The Decline and Fall of the Roman Empire
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Migrations' European History Maps
Worksheet Migrations’ European History Maps Atlas of European history - Wikimedia Commons https://commons.wikimedia.org/.../Atlas_of... Historical maps of the Iberian Peninsula - Visigoth migrations.jpg ... Map Almoravid empire-en.svg ... Almoravid map reconquest loc.jpg ... European History Interactive Map - Worldology www.worldology.com/Europe/europe_history_lg.htm My aim was merely to show a broad-brushed evolution of European history. ...... It's a fun and interactive way to learn more about history and migration patterns. Genetic history maps centuries of European migration | University of ... www.ox.ac.uk/.../2015-09-18-genetic-histo... Genetics researchers at the University of Oxford have used DNA to map the history of population movements in and around Europe. History of Europe (3000 BC - 2013 AD) - YouTube https://www.youtube.com/watch?v=l53bmKYXliA Source: http://geacron.com/home-en/ - the best historical atlas i ever seen Music: Globus - Crusaders of the … 4 maps that will change how you see migration in Europe | World ... https://www.weforum.org/.../these-4-maps-... 4 maps that will change how you see migration in Europe. Migrant children ... Climate and clams: 500 years of history in one shell. Ian Hall ... Maps of Neolithic, Bronze Age & Iron Age migrations in Europe and ... www.eupedia.com › Genetics Maps of Neolithic & Bronze Age migrations around Europe ... History of R1b from the Ice Age origins until the beginning of the Hallstatt period (1200 BCE). Migrations Map: Where are migrants coming from? Where have ... migrationsmap.net/ Where are migrants coming from? Where have migrants left? Click on the map or pick a country here: Afghanistan, Albania, Algeria, American Samoa, Andorra .. -
Ancient Greece
History/Geography- Ancient Greece- 6-week project- Summer Term 2 Children should complete this project over a 6-week period, with the advice that they spend 45 minutes per week working on this. The end goal is for children to be able to produce a piece of writing all about how Greece has changed. Lesson 1- An introduction to Ancient Greece Children should work through the powerpoint provided and see if they can identify Greece on a map. In their workbooks, children should list 3 places in Greece, remembering to focus on the spellings of proper nouns. They should then pick one of these places, research and write down 3 facts about this area. For example: Athens is famous for holding the Olympic Games. Lesson 2- Who were the Ancient Greeks? Children should read through the powerpoint about the Ancient Greeks. They should take notes about the Ancient Greek way of life. In their workbooks children should answer this question: How did the Ancient Greeks live? Children will need adult help to answer this, some sentence starters could be: Ancient Greeks were good at building, we know this because………………. Ancient Greek armies were strong………………………………………………. Children should aim to write at least 3 sentences in their workbooks, as they will be using this throughout their topic. Lesson 3- Greece now Using the powerpoint provided, children should look at the differences between Ancient Greece and the modern-day Greece. They should now fill in the worksheet provided, showing the differences between the two. Lesson 4/5- Greek travel agent challenge! Children now need to imagine that they are travel agents and should make a brochure persuading people to go on holiday to Greece. -
Who Were the Ancient Greeks and Why Is Democracy a Good Thing?
Subject: History Year Group: 5 Unit: Ancient Greeks Key Question: Who were the Ancient Greeks and Why is Democracy a good thing? First- hand experience: NC Objectives to be addressed: Prior Learning related to this unit of work • Ancient Greece – a study of Greek life and achievements and their Year 3 – term 4 – The Romans in Britain influence on the western world The Roman Empire and its impact on Britain • How Britain has been influenced by the wider world – The Ancient • Julius Caesar’s attempted invasion in 55-54 BC Greeks • the Roman Empire by AD 42 and the power of its army • Know and understand significant aspects of the history of the wider • successful invasion by Claudius and conquest, including Hadrian’s Wall world: ancient civilisations • British resistance, for example, Boudica • Understand historical concepts: continuity and change, cause and • ‘Romanisation’ of Britain: sites such as Caerwent and the impact of technology, consequence, similarities and difference culture and beliefs, including early Christianity • To make connections and ask historically valid questions Year 4 – term 3 and 4 – The Ancient Egyptians • Continue to develop a clear chronologically secure knowledge and • The class structure of Egyptian society understanding • What evidence is there that the Rive Nile was key in the development of • Understand how our knowledge of the past is constructed from a range economics in ancient societies? of sources • How has Egypt changed from Ancient times to the modern day? Local Regional National International • -
The Byzantine Empire.Pdf
1907 4. 29 & 30 BEDFORD STREET, LONDON . BIBLIOTECA AIEZAMANTULUI CULTURAL 66)/ NICOLAE BALCESCU" TEMPLE PRIMERS THE BYZANTINE EMPIRE bY N. JORGA Translated from the French by ALLEN H. POWLES, M.A. All rights reserved AUTHOR'S PREFACE THIs new history of Byzantium, notwithstanding its slender proportions, has been compiled from the original sources. Second-hand materials have only been used to compare the results obtained by the author with those which his pre- decessors have reached. The aim in. view has not been to present one more systematic chronology of Byzantine history, considered as a succession of tragic anecdotes standing out against a permanent background.I have followed the development of Byzantine life in all its length and breadth and wealth, and I have tried to give a series of pictures rather than the customary dry narrative. It may be found possibly that I have given insufficient information on the Slav and Italian neighbours and subjects of the empire.I have thought it my duty to adopt the point of view of the Byzantines themselves and to assign to each nation the place it occupied in the minds of the politicians and thoughtful men of Byzantium.This has been done in such a way as not to prejudicate the explanation of the Byzantine transformations. Much less use than usual has been made of the Oriental sources.These are for the most part late, and inaccuracy is the least of their defects.It is clear that our way of looking v vi AUTHOR'S PREFACE at and appreciatingeventsismuch morethat of the Byzantines than of the Arabs.In the case of these latter it is always necessary to adopt a liberal interpretation, to allow for a rhetoric foreign to our notions, and to correct not merely the explanation, but also the feelings which initiated it.We perpetually come across a superficial civilisation and a completely different race. -
Relations Between Greek Settlers and Indigenous Sicilians at Megara Hyblaea, Syracuse, and Leontinoi in the 8Th and 7Th Centuries BCE
It’s Complicated: Relations Between Greek Settlers and Indigenous Sicilians at Megara Hyblaea, Syracuse, and Leontinoi in the 8th and 7th Centuries BCE Aaron Sterngass Professors Farmer, Edmonds, Kitroeff, and Hayton A thesis submitted in partial fulfillment of the requirements for a Degree of Bachelor of Arts in the Departments of Classical Studies and History at Haverford College May 2019 i Table of Contents Table of Contents ................................................................................................................................ i Acknowledgements........................................................................................................................... iii Abstract ............................................................................................................................................ iv I. INTRODUCTION ............................................................................................................................... 1 II. BACKGROUND INFORMATION PRE-750 BCE .................................................................................... 2 Greece ....................................................................................................................................................... 2 Euboea ...................................................................................................................................................... 4 Corinth ..................................................................................................................................................... -
The Archaeological Evidence for Ethnic Diversity at Pithekoussai Rachel Dewan
Laurier Undergraduate Journal of the Arts Volume 1 Article 1 10-2014 A Mediterranean Mosaic: The Archaeological Evidence for Ethnic Diversity at Pithekoussai Rachel Dewan Follow this and additional works at: http://scholars.wlu.ca/luja Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient, Medieval, Renaissance and Baroque Art and Architecture Commons, Archaeological Anthropology Commons, Biological and Physical Anthropology Commons, Classical Archaeology and Art History Commons, Ethnic Studies Commons, Other History of Art, Architecture, and Archaeology Commons, and the Other Race, Ethnicity and post-Colonial Studies Commons Recommended Citation Dewan, Rachel. "A Mediterranean Mosaic: The Archaeological Evidence for Ethnic Diversity at Pithekoussai." Laurier Undergraduate Journal of the Arts 1 (2014) : 1-28. Print. This Article is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Laurier Undergraduate Journal of the Arts by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Dewan: Mediterranean Mosaic 1 A Mediterranean Mosaic: Te Archaeological Evidence for Ethnic Diversity at Pithekoussai Rachel Dewan he Greek colonies of Magna Graecia are some of the fnest examples of the Greek spirit of exploration. Tese large settlements in the Southern Italian peninsula have long been regarded as indicative of the extent to which Greek Tculture spread in the 7th and 6th centuries BCE. Where, however, did this coloni- zation frst begin? Te idea that the Greek polis was directly transported from the Greek mainland to regions overseas seems too ambitious, especially given the fact that the polis was not “ready for export” in the early Archaic period (Ridgway 109). -
Sanford Thesis Final.Pdf
Abstract The process and impact of Greek colonisation in the Mediterranean have long been the subject of debate amongst classicists and archaeologists. The outcome of this debate remains a conflicting series of arguments for or against the level of organisation in the process of colonisation, as well as the interactions between colonists and native populations in the colonial environment. Theories of hybrid cultural interaction as opposed to the more traditional view of ‘hellenization’, or cultural dominance and subjugation are examined; along with arguments for and against evidence for the organization of colonial foundation and settlement. This study examines the process of Greek colonisation in two areas of the central Mediterranean (Magna Graecia and central Dalmatia) through the identification of Greek varieties of sheep and cattle and their movements with colonisation. This investigation into livestock translocation with colonisation takes the form of two themes: (a) the hypothesized identification of regional or cultural varieties of domesticated animals through their remains from archaeological sites; and (b) what the movement and changes of domesticate varieties can tell us about the process of Greek colonisation in the study areas. Several researchers of the last few decades in zooarchaeology have compared the size and shape of domesticated animals either from sites of a region, or between periods of a site to examine changes or similarity in the biometry of their remains. Few biometric studies have considered livestock varieties, their uniformity and their identification. Despite arguments for ‘enlarged’ Greek livestock, no such studies have been done for Greece. The study consists of three parts. The first part details the archaeological evidence for trade and the process of colonisation in the two study areas, followed by a discussion of changes in Greece between the Archaic (Magna Graecia) and Hellenistic (Dalmatia) periods of colonisation. -
Thesis Defence
UvA-DARE (Digital Academic Repository) Contesting national belonging: An established-outsider figuration on the margins of Thessaloniki, Greece Pratsinakis, E. Publication date 2013 Document Version Final published version Link to publication Citation for published version (APA): Pratsinakis, E. (2013). Contesting national belonging: An established-outsider figuration on the margins of Thessaloniki, Greece. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:30 Sep 2021 Manolis Pratsinakis Based on an ethnography of the relationship between Greek Manolis Pratsinakis immigrants from the former Soviet Union and native Greeks in a neighbourhood in Thessaloniki, Greece, this book enquires into the practical deployment of ideologies of national Contesting belonging in immigrant-native figurations. Breaking with those theoretical perspectives that either assume the nationalistic National standpoint or ignore it as if it did not matter, it aims to uncover, analyse and problematize the hegemonic power of ideologies Contesting National Belonging Belonging of national belonging in structuring immigrant-native relations. -
The Byzantine Influence on the Italian Renaissance
12th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice | RSACVP 2019 | 15-17 May 2019 | Iasi – Romania The Byzantine Influence on the Italian Renaissance Ionut Alexandru PLESCAU https://doi.org/10.18662/lumproc.172 How to cite: Plescau, I. A. (2019). The Byzantine Influence on the Italian Renaissance. In C. Ignatescu (ed.), 12th LUMEN International Scientific Conference Rethinking Social Action. Core Values in Practice, 15-17 May 2019, Iasi – Romania (pp. 256-262). Iasi, Romania: LUMEN Proceedings. https://doi.org/10.18662/lumproc.172 © The Authors, LUMEN Conference Center & LUMEN Proceedings. Selection and peer-review under responsibility of the Organizing Committee of the conference The Byzantine Influence on the Italian Renaissance Ionut Alexandru PLESCAU1* Abstract In the 15th century, there was a massive emigration from Byzance to Italy. Because of the Ottoman Empire, the intellectual elite of Byzantine scholars started to come with their families, by sea, to Venice and Florence. We have some Scholars émigrés who influenced the culture and the thinking process of their time, in Italy. They were Manuel Chrysoloras, Georgios Gemisthos Pletho, and others. They brought thousands of manuscripts, and with Cosmos’s help, they achieved academic jobs. Even Marsilio Ficino recognized that The Platonic Academy in Florence was a project started with Gemistos Plethon, the famous Platonist professor. Also The Florence Council (1438 – 1439) was a cultural revelation between two different civilizations. By the presence of the Byzantine intellectuals in Italy, the Latins experienced a new form of meditation on the world and on the purpose of life. In particular, the return to Greek culture and ancient ideas triggered the desire of freedom in the Quattrocento thinkers. -
Greeks in Ukraine: from Ancient to Modern Times Svitlana Arabadzhy (Translated by Lina Smyk)
AHIF P O L I C Y J O U R N A L Spring 2015 Greeks in Ukraine: From Ancient to Modern Times Svitlana Arabadzhy (Translated by Lina Smyk) reeks have been living on the territory of modern Ukraine since ancient times. G They first settled in the area in the seventh century BCE as the result of ancient Greek colonization. Most of those immigrants were natives of Miletus and other cities in Ionia. According to the information provided by ancient authors, more than 60 colonies were founded by Greeks on the territory of modern Ukraine and Crimea. The most popular of those were Olvia, Tyr, Feodosia (Theodosia), Tauric Chersonese, Kerkenitida (territory of Yevpatoria) etc. These ancient Greek settlements left behind a rich and diverse heritage. They were the first states on the modern Ukrainian territory that became activators of social and political development for local tribes; for example, they speeded up the formation of state institutions which included elements from both Greek and other ethnicities. In the middle of the third century CE, the invasions by Goths and other tribes devastated the Greek cities. At a later time the appearance of Hun tribes in the Black Sea region and Migration Period in fourth and fifth centuries put the life of ancient Greek “polises” (city-states) on the territory of Ukraine to a complete end. The only city that was not destroyed was Tauric Chersonese, protected with strong defensive walls. In the fifth century, it became a part of Byzantine Empire and long served as a center of Greek life on the Crimea peninsular. -
Destinations and Content
360° Global Learning Experiences (GLE) Why? We share the same mission as most educational institutions across the globe: to build globally competent and culturally aware faculty and students. However, much of the International Education sector is struggling with this mission due to a lack of globally-infused resources and accessibility. With that in mind, Study Abroad Association has launched 360° Global Learning Experiences (GLE), in order to tackle the mission above and to produce the following benefits for faculty and institutions: • An efficient way to internationalize curriculum • Enhance the learning experience with up-to-date, real world content • Build globally competent students and faculty • Make international education accessible to everyone • Offer solutions for times when physical travel is not possible • Promote and inspire traditional study abroad • Add immersive and interactive global education to the student’s academic journey How does it work? Based on faculty and institutional feedback, we’ve identified four main areas of study to develop for the first year. Each area of study contains 12 hours of 360°, supplemental, globally-infused real world content; totalling 48 hours of internationalized content and materials. Humanities 12 Hours of Immersive Virtual Content Business 12 Hours of Immersive Virtual Content Sciences 12 Hours of Immersive Virtual Content Global Perspectives 12 Hours of Immersive Virtual Content Countries featured in 360° GLE 2021 subscription model: • Costa Rica (Science and Global Perspectives) • -
Ancient Greece
Ancient Greece Lesson 1 Learning objectives: To know where Greece is on a map. To know when the Ancient Greeks were around. Warm your brain up! What do you know about Greece? Tell someone at home. What continent is it on? What seas? What language do they speak? What is the capital city? Do you know any names of ancient remains? Can you see Greece on the map? What other countries can you name? Listen to this fun song about the Ancient Greeks based on ‘All about the bass!’ https://www.youtube.com/watch?v=0F5qlu3nSDY The facts you need! Watch one or both of these clips which give you an introduction to Ancient Greece: https://www.youtube.com/watch?v=oQmtV_ZKUds (5 mins) https://www.youtube.com/watch?v=RchSJSJAbc0 (9 mins) If you want even more information – follow this link to BBC bitesize… https://www.bbc.co.uk/bitesize/topics/z87tn39/articles/zxytpv4 For those people who don’t have access to these, here are some facts to help you. About 2,500 years ago , Greece was one of the most important places in the ancient world. The Greeks were great thinkers, warriors, writers, actors, athletes, artists, architects and politicians. The Greeks called themselves Hellenes and their land was Hellas . The name ‘Greeks’ was given to the people of Greece later by the Romans. They lived in mainland Greece and the Greek islands, but also in colonies scattered around the Mediterranean Sea. There were Greeks in Italy, Sicily, Turkey, North Africa, and as far west as France. They sailed the sea to trade and find new lands.