Ancient Civilisations
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VU Research Portal The impact of empire on market prices in Babylon Pirngruber, R. 2012 document version Publisher's PDF, also known as Version of record Link to publication in VU Research Portal citation for published version (APA) Pirngruber, R. (2012). The impact of empire on market prices in Babylon: in the Late Achaemenid and Seleucid periods, ca. 400 - 140 B.C. General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. E-mail address: [email protected] Download date: 25. Sep. 2021 THE IMPACT OF EMPIRE ON MARKET PRICES IN BABYLON in the Late Achaemenid and Seleucid periods, ca. 400 – 140 B.C. R. Pirngruber VRIJE UNIVERSITEIT THE IMPACT OF EMPIRE ON MARKET PRICES IN BABYLON in the Late Achaemenid and Seleucid periods, ca. 400 – 140 B.C. ACADEMISCH PROEFSCHRIFT ter verkrijging van de graad Doctor aan de Vrije Universiteit Amsterdam, op gezag van de rector magnificus prof.dr. -
The Sweep of History
STUDENT’S World History & Geography 1 1 1 Essentials of World History to 1500 Ver. 3.1.10 – Rev. 2/1/2011 WHG1 The following pages describe significant people, places, events, and concepts in the story of humankind. This information forms the core of our study; it will be fleshed-out by classroom discussions, audio-visual mat erials, readings, writings, and other act ivit ies. This knowledge will help you understand how the world works and how humans behave. It will help you understand many of the books, news reports, films, articles, and events you will encounter throughout the rest of your life. The Student’s Friend World History & Geography 1 Essentials of world history to 1500 History What is history? History is the story of human experience. Why study history? History shows us how the world works and how humans behave. History helps us make judgments about current and future events. History affects our lives every day. History is a fascinating story of human treachery and achievement. Geography What is geography? Geography is the study of interaction between humans and the environment. Why study geography? Geography is a major factor affecting human development. Humans are a major factor affecting our natural environment. Geography affects our lives every day. Geography helps us better understand the peoples of the world. CONTENTS: Overview of history Page 1 Some basic concepts Page 2 Unit 1 - Origins of the Earth and Humans Page 3 Unit 2 - Civilization Arises in Mesopotamia & Egypt Page 5 Unit 3 - Civilization Spreads East to India & China Page 9 Unit 4 - Civilization Spreads West to Greece & Rome Page 13 Unit 5 - Early Middle Ages: 500 to 1000 AD Page 17 Unit 6 - Late Middle Ages: 1000 to 1500 AD Page 21 Copyright © 1998-2011 Michael G. -
Philip V and Perseus: the Twilight of Antigonid Macedonia Philip V of Macedonia Was a Shrewd and Effective Leader. He Proved Ev
Philip V and Perseus: The Twilight of Antigonid Macedonia Philip V of Macedonia was a shrewd and effective leader. He proved even more adept than his predecessors at dealing with the Greek city-states, Illyrian invasions, and the other traditional concerns of his kingdom. Unfortunately for him, he was forced to deal with a completely new threat, for which he was unprepared—the rising power of Rome. Philip V and his son and successor Perseus failed in their conflicts with Rome, and ultimately allowed Macedonia to be conquered by the Romans. Since the wars they fought against Rome were recorded by Roman historians, they are known as the Macedonian Wars. Early Life and Reign of Philip V Philip V was the son of Demetrius II, who died in battle when Philip was nine years old. Since the army and nobility were hesitant to trust the kingdom to a child, they made Antigonas Doson regent, and then king. Antigonas honored Philip’s position, and when Antigonas died in 221 BC, Philip ascended smoothly to the throne at the age of seventeen. As the young king of Macedonia, Philip V was eager to prove his abilities. He defeated the Dardians in battle. When hostilities broke out between the two major leagues of Greek cities—the Achaean League and Aetolian League—he sided with Aratus and the Achaean League. Thanks to Philip’s intervention, the Achaeans achieved major victories against the Aetolians, and Aratus became one of Philip’s advisors. First Macedonian War (214–205 BC) In 219 BC, Demetrius of Pharos, the king of Illyria, fled to Philip’s court after being expelled by the Romans. -
Central Balkans Cradle of Aegean Culture
ANTONIJE SHKOKLJEV SLAVE NIKOLOVSKI - KATIN PREHISTORY CENTRAL BALKANS CRADLE OF AEGEAN CULTURE Prehistory - Central Balkans Cradle of Aegean culture By Antonije Shkokljev Slave Nikolovski – Katin Translated from Macedonian to English and edited By Risto Stefov Prehistory - Central Balkans Cradle of Aegean culture Published by: Risto Stefov Publications [email protected] Toronto, Canada All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written consent from the author, except for the inclusion of brief and documented quotations in a review. Copyright 2013 by Antonije Shkokljev, Slave Nikolovski – Katin & Risto Stefov e-book edition 2 Index Index........................................................................................................3 COMMON HISTORY AND FUTURE ..................................................5 I - GEOGRAPHICAL CONFIGURATION OF THE BALKANS.........8 II - ARCHAEOLOGICAL DISCOVERIES .........................................10 III - EPISTEMOLOGY OF THE PANNONIAN ONOMASTICS.......11 IV - DEVELOPMENT OF PALEOGRAPHY IN THE BALKANS....33 V – THRACE ........................................................................................37 VI – PREHISTORIC MACEDONIA....................................................41 VII - THESSALY - PREHISTORIC AEOLIA.....................................62 VIII – EPIRUS – PELASGIAN TESPROTIA......................................69 -
The Olympic Games and Ritual Archery 14.1 08
UNIVERSITY OF PELOPONNESE FACULTY OF HUMAN MOVEMENT AND QUALITY OF LIFE SCIENCES DEPARTMENT OF SPORTS ORGANIZATION AND MANAGEMENT MASTER’S THESIS “OLYMPIC STUDIES, OLYMPIC EDUCATION, ORGANIZATION AND MANAGEMENT OF OLYMPIC EVENTS” The Olympic Games and Ritual Archery: A Comparative Study of Sport between Ancient Greece and Early China （—200 BC) Nianliang Pang Supervisor : Professor Dr. Susan Brownell Dr. Werner Petermandl Dr. Zinon Papakonstantinou Sparta, Dec., 2013 i Abstract This research conducts a comparison between the Olympic Games in ancient Greece and ritual archery in early China before 200 BC, illustrating the similarities and differences between the two institutionalized cultural activities in terms of their trans-cultural comparison in regard to their origin, development, competitors, administration, process and function. Cross cultural comparison is a research method to comprehend heterogeneous culture through systematic comparisons of cultural factors across as wide domain. The ritual archery in early China and the Olympic Games in ancient Greece were both long-lived, institutionalized physical competitive activities integrating competition, rituals and music with communication in the ancient period. To compare the two programs can make us better understand the isolated civilizations in that period. In examining the cultural factors from the two programs, I find that both were originally connected with religion and legendary heroes in myths and experienced a process of secularization; both were closely intertwined with politics in antiquity, connected physical competitions with moral education, bore significant educational functions and played an important role in respective society. The administrators of the two cultural programs had reputable social rank and were professional at managing programs with systematic administrative knowledge and procedures. -
The Children of Antiochos Iii
THE CHILDREN OF ANTIOCHOS III “When, however, the news came that a son had been born to Antiochus (III), thinking that possibly in the interior Antiochus might meet with some misfortune at the hands of the barbarians and give him the opportunity of compassing his death, he (Hermeias) gave his consent to the expedition, feeling sure that if he could put Antiochus out of the way he would be himself the child's guardian and master of the kingdom”. (Polybios 5.55. 4-5) (Translation by W. R. Paton) This passage in which Polybios described in darkest tones the wicked behaviour of the “epi ton pragmaton” Hermeias of Karia, gives us the only precise information we have on the birthdate of one of Antiochos III's children. This son was probably the future co-regent Antiochos, who died before his father at the beginning of 192 BC; although we cannot be absolutely sure of this identification because, unfortunately, Polybios does not give the boy's name. Anyway, our calculation of his date of birth will show that it is highly probable that he was that Antiochos, unless his parents had twin children, an infrequent event. We know Antiochos III had a number of other sons (Seleukos, Antiochos - whose previous name was possibly Mithradates - and, maybe, Ardys), and daughters (Laodike, Kleopatra, Antiochis, Nysa, and perhaps another one or two, whose names we do not know). But the exact dates and even the relative chronology of their births remain unknown. We are sure that Laodike III did not accompany her husband the king during the campaign against Molon (221-220 BC) and, as we are not informed of her presence in any other military expeditions, we can be quite sure she remained well apart from the king for several months. -
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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, -
Download PDF Datastream
A Dividing Sea The Adriatic World from the Fourth to the First Centuries BC By Keith Robert Fairbank, Jr. B.A. Brigham Young University, 2010 M.A. Brigham Young University, 2012 Submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in the Program in Ancient History at Brown University PROVIDENCE, RHODE ISLAND MAY 2018 © Copyright 2018 by Keith R. Fairbank, Jr. This dissertation by Keith R. Fairbank, Jr. is accepted in its present form by the Program in Ancient History as satisfying the dissertation requirement for the degree of Doctor of Philosophy. Date _______________ ____________________________________ Graham Oliver, Advisor Recommended to the Graduate Council Date _______________ ____________________________________ Peter van Dommelen, Reader Date _______________ ____________________________________ Lisa Mignone, Reader Approved by the Graduate Council Date _______________ ____________________________________ Andrew G. Campbell, Dean of the Graduate School iii CURRICULUM VITAE Keith Robert Fairbank, Jr. hails from the great states of New York and Montana. He grew up feeding cattle under the Big Sky, serving as senior class president and continuing on to Brigham Young University in Utah for his BA in Humanities and Classics (2010). Keith worked as a volunteer missionary for two years in Brazil, where he learned Portuguese (2004–2006). Keith furthered his education at Brigham Young University, earning an MA in Classics (2012). While there he developed a curriculum for accelerated first year Latin focused on competency- based learning. He matriculated at Brown University in fall 2012 in the Program in Ancient History. While at Brown, Keith published an appendix in The Landmark Caesar. He also co- directed a Mellon Graduate Student Workshop on colonial entanglements. -
Interventions by the Roman Republic in Illyria 230 – 167 BC
Interventions by the Roman Republic in Illyria 230 – 167 BC Submitted by Jack James Willoughby, to the University of Exeter as a thesis for the degree of Doctor of Philosophy in Classics, September 2018. This thesis is available for Library use on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. I certify that all material in this thesis which is not my own work has been identified and that no material has previously been submitted and approved for the award of a degree by this or any other University. (Signature) ……………………………………………………………………………… Page 1 of 181 Abstract This thesis aims to determine how and why Rome undertook a series of interventions in Illyria during the period of 230 – 167 BC. The thesis is based on a detailed examination and consideration of the ancient written sources and the subsequent historiography on the subject. The Roman interventions in Illyria during this period have traditionally been treated as a component of wider studies of Roman expansion, although Rome’s involvement in Illyria has recently been examined by Dzino in his 2010 work Illyricum in Roman Politics 229BC-AD68. This work examined the development and integration of Illyricum in Roman political discourse, in which the Roman interventions were a smaller component in the broader study. A study of the Roman interventions in Illyria during the period of 230 – 167 BC has never previously been treated on this scale, nor effectively with a synthesis of the various approaches and pieces of evidence that are now available. -
The Age of Empires
The Age of Empires Map of the Fertile Crescent Source: http://www.roebuckclasses.com/maps/placemap/nafricaswasia/fertilecrescent.jpg The Kurds are an indigenous people of Anatolia and northern Mesopotamia, with a close genetic relationship to Jews and Armenians1. From 100,000 years ago people, including the ancestors of the Kurds, have continuously inhabited an area of mountains, valleys and plains that extend from the Mediterranean Sea in the west to Elam and the Persian Gulf in the east and to the southern shores of the Black Sea and Caspian Sea in the north. The region spans much of the Fertile Crescent, with eastern Anatolia, northern Mesopotamia and Elam being one of several regions around the world where pastoralism and agriculture originated by 10,000 BC, if not before2, urban settlements originated by 6000 BC, and cuneiform writing originated by 3200 BC3. The earliest civilisations in Anatolia and northern Mesopotamia include the egalitarian Halaf/Halafian culture (6100 – 4500 BC)4, which had no written language, and the confederation of Elam (from the fourth millennium BC), where a distinct form of cuneiform writing had developed 300 years after the earliest Sumerian script. The Elamites lived east of the Zagros Mountains and spread south to the Persian Gulf at a time when the Sumerians dominated southern Mesopotamia. New archaeological and genetic evidence suggests that in around 4000 BC, the Sumerians similarly spread south: from Anatolia and northern Mesopotamia into southern Mesopotamia5, where they established city-states, ruled by a priesthood and centred around a ziggurat temple to the city god, building on former Ubaidian settlements. -
The Italians in the Second Punic War: Local Conditions and the Failure of the Hannibalic Strategy in Italy
THE ITALIANS IN THE SECOND PUNIC WAR: LOCAL CONDITIONS AND THE FAILURE OF THE HANNIBALIC STRATEGY IN ITALY DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Michael P. Fronda, M.A. * * * * * The Ohio State University 2003 Dissertation Committee: Approved By Dr. Nathan Rosenstein, Adviser Dr. Timothy Gregory ____________________________ Adviser Dr. Barry Strauss Department of History ABSTRACT Rome’s victory in the Second Punic War paved the way for its conquest of the Mediterranean. Yet that victory is bound up with Hannibal's failure in Italy, even though he brought Rome to its knees in the early stages of the war. Previous explanations for the failure of Hannibal's strategy have tended to stress either the hopelessness of this strategy, because of the loyalty of Rome's Italian allies and their willingness to be integrated into the Roman system, or the success of Rome's counter-strategy of attrition, aimed at limiting allied revolts while wearing down Hannibal's forces. Previous scholarship, however, neglects an important dimension of the question of the failure of Hannibal’s strategy; that is, Hannibal’s failure as a diplomat to win over large numbers of Rome’s Italian allies and thus overcome Rome’s long-term strategic advantages. This dissertation looks at the Second Punic War from the perspective of the Italian states in order to explain why Hannibal did not gain more Italian allies. The dissertation is divided into four regional case studies and brings to bear literary, archaeological, numismatic, epigraphic, and topographic evidence. -
The Culture and Civilisation of Ancient India in Historical Outline
The Culture and Civilisation of Ancient India in Historical Outline D. D. Kosambi Preface 1. THE HISTORICAL PERSPECTIVE 1.1. The Indian Scene 1.2. The Modern Ruling Class 1.3. The Difficulties Facing the Historian 1.4. The Need to Study Rural and Tribal Society 1.5. The Villages 1.6. Recapitulation 2. PRIMITIVE LIFE AND PREHISTORY 2.1. The Golden Age 2.2. Prehistory and Primitive Life 2.3. Prehistoric Man in India 2.4. Primitive Survivals in the Means of Production 2.5. Primitive Survivals in the Superstructure 3. THE FIRST CITIES 3.1. The Discovery of the Indus Culture 3.2. Production in the Indus Culture 3.3. Special Features of the Indus Civilisation 3.4. The Social Structure 4. THE ARYANS 4.1. The Aryan Peoples 4.2. The Aryan Way of Life 4.3. Eastward Progress 4.4. Aryans after the Rigveda 4.5. The Urban Revival 4.6. The Epic Period 5. FROM TRIBE TO SOCIETY 5.1. The New Religions 5.2. The Middle Way 5.3. The Buddha and His Society 5.4. The Dark Hero of the Yadus 5.5. Kosala and Magadha 6. STATE AND RELIGION IN GREATER MAGADHA 6.1. Completion of the Magadhan Conquest 6.2. Magadhan Statecraft 6.3. Administration of the Land 6.4. The State and Commodity Production 6.5. Asoka and the Culmination of the Magadhan Empire 7. TOWARDS FEUDALISM 7.1. The New Priesthood 7.2. The Evolution of Buddhism 7.3. Political and Economic Changes 7.4. Sanskrit Literature and Drama Preface IT is doubtless more important to change history than to write it, just as it would be better to do something about the weather rather than merely talk about it.