DOCSLIB.ORG

CLA 254 Syllabus

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
CLA 254 Syllabus CLA 254: Greek History Term 6 Spring 2020 Dr. Nick Wagner College Hall 103 Class meetings: M-F 9-11 a.m. and 1-3 p.m. email: [email protected] Russell (Thomas Commons) Phone: 319-895-4421 Office hours: M,W 3:30-4:30 pm, by appointment Course Goals and Learning Outcomes: This course will survey over 1000 years of Greek culture and history, from its beginnings in the Bronze Age up through the Hellenistic Period (roughly 1000 BCE to around 300 BCE). We will focus mostly on the archaic and classical periods — starting with the period when the Iliad and Odyssey attained their present form, followed by the rise of the distinctive Greek city-state (the polis), the emergence and growth of democracy, and the most famous works of Greek art and architecture reflecting these changes. These periods cover the birth of Greek tragedy and comedy, philosophy, the greatest wars of Greece’s history and the historians who covered them. These periods saw developments in science, medicine, philosophy, art, and literature that are still felt today. We will study the voices of the ancient Greeks themselves, and let those voices guide our understanding of who they were and what they did. This course supports the Educational Priorities and Outcomes of Cornell College and places an emphasis upon knowledge, inquiry, reasoning, communication, and intercultural literacy. Over the course of the term, we will learn to analyze and interpret the sources used to study Greek history and ancient history more generally. These include literary texts and historical prose, art, archaeology, inscriptions, and other remains (Inquiry, Reasoning, Intercultural Literacy). Students will become familiar with the basic elements of the Greek historical period, the names of major figures in Greek history and culture, and the major questions scholars pose about the ancient Greeks but also examine the way the history we “know” is shaped by the questions we choose — or choose not — to ask. In doing so, students will consider and investigate cultural interactions in the ancient world by situating Greece within its wider ancient Mediterranean context alongside Egypt, Persia, and the Near East (Knowledge, Inquiry, Intercultural Literacy). Students will learn to analyze, evaluate, and critique course material and communicate their findings effectively in their writing and in class discussions. They will also learn to analyze and utilize these sources relative to current discussions and debates. In other words, they will learn how study of the ancient world informs the present and vice versa (Inquiry, Communication, Reasoning). 1 of 8 Required Texts: Pomeroy — Ancient Greece: A Political, Social, and Cultural History. Sarah B. Pomeroy, Stanley M. Burstein, Walter Donlan, Jennifer Tolbert Roberts, David W. Tandy with Georgia Tsouvala. Fourth Edition. Oxford University Press. 2018. Herodotus. The Histories, transl. Aubrey de Sélincourt, Penguin Classics, London and New York: Penguin Books. 2003. Thucydides. The Peloponnesian War. P. J. Rhodes (ed.), Martin Hammond (transl.). Oxford World's Classics. Oxford and New York: Oxford University Press, 2009. SHD — Matthew Dillon and Lynda Garland, Ancient Greece: Social and Historical Documents from Archaic Times to the Death of Alexander the Great, Routledge, Third edition, 2010. Textbooks can be expensive. If you have a hard time acquiring any of the required texts, please talk to me and we can work out another alternative. Optional Texts: Plutarch, Greek Lives, transl. Robin Waterfield, Oxford World Classics, 2009. [selections on Moodle] Grading: Attendance & Participation 10% Quizzes 10% Research Project 30% Essays (2) 15% each Final Exam 20% For more details about each grade category, see below and/or additional documents. Attendance and Participation: This course will primarily be a combination of lecture and discussion of the texts we read. There will be an average of around 80 pages of reading per day. You will be expected to have the readings done before each class; on most days, we will focus on the textbook in the morning and the historians in the afternoon. Given the time of year, illness and weather might prevent you from coming to class. Please let me know as soon as possible so accommodations can be made. 2 of 8 Quizzes: There will be approximately 2 short quizzes every week. These are designed to be a way to assess your reading comprehension and also that you were paying attention in class. They will be a combination of multiple choice and short answer. Your lowest score will be dropped. Exam: The final exam will consist of a combination of multiple choice, short answer, and essay questions. It will be on the last day of class, March 4. Essays: You will have two short essays over the course of the term. Each essay will be 2-3 pages, typed and double-spaced (12pt. font, Times New Roman, etc.). I will provide a few prompts before each essay that will be based on our readings and discussions. If you have another topic that you would like to write about, please consult me; I usually approve alternative options if you explain it to me. Research Project: At the end of the term, you will present the results of your research project to the class. In order to spread out some of the burden of the project, there will be a few progressive due dates over the course of the term. These projects will be more expository or descriptive than argumentative (i.e., you will not so much be arguing a thesis as presenting the results of your research on a topic). For this reason, I have provided a list of (possible) topics for your research at the end of this syllabus. Like the essays, if you have another topic you’d like to explore more, please consult me. The final result will be a 6-8 page paper that explores and explains your given topic by placing it in its proper historical context. This means explaining the social, political, economic, religious, or legal background to your topic, how your topic came to be within that context, and then also what it meant for Greeks going forward. In terms of grading, the project will be based 25% on your Annotated Bibliography (due 2/21), 25% on your presentation (in class either 3/2 or 3/3), and 50% on the paper itself (due 3/4). The overall project is 30% of your final grade. Academic Honesty Cornell College expects all members of the Cornell community to act with academic integrity. An important aspect of academic integrity is respecting the work of others. A student is expected to explicitly acknowledge ideas, claims, observations, or data of others, unless generally known. When a piece of work is submitted for credit, a student is asserting that the submission is her or his work unless there is a citation of a specific source. If there is no appropriate acknowledgement of sources, whether intended or not, this may constitute a violation of the College’s requirement for honesty in academic work and may be treated as a case of academic dishonesty. The procedures regarding how the College deals with cases of academic dishonesty appear in The Catalogue, under the heading “Academic Honesty” and here. 3 of 8 Disability Resources Cornell College makes reasonable accommodations for persons with disabilities. Students should notify the Coordinator of Academic Support and Advising and their course instructor of any disability related accommodations within the first three days of the term for which the accommodations are required, due to the fast pace of the block format. For more information on the documentation required to establish the need for accommodations and the process of requesting the accommodations, see here. Counseling Center The Cornell College Counseling Center is designed to help students develop effective problem- solving and decision-making capabilities, in order to make satisfying life choices and maximize their capacity for continued emotional growth. As part of this we wanted to make it easy for students to gain access to the resources they may find the most helpful, including contacting the Student Health Center or Office of Student Affairs or finding out more about sexual assault and much more here. Schedule Readings marked as “recommended” are just that: recommended. They are meant to supplement Pomeroy and other readings. “Optional” articles are usually tied to a discussion I might ask, but they are not required. Date Topic Reading Pages Important Notes 2/10 Introduction Read syllabus before class 8 2/11 Indo-Europeans and 1. Pomeroy: 1-55 55 the Bronze Age 2/12 Te “Dark Ages” or 1. Pomeroy: 56-100 52 Quiz #1 Early Iron Age 2. Tucydides, Book 1.1-22 2/13 Te Archaic Age I: 1. Pomeroy: 101-135 45 Cole Library Lab Te Polis and 212, 1-2pm Colonization 2. Herodotus, Book 4.147-158; 2.172-182 [Colony on Tera and Cyrene] 2/14 Te Archaic Age II: 1. SHD Ch. 1 72 No afternoon class Social Structure 2. SHD Ch. 2 4 of 8 2/17 Lyric and Te First 1. Pomeroy: 135-153 60 Quiz #2 Philosophers 2. SHD Ch. 3 (3.1-3.5, 3.8-3.9, Preliminary 3.14-3.20, 3.36-3.40, 3.43, 3.53, Bibliography of 3.68, 3.72-3.91) Primary and Secondary Sources 3. SHD Ch. 4 (4.1-4.15, 4.32-4.48, due 4.72-4.77, 4.81-4.82, 4.90, 4.105) 2/18 Sparta and Forms of 1. Pomeroy: 154-185 76 Essay #1 Due Government 2. Herodotus, Book 1.65-66; 6.56-59 3. SHD CH. 6 4. Optional: “Te Sparta Fetish Is a Cultural Cancer” and “In Defense of Sparta” [Moodle] 2/19 Te Growth of 1.
Load more

Recommended publications
  • 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.
    [Show full text]
  • Archaic Eretria
    ARCHAIC ERETRIA This book presents for the first time a history of Eretria during the Archaic Era, the city’s most notable period of political importance. Keith Walker examines all the major elements of the city’s success. One of the key factors explored is Eretria’s role as a pioneer coloniser in both the Levant and the West— its early Aegean ‘island empire’ anticipates that of Athens by more than a century, and Eretrian shipping and trade was similarly widespread. We are shown how the strength of the navy conferred thalassocratic status on the city between 506 and 490 BC, and that the importance of its rowers (Eretria means ‘the rowing city’) probably explains the appearance of its democratic constitution. Walker dates this to the last decade of the sixth century; given the presence of Athenian political exiles there, this may well have provided a model for the later reforms of Kleisthenes in Athens. Eretria’s major, indeed dominant, role in the events of central Greece in the last half of the sixth century, and in the events of the Ionian Revolt to 490, is clearly demonstrated, and the tyranny of Diagoras (c. 538–509), perhaps the golden age of the city, is fully examined. Full documentation of literary, epigraphic and archaeological sources (most of which have previously been inaccessible to an English-speaking audience) is provided, creating a fascinating history and a valuable resource for the Greek historian. Keith Walker is a Research Associate in the Department of Classics, History and Religion at the University of New England, Armidale, Australia.
    [Show full text]
  • Ancient Greeks Victor Davis Hanson John Keegan, Series Editor
    SMITHSONIAN HISTORY OF WARFARE WARS OF THE ANCIENT GREEKS VICTOR DAVIS HANSON JOHN KEEGAN, SERIES EDITOR () Smithsonian Books (::::Collins An Imprint ofHarperCollinsPub/ishers For W. K. Pritchett, who revolutionized the study of Ancient Greek warfare Text © 1999 by Victor Davis Hanson Design and layout© 1999 by Cassell & Co. First published in Great Britain 1999 The picture credits on page 240 constitute an extension to this copyright page. Material in the introduction and chapter 5 is based on ideas that appeared in Victor Davis Hanson and john Heath, Who Killed Homer? The Demise if Classical Education and the Recovery ifGreek Wisdom (The Free Press, New York, 1998) 'and Victor Davis Hanson, "Alexander the Kille1~" Quarterly journal ifMilitary History, spring 1998, I 0.3, 8-20. WARS OF THE ANCIENT GREEKS. All rights reserved. No part of this title may be reproduced or transmitted by any means (including photography or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner. For infor­ mation, address HarperCollins Publishers, 10 East 53rd Street, New York, NY 10022. Published 2004 in the United States of America by Smithsonian Books Acknowledgments In association with Cassell Wellington House, 125 Strand London WC2R OBB would like to thank John Keegan and Judith Flanders for asking me Library of Congress Cataloging-in-Publication data I to write this volume on the Ancient Greeks at war. My colleague at Hanson, Victor Davis. California State University, Fresno, Professor Bruce Thornton, kindly Wars of the ancient Greeks I Victor Davis Hanson ; John Keegan, general editor.
    [Show full text]
  • A View of the Horse from the Classical Perspective the Penn Museum Collection by Donald White
    A View of the Horse from the Classical Perspective The Penn Museum Collection by donald white quus caballus is handsomely stabled in tive how-to manual On Horsemanship (“The tail and mane the University of Pennsylvania Museum of should be washed, to keep the hairs growing, as the tail is used Archaeology and Anthropology. From the to swat insects and the mane may be grabbed by the rider Chinese Rotunda’s masterpiece reliefs portray- more easily if long.”) all the way down to the 9th century AD ing two horses of the Chinese emperor Taizong Corpus of Greek Horse Veterinarians, which itemizes drugs for Eto Edward S. Curtis’s iconic American Indian photographs curing equine ailments as well as listing vets by name, Greek housed in the Museum’s Archives, horses stand with man and Roman literature is filled with equine references. One in nearly every culture and time-frame represented in the recalls the cynical utterance of the 5th century BC lyric poet Museum’s Collection (pre-Columbian America and the Xenophanes from the Asia Minor city of Colophon: “But if northern polar region being perhaps the two most obvious cattle and horses and lions had hands, or were able to do the exceptions). Examples drawn from the more than 30,000 work that men can, horses would draw the forms of the gods like Greek, Roman, and Etruscan vases, sculptures, and other horses” (emphasis added by author). objects in the Museum’s Mediterranean Section serve here as The partnership between horse and master in antiquity rested a lens through which to view some of the notable roles the on many factors; perhaps the most important was that the horse horse played in the classical Mediterranean world.
    [Show full text]
  • Lelantine War Sources
    ! Sources for the Lelantine War (in approximate chronological order) Hesiod, Works and Days 654ff Crossed over to Chalcis, I did, to the funeral games For old Amphidamas. Te great man’s sons had put up Prizes aplenty for the contests, and I’m proud to say !I won the songfest and took home an eared tripod Archilochus, Fragment 3 Not many bows will be stretched nor will there be numerous slings, whenever Ares brings together the press of battle on the plain it will be the woeful work of swords. Tis is the warfare in !which those spear-famed lords of Euboea are skilled. Teognis 891ff Shame on weakness! Cerinthus is being destroyed, and Lelantum’s fine vineyards are being ravaged; the nobles are in exile and base men govern the city. May Zeus destroy the race of the !Cypselids. Herodotus 5.99 Te Eretrians participated in the war in Ionia not for the sake of the Athenians, but to repay a debt they owed to the Milesians, who had earlier helped the Eretrians wage war against Chalcis at the !very time when the Samians had to the aid of the Chalcidians. Tucydides 1.15 Such wars as took place were all local affairs between contiguous states, and the Greeks did not undertake distant expeditions for foreign conquest. Te big cities had not yet formed leagues of subject allies, nor did they choose to make common cause in any joint expedition: rather all wars were fought individually between neighbors. Te main exception was the war fought long ago !between Chalcis and Eretria, when alliance with one side or the other split the rest of Greece.
    [Show full text]
  • The Dancing Floor of Ares Local Conflict and Regional Violence in Central Greece
    The Dancing Floor of Ares Local Conflict and Regional Violence in Central Greece Edited by Fabienne Marchand and Hans Beck ANCIENT HISTORY BULLETIN Supplemental Volume 1 (2020) ISSN 0835-3638 Edited by: Edward Anson, Catalina Balmaceda, Monica D’Agostini, Andrea Gatzke, Alex McAuley, Sabine Müller, Nadini Pandey, John Vanderspoel, Connor Whatley, Pat Wheatley Senior Editor: Timothy Howe Assistant Editor: Charlotte Dunn Contents 1 Hans Beck and Fabienne Marchand, Preface 2 Chandra Giroux, Mythologizing Conflict: Memory and the Minyae 21 Laetitia Phialon, The End of a World: Local Conflict and Regional Violence in Mycenaean Boeotia? 46 Hans Beck, From Regional Rivalry to Federalism: Revisiting the Battle of Koroneia (447 BCE) 63 Salvatore Tufano, The Liberation of Thebes (379 BC) as a Theban Revolution. Three Case Studies in Theban Prosopography 86 Alex McAuley, Kai polemou kai eirenes: Military Magistrates at War and at Peace in Hellenistic Boiotia 109 Roy van Wijk, The centrality of Boiotia to Athenian defensive strategy 138 Elena Franchi, Genealogies and Violence. Central Greece in the Making 168 Fabienne Marchand, The Making of a Fetter of Greece: Chalcis in the Hellenistic Period 189 Marcel Piérart, La guerre ou la paix? Deux notes sur les relations entre les Confédérations achaienne et béotienne (224-180 a.C.) Preface The present collection of papers stems from two one-day workshops, the first at McGill University on November 9, 2017, followed by another at the Université de Fribourg on May 24, 2018. Both meetings were part of a wider international collaboration between two projects, the Parochial Polis directed by Hans Beck in Montreal and now at Westfälische Wilhelms-Universität Münster, and Fabienne Marchand’s Swiss National Science Foundation Old and New Powers: Boiotian International Relations from Philip II to Augustus.
    [Show full text]
  • Life in Ancient Greece Free
    FREE LIFE IN ANCIENT GREECE PDF John Green,Stanley Appelbaum | 48 pages | 01 Sep 1993 | Dover Publications Inc. | 9780486275093 | English | New York, United States Daily Life in Ancient Greece for Kids and Teachers - Ancient Greece for Kids Ancient Greek cities were protected by stone walls. Inside them, most of the land was occupied by private homes. However, there were also many temples and workshops. In a typical workshop, a craftsman worked with one or two assistants and perhaps a slave. Methods of government varied among the Greek city-states. However, Athens is famous for democracy. In Athens, there was a council made up of men. They proposed new laws which were debated in an assembly, which all men could attend, held every 10 days. The Athenians also had a method of removing politicians they disliked. At an assembly, each year men wrote the name of an unpopular politician on pieces of broken pottery. If men voted against him he was banished for 10 years. This practice gave us the word ostracize. The Greeks Life in Ancient Greece colonies in southern Italy and southern France. They also began colonies on the Turkish coast and around the Black Sea and on the coast of North Africa. Like all early civilizations Ancient Greece was an agricultural society. Most of the people lived by farming and the main form of wealth was owning land. In each city, there was an upper class and a middle class of men like substantial farmers, doctors, and teachers. However, the vast majority of people were peasants and craftsmen or slaves.
    [Show full text]
  • Hans Van Wees, University College London THUCYDIDES on EARLY
    1 Hans van Wees, University College London THUCYDIDES ON EARLY GREEK HISTORY The introduction to Thucydides’ history was wrong-headed and stylistically inept, according to the historian and literary critic Dionysius of Halicarnassus. This ‘proem’ would have been much better, he thought, if Thucydides had not ‘stretched it out to 500 lines’ but skipped straight from chapter 1 to chapter 21. So convinced was Dionysius that he proceeded to quote the whole of the remaining introductory text to show how well it read without the padding (On Thucydides 19-20). No modern reader will agree: the text that our critic wanted to edit out, a sweeping history of Greece known as ‘the Archaeology’ (archaiologia, ‘account of ancient times’), is now universally regarded as a landmark of historical analysis. But Dionysius did have a point: a more conventional introduction along the lines he preferred could have worked perfectly well. Thucydides could have begun with his claim that the Peloponnesian War was the ‘greatest’ war ever fought (1.1.1-2), addressed the difficulty of finding reliable evidence (1.1.3, 1.21-22), and concluded that the Peloponnesian War was the greatest war because it lasted much longer than the previous greatest conflict, the Persian War, and involved ‘sufferings’ (pathēmata) greater than ever before in the same span of time (1.23.1-3). Notable ‘sufferings’ were certainly an important feature of Thucydides’ narrative, dramatically evoked, carefully analysed, or both, as in the case of civil war and plague (see Ch. 1, this volume). So what need was there to insert a long account of early Greece? The purpose of the Archaeology is to introduce another dimension of Thucydides’ history: the analysis of power.
    [Show full text]
  • 1 HIST3105 War and Society in Ancient Greece, 750-350 BC This
    HIST3105 War and Society in Ancient Greece, 750-350 BC This course investigates all aspects of war in its social context in archaic and classical Greece – from the causes of conflict, via the question of how to train, raise, maintain, and control citizen and mercenary armies, to the range of forms of warfare from ritual clashes to campaigns of annihilation. In particular, the course tackles some of the myths current in modern scholarship: the notions that war was the ‘normal’ state of international relations in Greece; that the citizen army was an essentially ‘middle-class’ body; that warfare was restricted to a game-like competition in the archaic period and became a destructive ‘total’ conlict only in the classical period; that the Athenian navy drove the development of radical democracy; and that the ‘mercenary explosion’ of the fourth century was a result of economic and political crisis in the Greek city-states. How the Greeks fought has been much-debated in recent research, and this too will be the subject of detailed study. A crucial aim of the course is to provide an understanding of how Greek warfare was shaped by the social, economic, and cultural constraints of its time, how it developed, and why wars were so common in ancient Greece. Our main sources are long narrative accounts of wars which cannot be divided up into thematic sections corresponding to the main topics set out above: a single paragraph of Thucydides or Xenophon will contain information on several different topics. One of the challenges of studying Greek warfare is to assemble such disparate bits of evidence from a variety of passages and sources while still paying due attention to the context in which this material appears.
    [Show full text]
  • The Megarians’: a City and Its Philosophical School Matthias Haake, Westfälische Wilhelms-Universität
    McGill University Library and Archives Montreal, QC・2018 Copyright © Individual Contributors, 2018 The contents of this work are protected under a Creative Commons 4.0 Attribution-NonCommercial-4.0 International License (https://creativecommons.org/ licenses/by-nc/4.0). Edited by Hans Beck and Philip J. Smith Published by McGill University Library and Archives 3459 rue McTavish, Montreal, Quebec H3A 0C9 www.mcgill.ca/library Created in Canada. Online version accessible at http://teiresias-supplements.mcgill.ca Library and Archives Canada Cataloguing in Publication Megarian Moments. The Local World of an Ancient Greek City-State / edited by Hans Beck and Philip J. Smith. ISBN 978-1-77096-223-1 (Teiresias Supplements Online, Volume 1) Teiresias Supplements Online / edited by Hans Beck and Fabienne Marchand PDF layout and design by Hans Beck and Fabienne Marchand. Front cover design by Émilie Lucas. Photograph: the Fountain House of Theagenes at Megara, copyright © Hans Beck. 1. Megara (Greece)--Mediterranean Region--Antiquities--Localism !2. Mediterranean Region--Antiquities. I. Beck, Hans, 1969-, author, editor II. Smith, Philip J., 1965-, author, editor III. Megarian Moments. The Local World of an Ancient Greek City-State Editorial Board Series Editors HANS BECK, McGill University, Montreal – [email protected] FABIENNE MARCHAND, Université de Fribourg – [email protected] Editorial Board BRENDAN BURKE, University of Victoria, British Columbia DENIS KNOEPFLER, Collège de France, Paris LYNN KOZAK, McGill University, Montreal CATHERINE MORGAN, Oxford University NIKOLAOS PAPAZARKADAS, University of California, Berkeley GREG WOOLF, Institute of Classical Studies, London Honorary Board Member ALBERT SCHACHTER, McGill University, Montreal Editorial Assistant CHANDRA GIROUX, McGill University, Montreal Series Preface This volume is the first publication in the new series ‘Teiresias Supplements Online’ (TSO), an open access venue for the publication of high-end research in Classical Studies.
    [Show full text]
  • A Thucydidean Scholium on the 'Lelantine War' Author(S): S
    A Thucydidean Scholium on the 'Lelantine War' Author(s): S. D. Lambert Source: The Journal of Hellenic Studies, Vol. 102 (1982), pp. 216-220 Published by: The Society for the Promotion of Hellenic Studies Stable URL: http://www.jstor.org/stable/631143 . Accessed: 21/02/2014 09:33 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The Society for the Promotion of Hellenic Studies is collaborating with JSTOR to digitize, preserve and extend access to The Journal of Hellenic Studies. http://www.jstor.org This content downloaded from 131.251.254.13 on Fri, 21 Feb 2014 09:33:50 AM All use subject to JSTOR Terms and Conditions 216 NOTES recto-is to end with 'IndicesGraeci et Latini Accuratis- On the other hand, this decision, whenever it was simi et Locupletissimi'!It is true that Bentley's MS notes made before 1698, does not seem to be connected with in the complete copy cover all the texts contained in another one; namely, to let Olearius take over the job Morel's edition, but from the incomplete one we now and use Bentley's collations. The young Olearius-'iste know that the actual work on the huge project never egregius juvenis'-is not mentioned in the correspon- exceeded the first two books of Vita Apollonii ..
    [Show full text]
  • Power Shifted to Thebes and the Boeotian League and Finally to the League of Corinth Led by Macedon
    power shifted to Thebes and the Boeotian League and finally to the League of Corinth led by Macedon. TOPALIDU MARIA The Hellenistic period (323-146 BC) is when Greek culture and power expanded into the near and middle east. This period begins ANCIENT GREECE with the death of Alexander and ends with the Roman conquest. Roman Greece, the period between Roman victory over the Ancient Greece is the civilization belonging to the period of Greek Corinthians at the Battle of Corinth in 146 BC and the establishment history lasting from the Archaic period of the 8th to 6th centuries BC to of Byzantium by Constantine as the capital of the Roman Empire in 146 BC and the Roman conquest of Greece after the Battle of Corinth. 330 AD. At the center of this time period is Classical Greece, which flourished the final phase of Antiquity is the period of Christianization during during the 5th to 4th centuries BC, at first under Athenian leadership the later 4th to early 6th centuries, taken to be complete with the closure successfully repelling the military threat of Persian invasion. The of the Neoplatonic Academy by Justinian I in 529 AD. Athenian Golden Age ends with the defeat of Athens at the hands of History. In the 8th century BC, Greece began to emerge from Sparta in the Peloponnesian War in 404 BC. the Dark Ages which followed the fall of the Mycenaean civilization. Chronology. There are no fixed or universally agreed upon Literacy had been lost and Mycenaean script forgotten, but the dates for the beginning or the end of Classical Antiquity.
    [Show full text]