HISTORY ODYSSEY ANCIENTS
A LITERATUREBASED STUDY GUIDE COMBINING HISTORY GEOGRAPHY WRITING
WRITTEN BY KIMBERLY MAIER
LLEVELEVEL THREETHREE
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Pandia Press, Inc. Mount Dora, FL 32757 www.pandiapress.com [email protected] History Odyssey Ancients level three
Kimberly Maier
Pandia Press Pandia Press History Odyssey
Important information on web links:
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- 2 - Ancients Table of Contents Level 3
Letter to Parents, Teachers, & Students ...... 5 Introduction ...... 7 Course Outline ...... 11
Part I Reading Skills (Lessons 1 - 6) ...... 15 Part II Early Civilized Life (Lessons 7 - 8) ...... 19 Part III Ancient Mesopotamia (Lessons 9 - 24) ...... 23 Part IV Ancient Egypt (Lessons 25 - 38) ...... 29 Part V Intruders and Invaders: The Dark Ages of the Ancient Near East (Lessons 39 - 61) ..... 35 Part VI The Beginnings of Civilization in Eastern Asia (Lessons 62 - 71) ...... 43 Part VII The Other Worlds of the Ancient Past (Lesson 72) ...... 49 Part VIII The End of the Old World (Lessons 73 - 76) ...... 53 Part IX The Roots of One World (Lessons 77 - 87) ...... 57 Part X The Greeks (Lessons 88 - 103) ...... 63 Part XI Greek Civilization (Lessons 104 - 121) ...... 69 Part XII The Hellenistic World (Lessons 122 - 133) ...... 75 Part XIII Rome (Lessons 134 - 144) ...... 81 Part XIV The Roman Achievement (Lessons 145 - 156) ...... 85 Part XV Jewry and the Coming of Christianity (Lessons 157 - 158) ...... 91 Part XVI The Waning of the Classical West (Lessons 159 - 164) ...... 95 Part XVII Final Project (Lesson 165) ...... 99
Appendix A - Sample Outline ...... 103 B - Recommended Resources ...... 105 C - How to Write a Thesis Statement ...... 111 D - Suggested Timeline Dates ...... 113 E - Essay Grading Rubric ...... 121 F - Worksheets and Maps
- 3 - Ancients Letter to Parents, Teachers, & Students Level 3
Dear Parent, Teacher, and Student:
“The mind is not a vessel to be filled but a fire to be kindled.” Plutarch
We welcome you to History Odyssey: Ancients (level three). Level three History Odyssey guides are written for 9th through 12th grade students engaged in the rhetoric stage of a classical education. The guides are structured around The New History of the World written by J.M. Roberts and are enhanced by copious reading of source documents and classic literary works for each time period. Understanding and mastery of concepts are accomplished by complementing the reading assignments with a wide variety of writing projects including expository, descriptive, narrative, and persuasive essays. Using a wide range of media for research purposes, students will learn how to develop concise thesis statements and well-written research papers. The History Odyssey guides emphasize synthesis of knowledge by combining the disciplines of history, literature, writing, and geography.
It is a daunting task to undertake the study of history beginning with the known origins of human civilization. We have chosen a balance of a broad general overview combined with topics of intense scrutiny to help bring to life the rich history of humankind. It is important to note that this is a study guide that will encourage students to follow the path of civilization, perhaps taking many detours along the way. In most cases, two or more writing assignment options are given for each topic to allow freedom of choice. It may be that some students will wish to explore other topics of more importance or interest to them for a particular segment of history than those we have listed—by all means, feel free to do so.
The lessons in this guide are not necessarily intended to be completed in one class session. Lessons containing lengthy reading and/or writing assignments will certainly require more than one class session. Students are encouraged to proceed at their own pace, but in accordance with time requirements placed on them by parents or teachers. Remember, these lesson plans combine several subjects—history, literature, writing, and geography. For this age group we recommend history be studied about two hours per day, four to five times a week. This guide will comprise a one-year history course for most students studying at this pace.
May the fires of your own mind be kindled as you embark on your own personal Odyssey!
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Required Resources
The following resources are needed to complete this course. Additional resources and book recommendations can be found in Appendix B.
☐ *The New History of the World by J.M. Roberts ☐ *The World’s Great Speeches edited by Copeland, Lamm & McKenna ☐ *Timeline (from Pandia Press or homemade) ☐ A Rulebook for Arguments by Anthony Weston ☐ How to Read a Book by Mortimer J. Adler & Charles Van Doren ☐ “How to Read How to Read a Book” by Maryalice B. Newborn (contact: [email protected]) ☐ The Epic of Gilgamesh translated by N.K. Sandars ☐ The Tale of Sinuhe and Other Ancient Egyptian Poems translated by R.B. Parkinson ☐ The Iliad by Homer, translated by Robert Fagles ☐ The Odyssey by Homer, translated by Robert Fagels ☐ The Boys’ and Girls’ Herodotus by John S. While, LL.D. ☐ The Life of Alexander the Great by Plutarch, translated by John Dryden ☐ Callias: The Fall of Athens, A Story of the Peloponnesian War by Alfred J. Church ☐ The Last Days of Socrates by Plato, translated by Tredennick & Tarrant ☐ **Lives of Famous Romans by Olivia Coolidge ☐ Classical Ingenuity by Charles F. Baker & Rosalie F. Baker ☐ The Classical Companion by Charles F. Baker III & Rosalie F. Baker
* These resources will be used over several years in all rhetoric level History Odyssey study guides. ** At the time of printing this guide, this book went out of print. It can be found in many libraries and online book stores that sell used and out-of-print books. It will likely be reprinted in the near future.
Other Supplies Needed
In addition to the books and resources listed above you will need the following:
☐ Three-ring binder ☐ 8 tab dividers ☐ Paper (either lined notebook paper or computer printer paper) ☐ Colored pencils for map work ☐ 3-hole punch ☐ Write-on transparency film or printer/copier transparency film (optional) ☐ Transparency markers (optional) ☐ Miscellaneous arts and crafts supplies (depending on which projects you elect to complete) ☐ Internet access for map work ☐ Detailed atlas
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Setting Up Your Binder As you progress through this study guide you will build your own record and commentary of world history which will be filed in a three-ring binder.
Divide your binder into the following sections: Outlines & Summaries Men & Women Government & War Religion & Philosophy Art & Literature Inventions & Achievements Maps & Worksheets Timeline
Place this study guide in the front of your binder. Place the maps, worksheets, and your timeline in the appropriate sections. Place lined paper in the remaining sections or add computer printouts as you create them.
Lesson Assignments Throughout these lessons you will be asked to synthesize your readings through outlining, writing assign- ments, projects, entering dates on your timeline, and map work.
Writing Assignments You will be asked to write short descriptions or summaries of key concepts and events (e.g., of a specific person, work of art, or invention) which should be written as a concise paragraph consisting of 100-150 words. At times you will be instructed to write a one-page description or biography which should consist of about 250 words. You will also be asked to outline chapters in The New History of the World (your main history reference spine). We recommend that you seek an outlining instruction course if you have not had experience in outlining. In lieu of outlining, you may choose to summarize in paragraph form or list key ideas. However, we recommend you outline at least a few chapters. Additionally, you will be assigned research and expository compositions. These papers should consist of between 500 to 1000 words (approximately two to four double-spaced, typed pages). When you are asked to research a topic, you may use any means available for your investigation including, but not limited to, the library and the internet. Where appropriate, suggestions for specific resources will be listed in the Appendices. NOTE TO PARENTS AND TEACHERS: We will be briefly reviewing the writing skills necessary to complete this course. Please note that this History Odyssey course is not intended to replace instruction in high school and early college-level writing. However, this is without a doubt a writing-intensive history course. What you see reflected in our suggestions for assignments may be uncomfortably difficult for a student without a strong writing background. Please don’t be intimidated. Above all, don’t allow your student to give up! We recommend that you help your student gain mastery of the writing process by working through a formal writing course intended for high school or college writing. If you do not already have a process in place for teaching your student essay writing, we recommend working through the Brave Writer “Help for High School” e-book which is available for purchase at http://www.bravewriter.com/Welcome/hhsdescrip.html . The first part of the course (“Preparation for Essay Writing”) is meaty and vital; however, we would suggest that you do the second portion (“Essay Writing”) first in order to get your student comfortable quickly with this level of writing. You can finish this course in six to eight weeks if you work through a module per week. As you go through the assignments in Brave Writer or another course, incorporate your learning into the essays and writing assignments assigned for History Odyssey.
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Other writing resources can be found online by doing a search with the words “high school writing” and “thesis statement history” and following the links offered. Pay particular attention to thesis statements, develop- ing arguments, and typical essay forms. Review formats for attribution of quotes and have your student take great care in citing sources to avoid plagiarism in their academic writing. You will find an Essay Grading Rubric in Appendix E. Copy and use this page for evaluating or grading the essay writing assignments.
Timelines Choose a timeline format that suits your needs. Timelines can be notated in many different ways including writing dates and descriptions only, drawing illustrations to accompany your dates and descriptions, or purchas- ing timeline software. Periodically throughout this course, you will be revisiting dates on your timeline to add information about additional cultures and events. For example, Chapter 2 of your history reference spine deals with ancient Mesopotamia. You will note on your timeline that the potter’s wheel was being used in Ancient Sumeria in 3500 BC. When the next chapter addresses ancient Egypt, you will indicate on your timeline that Upper and Lower Egypt were united by Pharaoh Menes and a hieroglyphic script was invented in 3500 BC. Be sure to allow room for these additions. Alternatively, you may opt to omit a timeline from your rhetoric stage study. This may be appropriate if you have a solid foundation in timeline construction and analysis. We strongly recommend you keep a timeline if you have no prior experience with this tool. The Timeline Analysis assignment in Part XVII is recommended for all students.
Map Work Geography is a key element in the study of history. We recommend you color your maps using good quality colored pencils and label them with a fine point pen. When you have completed each map as assigned, we suggest you create a transparency overlay for that map on which you will label modern-day countries and cities. This will give you a firm understanding of the changes which have occurred over time and of the historical areas of the world as they correspond to today’s regions. You can accomplish this by using write-on transparency film (available at office supply stores) and markers designed for transparency use. Just trace the outlines from your completed map and fill in the current information using a world atlas, wall map, or globe. Another option is to use printer/copier transparency film and copy each map onto the transparency before completing the assignment. Then you can fill in the modern information on the copied transparency. As a final option, you may write the modern-day labels in parentheses on each map.
Worksheets Please be certain to make sufficient photocopies of all worksheets before marking your original copy. We have placed reminders to photocopy extra sheets within the course as the worksheets are required.
Scheduling We suggest that you plan to complete the first eight to ten assignments, as well as the readings of The Iliad and The Odyssey, on a schedule of five assignments per week. This will insure that you can allow adequate time for research, writing, correction, and re-writing during the rest of the course.
How to Read a Book In the first 33 lessons, you will be reading How to Read a Book by Mortimer J. Adler and Charles Van Doren and completing the study guide “How to Read How to Read a Book” by Maryalice B. Newborn. This “classic guide to intelligent reading” will not only equip you for the successful completion of this Ancient History course, but will also prepare you for high level reading comprehension for the rest of your life. You will want to begin implementing the techniques taught in this book as soon as possible.
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Activity Ideas A number of Activity Ideas will be suggested throughout this course. These are optional but highly recom- mended activities which will give you a good change of pace from your daily assignments.
Website Listings We have included a few web addresses, especially for map resources, in this guide. In the event that you do not have internet access, you should be able to locate your resources at a library.
- 10 - Ancients Course Outline Level 3
I. Reading Skills A. How to Read a Book B. “How to Read How to Read a Book” C. “How to Write a Thesis Statement” Assignment D. “The Elements of Civilization” Research and Writing Assignment
II. Early Civilized Life A. The Fertile Crescent B. Map - The Fertile Crescent
III. Ancient Mesopotamia A. The Epic of Gilgamesh and Essay Assignment B. “Sumerian Religious Belief System” Research and Writing Assignment C. “Sumerian Inventions” Short Description Assignment D. Map - Ancient Sumer and Akkadian Empires E. “Code of Hammurabi” Research and Writing Assignment F. “Babylonian Legacies” Summary Assignment G. Map - The Babylonian Empire H. Activity Idea - Sumerian Ziggurat Model
IV. Ancient Egypt A. “Dynastic Synchronization” Essay Assignment B. The Tale of Sinhue and Essay Assignment C. The Seven Wonders of the Ancient World D. Map - Ancient Egypt E. The Tale of the Shipwrecked Sailor F. The Dialogue of a Man and His Soul G. The Teaching of the Vizier Ptahhotep H. Map - Egypt’s Middle and New Kingdoms I. Your Choice “Ancient Egypt” Essay J. Activity Idea - Ancient Egypt Photo Journal
V. Intruders and Invaders: The Dark Ages of the Ancient Near East A. Mediterranean Cultures B. “The Iliad Literature Matrix” Project and Essay Assignment C. Short Biographies Assignment D. Map - The Exodus E. Map - Israel’s Divided Kingdom F. “Ancient Civilizations Survey” Project G. Map - Minoan Crete H. Map - The Assyrian Empire I. Map - Phoenician Trade J. Your Choice “Mediterranean Culture” Research and Writing Assignment K. A Rulebook for Arguments Introduction (Assignments from this book are ongoing throughout the remainder of the course and will not be itemized again in this outline.)
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VI. The Beginnings of Civilization in Eastern Asia A. Map - Ancient India B. “Ancient India” Essay Assignment C. “Shang, Chou, Ch’in, and Han” Summary Assignment D. Map - Ancient China E. “Analects of Confucius” Research and Writing Assignment
VII. The Other Worlds of the Ancient Past A. Africa, Megalithic Europe, and The Americas B. Map - Ancient Africa
VIII. The End of the Old World A. The Persian Empire B. Map - Persia Under King Darius C. “Persian Conquerors” Summary Assignment D. “Zoroastrianism” Essay Assignment
IX. The Roots of One World (The Classical Mediterranean) A. “Classical Standards” Project B. “The Odyssey Plot Elements Chart” Project and Essay Assignment
X. The Greeks A. The Boys’ and Girls’ Herodotus and Summary Assignment B. Map - Persia versus Greece C. Persia versus Greece D. “Ancient Games” Research Project E. The Classical Temple F. “The Nine Muses” Project G. Greece versus Rome
XI. Greek Civilization A. Map - The Peloponnesian War B. The Fall of Athens C. “Classical Contributors” Biography Assignment D. Ancient Artists and Their Crafts E. Pericles’ “Funeral Oration” and Essay Assignment F. “The Last Days of Socrates Storyboard” Project and Essay Assignment G. “Athenian Democracy” Writing Assignment H. Activity Idea - Ancient Greece Travel Brochure
XII. The Hellenistic World A. “The Life of Alexander the Great Chronology” Project and Interview Assignment B. Demosthenes’ “The Second Oration Against Philip” and Essay Assignment C. Greek Creativity D. Map - Conquests of Alexander the Great E. “Battles of Alexander” Research and Analysis Assignment
- 12 - Ancients Course Outline Level 3
. F “Hellenistic Contributors” Biography Assignment G. “Epicureanism and Stoicism” Research and Writing Assignment
XIII. Rome A. “Roman Ruler Chart” Project B. Map - The Roman Republic C. Carthage versus. Rome D. “To His Soldiers” (Hannibal’s speech) E. Map - The Punic Wars (Rome versus Carthage) F. “Punic Wars” Essay Assignment G. Lives of Famous Romans H. “Catilinarian Conspiracy” Selected Readings and Short Fiction Writing Assignment I. Gaul versus Rome J. Siegeworks Model Building Project
XIV. The Roman Achievement A. Map - The Great Roman Empire B. Egypt versus Rome C. Rome’s Ingenious Engineers D. “Ancient Rome” Writing Assignments
XV. Jewry and the Coming of Christianity A. Jewish Contributions to Christianity B. “Rome’s Facilitation of the Rise of Christianity” Essay Assignment
XVI. The Waning of the Classical West A. “Short Biographies” Assignment B. Map - Barbarian Invasion C. “Decline and Fall of Rome” Analytical Essay Assignment D. “Growth and Change in the Christian Church” Essay Assignment E. Activity Idea - Design an Ancient Rome Board Game
XVII. Timeline Analysis
Note: The Roman numeral lesson titles noted above are taken from corresponding chapters in the text New History of the World by J.M. Roberts.
- 13 - Reading Skills History Odyssey: Ancients Level 3
Part I Reading Skills
“In the case of good books, the point is not how many of them you can get through, but rather how many can get through to you.” Mortimer Adler
- 15 - Reading Skills History Odyssey: Ancients Level 3
Lesson 1
☐☐ Read How to Read a Book (HRB) pp. ix - xiii, Preface, and pp. 3 - 15, Chapter 1.
Due to its importance in the overall context of this Ancient History course, the first part of this course will consist of reading How to Read a Book and completing the corresponding sections in the Study Guide. These lessons will set the stage for the successful completion of the remainder of your Ancient History course.
☐☐ Complete Study Guide “How to Read How to Read a Book” (SG) pp. 1 - 2.
☐☐ Read Appendix C of this course, How to Write a Thesis Statement.
Today you will read a brief description of how to develop thesis statements. The thesis statement explicitly expresses the main idea of your essay, whether the topic is an answer to an assigned question or a topic of your own choosing. This how-to course will help you develop skills for formulating a concise and well-written thesis statement.
Lesson 2
☐☐ Read HRB pp. 16 - 20, Chapter 2.
☐☐ Complete SG p. 3.
☐☐ Research Assignment - Begin researching the elements that make up a civilization. You can find information in your library and on the internet; entire books have been written on this subject. Write down these constituents on separate note cards and add notes from your reading. Complete at least three different sets of note cards on three different elements before Lesson 3.
Lesson 3
☐☐ Read HRB pp. 21 - 30, Chapter 3.
☐☐ Read HRB pp. 31 - 44, Chapter 4.
☐☐ Complete SG pp. 4 - 6.
☐☐ Look for two or three more elements that constitute a civilization. Make cards for each separate element as you did in Lesson 2.
☐☐ After you have read Appendix C, complete the following activity for the topic “civilizations” using the guide- lines in the lesson: 1. Note that “civilizations” is a broad topic. 2. Narrow the topic. (Use the research in this lesson and Lesson 2 for ideas.) 3. Ask a specific question about the narrowed topic. 4. Now answer the question by writing as concise a thesis statement as possible. This should be an opinion; that is, an argument you mean to explain or the position you are taking about the question you have asked.
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[NOTE: You will NOT be using this thesis statement in your writing this time, but do take the time to craft it well, as you will be called upon to write many thesis statements in your academic career. If you can gain skill at narrowing, questioning, and then making clear, strongly opinionated thesis statements, you will find writing essays easier to manage. Every point will flow logically because you will be defending your statement in your writing.]
Lesson 4
☐☐ Read HRB pp. 45 - 56, Chapter 5.
☐☐ Complete SG pp. 7 - 9.
☐☐ Read HRB pp. 59 - 74, Chapter 6.
☐☐ Complete SG p. 10.
☐☐ Write an opening paragraph for the summary that you will write for Lesson 5. (Three or four sentences are all you need here.) Remember, this is simply a summary of researched points and not a topic you need to have an opinion about, so do not try to fit in a thesis statement. Tell what you are summarizing and create a clear topic sentence for your summary. You may want to begin your paragraph with a question or statement that catches the eye of your reader and draws them in to find out more.
Lesson 5
☐☐ Read HRB pp. 75 - 95, Chapter 7.
☐☐ Complete SG pp. 11 - 12.
☐☐ In preparation for reading and learning about ancient history, use the research from Lessons 2 - 4 to write a first draft of a one- or two-page summary describing the elements necessary to constitute a civilization. You will be completing this summary in Lesson 7.
Lesson 6
☐☐ Read HRB pp. 96 - 113, Chapter 8.
☐☐ Complete SG p. 13.
- 18 - Early Civilized Life History Odyssey: Ancients Level 3
Part II Early Civilized Life
“Civilization is the order and freedom promoting cultural activity.” Will Durant
- 19 - Early Civilized Life History Odyssey: Ancients Level 3
Lesson 7
☐☐ Read New History of the World (NHW) pp. 39 - 48, “Early Civilized Life.”
Today you will begin reading New History of the World by J.M. Roberts. For the purposes of this course, you will begin your reading at Book Two, “The First Civilizations,” on page 39. This book is the foundation of your Ancient History course and subsequent Level Three History Odyssey courses up through Modern Times. Consider this text as a springboard to further research and inquiry. You will be asked to outline or summarize* the reading material and place it in the Outlines & Summaries section of your binder. This outline will become your personal record and commentary on world history events. (A sample outline of Book Two, Chapter 2 from NHW, “Ancient Mesopotamia,” can be found in Appendix A of this study guide.) * You may choose to either outline or summarize the chapters in NHW. If summarizing, you can either list key ideas or summarize in paragraph form. Outlining is an important skill to practice. Therefore, we recommend you outline some of the chapters.
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Add to your summary on civilization. Proof your summary for errors of style, grammar, and spelling. Place this summary in the Government & War section of your binder.
Lesson 8
☐☐ Read HRB pp. 114 - 136, Chapter 9.
☐☐ Complete SG pp. 14 - 15.
☐☐ Map 1 - The Fertile Crescent. Color the land area of the Fertile Crescent. Referring to the map on page 46 in NHW and a wall map, world atlas, or globe, add the following labels to your map: Arabia Jerusalem Damascus Persian Gulf Uruk Assur Caspian Sea Mediterranean Sea Ur Red Sea Cyprus Mesopotamia Sumer
☐☐ Using the map on page 32 in NHW, indicate the early farming sites found in the Fertile Crescent dated 5200 BC or earlier. Create a map key to identify the early sites of farming on your map.
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Part III Ancient Mesopotamia
“History teaches everything, including the future.” Lamartine
- 23 - Ancient Mesopotamia History Odyssey: Ancients Level 3
Lesson 9
☐☐ Read NHW pp. 49 - 57, “Ancient Mesopotamia” (conclude with the first paragraph on p. 57).
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 10
☐☐ Enter significant dates on your timeline from Lesson 9. See Appendix D of this study guide for suggested dates.
☐☐ Read The Epic of Gilgamesh (Gilgamesh), Introduction Parts 1 - 3, pp. 7 - 16.
Today you will begin reading The Epic of Gilgamesh translated by N.K. Sandars. This epic, as you have read in NHW, is the oldest story in the world. To fully understand the narrative and gain valuable knowledge about its history, it is imperative that you read the introduction. Be sure to apply the skills you are learning in HRB when reading this literature.
Lesson 11
☐☐ Read HRB pp. 137 - 151, Chapter 10.
☐☐ Complete SG pp. 16 - 18.
☐☐ Read Gilgamesh, Introduction Parts 4 - 6, pp. 17 - 30.
Lesson 12
☐☐ Read NHW pp. 57 - 65, “Ancient Mesopotamia.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 13
The religious belief system of the ancient Sumerians, which is described as naturalistic polytheism, was the major driving force for all other aspects of life in ancient Sumer. ☐☐ First, look up these words: religion, polytheism, theism, naturalism, and deity. Now research the religious beliefs and practices of the ancient Sumerians. Summarize Sumerian religious practices and explain with details their influence on Sumerian daily life. (How did their religion influence such things as hygiene, burials, festivals and holidays, agricultural practices, development of literacy, city life and politics, architecture, education, etc? Any or all of these can be discussed in your essay exploring this topic.) While researching the deities of the Sumerians, note how they were symbolized in art and cuneiform writing. See if you can see how nature must have influenced the Sumarian’s views of their various gods and goddesses. Place your essay in the Religion & Philosophy section of your binder.
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Lesson 14
☐☐ Read HRB pp. 152 - 167, Chapter 11.
☐☐ Complete SG pp. 19 - 20.
☐☐ Read Gilgamesh, Introduction Part 7, pp. 30 - 44.
Lesson 15
☐☐ Research and write short descriptions of the various inventions credited to the ancient Sumerians. One good resource is Chapter 2, “Ancient Mesopotamia,” in NHW. Your descriptions should include (but are not limited to): Building technology Mathematics Irrigation City-states Potter’s wheel Glass Writing system
☐☐ For one of these inventions, expand your description to a summary that charts the course of its development from ancient times to the present. Include your thoughts on the benefits that we derive from this invention. Place your descriptions and summary in the Inventions & Achievements section of your binder.
Lesson 16
☐☐ Read HRB pp. 168 - 188, Chapter 12.
☐☐ Complete SG pp. 21 - 23.
☐☐ Read Gilgamesh, Introduction Parts 8 - 10, pp. 44 - 58.
Lesson 17
☐☐ Read HRB pp. 191 - 202, Chapter 13.
☐☐ Complete SG pp. 24 - 25.
☐☐ Map 2 - Ancient Sumer and Akkadian Empires. Label and color your map of Ancient Sumer and the Akkadian Empire according to the map found at the following website: www.hyperhistory.com/online_n2/maptext_n2/sumer.html Add arrows as shown to indicate the campaigns of Sargon I. On your map, list the dates of the various Sume- rian dynasties as listed on the website map. Label water areas and ancient civilizations.
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Lesson 18
☐☐ Research the Code of Hammurabi. Look up these terms: equivalent retaliation, prescribed, decree, edict, refute, and ideology. Choose one of the following topics as an essay assignment:
(1) The Code was based on the principle of equivalent retaliation lex( talionis). Choose two or three laws in effect in your country. Determine the prescribed penalties for breaking these laws, then compare and contrast them with corresponding decrees of the Code; or
(2) Hammurabi’s edicts provided varying degrees of punishment for different social classes. Write an argument either supporting or refuting Babylonian law as an ideology of true social justice and equality.
Place this essay in the Government & War section of your binder.
Lesson 19
☐☐ Read HRB pp. 203 - 214, Chapter 14.
☐☐ Complete SG p. 26.
☐☐ Read Gilgamesh, Prologue, Chapters 1 & 2, pp. 61 - 84.
Lesson 20
☐☐ In addition to the Code of Hammurabi, the Babylonians are credited with other lasting achievements. Look up the word “legacy.” Referring to pages 63 - 64 in NHW as a starting point, write a brief summary of the other Babylonian legacies. Place your summary in the Inventions & Achievements section of your binder.
☐☐ Enter significant dates on your timeline from Lessons 12 - 20. See Appendix D for suggested dates.
Lesson 21
☐☐ Read HRB pp. 215 - 233, Chapter 15.
☐☐ Complete SG pp. 27 - 28.
☐☐ Read Gilgamesh, Chapters 3 - 5, pp. 85 - 113.
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Lesson 22
☐☐ Read Gilgamesh, Chapters 6 - 7, pp 114 - 119.
☐☐ Write an essay which demonstrates your understanding of The Epic of Gilgamesh. You may wish to use the “Epic of Gilgamesh Essay 1 or Essay 2 Worksheet.” This worksheet will help you organize your essay. Choose one of the following topics:
(1) Look up the word “genre.” Research and define the characteristics which qualify a story to be categorized as an “epic.” Based on your findings, write an essay supporting the classification of the Gilgamesh poems in the epic genre; or
(2) Based on your knowledge of the religious ideologies of the Ancient Sumerians, demonstrate how the actions and experiences of Gilgamesh represent the belief systems of the entire culture. Use specific examples from the book to support your ideas.
Place your essay in the Art & Literature section of your binder.
Lesson 23
☐☐ Read HRB pp. 234 - 254, Chapter 16.
☐☐ Complete SG pp. 29 - 30.
☐☐ Map 3 - The Babylonian Empire. Label and color your map of the Babylonian Empire according to the map found at the following website: www.history-world.org/assyrianmap.jpg . Mark both the Babylonian Empire of 1750 BC and the New Babylonian Empire of 562 BC. Label your map in as detailed a manner as possible. Omit the labeling of the Assyrian Empire because this will be covered on a subsequent map.
Lesson 24 - optional
☐☐ Activity Idea: Build or draw a model of a Sumerian ziggurat. Research for this project should include illustra- tions of ziggurats. A model can be made from polystyrene, clay, cardboard boxes, or any other medium you prefer. Place a drawing or a photo of your 3-D model in the Inventions & Achievements section of binder.
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Part IV Ancient Egypt
“True wisdom is less presuming than folly. The wise man doubteth often, and changeth his mind; the fool is obstinate, and doubteth not; he knoweth all things but his own ignorance.” Pharaoh Akhenaton
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Lesson 25
☐☐ Read NHW pp. 66 - 77, “Ancient Egypt” (conclude with the third paragraph on p. 77).
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 26
☐☐ Read HRB pp. 255 - 269, Chapter 17.
☐☐ Complete SG p. 31.
☐☐ Enter significant dates on your timeline from Lesson 25. See Appendix D for suggested dates.
Lesson 27
☐☐ Read NHW pp. 77 - 87, “Ancient Egypt.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 28
☐☐ Read HRB pp. 270 - 295, Chapter 18.
☐☐ Complete SG pp. 32 - 34.
☐☐ Read The Tale of Sinuhe and Other Ancient Egyptian Poems (Sinuhe) pp. ix - xiv and pp. 1 - 18, Preface, Note on the Translations, and Introduction.
Today you will begin reading The Tale of Sinuhe and Other Ancient Egyptian Poems translated by R.B. Parkinson. The literary works you will encounter in this collection were preserved on papyrus manuscripts over the centuries and are now considered to be the crowning literary achievements of the Egyptian Middle Kingdom.
Lesson 29
☐☐ Refer to the Egyptian dynastic synchronization chart on page 69 in NHW. Choose one of the two following writing assignments:
(1) Research and briefly outline the defining characteristics of each of the six eras, including politics and religion. Write summation sentences that pinpoint what, in your opinion, is the most important person, decisive event, or influential idea of that era. Then for each summation sentence, write three clear reasons why you feel this person, event, or idea had the most impact Egyptian on society. Write these reasons as if you were planning an essay on the topic and supporting a thesis statement. (Remember, the impact need not be positive, but it must be clear and lasting.); or
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(2) Choose one ruler from each of the six eras. Research and outline the events of significance in the lives and reigns of these rulers. Write an essay comparing and contrasting two of these individuals, showing similarities and differences in their leadership styles.
Place Essay 1 in the Government & War section of your binder or Essay 2 in the Men & Women section of your binder.
Lesson 30
☐☐ Read HRB pp. 296 - 305, Chapter 19.
☐☐ Complete SG p. 35.
☐☐ Read Sinuhe pp. 21 - 43, The Tale of Sinuhe.
Be aware that each work of literature has its own Introduction and Notes sections. Be sure to read the intro- duction before you read the actual literary work and reference the notes as you progress.
Lesson 31
☐☐ Choose one of the following writing topics relevant to The Tale of Sinuhe:
(1) Write a portrayal of the pharaoh based on your reading of the tale, then describe and examine (i.e. analyze, take apart, and consider in writing) the nature of the relationship between an individual and the pharaoh. You may wish to use the “Character Web” worksheet to help you organize this essay. (You might want to make several copies of the “Character Web” worksheet for use with other books.); or
(2) Parkinson states in his introduction that the tale carries a theme of “the problematic justice of the gods.” Write an essay analyzing this statement as it applies to the tale, substantiating (i.e. confirming or justifying) your points that support your thesis statement with specific examples from the text. Don’t forget to use quotes in the appropriate places and attribute your sources properly.
Place your essay in the Art & Literature section of your binder.
Lesson 32
☐☐ Read HRB pp. 309 - 336, Chapter 20.
☐☐ Complete SG pp. 36 - 37.
☐☐ Read Classical Ingenuity (Ingenuity) Chapter 1, “The Seven Wonders of the Ancient World,” pp. 10 - 18.
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Lesson 33
☐☐ Read HRB pp. 337 - 346, Chapter 21.
☐☐ Complete SG p. 38.
Congratulations! You have just completed the literature study course based on How to Read a Book by Mortimer J. Adler and Charles Van Doren. You are expected and encouraged to use the techniques taught in the book for all of your reading assignments. We recommend you keep this book handy and use it as a reference manual as you progress through your education.
☐☐ Read Ingenuity Chapter 1, “The Seven Wonders of the Ancient World,” pp. 19 - 26. Complete the “Time Line of Ancient Wonders” project on pages 27 - 28. You also may enjoy working the puzzles related to this chapter found on pages 29 - 30.
Lesson 34
☐☐ Map 4 - Ancient Egypt. Color and label your map according to the map on page 72 in NHW and the map found on the following website: http://library. thinkquest.org/J002037F/old.htm . Be sure to label the bodies of water and include the locations of the First and Second Cataracts of the Nile River. Shade the settled area along the Nile according to the sample maps.
☐☐ Enter significant dates on your timeline from Lessons 27 - 33. See Appendix D for suggested dates.
Lesson 35
☐☐ Read Sinuhe pp. 89 - 98, The Tale of the Shipwrecked Sailor and pp. 151 - 160, The Dialogue of a Man and his Soul.
Lesson 36
☐☐ Read pp. 246 - 265, The Teaching of the Vizier Ptahhotep.
☐☐ Map 5 - Egypt’s Middle and New Kingdoms. Color and label your map referencing the map found at the following website: www.wwnorton.com/nrl/english/nawol/maps/MAP3EGYP.JPG . Mark the greatest extent of the Egyptian Empire and the route of the Hyksos invasion as noted on your example.
☐☐ Map 5 has two pyramids indicated. Research these pyramids and place a one paragraph summary of each in the Inventions & Achievements section of your binder.
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Lesson 37
☐☐ Choose a topic regarding any aspect of Ancient Egyptian history. Develop your own thesis statement and write an essay proving and supporting that thesis. Use the ideas presented in Appendix C, How to Write a Thesis Statement. A few narrowed topic ideas are:
(1) The idea of or the belief in the divinity of the pharaoh and the effect of this notion on Egyptian life;
(2) The Egyptians’ view of life versus death; and
(3) The longevity and relative stability of the Ancient Egyptian civilization.
These topics are listed as food for thought. You are welcome to use one of them for your essay or choose a subject that is interesting to you. Place your essay in the appropriate section of your binder.
Lesson 38 - optional
☐☐ Activity Idea: Create a photo journal of a trip to Ancient Egypt. Using your map skills and geographical knowledge, plan a trip up the Nile and “visit” your favorite Ancient Egyptian sites. For each location you visit, find photographs from magazines, the internet, or any other appropriate source. Put together a photo album of your trip and include journaling which describes each location’s history and significance.
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Part V Intruders and Invaders: The Dark Ages of the Ancient Near East
“A good name is rather to be chosen than great riches.” King Solomon
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Lesson 39
☐☐ Read NHW pp. 88 - 105, “Intruders and Invaders: The Dark Ages of the Ancient Near East.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Enter significant dates on your timeline. See Appendix D for suggested dates.
Lesson 40
☐☐ Read The Iliad (Iliad), pp. 3 - 38, Introduction.
Today you will begin reading The Iliad by Homer, translated by Robert Fagles. It is one of the most widely read works of literature in the world. Written in epic verse, it is a recounting of the events of the legendary Trojan War; but especially it is a commemoration of the two main heroes who fought so valiantly during that war, Achilles and Hector. Even though this story was written circa 800 BC, the Trojan War is dated circa 1200 BC during the Bronze Age and just preceding the Aegean Dark Age. Reminder: Use the reading skills and techniques you learned in How to Read a Book!
Lesson 41
☐☐ Read Iliad, pp. 38 - 67, Introduction and “The Spelling and Pronunciation of Homeric Names.”
☐☐ Study the Homeric Geography maps on pp. 68 - 73 of Iliad which illustrate Mainland Greece, The Peloponnese, and The Aegean and Asia Minor. Pay particular attention to the inset labeled “Troy and Vicinity” on p. 73.
Lesson 42
☐☐ Read Iliad, pp. 77 - 127, Book 1: “The Rage of Achilles” and Book 2: “The Great Gathering of Armies.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Locate the “Literature Matrix” worksheet. This is a graphic organizer which will help you in your comprehension of the reading assignments. You will be completing a matrix for each book of The Iliad. Make copies of the matrix as needed. (You may wish to keep the original “Literature Matrix” to copy and use with other books.) Place completed Literature Martix worksheets in the Art & Literature section of your binder. We recommend the following online study guides to further enhance your study of The Iliad: www.temple.edu/classics/iliadho.html and www.davidclaudon.com/Iliad/Iliad.html
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Lesson 43
☐☐ Read Iliad, pp. 128 - 163, Book 3: “Helen Reviews the Champions” and Book 4: “The Truce Erupts in War.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 44
☐☐ Read Iliad, pp. 164 - 213, Book 5: “Diomedes Fights the Gods” and Book 6: “Hector Returns to Troy.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 45
☐☐ Read Iliad, pp. 214 - 250, Book 7: “Ajax Duels with Hector” and Book 8: “The Tide of Battle Turns.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 46
☐☐ Read Iliad, pp. 251 - 295, Book 9: “The Embassy to Achilles” and Book 10: “Marauding Through the Night.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 47
☐☐ Read Iliad, pp. 296 - 340, Book 11: “Agamemnon’s Day of Glory” and Book 12: “The Trojans Storm the Ram- part.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 48
☐☐ Read Iliad, pp. 341 - 386, Book 13: “Battling for the Ships” and Book 14: “Hera Outflanks Zeus.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 49
☐☐ Read Iliad, pp. 387 - 441, Book 15: “The Achaean Armies at Bay” and Book 16: “Patroclus Fights and Dies.”
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☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 50
☐☐ Read Iliad, pp. 442 - 487, Book 17: “Menelaus’ Finest Hour” and Book 18: “The Shield of Achilles.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 51
☐☐ Read Iliad, pp. 488 - 519, Book 19: “The Champion Arms for Battle” and Book 20: “Olympian Gods in Arms.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 52
☐☐ Read Iliad, pp. 520 - 558, Book 21: “Achilles Fights the River” and Book 22: “The Death of Hector.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 53
☐☐ Read Iliad, pp. 559 - 614, Book 23: “Funeral Games for Patroclus” and Book 24: “Achilles and Priam.”
☐☐ Complete a Literature Matrix for each of the Books assigned above.
Lesson 54
☐☐ Now that you have finished reading The Iliad, choose one of the following essay topics to explore:
(1) Who is the greater hero—Achilles or Hector? Write in-depth characterizations of each figure and argue your thesis using examples of their personality traits and examples of heroism put forth by Homer throughout the epic;
(2) Describe and analyze the theology portrayed in The Iliad. Assess the roles of the gods and their influence on the lives of the mortal characters;
(3) Examine and explain the significance and meanings of the symbolism on the shield wrought for Achilles by Hephaestus; or
(4) The Trojan War and the rage of Achilles are two broad themes present in The Iliad. Choose one of the themes
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Place your composition in the Art & Literature section of your binder.
Lesson 55
☐☐ Read NHW pp. 106 - 118, “Intruders and Invaders: The Dark Ages of the Ancient Near East.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 56
☐☐ Research and write a one-page biography about one of the following people: Saul David Solomon
Place your biography in the Men & Women section of your binder.
Lesson 57
☐☐ Map 6 - The Exodus. Using the map on the following website, complete your map of the Exodus: www.bible-history.com/maps/route_ exodus.html . Draw in the caravan routes as well as the Wilderness route. Label the Mediterranean Sea, the Gulfs of Suez and Aqaba (the Red Sea), and the Dead Sea. Label your map in as much detail as possible.
☐☐ Map 7 - Israel’s Divided Kingdom. Using the map on the following website, complete your map of the Kingdoms of Israel and Judah: http://www.bible.ca/maps/maps-divided-kingdom.htm . Draw and shade in different colors the kingdoms of Israel and Judah. Label water and land areas. Make your map as detailed as possible. Complete the map key.
Lesson 58
☐☐ Locate the “Ancient Civilizations Survey” worksheet. This chart will provide the basis for a summary and comparison of each of the following cultures mentioned in Chapter 4 of NHW: Assyrian Hebrew Ionian Mycenaean Dorian Hittite Minoan Phoenician
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☐☐ Complete the chart by summarizing or itemizing each of the following: architecture, the arts (including fine art, drama, literature, and music), education/language, geographical location, government/law, religion, science, societal structure, and trade/agriculture. Place in the Outlines & Summaries section of your binder.
Lesson 59
☐☐ Map 8 - Minoan Crete. Color and label your map using the map found at the following website: www.ancient-greece.org/map/ancient-crete.html . Click on “Minoan Crete” in the selection box. Label the following palace locations: Malia, Phaistos, and Zakros. Label the location of the necropolis of Armeni and the city of Kydonia.
☐☐ Map 9 - The Assyrian Empire. Label and color your map of the Assyrian Empire according to the map found at the following website: www.history-world.org/assyrianmap.jpg . Label the Tigris, Euphrates, and Nile Rivers; the Mediterranean, Caspian, and Red Seas; and add the cities and settlements as indicated on the website. Color the area of the Assyrian Empire a distinctive color.
☐☐ Map 10 - Phoenician Trade. Use the map at the following website: http://phoenicia.org/imgs/maps/pages/zzzzphoecolontradeposts.htm . Label and color the cities in Phoenicia, and the Phoenician Colonies, settlements, and trading posts. Label all bodies of water on your map.
Lesson 60 - optional
☐☐ Choose one of the cultures listed in Lesson 58. Research your chosen culture further and write an essay illustrating it in general, or choose a particular feature of that culture to examine in depth.
For a change of pace, try writing this assignment in the style of a newspaper article and include a headline and sidebars. For example, the headline might read: “Minoan Mania” with a subheading about “Extreme Sports and the Minotaur Myth Debunked.” The article would then go on to examine the Minoan sport of bull leaping and its possible connection to the legend of the Minotaur. A sidebar could consist of a short summary of the legend of the Minotaur itself. Place your essay in the appropriate section of your binder.
Lesson 61
☐☐ Enter significant dates on your timeline from lessons 55 - 60. See Appendix D for suggested dates.
☐☐ Read A Rulebook for Arguments (Rulebook) pp. ix - xiv, Preface and Introduction.
Today you will begin reading A Rulebook for Arguments by Anthony Weston. “This book,” asserts its author, “is a brief introduction to the art of writing and assessing arguments.” In his definition, Weston defines an argument as an attempt “to support certain views with reasons.” This book is a precursor to a more formal course in logic and rhetoric. It is a good idea to have a notebook dedicated to this course of study. It can be either a small 3-ring binder or a spiral-bound notebook. Place your notes and outlines from reading the text and any written assignments in this notebook. Remember to use the reading techniques you learned in How to Read a Book.
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Part VI The Beginnings of Civilization in Eastern Asia
“If you think in terms of a year, plant a seed; if in terms of ten years, plant trees; if in terms of 100 years, teach the people.” Confucius
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Lesson 62
☐☐ Read NHW pp. 119 - 132, “The Beginnings of Civilization in Eastern Asia.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Map 11 - Ancient India. Color and label your map using the map on page 123 of NHW and/or the map found at the following website: www.india-history.com/prehistory/harappa.html . Using a wall map, world atlas, or globe, draw and label the Ganges River on your map. Be sure to include the locations of the Indus Valley culture sites as noted in NHW. Draw, shade, and date in the approximate area of the Harappan Civilization as indicated on the website. Label the island of Sri Lanka (Ceylon), the Arabian Sea, Mohenjo-Daro, and the Bay of Bengal.
Lesson 63
☐☐ Read NHW pp. 422 - 427, “India” (Mauryan Empire section only).
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Map 11 - Ancient India again. Color and label your map using the map found at the following website: www.metmuseum.org/toah/hd/maur/hg_d_maur_d1map.htm . Label the Takla Makan Desert, Himalayas, Ganges River, the Hindu Kush, and the Khyber Pass. Draw, shade, label, and date in a different color the area of the Mauryan Empire.
Lesson 64
☐☐ Enter significant dates on your timeline from lessons 62 and 63. See Appendix D for suggested dates.
☐☐ Read Rulebook pp. 1 - 9, Chapter I, “Composing a Short Argument.” Upon completion of your reading, for each subtopic in Chapter I, construct two examples of your own.
Refer to Iliad pages 85 - 87, lines 290 - 333, Nestor’s speech to Achilles and Agamemnon. Analyze this speech within the context of Chapter 1 of Rulebook. Look at each of the general rules listed in Chapter 1 and determine whether or not these elements exist in the speech of Nestor. If so, itemize each line of the speech that represents one of the rules. If not, add your own lines to the speech and indicate which rules they typify.
Lesson 65
☐☐ Choose one of the following three topics relative to Ancient India. Research and write an essay. Place your composition in the appropriate section of your binder. (1) Define who the Aryans were and describe their influence on the culture of Ancient India; (2) Describe in detail the caste system as it developed in India. Be sure to address both the social and political aspects of this form of social stratification; or (3) Compare and contrast Hinduism and Buddhism
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Lesson 66
☐☐ Read NHW pp. 132 - 147, “The Beginnings of Civilization in Eastern Asia.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 67
☐☐ Read Rulebook pp. 10 - 18, Chapter II, “Arguments by Example.” Upon completion of your reading, for each subtopic in Chapter II, construct two examples of your own.
☐☐ Write a “mini” thesis paper utilizing Rules 8 through 11 in Chapter II. Come up with a thesis statement on any topic of your choice and write three or four paragraphs arguing by example.
Lesson 68
☐☐ Read NHW pp. 444 - 449, “Imperial China” (Ch’in and Han Dynasty section only).
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 69
☐☐ Write a summary of each of the major epochs of Chinese history noted in NHW; Shang, Chou, Ch’in, and Han. Place in the Government & War section of your binder.
Lesson 70
☐☐ Map 12 - Ancient China. Color and label your map using the map found at the following website: http://www.artsmia.org/art-of-asia/history/shang-dynasty-map.cfm . Draw the boundary, shade, date, and label the area of the Shang Dynasty. Using the map on page 136 of NHW, write the names of modern cities in parentheses.
☐☐ Map 12 - Ancient China again. Color and label your map using the map found at the following website: http://asian-center.net/chinahistory/CHC1/qin1.html . Draw and shade a different color the boundary of the Ch’in Empire, label the cities of Chang’an, Luoyang, and Guangzhou, and label the Gobi Desert. Label water bodies and rivers. Draw in the Great Wall of China.
☐☐ Enter significant dates on your timeline from lessons 65 - 69. See Appendix D for suggested dates.
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Lesson 71 - optional
☐☐ Obtain a copy of the Analects of Confucius (Lun Yu) or visit the following website: www.confucius.org/maine.htm . Read as many of the 499 sayings of the Lun Yu as you are able. Choose one of the sayings and write an essay arguing either in support of or in refutation of its modern-day relevance. Place your argument in the Religion & Philosophy section of your binder.
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Part VII The Other Worlds of the Ancient Past
“History is the self-consciousness of humanity.” Droyson
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Lesson 72
☐☐ Read NHW pp. 148 - 158, “The Other Worlds of the Ancient Past.”
☐☐ Outline or summarize or these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Map 13 - Ancient Africa. Color and label your map using a detailed atlas and the map found at the following website: www.homestead.com/wysinger/mapofnubia.html . This map covers the regions of Nubia and Kush.
☐☐ Enter significant dates on your timeline. See Appendix D for suggested dates.
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Part VIII The End of the Old World
“If your actions are upright and benevolent, be assured they will augment your power and happiness.” Cyrus the Great
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Lesson 73
☐☐ Read NHW pp. 159 - 164, “The End of the Old World.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Enter significant dates on your timeline. See Appendix D for suggested dates.
Lesson 74
☐☐ Map 14 - Persia Under King Darius. Color and label your map using the map found on page 183 in NHW. Label the Persian Gulf, Red Sea, and Mediterranean Sea. Make this map as detailed as possible. Draw and label the Royal Highway from Susa to Lydia.
☐☐ Read Rulebook pp. 19 - 31, Chapter III, “Arguments by Analogy” and Chapter IV, “Arguments from Authority.”
☐☐ Upon completion of your reading of Chapter III, construct two examples of arguments by analogy of your own.
☐☐ Upon completion of your reading of Chapter IV, choose a topic of interest to you that you can research and argue from authority. Use rules 13 through 16 in the construction of your argument, i.e., cite your sources, seek informed sources, seek impartial sources, and cross-check your sources. For rule 17, construct two examples of ad hominem fallacies.
Lesson 75
☐☐ Read The Classical Companion (Companion) pp. 16 - 17, Cyrus, Darius, and Xerxes.
☐☐ Research and write a brief biography of the Persian conquerors, Cyrus, Darius I, and Xerxes. Include descrip- tions of their accomplishments and the characteristics of their ruling styles. See Appendix B for recommended resources. Place your summary in the Men & Women section of your binder.
Lesson 76 - optional
The following quotes have been made about Zoroastrianism:
“Zoroastrianism is the oldest of the revealed world-religions, and it has probably had more influence on mankind, directly and indirectly, than any other single faith.” - Mary Boyce.
“It would influence Judaism and the oriental cults which were to be part of the setting of Christianity; the angels of Christian tradition and the notion of the hellfire which awaited the wicked both came from Zoroaster.“ - J.M. Roberts.
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☐☐ Research and write a summary of the teachings of Zoroaster (Zarathustra) and the religion of Zoroastrianism. Conclude by comparing and contrasting this belief system with your own. Place in the Religion & Philosophy section of your binder.
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Part IX The Roots of One World
“Wise men, though all laws were abolished, would lead the same lives.” Aristophanes
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Lesson 77
☐☐ Read NHW pp. 167 - 170, “The Roots of One World.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Roberts writes about Ancient Greece: “Other traditions and civilizations, too, have had their ‘classical’ phases. What it means is that men see in some part of the past an age setting standards for later times.” As you read Chapters 1 through 4 of Book Three, “The Classical Mediterranean,” determine what standards are being set in ancient Greece which are still influential today. Complete the worksheet chart titled “Classical Standards” as you read. As you can see from the chart, you will be looking for issues concerning the arts (including fine art, drama, literature, and music), architecture, education, government, law, philosophy, and science. Photocopy the chart if you need more space. When the chart is complete, place it in the Outlines & Summaries section of your binder.
Lesson 78
☐☐ Read The Odyssey (Odyssey), pp. 3 - 11, 25 - 28, 37 - 41 Introduction.
Today you will begin reading The Odyssey by Homer, translated by Robert Fagles. This is the timeless adventure of Odysseus’s ten-year voyage home to Ithaca after the Trojan War. We recommend the following online study guides to further enhance your study of The Odyssey: www.temple.edu/classics/odysseyho.html and www.davidclaudon.com/odyssey/questions.html . Read the book with an eye to the assignment that you will choose for lesson 87.
☐☐ To guide your comprehension of The Odyssey, you will be completing a Plot Elements Chart as you read. Locate the “Plot Elements Chart” worksheet. Notice that there is only one entry for Initiating Conflict, Climax, and Resolution and numerous entries for Rising Action and Falling Action. Make copies if you need more space for Rising and Falling Action entries. Place the Plot Element Charts in the Art & Literature section of your binder.
Lesson 79
☐☐ Read Odyssey pp. 77 - 123, Book 1: “Athena Inspires the Prince,” Book 2: “Telemachus Sets Sail,” and Book 3: “King Nestor Remembers.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
Lesson 80
☐☐ Read Odyssey pp. 124 - 178, Book 4: “The King and Queen of Sparta,” Book 5: “Odysseus—Nymph and Shipwreck,” and Book 6: “The Princess and the Stranger.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
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Lesson 81
☐☐ Read Odyssey pp. 179 - 229, Book 7: “Phaeacia’s Halls and Gardens,” Book 8: “A Day for Songs and Contests,” and Book 9: “In the One-Eyed Giant’s Cave.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
Lesson 82
☐☐ Read Odyssey pp. 230 - 285, Book 10: “The Bewitching Queen of Aeaea,” Book 11: “The Kingdom of the Dead,” and Book 12: “The Cattle of the Sun.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
Lesson 83
☐☐ Read Odyssey pp. 286 - 337, Book 13: “Ithaca at Last,” Book 14: “The Loyal Swineherd,” and Book 15: “The Prince Sets Sail for Home.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
Lesson 84
☐☐ Read Odyssey pp. 338 - 389, Book 16: “Father and Son,” Book 17: “Stranger at the Games,” and Book 18: “The Beggar-King of Ithaca.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
Lesson 85
☐☐ Read Odyssey pp. 390 - 438, Book 19: “Penelope and Her Guest,” Book 20: “Portents Gather,” and Book 21: “Odysseus Strings His Bow.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
Lesson 86
☐☐ Read Odyssey pp. 439 - 485, Book 22: “Slaughter in the Hall,” Book 23: “The Great Rooted Bed,” and Book 24: “Peace.”
☐☐ Make entries to your Plot Elements Chart for each of the Books assigned above.
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Lesson 87
☐☐ Now that you have finished reading The Odyssey, choose one of the following writing assignments:
(1) Compare The Odyssey with the Epic of Gilgamesh;
(2) Examine the roles of women in The Odyssey;
(3) Compare and contrast Odysseus with Achilles; or
(4) Choose and explore one of the following themes present in The Odyssey—fate, friendship, or hospitality.
Place your essay in the Art & Literature section of your binder.
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Part X The Greeks
“Freedom is the sure possession of those alone who have the courage to defend it.” Pericles
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Lesson 88
☐☐ Read NHW pp. 171 - 187, “The Greeks.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 89
☐☐ Read The Boys’ and Girls’ Herodotus (Herodotus) Introduction pp. iii - vi and Book I pp. 1 - 34
Do not let the title of this book mislead you—this is not a book for young children. The editor, John S. White, wrote this book for young adults age 14 and older. Herodotus, known to many as “The Father of History,” strove to “record the struggles between the Greeks and barbarians.” He achieved this goal and touched on a vast variety of other topics including geography, mythology, and ethnology. Be sure to read the introduction by White.
As you read, summarize each chapter and keep the summaries together in the Art & Literature section of your binder.
Lesson 90
☐☐ Read and summarize Herodotus Book I pp. 35 - 81.
Lesson 91
☐☐ Read Companion pp. 4 - 15, Foreword, Introduction, and Chapter I, “Persia versus Greece.”
☐☐ Map 15 - Persia vs. Greece. Using the map found on page 7 in Companion, color and label your map. For each of the decisive battles, Marathon, Thermopylae, Salamis, and Plataea, put the date of the battle in parentheses by the label. Do some outside research and find the location of the Battle of Mycale, which occurred on the same date as the Battle of Plataea. Label and date this battle on your map.
Lesson 92
☐☐ Read Companion pp. 18 - 22, Chapter I, “Persia versus Greece.” From the Companion section at the end of Chapter I, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Essays and Written Reports, or Further Activities. You may also enjoy working the puzzles found on pages 32 - 35.
Lesson 93
☐☐ Read and summarize Herodotus Book II pp. 83 - 137.
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Lesson 94
☐☐ Read and summarize Herodotus Book III pp. 138 - 187.
Lesson 95 - optional
☐☐ Ancient Games Research Project - Roberts states the Olympian games were important to the self-consciousness and identity of the Hellenic civilization. Research the ancient games and festivals, especially the “Crown Games” : Olympic, Pythian, Isthmian, and Nemean. Summarize each of the four games, including their annual rotational scheduling and prizes. Draw a simple outline map of Greece and label the sites of each of the four games on the map. Compile a list of the ancient athletic events and describe each. Finally, compare and contrast the ancient events with modern Olympic events. Place your project in the Inventions & Achievements section of your binder.
Lesson 96
☐☐ Read and summarize Herodotus Book IV pp. 188 - 218.
Lesson 97
☐☐ Read Rulebook pp. 32 - 39, Chapter V, “Arguments about Causes.” For each of the rules in this chapter write two examples of your own.
Lesson 98
☐☐ Read and summarize Herodotus Books V and VI pp. 219 - 260.
Lesson 99
☐☐ Read Ingenuity Chapter 2, “The Classical Temple.” From the Companion section at the end of Chapter 2, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Writing Assignments, or Further Activities. You may also enjoy working the puzzles on pages 56 - 58.
Lesson 100
☐☐ Read and summarize Herodotus Book VII pp. 261 - 291.
Lesson 101
☐☐ Read and summarize Herodotus Books VIII and IX pp. 292 - 325.
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Lesson 102
The Nine Muses Project - As you have learned, the arts were exceedingly important to the ancient Greeks. In Greek mythology, the Muses were the daughters of Zeus and Mnemosyne, the goddess of memory. They were the patron goddesses of the arts. Homer writes of the Muses frequently throughout both The Iliad and The Odyssey. Hesiod compiled a list of the names of the nine Muses in his Theogony.
☐☐ Research the nine Muses, then complete the “Attributes of the Nine Muses” worksheet. In the “Reference” column you will note any modern references you can find to each Muse (e.g., Calliope is the name given to a steam organ and also to a world history magazine). Place in the Art & Literature section of your binder.
Lesson 103
☐☐ Read Companion pp. 38 - 68, Chapter 2, “Greece versus Rome.” From the Companion section at the end of Chapter 2, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Essays and Written Reports, or Further Activities. You may also enjoy working the puzzles found on pages 62 - 65.
☐☐ Enter significant dates on your timeline from Lessons 88 to 103. See Appendix D for suggested dates.
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Part XI Greek Civilization
“The mind is not a vessel to be filled but a fire to be kindled.” Plutarch
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Lesson 104
☐☐ Read NHW pp. 188 - 211, “Greek Civilization.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Enter significant dates on your timeline. See Appendix D for suggested dates.
Lesson 105
☐☐ Today you will begin reading The Fall of Athens by Alfred J. Church. This is a work of historical fiction focusing on the social and political issues prevalent during the declining days of Athens. Read this book at your leisure—there will be no writing assignment for this selection.
☐☐ Map 16 - The Peloponnesian War. Using the map on page 193 in NHW, shade and label your map. Create a map key on your map similar to the map key in the book. Write the dates of the time span of the Peloponnesian War in the map key section.
Lesson 106
Roberts writes, “...Greek civilization was quite simply the most important extension of humanity’s grasp of its destiny down to that time. Within four centuries, Greece had invented philosophy, politics, most of arithmetic and geometry, and the categories of western art.” Below is a list of some of the more well-known contributors during the Classical period.
☐☐ Research and write brief biographies (two or three paragraphs in length) about six of the following figures. Include their dates of birth and death and their contributions and achievements. Conclude with your observation about their influence on today’s world. Place the biographies in the Men & Women section of your binder. Aeschylus Pericles Socrates Aristophanes Phidias Solon Euripides Plato Sophocles Herodotus Pythagoras
Lesson 107
☐☐ Read Ingenuity Chapter 3, “Ancient Artists and Their Crafts.” From the Companion section at the end of Chapter 3, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Writing Assignments, or Further Activities. You may also enjoy working the puzzles on pages 82 - 84.
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Lesson 108
☐☐ Read The World’s Great Speeches (Speeches), Edited by Lewis Copeland, Lawrence W. Lamm and Stephen J. McKenna, pp. 3 - 8, “Funeral Oration” by Pericles. From the text: “Pericles, the brilliant Athenian statesman, gave mankind one of the greatest funeral orations ever made. This address was delivered in 431 B.C., as a memorial to the first Athenian soldiers who fell in the Peloponnesian War.”
☐☐ Rewrite this speech for today’s listener by paraphrasing each paragraph in a few sentences. Your audience should be a group of people affected by a war or conflict that is occurring in the world today. If possible, give your speech to an actual audience of family and friends. Place in the Government & War section of your binder.
Lesson 109
☐☐ Read The Last Days of Socrates (Socrates) pp. ix - xxxv, Preface and General Introduction and pp. 3 - 8, Introduction to Euthyphro.
Today you will begin reading The Last Days of Socrates by Plato. These works examine the trial, imprisonment, and sentencing of Socrates. As you read the three books, Euthyphro, Apology, and Crito, you will be creating a storyboard. Storyboards are used in the film arts as an outline or planning tool.
☐☐ Locate the “Storyboard” worksheet. The Storyboard template consists of a small rectangle at the top, a large box in the center, and a smaller box at the bottom. For each important point of action (determined by you), create a drawing or sketch in the main box, then write a summary of the action in the smaller box below. Title each entry in the small upper rectangle as though for a film scene. Remember to include conflict initiation, all points of rising action, climax, all points of falling action, and the resolution. Make as many copies of the “Storyboard” as you need for the following lessons. Place your completed Storyboards in the Art & Literature section of your binder. Note: You will not be assigned the Phaedo for the purposes of this course.
Lesson 110
☐☐ Read Socrates pp 9 - 20, Euthyphro.
☐☐ Complete Storyboard entries for the pages read.
Lesson 111
☐☐ Read Socrates pp 21 - 30, Euthyphro.
☐☐ Complete Storyboard entries for the pages read.
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Lesson 112
☐☐ Read Socrates pp 33 - 45, Introduction to Apology and Apology.
☐☐ Complete Storyboard entries for the pages read.
Lesson 113
☐☐ Read Socrates pp 46 - 58 (top), Apology.
☐☐ Complete Storyboard entries for the pages read.
Lesson 114
☐☐ Read Socrates pp 58 - 70, Apology.
☐☐ Complete Storyboard entries for the pages read.
Lesson 115
☐☐ Read Socrates pp 73 - 78, Introduction to Crito.
☐☐ Complete Storyboard entries for the pages read.
Lesson 117116
☐☐ Read Socrates pp 79 - 83, Crito.
☐☐ Complete Storyboard entries for the pages read.
Lesson 118
☐☐ Read Socrates pp 83 (bottom) - 96, Crito.
☐☐ Complete Storyboard entries for the pages read.
☐☐ Now that you have completed your reading of The Last Days of Socrates, choose one of the following writing exercises:
(1) Write a synopsis of each of the three works: Euthyphro, Apology, and Crito;
(2) Construct a flowchart of the arguments between Socrates and Crito. Critique and revise those arguments you deem fallible or inadequate;
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(3) Define and summarize the doctrines of Socratic philosophy and Sophistry. Compare and contrast the two and demonstrate why Socrates was ethically and conceptually opposed to the Sophists of his day; or (4) Identify and discuss the issues of civil and moral law touched on in Crito, and explain their present-day relevance.
Place in the Art & Literature section of your binder.
Lesson 119
☐☐ Read Rulebook pp. 40 - 52, Chapter VI, “Deductive Arguments.” For each of the rules in this chapter construct two deductive arguments of your own.
Lesson 120
☐☐ Choose one of the following essay topics:
(1) Write an essay describing the progress of Athenian democracy from its genesis during the time of Solon to its zenith during the Golden Age of Pericles;
(2) Consider the strengths and weaknesses of Athenian democracy during the era of Pericles; or
(3) Compare and contrast Periclean democracy to the form of democracy in your country today.
Place in the Government & War section of your binder.
Lesson 121 - optional
☐☐ Activity Idea - Design and create a travel brochure of Ancient Greece. Include a map, topics on sightseeing, activities, events, food, entertainment, and lodgings. Get some copies of travel brochures for design and layout ideas. You might like to hand draw and illustrate your brochure, or design it using software.
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Part XII The Hellenistic World
“I am indebted to my father for living, but to my teacher for living well.” Alexander the Great
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Lesson 122
☐☐ Read NHW, pp. 212 - 226, “The Hellenistic World.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Read The Life of Alexander the Great (Alexander), pp. ix - xvi, Introduction.
☐☐ Today you will begin reading The Life of Alexander the Great, by Plutarch, translated by John Dryden. As you read this book, keep a chronology of the events of Alexander’s life. You won’t find many dates mentioned in the reading; just list events in chronological order as they occurred without concern for actual dates. This timeline will be a good reference tool for the writing assignment for this selection. Place the timeline in the Men & Women section of your binder.
Lesson 123
☐☐ Read Speeches pp. 26 - 30, “The Second Oration Against Philip” by Demosthenes. This speech was a diatribe against Philip of Macedon, in an attempt by Demosthenes to save Athenian democracy and stave off Macedonian rule.
In his speech, Demosthenes says, “Every monarch, every tyrant is an enemy to liberty, and the opposer of laws. Will ye not then be careful lest, while ye seek to be freed from war, you find yourselves his slaves?”
☐☐ Write an essay explaining the meaning of this statement. Cite incidents throughout history where these words would have applied—either as a heeded warning or a remorseful retrospection. Place in the Government & War section of your binder.
Lesson 124
☐☐ Read Ingenuity Chapter 5, “Greek Creativity.” From the Companion section at the end of Chapter 5, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Writing Assignments, or Further Activities. You may also enjoy working the puzzles on pages 136 -138.
Lesson 125
☐☐ Read Alexander, pp. 3 - 20.
☐☐ Add events to your Alexander chronology.
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Lesson 126
☐☐ Read Alexander, pp. 21 - 39.
☐☐ Add events to your Alexander chronology.
Lesson 127
☐☐ Map 17 - Conquests of Alexander the Great. Using the map on page 215 in NHW and this website http://www.bible-history.com/maps/map-alexander-the-great.html , complete your map of the empire of Alexander. Label as many cities and countries as you can. Label the bodies of water. Draw the route of Alexander’s march. Label the names and dates of the following events and locations on the map: Pella (birthplace) Issus (decisive battle) River Granicus (decisive battle) Gaugamela (decisive battle) Gordium (Gordian Knot) Babylon (place of death)
☐☐ Optional - Choose one of the battles noted on your recently completed map: Battle of the Granicus, Battle of Issus, or Battle of Gaugamela. Research and write a comprehensive review and analysis of the battle. Be sure to explain the overall significance of the battle, the reason(s) for victory, the strategies employed, casualties, length of siege, etc. Include a map of the geographic area of the battle as well as a diagram of the battle plan. Place in the Government & War section of your binder.
Lesson 128
☐☐ Read Alexander, pp. 40 - 58.
☐☐ Add events to your Alexander chronology.
Lesson 129
☐☐ Read Alexander, pp. 59 - 72.
☐☐ Add events to your Alexander chronology.
Lesson 130
☐☐ Now that you have finished reading The Life of Alexander the Great, conduct an interview with Alexander. You will write both the interview questions and the answers of Alexander. Your purpose is to glean his life story, including personal anecdotes and insights into his character and motivating forces. Conclude your interview by explaining to your audience his effect on the world. Place in the Men & Women section of your binder.
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Lesson 131
☐☐ Research and write a brief biography (two or three paragraphs in length) of three of the following Hellenistic scholars, scientists, and inventors, or choose one and write an in-depth profile. There are many other contributors from the Hellenistic world, so you may also choose someone not on this list. Archimedes Aristotle Ctesibius Eratosthenes Aristarchus Hero
Place your work in either the Men & Women or Inventions & Achievements section of your binder
. Lesson 132 - optional
☐☐ As traditional Greek religion was waning, philosophical change was waxing in the Hellenistic world. Two main schools of thought emerged: Epicureanism and Stoicism. Research these two philosophical schools. Write a composition explaining the teachings of the Epicureans and Stoics. Explore the reasons for their formation and their effects on the people of the day. Place in the Religion & Philosophy section of your binder.
Lesson 133
☐☐ Read Rulebook pp. 53 - 58, Chapter VII, “Composing an Argumentative Essay: Exploring the Issue.” Choose a topic relevant to the Hellenistic Age or Ancient Rome and explore it step by step as stated in the text. Be sure to keep your working notes because the next two chapters build on what you have learned in Chapter VII. You will be using your working notes for a writing assignment in Lesson 147.
☐☐ Enter significant dates on your timeline from lessons 121 - 131. See Appendix D for suggested dates.
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Part XIII Rome
“We will either find a way, or make one.” Hannibal
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Lesson 134
☐☐ Read NHW pp. 227 - 244, “Rome.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 135
☐☐ Roman Ruler Chart - As you work your way through the study of Ancient Rome, you will be keeping a chart of some key rulers: kings, consuls, dictators, and emperors. Locate the worksheet titled “Key Roman Rulers” and complete it as you study. Not all of the listings in this chart will be found in NHW—you will be expected to do outside research to complete this project. When your chart is complete, place it in the Men & Women section of your binder.
☐☐ Map 18 - The Roman Republic. Use the map on page 228 in NHW and an atlas. Draw the regional boundaries, and label and color each region a different color. Label all cities; draw and label the Tiber River and the Apennine Mountains. Make your map as detailed as possible.
Lesson 136
☐☐ Read Companion pp. 72 - 83 and 87 - 91, “Carthage versus Rome.” From the Companion section at the end of Chapter III, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Es- says and Written Reports, or Further Activities. You may also enjoy working the puzzles found on pages 94 - 97.
Lesson 137
☐☐ Read Speeches pp. 34 - 36, “To His Soldiers” by Hannibal. This speech was given by Hannibal to his soldiers after they had successfully crossed the Alps in the Second Punic War.
☐☐ Map 20 - The Punic Wars (Rome versus Carthage). Using the map on page 235 in NHW and the map on page 71 in Companion, label all cities and battle locations. Identify and mark the major events. Draw Hannibal’s route from New Carthage to Zama. Shade in the area controlled by Rome in 264 BC as noted in NHW. Place in the Maps & Worksheets section of your binder.
☐☐ Enter significant dates on your timeline from Lessons 133 - 135. See Appendix D for suggested dates.
Lesson 138
☐☐ Write a summary each of the three Punic Wars, including causes, major events, and outcomes. Place in the Government & War section of your binder.
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Lesson 139
☐☐ Read Lives of Famous Romans (Lives) by Olivia Coolidge, pp. 4 - 35, “Cicero.”
Lesson 140
☐☐ Read Lives, pp. 36 - 65, “Caesar.”
Lesson 141
☐☐ Read the following selections in Speeches: Pp. 36 - 45, “First Oration Against Catiline” by Cicero. Pp. 49 - 51, “To the Conspirators,” and “To His Troops” by Catiline. Pp. 51 - 54, “On the Treatment of the Conspirators” by Julius Caesar. Pp. 55 - 57, “The Catilinarian Conspirators” by Cato, the Younger.
Lesson 142
☐☐ Write a short fictional story describing the events of the conspiracy to overthrow the Roman Republic which you have just learned about in the preceding reading selections. You may choose Cicero, Julius Caesar, or Catiline as the main character, then craft your story from that person’s perspective. Place in the Government & War section of your binder.
Lesson 143
☐☐ Read Companion pp. 102 - 115, “Gaul versus Rome.” ☐☐ Complete the model building project on pages 122 - 124 in Companion, “Julius Caesar’s Siegeworks at Alesia.”
Lesson 144
☐☐ Read Companion pp. 116 - 121, “Gaul versus Rome.” From the Companion section at the end of Chapter IV, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Essays and Written Reports, or Further Activities. You may also enjoy working the puzzles found on pages 125 - 128.
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Part XIV The Roman Achievement
“It is not by muscle, speed, or physical dexterity that great things are achieved, but by reflection, force of character, and judgment.” Cicero
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Lesson 145
☐☐ Read NHW pp. 245 - 259, “The Roman Achievement.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 146
☐☐ Read Lives pp. 66 - 89, “Augustus” and “Vergil and Horace.”
Lesson 147
☐☐ Read Rulebook pp. 59 - 63, Chapter VIII, “Composing an Argumentative Essay: B. Main Points of the Essay.” Using the topic you began to explore in Lesson 133, follow steps B1 - B5 in this chapter to more fully develop your argument to your work stage. Save your work in progress for the final step in Chapter IX of Rulebook in Lesson 152.
☐☐ Map 20 - The Great Roman Empire. Using the map on page 253 in NHW, label in as much detail as possible the countries and cities of the Roman Empire. You may want to draw in some of the major roadways as indicated in NHW.
Lesson 148
☐☐ Read Lives, pp. 90 - 109, “Vergil and Horace.”
Lesson 149
☐☐ Read Companion pp. 132 - 151, “Egypt versus Rome.” From the Companion section at the end of Chapter V, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Essays and Written Reports, or Further Activities. You may also enjoy working the puzzles found on pages 165 - 169.
Lesson 150
☐☐ Read Lives, pp. 110 - 130, “Nero and Seneca.”
Lesson 151
☐☐ Read Companion pp. 152 - 156, “Egypt versus Rome.” From the Companion section at the end of Chapter V, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Essays and Written Reports, or Further Activities. You may also enjoy working the puzzles found on pages 165 - 169.
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Lesson 152
☐☐ Read Lives, pp. 131 - 167, “Trajan,” and “Hadrian.”
☐☐ Read Rulebook pp. 64 - 70, Chapter IX, Composing an Argumentative Essay, Writing. Using the topic you developed in Lessons 132 and 146, follow steps C1 - C6 in this chapter, and complete the writing of your essay. Place the completed essay in the appropriate section of your binder. Keep your working notes in the notebook you have been using for this text.
Lesson 153
☐☐ Read Ingenuity Chapter 4, Rome’s Ingenious Engineers. From the Companion section at the end of Chapter 4, choose and complete one of the assignments from either Topics for Comparison, Suggestions for Writing Assignments, or Further Activities. You may also enjoy working the puzzles on pages 106 - 108.
Lesson 154
☐☐ Read Lives, pp. 168 - 208, “Marcus Aurelius” and “Diocletian.”
☐☐ Enter significant dates on your timeline from Lessons 144 - 152. See Appendix D for suggested dates.
Lesson 155
☐☐ Read Lives, pp. 209 - 243, “Constantine.”
Lesson 156
☐☐ Choose one of the following writing assignments:
(1) Compare and contrast the political, military, economic, and social aspects of the three main divisions of the ancient Roman world: The Roman Kingdom, The Roman Republic, and The Roman Empire;
(2) Compare and contrast the Julian Emperors and the Flavian Emperors;
(3) Examine the Five Good Emperors (Antonines)—who, what, where, when—and explain why they were so named;
(4) Research The Twelve Tables. Explain how they illustrate the social and economic situation of their time, and demonstrate their significance and influence on our society;
(5) It has been said of Augustus that he is the most important man in all of Roman history. Write your essay either in support of or refutation of this statement;
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(6) Explore and explain the phenomenon of the Roman Mystery Cults;
(7) Research the Roman noble virtues. Write an essay either defending or opposing the following statement: A dichotomy exists between the ideals of the Roman noble virtues and the inhumane extremism of Coliseum entertainments and activities; or
(8) Write an essay describing the Pax Romana: what it was; when it existed; who were its major contributors and detractors; the developments that occurred during this time period, both positive and negative; and why it finally collapsed.
Place in the appropriate section of your binder.
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Part XV Jewry and the Coming of Christianity
“You aspire to great things? Begin with little ones.” St. Augustine
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Lesson 157
☐☐ Read NHW pp. 260 - 275, “Jewry and the Coming of Christianity.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
☐☐ Read Rulebook pp. 71 - 78, Chapter X, “Fallacies.” Write two fallacies for each of the different types described in this chapter.
☐☐ Enter significant dates on your timeline. Refer to Appendix D for suggested dates.
Lesson 158
☐☐ Write an essay examining: (1) the conditions in existence in Rome which led up to the rise of Christianity, and (2) the reasons for the appeal of Christianity.
Place in the Religion & Philosophy section of your binder.
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Part XVI The Waning of the Classical West
“Yield not to misfortunes, but advance all the more boldly against them.” Virgil
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Lesson 159
☐☐ Read NHW pp. 276 - 300, “The Waning of the Classical West.”
☐☐ Outline or summarize these pages; insert your work into your binder in the Outlines & Summaries section.
Lesson 160
☐☐ In your Men & Women or Religion & Philosophy section, research and write 2 to 3 paragraph biographies of the following: Attila Diocletian St. Augustine Constantine Jesus St. Paul
Lesson 161
☐☐ Map 21 - Barbarian Invasion. Using the map found at the following website, complete your map showing the movements of the various barbarian tribes: www.wwnorton.com/college/history/ralph/resource/barbaria.htm . Add the dates included on the website map, which show the years of incursion for each of the various tribes. You might want to shade on your map the areas indicating the extent of Christianity circa 500 AD as indicated on this website. Make your map as detailed as possible.
☐☐ Enter significant dates on your timeline. See Appendix D for suggested dates.
Lesson 162
☐☐ Research and write an in-depth analysis covering the most commonly accepted reasons for the decline and ultimate fall of the Roman Empire. Place in the Government & War section of your binder.
Lesson 163
☐☐ Choose one of the following essay topics. Place in the appropriate section of your binder.
(1) Summarize and analyze Diocletian’s effect on the Roman Empire;
(2) Examine the role of Constantine in the growth of the Christian Church;
(3) St. Paul and St. Augustine are credited with assimilating and synthesizing pagan and Christian thought. Explain and illustrate this statement; or
(4) Identify and examine the theological differences resulting in the schism between the eastern and western Christian Churches.
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Lesson 164 - optional
☐☐ Activity Idea: Design a game about Ancient Rome. You may make a trivia-style board game or card game utilizing many of the facts you have learned. This would be a wonderful learning tool to share with younger students. See Appendix B for a blank board game resource, or you can make your own using poster board.
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Part XVII Final Project
“Education is the transmission of civilization.” Will Durant
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Lesson 165
☐☐ Using the timeline you have compiled during the completion of this course and the Timeline Analysis Chart from the Map Packet, create a synopsis of events. The Timeline Analysis Chart is arranged by region and time span. When completing the chart, choose the most important or pivotal event for each region during the specified time span.
☐☐ When you have completed the chart, analyze the data for critical elements in events such as connections, anomalies, parallelisms, or contradistinctions. Now, choose the event or combination of events which is the most interesting to you. Develop a thesis statement for your topic, conduct your research, and write an essay arguing your thesis.
Place the Chart and your essay in the Timeline section of your binder.
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Sample Outline Book Two, Chapter 2, Ancient Mesopotamia New History of the World
I. Southern Mesopotamia (Fertile Crescent) shows first appearance of civilization A. 700-mile long stretch of land formed by the two river valleys of the Tigris and Euphrates B. Thickly studded with farming villages in Neolithic times II. Challenges and opportunities created a new complexity of social cooperation A. Rich soil resulted in crop surplus B. Banking and ditching needed to control flooding in marshy delta C. Collective management of drains and irrigation channels III. Population growth increased land demand A. Men of different villages met while reclaiming marsh 1. Resulting choices: fight or cooperate 2. More collective organization 3. New agglomeration of power B. People began to band together in larger groups 1. For self-protection 2. For environmental management 3. Resulted in mud-walled towns IV. Sumer shows first observable civilization A. Population was a mixture of races B. People lived in villages and a few important cult centers 1. Places of devotion and pilgrimage 2. Cities later developed around these V. Evidence of Sumerian culture A. Pottery is one of the first clues 1. Uruk pots were mass produced on a wheel 2. Indicates a food surplus to allow for specialized craftsmen B. Invention of writing 1. Pictograms on cylinder seals evolved into cuneiform on clay tablets by around 3000 BC 2. Offered huge new possibilities of communicating 3. Stabilized agricultural and governmental management with record keeping 4. Effected phenomenon of oral tradition 5. Preservation of literature a. Oldest story in the world originated in Sumerian times b. Epic of Gilgamesh finally written down around 2000 BC VI. Formalized religion and theology emerged by around 2250 BC A. Pantheon of gods personifying elements and natural forces B. Each city had its own god C. Ultimately these gods were organized into a hierarchy 1. Reflected and affected views of human society 2. Demanded submission in ritual 3. Offered protection and reassurance in an uncertain world D. Religion was the origin of all aspects of Sumerian life
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1. Political, priestly, privileged class emerged 2. Organized education system 3. Artistic themes consisted of humans involved in ritual VII. Sumerians demonstrated technical inventiveness A. Mathematics foundations B. Seven-day week C. Brick and building technology D. Potter’s wheel E. Glass F. Bronze casting G. Irrigation techniques VIII. Sumerian history had three major phases A. Archaic period (3360 - 2400 BC) 1. Local dynasties established 2. Wars between city-states B. Akkadian empire (2334 - 2180 BC) 1. Sargon I conquered Mesopotamia in 2334 BC 2. Appearance of true state with division between secular and religious authority 3. Early militarism climaxed with evidence of infantry moving in phalanxes and the use of a composite bow C. Neo-Sumerian period (2180 - 2000 BC) 1. Rule passed back to native Sumerians with center at Ur 2. Both Akaddian and Sumerian influences were present 3. About 2000 BC Ur fell to the Elamites and Sumerian tradition disappeared IX. Emergence of Babylon as a new empire A. First ruler to unify all of Mesopotamia was King Hammurabi B. The 700-mile long empire ran from Sumer and the Persian Gulf north to Assyria C. Hammurabi ruled Nineveh, Nimrud, Mari, and controlled the Euphrates up to Aleppo X. Hammurabi A. Became ruler in 1792 BC B. Code of law is oldest statement of legal principle of equivalent retaliation, i.e., eye for an eye 1. Provided one of the major continuities of Mesopotamian life 2. Main concerns of laws were family, property, and commerce XI. Babylonian achievements A. Syllabication of cuneiform B. Established science of astronomy C. Mathematical systems and algebraic geometry D. Invention of sundial E. Magnificent architecture XII. End of Hammurabi’s dynasty A. Gradual separation of Babylon and Assyria was a key factor B. Hittites slowly moved forward and by the 1700s ruled the land between Syria and the Black Sea C. Babylon finally conquered by Hittites marking the end of Hammurabi’s dynasty D. Next four centuries were chaotic and cryptic as many other races ruled and disputed Mesopotamia
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Recommended Resources
Mesopotamia
Durant, Will. The Story of Civilization, Vol :1 Part I, “Our Oriental Heritage.” Simon and Schuster, 1935.
Hertzler, Joyce O. The Social Thought of the Ancient Civilizations. McGraw-Hill Book Company, 1936.
Lamberg-Karlovsky, C.C. and Jeremy A. Sabloff. Ancient Civilizations: The Near East and Mesoamerica. Benjamin/Cummings Publishing, 1979.
Moscati, Sabatino. The Face of the Ancient Orient: A Panorama of Near Eastern Civilizations in Pre-Classical Times. Quadrangle Books, 1960.
Chambliss, Rollin. Social Thought: From Hammurabi to Comte. Dryden Press, 1954.
www.yale.edu/lawweb/avalon/medieval/hammenu.htm (The Avalon Project at Yale Law School presents The Code of Hammurabi).
Ancient Egypt
David, Antony E. and Rosalie. A Biographical Dictionary of Ancient Egypt. University of Oklahoma, 1992.
Durant, Will. The Story of Civilization, Vol. :1 Part I, “Our Oriental Heritage.” Simon and Schuster, 1935.
Freeman, Charles. Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean. Oxford University Press, 1999.
Hart, George. A Dictionary of Egyptian Gods and Goddesses. Routledge, 1986.
Redford, D.B. (ed.). The Ancient Gods Speak: A Guide to Egyptian Religion. Oxford University Press, 2002.
Shaw, Ian (ed.). The Oxford History of Ancient Egypt. Oxford University Press, 2004.
www.digitalegypt.ucl.ac.uk/Welcome.html (Digital Egypt for Universities).
Ancient India
Akira, Hirakawa. A History of Indian Buddhism: From Sakyamuni to Early Mahayana. University of Hawaii Press, 1990.
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De Bary, Theodore, Stephen N. Hay, Royal Weiler, and Andrew Yarrow. Sources of Indian Tradition. Columbia University Press, 1958.
Durant, Will. The Story of Civilization, Vol. :1 Part I, “Our Oriental Heritage.” Simon and Schuster, 1935.
Ghurye, G.S. Caste, Class and Occupation. Popular Book Depot, 1961.
Keown, Damien. Buddhism: A Very Short Introduction. Oxford University Press, 2000.
Knott, Kim. Hinduism: A Very Short Introduction. Oxford University Press, 2000.
McLeod, John. The History of India. Greenwood Press, 2002.
Smith, Brian K. Classifying the Universe: The Ancient Indian Varna System and the Origins of Caste. Oxford University Press, 1994. www.haryana-online.com (Haryana Online)
Ancient China
Durant, Will. The Story of Civilization, Vol. 1: Part I, “Our Oriental Heritage.” Simon and Schuster, 1935.
Huang, Ray. China: A Macro History. East Gate Book, 1997.
Ivanhoe, Philip J. (Editor) and Bryan W. Van Norden (Editor). Readings in Classical Chinese Philosophy. Hackett, 2006.
Watson, William. China Before the Han Dynasty. Praeger Publishers, 1962.
Wills, John E., Jr. Mountain of Fame: Portraits in Chinese History. Princeton University Press, 1994. www.confucius.org/maine.htm (Confucius) www.wsu.edu/~dee/ANCCHINA/ANCCHINA.HTM (Ancient China) www.mnsu.edu/emuseum/prehistory/china/index.html (China)
Ancient Africa, The Americas, Europe, and Persia
Africa Davidson, Basil. The Lost Cities of Africa. Little, Brown, 1959.
Falola, Toyin. Key Events in African History. Greenwood Press, 2002.
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Yamauchi, Edwin M. (ed.). Africa and Africans in Antiquity. Michigan State University Press, 2001. www.wsu.edu/~dee/CIVAFRCA/KUSH.HTM (African civilization)
http://www.wsu.edu/~dee/CIVAFRCA/IRONAGE.HTM (African civilization)
The Americas Dillehay, Thomas D. The Settlement of the Americas: A New Prehistory. Basic Books, 2000.
Hewett, Edgar L. Ancient Life in Mexico and Central America. Biblo and Tannen, 1968.
Koontz, Rex. Landscape and Power in Ancient Mesoamerica. Westview Press, 2001.
Prem, Hanns J. and Kornelia Kurbjuhn (Translator). The Ancient Americas: A Brief History and Guide to Research. University of Utah Press, 1997.
Sanders, William T. Mesoamerica: The Evolution of a Civilization. Random House, 1968.
Monolithic Europe Darvill, Timothy. Prehistoric Britain. Routledge, 2002.
Hawkes, Jacquetta and Leonard Woolley. Prehistory and the Beginnings of Civilization - Vol. 1. Harper & Row, 1963.
Persia Boyce, Mary. Zoroastrians: Their Religious Beliefs & Practices. Routledge, 2001.
Burn, Andrew Robert. Persia and the Greeks: The Defence of the West. St. Martin’s Press, 1962.
Durant, Will. The Story of Civilization, Vol. 1: Part I, “Our Oriental Heritage.” Simon & Schuster, 1935.
Zaehner, R.C. The Dawn and Twilight of Zoroastrianism. Phoenix Press, 2003.
www.livius.org/persia.html (Livius: Articles about history)
www.oznet.net/cyrus/cyframe.htm (Cyrus the Great)
www.religioustolerance.org/zoroastr.htm (Religious tolerance .org)
Ancient Greece
Connolly, Peter and Hazel Dodge. The Ancient City. Oxford University Press, 1998.
Durant, Will. The Story of Civilization, Vol. 1: Part II, “The Life of Greece.” Simon and Schuster, 1939.
Freeman, Charles. Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean. Oxford University Press, 1999.
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Pomeroy, Sarah B., Stanley M. Burstein, Walter Donlan and Jennifer Tolbert Roberts. Ancient Greece: A Political, Social and Cultural History. Oxford University Press, 1999.
Strassler, Robert (ed.). The Landmark Thucydides: A Comprehensive Guide to the Peloponnesian War. Free Press, 1996.
Wilhelm, Robert M. Ancient Athletic Games: Heracles and the Olympics. Jackdaw Publishing Company, 1997.
Wilhelm, Robert M. Inventions and Inventors. Jackdaw Publishing Company, 1997. www.perseus.tufts.edu/cache/perscoll_Greco-Roman.html (The Perseus Digital Library, Greek and Roman Materials) http://messagenet.com/myths/bios/muses.html (Stewart, Michael. “The Muses”, Greek Mythology: From the Iliad to the Fall of the Last Tyrant.)
Ancient Rome
Barrow, R.H. The Romans. Penguin Books, 1975.
Durant, Will. The Story of Civilization, Vol. :1 Part III, “Caesar and Christ.” Simon and Schuster, 1944.
Freeman, Charles. Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean. Oxford University Press, 1999.
Habinek, Thomas N. The Politics of Latin Literature. Princeton University Press, 2001.
Harlow, Mary and Ray Laurence. Growing Up and Growing Old in Ancient Rome. Routledge, 2002.
Harries, Jill A. Sidonius Apollinaris and the Fall of Rome. Oxford University Press, 1995.
Johnston, Harold Whetstone. The Private Life of the Romans. University Press of the Pacific, 2002. (Available online at www.forumromanum.org/life/johnston.html )
Morey, William C., Ph.D., DCL Outlines of Roman History. American Book Company, 1901. (Available online at www.forumromanum.org/history/index.html) www.fordham.edu/halsall/ (Halsall, Paul, ed. Internet History Sourcebooks Project. The Internet History Sourcebooks are collections of public domain and copy-permitted historical texts presented cleanly (without advertising or excessive layout) for educational use.) www.perseus.tufts.edu/cache/perscoll_Greco-Roman.html (The Perseus Digital Library, Greek and Roman Materials.)
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Internet Resources - General
www.fordham.edu/halsall/ (Halsall, Paul, ed. Internet History Sourcebooks Project. The Internet History Sourcebooks are collections of public domain and copy-permitted historical texts presented cleanly (without advertising or excessive layout) for educational use.)
www.perseus.tufts.edu/ (Crane, Gregory, Editor-In-Chief. The Perseus Digital Library, Tufts University. This library contains source documents covering the history, literature, and cultures of the Greco-Roman world.)
www.yale.edu/lawweb/avalon/avalon.htm (The Avalon Project at Yale Law School presents Documents in Law, History and Diplomacy.)
www.invisible-city.com/bazaar/1000bwq_bnw.pdf (Resource for a blank board trivia game.)
www.la.essortment.com/boardgamedesig_rxcu.htm (Tips for designing your own board game.)
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How to Write a Thesis Statement
What is a Thesis Statement?
In order to have a well-written essay, you must first have a concise and well-written thesis statement. The thesis statement is essentially the topic sentence or central idea for your essay. It is not a statement of fact about a subject, but rather it is a declaration of your position on an issue. It is the argument you intend to explain or defend in your writing. Such an argument may result from your conclusion or opinion about a topic, or it may be in response to an assigned essay question. In your thesis statement you will be explaining to the reader the main point of your essay. The paragraphs which follow will prove and support that main point.
The anatomy of a good essay is comparable to the anatomy of a good paragraph:
Essay Paragraph Thesis Statement Topic Sentence Supporting Paragraphs Supporting Sentences
What is the Purpose of a Thesis Statement?
Your thesis statement serves two important purposes: (1) it is your guideline for researching and writing your essay, and (2) it is your reader’s guideline for understanding your essay.
You can see how critical the thesis statement is to developing a strong and coherent essay.
How Do You Develop a Thesis Statement?
• First you must choose a topic. This may be a topic which interests you personally or it may be a topic which has been assigned to you.
Examples: Ancient Sumerian Religion Peloponnesian War
• Next you will narrow your topic. The topics listed above are too broad and general to be addressed in an essay; indeed, many lengthy books have already been written on both subjects. Choose one aspect of your general topic that may be adequately covered in a high school or college-level composition, i.e., anywhere from three to ten pages in length.
Examples: Ancient Sumerian Religion in Everyday Life Causes of the Peloponnesian War
At this point, you may need to begin researching your topic if you have no prior knowledge of the subject. Your research may reveal patterns, controversies, or idiosyncrasies that you can investigate or you may find a particular area of the topic which is especially interesting to you. From this information, you can craft a thesis statement.
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• Now it is time to ask a question about your narrowed topic. The answer to this question will become your thesis statement.
Examples: What influence, if any, did religion in Ancient Sumer have on the everyday lives of the people?
Did the growth and rise to power of Athens contribute to the commencement of the Peloponnesian War?
• Answer your question as concisely as possible and you will have a thesis statement.
Examples: The religious belief system was the major driving force for all other aspects of life in Ancient Sumer, including politics, architecture, and education.
The displacement of Sparta by Athens as the leading power in Ancient Greece and the ensuing fear of Athens by Sparta were decisive factors in the commencement of the Peloponnesian War.
Where Should You Place the Thesis Statement?
Your thesis statement may be either the first or last sentence in your introductory paragraph.
What If the Thesis Statement Changes?
Your thesis statement may change as you research your topic. This is an acceptable part of the writing process. Just make sure the final thesis is proved and supported by the body of the essay.
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Suggested Timeline Dates
Mesopotamia:
8000 BC Farming in Fertile Crescent 5000 BC Agricultural settlements in Fertile Crescent 4000 BC Sumerian towns founded including Ur and Uruk 3760 BC Use of bronze in Sumer 3500 BC Use of potter’s wheel in Sumer 3200 BC Earliest known writing system in Sumer 3000 BC Wheeled vehicles in Sumer; Use of iron in Mesopotamia 2800 BC Sumerian city-states at their zenith 2750 BC Gilgamesh rules as King of Uruk 2360 BC Sargon the Great conquers Sumer, founding the Akkadian Empire 2300 BC Babylonian and Assyrian kingdoms being formed by Semites from Arabia 2030 BC Sumerian supremacy waning 1830 BC First Babylonian dynasty founded 1792 BC Hammurabi the Great accedes the throne of Babylon 1700 BC Babylon conquered by Hittites 1366 BC Assyria commences rise to power under King Assuruballit I 1020 BC Saul is king of Israel 1000 BC David is king of the Hebrews (biblical account only) 965 BC Solomon is king of Israel 928 BC Israel divided (Israel and Judah) upon Solomon’s death 853 BC Babylon taken over by Assyria 721 BC Assyrians invade Israel 683 BC Assyrians invade Judah 612 BC Babylonians and Medes regain control of Babylonia 604 BC Nebuchadnezzar rules as Babylonian king 587 BC Babylonians destroy Jerusalem 539 BC Cyrus the Great of Persia conquers Babylon 521 BC Persian Empire expansion under Darius I 331 BC Alexander the Great conquers Persia
Egypt: 4000 BC Painted pottery 3760 BC Bronze in use 3500 BC Egypt divided into the Upper and Lower kingdoms; Hieroglyphic writing in use 3000 BC Upper and Lower kingdoms united by Pharaoh Menes; Beginning of Protodynastic period
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2686 BC Beginning of Old Kingdom 2575 BC Zoser rules as pharaoh; Step Pyramid at Saqqara is designed by Imhotep 2551 BC Khufu rules as pharaoh; Great Pyramid and Sphinx at Giza 2500 BC First mummifications 2160 BC Beginning of First Intermediate characterized by chaos and governmental breakdown 2055 BC Beginning of Middle Kingdom; Mentuhotep I reunifies Egypt 1730 BC Israelites settle in Egypt; Hyksos begin invasion of Egypt 1650 BC Beginning of Second Intermediate period; Hyksos dominate Egypt 1550 BC Beginning of New Kingdom; Ahmose I ousts Hyksos; Temple of Amon at Karnak 1479 BC First female ruler, Hatshepsut 1391 BC Amenhotep III rules during Thebes’ greatest era; Temple of Luxor and Colossi of Memnon 1379 BC Akhnaton (Amenhotep IV) institutes monotheism 1333 BC Tutankhamon’s advisors restore cult of Amon and polytheism 1300 BC Construction at Abu Simbel begins 1290 BC Rameses the Great 1069 BC Death of Rameses XI and end of New Kingdom 664 BC Founding of 26th Dynasty 332 BC Alexander the Great conquers Egypt 323 BC Egypt ruled by Ptolemy I 305 BC Ptolemy I claims title of king 285 BC Ptolemy II Philadelphus rules 116 BC Ptolemaic empire is shattered 51 BC Cleopatra VII and Ptolemy XIII joint rulers 32 BC War declared on Antony and Cleopatra by Octavian 30 BC Deaths of Antony and Cleopatra; Octavian claims Egypt as a Roman province
Mediterranean Cultures:
2200 BC Greek-speaking peoples settle island of Crete 2100 BC Hebrews, led by Abraham, migrate from Ur 2000 BC Minoans dominant in Aegean Sea; Hebrews settle in Palestine 1950 BC Assyrians begin construction of palace at Mari 1900 BC Mycenaean culture developing on mainland Greece 1650 BC Mycenaeans grow in power
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1500 BC Hittites dominate Anatolia 1450 BC Minoan power begins to decline 1400 BC Knossos destroyed and Mycenaeans invade island 1300 BC Phoenicians thrive as sea traders circa 1270 BC Exodus of Israelites from Egypt circa 1250 BC Trojan War 1200 BC Collapse of the Hittite empire 1140 BC Phoenicians establish first North African colony 1100 BC End of Mycenaean civilization 1100 BC Ionians and Dorians invade mainland Greece 1000 BC Phoenician city of Tyre gaining dominance; Alphabet in use 814 BC Phoenicians establish Carthage in North Africa
India: 2500 BC Bricks used for building in Indus Valley 2000 BC Mohenjo-Daro & Harappa settlements in Indus Valley 1700 BC End of civilization in Indus Valley 1500 BC Aryans (Indo-Europeans) invaders settle in India 1500 BC Hindu religious text, the Rig Veda 800 BC Expansion of Aryan territory; Development of caste system 563 BC Birth of Prince Siddhartha Gautama (Buddha) 500 BC Maghada largest known kingdom in India; Beginnings of Buddhism and Jainism in India; Beginnings of rice farming and writing 321 BC Chandragupta rules Kingdom of Maghada; Founding of Mauryan Empire 240 BC Asoka, greatest Mauryan ruler 320 AD Chandragupta I founded the Gupta Dynasty 380 AD Gupta Empire at its peak under Chandragupta II 505 AD End of Gupta Empire
China:
4000 BC Farming in China 3000 BC First towns in China 2700 BC Silk weaving and bronze making 2697 BC Huangdi, Yellow Emperor 2200 BC Xia Dynasty 1500 BC Shang Dynasty 1122 BC Chou Dynasty under Emperor Wu Wang; Establishment of feudal system 770 BC Eastern Chou Dynasty 551 BC Birth of K’ung Fu-tzu (Confucius)
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230 BC Shi Huangdi begins unification of China by force 221 BC Ch’in Dynasty under Shi Huangdi 214 BC Great Wall construction commences 212 BC Burning of the Books 210 BC Death of Shi Huangdi; Commencement of civil wars 202 BC Han Dynasty under Liu Pang 220 AD End of Han Dynasty
Africa, Megalithic Europe, The Americas:
7000 BC Farming in Mexico 6000 BC Early rock paintings in Sahara region 5000 BC Corn farming in Central America; 3000 BC Avebury stone circle in Wiltshire, England 2700 BC Stonehenge in Wiltshire, England; Farming in West Africa 2200 BC Farming village in Peru 2000 BC Bronze Age begins in Europe; Kingdom of Kush in Africa 1500 BC Olmecs build first American civilization; Farming in North America; Egypt conquers Kush, Africa 850 BC Chavin culture in Peru 750 BC Kushites regain territory from Egyptians 700 BC Adena culture builds burial mounds in North America 600 BC Earliest Mayan temples and pyramids 400 BC Nok culture in West Africa 350 BC Earliest Mayan city-states in South America 200 BC Jenne-Jeno, first African city
1 AD Bantu migration to East Africa 300 AD Moche culture in Ecuador at its height 350 AD Kush conquered by Kingdom Axum 500 AD Teotihuacan dominates Mexico
Ancient Greece:
1100 BC Dorians and Ionians invade mainland Greece 1000 BC Aegean colonies established by Greeks 776 BC First Olympic Games 743 BC Sparta wars against Messenia 700 BC Beginnings of city-states; Homer’s Iliad and Odyssey
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683 BC End of kingship in Athens city-state 660 BC Greeks found Byzantium 650 BC City-states ruled by tyrants 621 BC Athenian Draco institutes harsh written laws 595 BC Solon becomes chief archon, giving every Athenian citizen a vote and lessening the severity of Draco’s laws 508 BC Democracy is instituted in Athens under Cleisthenes 490 BC Athenians defeat Persians at Battle of Marathon 480 BC Greeks defeat Persians under Xerxes at Salamis Persians defeat Leonidas and Spartans at Battle of Thermopylae 479 BC Greeks defeat Persians at Plataea 469 BC Birth of Socrates 462 BC Pericles leads Athens during the Golden Age 447 BC Construction of Parthenon in Athens 431 BC Peloponnesian War between Athens and Sparta begins 430 BC Science of medicine founded by Hippocrates 429 BC Birth of Plato 404 BC End of Peloponnesian War—Sparta is victorious under Lysander 403 BC Democracy is reinstated in Athens under Pausanias 399 BC Execution of Socrates 384 BC Birth of Aristotle 356 BC Birth of Alexander the Great 347 BC Philip of Macedon subdues Greeks and takes possession of oracle at Delphi 336 BC Assassination of Philip of Macedon; Reign of Alexander the Great begins 334 BC Alexander conquers Asia Minor 332 BC Alexander conquers Egypt 331 BC Alexander defeats Darius III
330 BC Alexander conquers Persian empire and occupies Babylon 325 BC Alexander invades India; Birth of Euclid 323 BC Alexander dies in Babylon 287 BC Birth of Archimedes 221 BC Macedonia under rule of Philip V 211 BC First Macedonian War against Rome 200 BC Second Macedonian War against Greeks; Philip V surrenders to Greece 190 BC Birth of Hipparchus
Ancient Rome:
753 BC Legendary founding of Rome by Romulus 716 BC Numa Pompilius King of Rome
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600 BC Expansion of Carthage 534 BC Tarquinius Superbus last King of Rome 509 BC Founding of Roman Republic 494 BC Plebian revolution in Rome 450 BC Twelve Tables codified 396 BC Romans defeat Etruscans 390 BC Gauls invade and attack Rome 338 BC Roman citizenship extended 312 BC Appian Way constructed 264 BC First Punic War; First gladiatorial games 241 BC Rome wins control of Sicily as first province 218 BC Second Punic War; Hannibal makes famous Alps crossing 215 BC Hannibal defeated by Marcellus 203 BC Hannibal defeated by Scipio Africanus at Zama; End of Second Punic War 149 BC Third Punic War; Carthage decimated and Africa becomes a Roman province 148 BC Macedonia becomes a Roman province 123 BC Laws of Gaius Gracchus 106 BC Gaius Marius elected Roman consul 91 BC Social war in Rome 89 BC Roman citizenship granted to all Italy 88 BC First Mithradatic War 83 BC Second Mithradatic War 82 BC Dictatorship of Sulla; Rise of Pompey and Crassus 73 BC Third Mithradatic War; Slave revolt lead by Spartacus 70 BC Birth of Virgil 63 BC Consulship of Cicero; Catiline conspiracy 60 BC Pompey, Caesar, and Crassus form First Triumvirate 58 BC Caesar begins governorship of Gaul 55 BC Caesar conquers Gaul 52 BC Gaulish leader Vercingetorix rebels against Roman rule and is defeated 49 BC Caesar institutes civil war against Pompey and Senate 45 BC Caesar becomes dictator for life; Names his nephew, Octavian, as his heir 44 BC Caesar assassinated 43 BC Octavian, Mark Antony, and Marcus Lepidus form Second Triumvirate 32 BC Octavian engages Mark Antony and Cleopatra in civil war
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27 BC Octavian becomes first emperor of Rome 19 BC Virgil’s Aeneid 14 AD Death of Augustus; Rule of Tiberius Caesar 30 AD Crucifixion of Jesus Christ 43 AD Conquest of Britain 60 AD Boudicca’s revolt against Roman occupation of Britain 64 AD Destruction of Rome by fire; First persecution of Christians 79 AD Eruption of Mount Vesuvius 80 AD Dedication of Colosseum 98 AD Rule of Trajan takes Rome to its height 117 AD Rule of Hadrian 122 AD Hadrian’s Wall in Britain 138 AD Rule of Antoninus Pius 161 AD Rule of Marcus Aurelius 180 AD Rule of Commodus 212 AD Rule of Caracalla; Citizenship extended to all free inhabitants of the empire 284 AD Diocletian 286 AD Roman empire divided into eastern and western empires 303 AD Persecution of Christians compulsory 306 AD Constantine I rule eastern Roman empire 312 AD Defeat of western ruler Maxentius 313 AD Constantine issues Edict of Milan legalizing Christianity 324 AD Roman empire reunited under Constantine 325 AD First Nicene Council lays foundation of orthodox Christian doctrine 330 AD New capital, Constantinople, founded 337 AD Constantine converts to Christianity on his deathbed 361 AD Rule of Julian 379 AD Rule of Theodosius in eastern Roman empire 383 AD Rule of Magnus Maximus in western Roman empire 396 AD St. Augustine is bishop of Hippo 406 AD Vandals attack Gaul 407 AD Roman troops leave Britain 452 AD Attila the Hun attacks Gaul and Italy 455 AD Vandals destroy Rome 475 AD Rule of Romulus Augustus, last Roman emperor 476 AD Goth Odoacer becomes king of Italy and ends western Roman empire
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Essay Grading Rubric
Essay Title: Date:
Criteria Score
Development Thesis - Clearly established and either answers the assigned question or is original and 5 4 3 2 1 relevant to the course
Argument - Logically and coherently maintains the purpose of the essay; supports the thesis 5 4 3 2 1 with both analysis and evidence
Conclusion - Summarizes the essay concisely and logically 5 4 3 2 1
Organization Essay - Evidences a clear pattern of development which is logical, critical, and relevant to 5 4 3 2 1 the thesis
Paragraphs - Each paragraph topic supports the thesis; all paragraphs flow smoothly and 5 4 3 2 1 progress logically
Research and References Research - Complete and relevant to the topic 5 4 3 2 1
Sources - Used accurately and effectively 5 4 3 2 1
References - Properly cited 5 4 3 2 1
Mechanics Style - Prose is concise, mature, and engaging 5 4 3 2 1
Grammar and Spelling - Sentence structure is grammatically correct; punctuation and 5 4 3 2 1 spelling are accurate
Grading Scale 45 - 50 Excellent (A) 40 - 44 Good (B) 35 - 39 Average (C) 30 - 34 Below Average (D) 29 Failing (F) Total Score :
- 121 - Ancients APPENDIX F Level 3 Worksheets Epic of Gilgamesh Essay Worksheets Character Web Literature Matrix* Ancient Civilizations Survey Classical Standards Plot Elements Chart* Attributes of the Nine Muses The Last Days of Socrates Storyboard* Key Roman Rulers Timeline Analysis * The course requires extra copies be made of these worksheets.
Maps Map 1 The Fertile Crescent Map 2 Ancient Sumer and Akkadian Empires Map 3 The Babylonian Empire Map 4 Ancient Egypt Map 5 Egypt’s Middle and New Kingdoms Map 6 The Exodus Map 7 Israel’s Divided Kingdom Map 8 Minoan Crete Map 9 The Assyrian Empire Map 10 Phoenician Trade Map 11 Ancient India Map 12 Ancient China Map 13 Ancient Africa Map 14 Persia Under King Darius Pandia Press APPENDIX F History Odyssey
Map 15 Persia versus Greece Map 16 The Peloponnesian War Map 17 Conquests of Alexander the Great Map 18 The Roman Republic Map 19 The Punic Wars (Rome versus Carthage) Map 20 The Great Roman Empire Map 21 Barbarian Invasion Epic of Gilgamesh - Essay 1
Characteristic of an Epic Examples from Gilgamesh
Pandia Press History Odyssey: Ancients Level 3 Epic of Gilgamesh - Essay 2
Ancient Sumerian Ideologies Examples from Gilgamesh
Pandia Press History Odyssey: Ancients Level 3
History Odyssey: Ancients Level 3
Book Title: Book
Name
Character Attribute
Character Web
literature
Example from from Example
Pandia Press
Title: Literature Matrix Book/Chapter:
Characteristics & Characterization
Setting
Plot Elements (e.g. Conflict initiation, rising action, climax, falling action, resolution or denouement)
Conflict Categories (e.g. Man vs. Man, Man vs. Self, Man vs. Nature, Man vs. Society)
Themes (Central ideas or messages)
Symbols (Abstract ideas represented by or embodied in tangible objects, images, or characters) Other Literary Devices* (e.g. mood, tone, irony, similes, metaphors, imagery, hyperbole, foreshadowing, exposition, allegory, anthropomorphism, alliteration, etc.) * definitions on reverse side
Comments & Observations
Pandia Press History Odyssey: Ancients Level 3 Definitions of Other Literary Devices
Mood - the atmosphere (emotional condition) of the setting
Tone - the emotional state or attitude of the narrator
Irony - Situational Irony - an unexpected event that is absurd or mocking Verbal Irony - a verbal comment whose meaning is the opposite of what is said Dramatic Irony - the reader is aware of something that the characters are not
Simile - a phrase that expresses one thing or idea as being similar to another; usually contains the words “like” or “as”
Metaphor - one thing substitutes for another
Imagery - words used to create an image or describe something in detail
Hyperbole - an exaggerated description
Foreshadowing - a suggestion of something that will happen later (only a suggestion, not an explicit foretelling)
Exposition - an interruption in the story by the author in order to explain something important that the reader needs to know
Allegory - an aspect that is representative of an abstract concept
Anthropomorphism - animals or objects that are portrayed with human characteristics
Alliteration - same sound starts a series of words or symbols (this definition is an alliteration)
Pandia Press History Odyssey: Ancients Level 3 Ancient Civilizations Survey - page 1 ASSYRIAN DORIAN DISCIPLINE Dates ______Dates ______
Architecture
The Arts
Education/ Language
Geographical Location
Government/ Law
Religion
Science
Societal Structure
Trade/ Agriculture
Pandia Press History Odyssey: Ancients Level 3 Ancient Civilizations Survey - page 2 HEBREW HITTITE DISCIPLINE Dates ______Dates ______
Architecture
The Arts
Education/ Language
Geographical Location
Government/ Law
Religion
Science
Societal Structure
Trade/ Agriculture
Pandia Press History Odyssey: Ancients Level 3 Ancient Civilizations Survey - page 3 IONIAN MINOAN DISCIPLINE Dates ______Dates ______
Architecture
The Arts
Education/ Language
Geographical Location
Government/ Law
Religion
Science
Societal Structure
Trade/ Agriculture
Pandia Press History Odyssey: Ancients Level 3 Ancient Civilizations Survey - page 4 MYCENAEAN PHOENICIAN DISCIPLINE Dates ______Dates ______
Architecture
The Arts
Education/ Language
Geographical Location
Government/ Law
Religion
Science
Societal Structure
Trade/ Agriculture
Pandia Press History Odyssey: Ancients Level 3 Classical Standards
Purview Examples from Ancient Greece Modern Day Application / Influence
1. ______1. ______2. ______2. ______Architecture 3. ______3. ______4. ______4. ______1. ______1. ______2. ______2. ______The Arts 3. ______3. ______4. ______4. ______1. ______1. ______2. ______2. ______Education 3. ______3. ______4. ______4. ______1. ______1. ______2. ______2. ______Government 3. ______3. ______4. ______4. ______1. ______1. ______2. ______2. ______Law 3. ______3. ______4. ______4. ______1. ______1. ______2. ______2. ______Philosophy 3. ______3. ______4. ______4. ______1. ______1. ______2. ______2. ______Science 3. ______3. ______4. ______4. ______
Pandia Press History Odyssey: Ancients Level 3 Plot Elements Chart - page 1 Title: ______
Initiating Conflict
Rising Action
Rising Action
Rising Action
Rising Action
Rising Action
Rising Action
Rising Action
Rising Action
Pandia Press History Odyssey: Ancients Level 3 Plot Elements Chart - page 2
Rising Action
Rising Action
Climax
Falling Action
Falling Action
Falling Action
Falling Action
Falling Action
Resolution (Denouement)
Pandia Press History Odyssey: Ancients Level 3 Attributes of the Nine Muses
Muse Literal Meaning Area of Symbol Reference Patronage
steam organ, epic poetry & stylus & wax Calliope beautiful-voiced world history eloquence tablets magazine title
Clio
Erato
Euterpe
Melpomene
Polyhymnia
Terpsichore
Thalia
Urania
Pandia Press History Odyssey: Ancients Level 3 The Last Days of Socrates Storyboard
Pandia Press History Odyssey: Ancients Level 3 Key Roman Rulers - page 1
Dates of Name Title Brief Description Rule
Romulus
Numa Pompilius
Seventh and last legendary King of Rome. Upon Tarquinius his ascendancy to the throne, he repealed recently 535 - 510 BC King Superbus granted Roman rights. He was deposed by the sen- ate because of his attempts at pure despotism.
Junius Brutus
Publius Valerius
Cincinnatus
Spurius Cassius
Camillus
Pandia Press History Odyssey: Ancients Level 3 Key Roman Rulers - page 2
Dates of Name Title Brief Description Rule
Appius Claudius Caecus
Marius
Sulla
Julius Caesar
Augustus
Tiberius
Gaius (Caligula)
Claudius
Pandia Press History Odyssey: Ancients Level 3 Key Roman Rulers - page 3
Dates of Name Title Brief Description Rule
Nero
Vespasian
Titus
Domitian
Nerva
Trajan
Hadrian
Antoninus Pius
Pandia Press History Odyssey: Ancients Level 3 Key Roman Rulers - page 4
Dates of Name Title Brief Description Rule
Marcus Aurelius
Commodus
Diocletian
Constantine I
Julian
Jovian
Theodosius I
Justinian I
Pandia Press History Odyssey: Ancients Level 3 Timeline Analysis - page 1
Region Europe The Middle East Africa East Asia The Americas Date range
25,000 BC to 7001 BC (18,000 years)
7000 BC to 5001 BC (2000 Years)
5000 BC to 3001 BC (2000 years)
3000 BC to 2501 BC (500 Years)
2500 BC to 2001 BC (500 years)
2000 BC to 1801 BC (200 years)
1800 BC to 1601 BC (200 years)
Pandia Press History Odyssey: Ancients Level 3 Timeline Analysis - page 2
Region Europe The Middle East Africa East Asia The Americas Date range
1600 BC to 1401 BC (200 years)
1400 BC to 1201 BC (200 years)
1200 BC to 1001 BC (200 years)
1000 BC to 801 BC (200 years)
800 BC to 601 BC (200 years)
600 BC to 401 BC (200 years)
400 BC to 201 BC (200 years)
Pandia Press History Odyssey: Ancients Level 3 Timeline Analysis - page 3
Region Europe The Middle East Africa East Asia The Americas Date range
200 BC to 1 BC (200 years)
AD 1 to 200 (200 years)
201 to 400 (200 years)
401 to 600 (200 years)
Pandia Press History Odyssey: Ancients Level 3 The Fertile Crescent Map 1
Pandia Press History Odyssey: Ancients Level 3 Ancient Sumer and Akkadian Empire Map 2
Pandia Press History Odyssey: Ancients Level 3 The Babylonian Empire Map 3
Pandia Press History Odyssey: Ancients Level 3 Ancient Egypt Map 4
Pandia Press History Odyssey: Ancients Level 3 Egypt’s Middle and New Kingdoms Map 5
Giza
Saqqara
Pandia Press History Odyssey: Ancients Level 3 The Exodus Map 6
Pandia Press History Odyssey: Ancients Level 3 Israel’s Divided Kingdom Map 7
Map Key Israel Judah Moab Edom Ammon Damacus Phonenicia Philistia Egypt
Pandia Press History Odyssey: Ancients Level 3 Minoan Crete Map 8
Pandia Press History Odyssey: Ancients Level 3 The Assyrian Empire Map 9
Pandia Press History Odyssey: Ancients Level 3 Phoenician Trade Map 10
Pandia Press History Odyssey: Ancients Level 3 Ancient India Map 11
Pandia Press History Odyssey: Ancients Level 3 Ancient China Map 12
Pandia Press History Odyssey: Ancients Level 3 Ancient Africa Map 13
Pandia Press History Odyssey: Ancients Level 3 Persia Under King Darius Map 14
Pandia Press History Odyssey: Ancients Level 3 Persia versus Greece Map 15
Pandia Press History Odyssey: Ancients Level 3 The Peloponnesian War Map 16
Map Key
Pandia Press History Odyssey: Ancients Level 3 Conquests of Alexander the Great Map 17
Pandia Press History Odyssey: Ancients Level 3 The Roman Republic Map 18
Pandia Press History Odyssey: Ancients Level 3 The Punic Wars (Rome versus Carthage) Map 19
Pandia Press History Odyssey: Ancients Level 3 The Great Roman Empire Map 20
Pandia Press History Odyssey: Ancients Level 3 Barbarian Invasion Map 21
Pandia Press History Odyssey: Ancients Level 3 Recommended for History Odyssey - Ancients (level three) Grade 9 and Up A comprehensive study of the Ancients that organizes and schedules a classical approach to history and literature. Book & Supply List for Ancients (level three) From Early Civilized Life to the Fall of Rome, Main Reference Spines: History Odyssey - Ancients (level three) is a complete one-year curriculum that combines history with great The New History of the World by J.M. Roberts literature, world geography, and writing activities. The World’s Greatest Speeches edited by Copeland, Lamm & McKenna
Literature: Ancients (level three) includes: The Epic of Gilgamesh translated by N.K. Sandars ■■ Ancient world history from 6000 BC to AD 500 The Tale of Sinuhe and Other Ancient Egyptian Poems ■■ How to write a thesis statement translated by R.B. Parkinson ■■ Advanced essay writing assignments ■■ Advanced literary analysis assignments The Iliad by Homer, translated by Robert Fagles ■■ Extensive ancient and modern-day geography The Odyssey by Homer, translated by Robert Fagels ■■ Timeline analysis The Boys’ and Girls’ Herodotus by John S. While, LL.D. The Life of Alexander the Great by Plutarch, translated In Ancients (level three) you will find: by John Dryden ■■ 165 detailed lessons written for independent use The Fall of Athens, A Story of the Peloponnesian War by - Reading assignments Alfred J. Church - Writing assignments The Last Days of Socrates by Plato, translated by - Map work assignments Tredennick & Tarrant - Activity instructions Lives of Famous Romans by Olivia Coolidge - Timeline instructions - Research instructions Other Books: ■■ 21 custom world geography maps How to Read a Book by Mortimer J. Adler & Charles ■■ Worksheets Van Doren ■■ Library list “How to Read How to Read a Book” by Maryalice B. ■■ Internet Links Newborn Other History Odyssey guides available: A Rulebook for Arguments by Anthony Weston Level One: Ancients Level Two: Ancients Classical Ingenuity by Charles F. Baker & Rosalie F. Middle Ages Middle Ages Baker Early Modern Early Modern The Classical Companion by Charles F. Baker III & Modern Times Modern Times Rosalie F. Baker Level Three: Middle Ages Other Supplies: Timeline (purchased or homemade) www.pandiapress.com Three-ring binder and 8 tab dividers Detailed atlas ISBN 9780976605768 90000 > Basic art supplies Write-on transparency film and markers (optional) Internet access for map work
9 780976 605768