. Jh-- d l,s , J 1 History 101. The Rise of the West to 1700. Mr. Smiley. The----- Rules of the Garoo 1. "Las s at+endane e is expe- ted as a requirement for re,.eiving r-re--<it for the s You may be absent only for e mergenr-y pur-pose s for whi,.h a pro per- exr-use exi~~ e .Eiit no student will rer-eive rred.i t for a r- ourse he/she did not take. 2. Your FSrticipation in dass is also eXEJ! r-ted as part cf the e our se , You should read ear-h dayt s asslgnmmt e-ar e fu Ll.y, Then, with the Study Guide, go bark over the material arrl learn what is asked of you. Use a dir-tionary for words you do not know and leir n and use them. The Enryr-lopedia Britanni,..a, 9th Edition, in the Referenl"e R~om of the Library, is a good pl.are to begin to Loe a te additional information about subjects which interest you, or which you do not unde rs tard , Bring to elass your questions a!bout any point that is not elea r to you. Eaeh class session begins with Question Time. Do not let an assignment go by with unexplained or unanswered, questions hovering over your Lnnor-ent, head. The rule of thumb for a co~rse like this one is two hour-s outside of class for ea ... h hour in ,.lass. Less than that aroount of work, and you have m complaint if you do not do well. Do your work as you go along. 'lfri te out what you need to remember, and review it fre• quently. As long ago as the ancient ltomans, students knew that Repetitio mater studi• orum est. Do not fall behind, for you ... annot do a good job if you wait until the night before the test to start your wo rk , No one will do your learning for you am no one exr-ept yourself will r-ompe Ll, you to do what is rP.quireEi. ' You will do nru.ch better if you have learned that learning is fun, and that people in the past set precedents and survived crises which continue to in.fl.ue~ce your life. But if your grade is of surpassing importance to you, then note the requirements. You may expect a lQ-minute test on each two chapters :of .. the text. There will be 12 of these, and they will be averaged together to make one letter ::rade. There will be three one• hour examinations containing factual as well as judgmental essays to test your memory and your reasoning. Each of these hour exams will have the weight of one grade. At end• of-tenn there will be a final examination, which will also count as one grade. An aver• age of the five grades you receive during the tenn will determine your grade for the course. To summarize the e:xam schedule, there will be 10-minute tests on Chapters 1-2, 3bdt 5-6 8-9, lO-ll1 12-13, 15-16, 17-18, 19-20, 22-23, 14-25, 26-27. There will be hoU::. exa:is on Chapters 1-7, 8-14, 15-21, 22-29, which will be the final exam. On the final exam you may also expect at~ least one question over- the entire course. N:>t.e well that on NONE of these tests and examinations ·Kill you ever be questioned on any subjee t whit"h is not Ln- Luded on the Study Guides. Yoo have the questions in advance '!'here will be no der-e ptd on, no tri~ks, no -ur-ves , i'lhat you see is what you get. I rill read your examinations t.o see how- mue h you have learned, so do not keep se~ret wha t you kmw, or expe,.t that I read your memoryand not your writing. I shall also read to see how well you e an write am spell an English word arxi dee Larator-y sen tenee in a meaningful essay. 4. ~~h -Lass session begins rl th que st.Lona from you. 'Nhen all have been satisfied, then there will be questions from me. '"ome-To-Bat time is interned to make you th~, and to give you opportunity to show the quality of your mind. 5. My offi~ is Tribble B-112, the telephone number is Extension 5556. The home tel~phone number is 722-4036. You are invited to visit me in the offil'e if you have a problem of any kim, or if you don't. dls • ... History 101. The Rise of the \'18st to 1700; Mr. Smiley. The Rules of the Game 1. Class attendance is expected as a requirement for receiving credit in the course. You may be absent four times with no questions asked or explanations required. More than that will incur unpleasant consequences. 2. Your partici~ation in class is also expected as part of the course. You should read each day's assignment carefully, noting the topics covered under the headings and subdivisions of the text. Then, with the Study Guide, go back over the material to learn well what is asked of you. Use a dictionary fori'Prds you do not know, and learn to use them. For further ref• erences on subjects that interest you, begin first with the Encyclopedia,*llth Edition, in the reference room of the library. Also use the bibliographies at the end of each chapter. ~he Britannica, of course.) Each class session will begin with Question Time. You will be invited to ask about any point which is not clear to you. Do not permit an assignment to go by with unexplained or unanswer• ed questions hovering over your innocent head. The rule of thumb for a course like this one is that you should devote two hours outside of class for eachl1lour in class; some will need more study-time, while others may prosper with less. Do your learning as we go along. Write out what you need to remember, and review it frequently. Among the ancient Romans the teaching was as clear as it is with you: repetitiomater studiorum est, repetition is the mother of studies. Repeat and review regularly, for that is the royal road to learning. Do not fall behind, for you cannot do a good job if you delay until exam time your chores of learning. You will do much better if you have already learned that learning is fun, and that history, the record of what people like you have done, and dreamed, and desired, is worth knowing about. But for your grade, a joy in learning simply because facts are there to be learned is not a condition. Note well that you will never be asked about a fact or a topic which is not includ• ed or referred to in the Study Guide. You have the questions in advance--no deception, no tricks, no curves. What you see is what you get. On each two chapters you may expect a 10-Il}inute test. Your grades on these will be averaged to make one element in your final grade. Regularly there will be hour-exams, the grades on which will each equal another element in the total.
Recommended publications
  • 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.
    [Show full text]
  • Download The
    THE CONCEPT OF SACRED WAR IN ANCIENT GREECE By FRANCES ANNE SKOCZYLAS B.A., McGill University, 1985 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Department of Classics) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA August 1987 ® Frances Anne Skoczylas, 1987 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of CLASSICS The University of British Columbia 1956 Main Mall Vancouver, Canada V6T 1Y3 Date AUtt-UST 5r 1Q87 ii ABSTRACT This thesis will trace the origin and development of the term "Sacred War" in the corpus of extant Greek literature. This term has been commonly applied by modern scholars to four wars which took place in ancient Greece between- the sixth and fourth centuries B. C. The modern use of "the attribute "Sacred War" to refer to these four wars in particular raises two questions. First, did the ancient historians give all four of these wars the title "Sacred War?" And second, what justified the use of this title only for certain conflicts? In order to resolve the first of these questions, it is necessary to examine in what terms the ancient historians referred to these wars.
    [Show full text]
  • Greek Cultures, Traditions and People
    GREEK CULTURES, TRADITIONS AND PEOPLE Paschalis Nikolaou – Fulbright Fellow Greece ◦ What is ‘culture’? “Culture is the characteristics and knowledge of a particular group of people, encompassing language, religion, cuisine, social habits, music and arts […] The word "culture" derives from a French term, which in turn derives from the Latin "colere," which means to tend to the earth and Some grow, or cultivation and nurture. […] The term "Western culture" has come to define the culture of European countries as well as those that definitions have been heavily influenced by European immigration, such as the United States […] Western culture has its roots in the Classical Period of …when, to define, is to the Greco-Roman era and the rise of Christianity in the 14th century.” realise connections and significant overlap ◦ What do we mean by ‘tradition’? ◦ 1a: an inherited, established, or customary pattern of thought, action, or behavior (such as a religious practice or a social custom) ◦ b: a belief or story or a body of beliefs or stories relating to the past that are commonly accepted as historical though not verifiable … ◦ 2: the handing down of information, beliefs, and customs by word of mouth or by example from one generation to another without written instruction ◦ 3: cultural continuity in social attitudes, customs, and institutions ◦ 4: characteristic manner, method, or style in the best liberal tradition GREECE: ANCIENT AND MODERN What we consider ancient Greece was one of the main classical The Modern Greek State was founded in 1830, following the civilizations, making important contributions to philosophy, mathematics, revolutionary war against the Ottoman Turks, which started in astronomy, and medicine.
    [Show full text]
  • Titus Quinctius Flamininus, the Man and His Portrayal by Plutarch
    for my father Promotor Prof. dr. Kristoffel Demoen Vakgroep Letterkunde Copromotor dr. Koen De Temmerman Vakgroep Letterkunde Decaan Prof. dr. Freddy Mortier Rector Prof. dr. Paul Van Cauwenberge Illustration on cover: gold stater bearing the image of Flamininus, now on display in the British Museum. On the reverse side: image of Nike and identification of the Roman statesman (“T. Quincti”) © Trustees of the British Museum. Alle rechten voorbehouden. Niets uit deze uitgave mag worden verveelvoudigd, opgeslagen in een geautomatiseerd gegevensbestand, of openbaar gemaakt, in enige vorm of op enige wijze, hetzij elektronisch, mechanisch, door fotokopieën, opnamen, of enige andere manier, zonder voorafgaande toestemming van de uitgever. Faculteit Letteren & Wijsbegeerte Peter Newey Titus Quinctius Flamininus, the Man and his Portrayal by Plutarch Proefschrift voorgedragen tot het behalen van de graad van Doctor in de Taal- en Letterkunde 2012 Foreword It was nearly fifty years ago as an undergraduate that, following a course of lectures on Livy XXXIII, I first met Titus Quinctius Flamininus. Fascinated by the inextricable blend of historicity and personality that emerges from Livy‖s text, I immediately directed my attention toward Polybius 18. Plutarch‖s Life of Flamininus was the next logical step. Although I was not destined to pursue an academic career, the deep impression left on me by these authors endured over the following years. Hence, finally, with the leisure and a most gratefully accepted opportunity, my thesis. My thanks are due initially to Dr T.A. Dorey, who inspired and nurtured my interest in ancient historiography during my undergraduate years in the University of Birmingham.
    [Show full text]
  • Interstate Alliances of the Fourth-Century BCE Greek World: a Socio-Cultural Perspective
    City University of New York (CUNY) CUNY Academic Works All Dissertations, Theses, and Capstone Projects Dissertations, Theses, and Capstone Projects 9-2016 Interstate Alliances of the Fourth-Century BCE Greek World: A Socio-Cultural Perspective Nicholas D. Cross The Graduate Center, City University of New York How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/gc_etds/1479 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] INTERSTATE ALLIANCES IN THE FOURTH-CENTURY BCE GREEK WORLD: A SOCIO-CULTURAL PERSPECTIVE by Nicholas D. Cross A dissertation submitted to the Graduate Faculty in History in partial fulfillment of the requirements for the degree of Doctor of Philosophy, The City University of New York 2016 © 2016 Nicholas D. Cross All Rights Reserved ii Interstate Alliances in the Fourth-Century BCE Greek World: A Socio-Cultural Perspective by Nicholas D. Cross This manuscript has been read and accepted for the Graduate Faculty in History in satisfaction of the dissertation requirement for the degree of Doctor of Philosophy. ______________ __________________________________________ Date Jennifer Roberts Chair of Examining Committee ______________ __________________________________________ Date Helena Rosenblatt Executive Officer Supervisory Committee Joel Allen Liv Yarrow THE CITY UNIVERSITY OF NEW YORK iii ABSTRACT Interstate Alliances of the Fourth-Century BCE Greek World: A Socio-Cultural Perspective by Nicholas D. Cross Adviser: Professor Jennifer Roberts This dissertation offers a reassessment of interstate alliances (συµµαχία) in the fourth-century BCE Greek world from a socio-cultural perspective.
    [Show full text]
  • The Universidad Autónoma De Madrid and Fourteenth Ephorate Epicnemidian Locris Project FINAL REPORT
    The Universidad Autónoma de Madrid and Fourteenth Ephorate Epicnemidian Locris Project FINAL REPORT (1) (2) Jose Pascual and Maria-Foteini Papakonstantinou (1) Department of Ancient History. Universidad Autónoma de Madrid (2) Fourteenth Ephorate of Prehistoric and Classical Antiquities Twenty-Fourth Ephorate of Byzantine Antiquities The area that was known as Epicnemidian Locris in Antiquity is a region of central Greece lying on the eastern seaboard of the Balkan Peninsula, on the shores of the Aegean Sea. Its borders probably coincided, approximately, with Mount Cnemis in the east, the Callidromus massif in the south and the Spercheius river basin in the west. The waters of the Malian Gulf and the Island of Euboea lay to the North (Figures 1 and 2). From 2004, as part of Research Projects BHA2001-0157, HAR2008- 04081/HIST and HAR2011-25443, subsidised by the Spanish Ministry of Education and Science, of the Agreement number 028700 (Universidad Autónoma de Madrid and Company Ontex Peninsular S.A.), subsidised by the Company Ontex Peninsular S.A. and the Agreement of the Ministry of Culture of the Hellenic Republic Αρ.Πρωτ. ΥΠΠΟ/ΓΔΑΠΚ/ΑΡΧ/Α2/Φ15/73900π.ε./31/2-3-2004, a Spanish-Greek team from the Fourteenth Ephorate of Prehistoric and Classical Antiquities and the Universidad Autónoma de Madrid, under the direction of Maria-Foteini Papakonstantinou and from the side of University of the staff of the Department of Ancient History,1 has developed a research project in Epicnemidian Locris (see also A.J. Domínguez, Teiresias 35, part 1, 2005). Τhis is the first historic-topographical research in the region and the first joint official Greek-Spanish field work in Greek territory.
    [Show full text]
  • The Locrians and the Sea*
    ADOLFO J. DOMÍNGUEZ The Locrians and the Sea* As is well known, the Locrians occupied two different territories in central Greece, although for both the relationship with the sea was intense. Eastern Lo- cris occupied a stretch of about 80 km. as the crow flies on the Gulf of Northern Euboea while Western Locris occupied a similar distance along the north coast of the Gulf of Corinth. In this paper I shall analyse the information we have about the relationship of these two territories with the sea. We shall begin our analysis with Eastern Locris. Although I shall not dwell too long on the period following the end of the Mycenaean age, we do need to consider an interesting piece of evidence. Exca- vations carried out in Pyrgos Livanates have shown, in the phase beginning after a mid-twelfth century earthquake, important elements linking this site to the sea. Thus, along with miniature models of commercial and war vessels, some craters with painted decoration depicting scenes of naval battles have been found. Since it seems that the pottery was manufactured in situ we can assume that it proba- bly depicts actual acts of naval war and/or piracy, which would have been fre- quent in this turbulent period1. Some possible relationships, perhaps of an economic nature, between Lo- cris and the eastern and northeastern Aegean during the Protogeometric Age had been suggested by the discovery at Troy of amphorae with parallels that indicate a place of production in the Locrian territory or neighbouring regions2, although new researches suggest that at least part of them were locally manufactured in the Troad; however there are other wares in Troy (e.g.
    [Show full text]
  • Teiresias 2013
    T E I R E S I A S A Review and Bibliography of Boiotian Studies Volume 43 (Part 1), 2013 ISSN 1206-5730 Compiled by A. Schachter ______________________________________________________________________________ CONTENTS Editorial Notes Work in Progress 431.0.01: S. Gartland: The Boiotian Fourth Century 431.0.02: Jose Pascual and Maria-Foteini Papakonstantinou: The Universidad Autónoma de Madrid and Fourteenth Ephorate Epicnemidian Locris Project FINAL REPORT 431.0.03: Nicola Serafini: La dea Ecate in Beozia: un culto-fantasma? Bibliographies: 431.1.01-60: Historical 431.2..01-49: Literary ______________________________________________________________________________ Editorial Notes: (1) It is a pleasure to present three items of Work in Progress. The first is a summary report by Samuel D. Gartland of a one-day conference on Boiotia in the Fourth Century BC, which he organized and which was held, with great success, at Corpus Christi College, Oxford, 25 May 2013. -- The second is a report by José Pascual and Maria-Foteini Papakonstantinou on the results of the archaeological survey of Epiknemidian Lokris. This small but important region is at last receiving the attention it deserves. -- The third item of Work in Progress, by Nicola Serafini, deals with the evidence for the worship of Hekate in Boiotia, another subject which has long been overdue for close study. (2) Teiresias is now being distributed from a new email address ([email protected]). Correspondence to the editor can be directed either to the new address or to the old one ([email protected]). (3) Readers will also notice a change to the numbering system. (4) Les Inscriptions de Thespies can be accessed at “Laboratoire Hisoma”; click “Production scientifique” and then “Les Inscriptions de Thespies”.
    [Show full text]
  • Summary of Chapter 2
    Summary of Chapter 2 Early Civilizations This chapter tells us the story of the early wanderers, because of the innovation of bronze and iron, became settlers who need to grow on their land generations after generations. Of these the most famous peoples are the Sumerians and the Egyptians. Because of the use of iron, the agriculture developed fast and thus the civilization too. The Middle East, once called Fertile Crescent, was very different from today from the climate to the civilization. The Sumerians first built their kingdom here, due to the epic myth Gilgamesh, believing in polytheism and having a developed institution. They invented cuneiform to write down their histories and information, by which the Hammurabi Law Code was written to control the lower classes of the society. What’s more, the Egyptians also developed a big country ruled by the king pharaohs, also known as the gods of Egypt, left behind them a great number of pyramids and mysteries. Varied from the Sumerians, the Egyptians wrote in the hieroglyphics (pictogram writing) either for decoration or record. After these two civilizations, the Assyrians and the Persians also took control of this area. However, the quick development on science and technology also brought us which is unimaginable in the hunter-gatherers community health problems (like famine, poor nutrition, and contagious diseases), discrimination (like sexism and racism), unequal status of different classes and wars. Wars are a two-edged weapon which can be used for good or for evil. Some wars are for the peace of one kingdom, others intruding other kingdoms, but both can improve the communication between places and civilizations.
    [Show full text]
  • Polybius on Hellenism and Changing Hegemonic Powers Emma Nicholson
    Hellenic Romans and Barbaric Macedonians: Polybius on Hellenism and Changing Hegemonic Powers Emma Nicholson Abstract: This article explores the relationship between the Greeks, Macedonians and Romans through the prism of Polybius of Megalopolis and his Histories in the second century BC. It throws light on how a Greek might control and construct the image of larger powers to explain political change and assert or deny them political and cultural legitimacy, while at the same time proclaiming the continued importance of Hellenic culture. It investigates Polybius’ construction and use of Hellenism in his Histories and demonstrates how he deliberately interchanged the trajectories of Macedon and Rome to offer an ideological explanation for Rome’s rise and Macedon’s fall, to assert that the preservation of the Greeks lay with Rome not Macedon, to protect the standing of the Achaean League, and to emphasise the importance of Hellenic virtues for success on the domestic and international scenes. Keywords: Hellenism, barbarism, Polybius, Philip V of Macedon, Rome, cultural politics Ideas about what it was to be Greek, non-Greek, and barbarian were most closely fought over, negotiated and defined during periods of high pressure and large-scale political-social transformation, for instance, during the Persian Wars in the fifth century BC and the rise of Macedon in the fourth.1 The second century also saw the Greeks confronted with a similar period of upheaval and transformation following the rise of Rome in the Greek East and the defeat of the Hellenistic kingdoms. The political dynamics of the Mediterranean were altered irrevocably. Where once the Greek peoples were subject to Macedonian hegemons (whose Greekness was contested by some, although not themselves), now they were subject to a distinctly non-Greek one.
    [Show full text]
  • The Public Orations of Demosthenes, Volume 2
    The Public Orations of Demosthenes, volume 2 Demosthenes The Project Gutenberg EBook of The Public Orations of Demosthenes, volume 2 by Demosthenes Copyright laws are changing all over the world. Be sure to check the copyright laws for your country before downloading or redistributing this or any other Project Gutenberg eBook. This header should be the first thing seen when viewing this Project Gutenberg file. Please do not remove it. Do not change or edit the header without written permission. Please read the "legal small print," and other information about the eBook and Project Gutenberg at the bottom of this file. Included is important information about your specific rights and restrictions in how the file may be used. You can also find out about how to make a donation to Project Gutenberg, and how to get involved. **Welcome To The World of Free Plain Vanilla Electronic Texts** **eBooks Readable By Both Humans and By Computers, Since 1971** *****These eBooks Were Prepared By Thousands of Volunteers!***** Title: The Public Orations of Demosthenes, volume 2 Author: Demosthenes Release Date: October, 2005 [EBook #9061] [Yes, we are more than one year ahead of schedule] [This file was first posted on September 2, 2003] Edition: 10 Language: English Character set encoding: ISO Latin-1 *** START OF THE PROJECT GUTENBERG EBOOK THE PUBLIC ORATIONS OF *** Anne Soulard, Jon Ingram and the Online Distributed Proofreading Team. THE PUBLIC ORATIONS OF DEMOSTHENES IN TWO VOLUMES VOL I TRANSLATED BY ARTHUR WALLACE PICKARD ON THE CHERSONESE (OR. VIII) [_Introduction_. Late in the year 343 (some time after the acquittal of Aeschines) Philip invaded Epirus, made Alexander, brother of his wife Olympias, king of the Molossi instead of Arybbas, and so secured, his own influence in that region.
    [Show full text]
  • From Herodotus to Diodorus Siculus
    to M o D r a i o l From: MACKENZIE Rebecca <Rebecca. d H [email protected]> o i r Date: 23 March 2016 14:57:44 GMT s us t To: “Michael Chatfield ([email protected])” o Moral History ry <[email protected]> ‘Hau deploys the overt moralising of the Hellenistic historians to illuminate the more implicit and thought-provoking moralising of their Classical S i Subject: RE: Hau - title change f c forebears. Among other questions she asks: does moral didacticism make rom u from Herodotus Hi again, for bad historiography? Was it simply a lens for viewing events, or could l it drive wholesale invention?’ us Actually, I should be able to send you the back H to Diodorus Siculus Emily Baragwanath, The University of North Carolina at Chapel Hill cover copy as well in the next few days, so you e r could hold off on the cover front change for now. An investigation of moral-didactic techniques and messages o in ancient Greek historiography d Thanks, o t Bekah Why did human beings first begin to write history? Lisa Irene Hau argues us that a driving force among Greek historians was the desire to use the past to teach lessons about the present and for the future. She uncovers the moral From: MACKENZIE Rebecca messages of the ancient Greek writers of history and the techniques they used Sent: 23 March 2016 14:56 to bring them across. Hau also shows how moral didacticism was an integral To: Michael Chatfield ([email protected]) part of the writing of history from its inception in the 5th century bc, how it <[email protected]> developed over the next 500 years in parallel with the development of Subject: Hau - title change historiography as a genre, and how the moral messages on display remained surprisingly stable across this period.
    [Show full text]