Alexander I of Molossia and the Creation of Apeiros
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Archaeology and Economy in the Ancient World, Bd. 39; Boundaries
Sacred places, territorial economy and cultural identity in northern Epirus (Chaonia) Nadia Aleotti – Anna Gamberini – Lorenzo Mancini* Until the late Classical period, Chaonia, the northernmost part of Epirus corresponding to nowadays southern Albania, is clearly differentiated in two cultural units: the coastal areas that borders with Thesprotia, falling from the end of the th7 century BC into the peiraia of Corcyra, and the ‘indigenous’ districts of the interior (fig. 1). If the belonging of the Chaonians to Greek culture and ethnicity could hardly be denied by present scholarship, the literary sources of Classical times regarded them as barbarians.1 This ‘peripheral’ connotation, even if depending on a sort of cultural and geographical prejudice, seems to find a parallel in the archaeological record concerning the sacred landscape.2 Earliest attestations of worship come from Butrint, part of the Archaic Corcyreanpeiraia , where an inscribed potsherd found in a votive deposit in 1938 points to the existence of a cult of Athena as early as the 6th century BC, possibly related to a monumental temple, located, according to a recent hypothesis, on the acropolis hill.3 Apart from this early case, the development of a full-fledged religious architecture among the native tribes can be traced as far back as the 4th century BC, occurring in most cases only in the Hellenistic age. It is the period when new fortified centres, featuring in some instances a real urban layout and a Hellenistic-like monumental equipment, make their appearance beside the traditional network of komai. The new centralised settlement pattern, with main centre-poleis (Phoinike and Antigonea) and their gravitating system of minor settlements bordering territories well defined also from a geomorphologic point of view, even if not unknown to the other Epirote ethne, seems to have been particularly familiar with the Chaonians,4 conditioning the spatial distribution of the cults as well. -
The Herodotos Project (OSU-Ugent): Studies in Ancient Ethnography
Faculty of Literature and Philosophy Julie Boeten The Herodotos Project (OSU-UGent): Studies in Ancient Ethnography Barbarians in Strabo’s ‘Geography’ (Abii-Ionians) With a case-study: the Cappadocians Master thesis submitted in fulfilment of the requirements for the degree of Master in Linguistics and Literature, Greek and Latin. 2015 Promotor: Prof. Dr. Mark Janse UGent Department of Greek Linguistics Co-Promotores: Prof. Brian Joseph Ohio State University Dr. Christopher Brown Ohio State University ACKNOWLEDGMENT In this acknowledgment I would like to thank everybody who has in some way been a part of this master thesis. First and foremost I want to thank my promotor Prof. Janse for giving me the opportunity to write my thesis in the context of the Herodotos Project, and for giving me suggestions and answering my questions. I am also grateful to Prof. Joseph and Dr. Brown, who have given Anke and me the chance to be a part of the Herodotos Project and who have consented into being our co- promotores. On a whole other level I wish to express my thanks to my parents, without whom I would not have been able to study at all. They have also supported me throughout the writing process and have read parts of the draft. Finally, I would also like to thank Kenneth, for being there for me and for correcting some passages of the thesis. Julie Boeten NEDERLANDSE SAMENVATTING Deze scriptie is geschreven in het kader van het Herodotos Project, een onderneming van de Ohio State University in samenwerking met UGent. De doelstelling van het project is het aanleggen van een databank met alle volkeren die gekend waren in de oudheid. -
Questioning the Muse: Authority and Inspiration in the Age of the Museum
UvA-DARE (Digital Academic Repository) Poetry as window and mirror : Hellenistic poets on predecessors, contemporaries and themselves Klooster, J.J.H. Publication date 2009 Document Version Final published version Link to publication Citation for published version (APA): Klooster, J. J. H. (2009). Poetry as window and mirror : Hellenistic poets on predecessors, contemporaries and themselves. General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of the University of Amsterdam (https://dare.uva.nl) Download date:29 Sep 2021 CHAPTER 8: QUESTIONING THE MUSE: AUTHORITY AND INSPIRATION IN THE AGE OF THE MUSEUM 8.1 Introduction In an age that differed greatly from the times when Homer sang of the Trojan War and Pindar praised the victors of athletic games, -
Ancient Greeks Victor Davis Hanson John Keegan, Series Editor
SMITHSONIAN HISTORY OF WARFARE WARS OF THE ANCIENT GREEKS VICTOR DAVIS HANSON JOHN KEEGAN, SERIES EDITOR () Smithsonian Books (::::Collins An Imprint ofHarperCollinsPub/ishers For W. K. Pritchett, who revolutionized the study of Ancient Greek warfare Text © 1999 by Victor Davis Hanson Design and layout© 1999 by Cassell & Co. First published in Great Britain 1999 The picture credits on page 240 constitute an extension to this copyright page. Material in the introduction and chapter 5 is based on ideas that appeared in Victor Davis Hanson and john Heath, Who Killed Homer? The Demise if Classical Education and the Recovery ifGreek Wisdom (The Free Press, New York, 1998) 'and Victor Davis Hanson, "Alexander the Kille1~" Quarterly journal ifMilitary History, spring 1998, I 0.3, 8-20. WARS OF THE ANCIENT GREEKS. All rights reserved. No part of this title may be reproduced or transmitted by any means (including photography or storing it in any medium by electronic means and whether or not transiently or incidentally to some other use of this publication) without the written permission of the copyright owner. For infor mation, address HarperCollins Publishers, 10 East 53rd Street, New York, NY 10022. Published 2004 in the United States of America by Smithsonian Books Acknowledgments In association with Cassell Wellington House, 125 Strand London WC2R OBB would like to thank John Keegan and Judith Flanders for asking me Library of Congress Cataloging-in-Publication data I to write this volume on the Ancient Greeks at war. My colleague at Hanson, Victor Davis. California State University, Fresno, Professor Bruce Thornton, kindly Wars of the ancient Greeks I Victor Davis Hanson ; John Keegan, general editor. -
Athens & Ancient Greece
##99668811 ATHENS & ANCIENT GREECE NEW DIMENSION/QUESTAR, 2001 Grade Levels: 9-13+ 30 minutes DESCRIPTION Recalls the historical significance of Athens, using modern technology to re-create the Acropolis and Parthenon theaters, the Agora, and other features. Briefly reviews its history, famous citizens, contributions, a typical day, and industries. ACADEMIC STANDARDS Subject Area: World History - Era 3 – Classical Traditions, Major Religions, and Giant Empires, 1000 BCE – 300 CE Standard: Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE • Benchmark: Understands the major cultural elements of Greek society (e.g., the major characteristics of Hellenic sculpture, architecture, and pottery and how they reflected or influenced social values and culture; characteristics of Classical Greek art and architecture and how they are reflected in modern art and architecture; Socrates' values and ideas as reflected in his trial; how Greek gods and goddesses represent non-human entities, and how gods, goddesses, and humans interact in Greek myths) (See Instructional Goals #3, 4, and 5.) • Benchmark: Understands the role of art, literature, and mythology in Greek society (e.g., major works of Greek drama and mythology and how they reveal ancient moral values and civic culture; how the arts and literature reflected cultural traditions in ancient Greece) (See Instructional Goal #4.) • Benchmark: Understands the legacy of Greek thought and government -
Alexander's Empire
4 Alexander’s Empire MAIN IDEA WHY IT MATTERS NOW TERMS & NAMES EMPIRE BUILDING Alexander the Alexander’s empire extended • Philip II •Alexander Great conquered Persia and Egypt across an area that today consists •Macedonia the Great and extended his empire to the of many nations and diverse • Darius III Indus River in northwest India. cultures. SETTING THE STAGE The Peloponnesian War severely weakened several Greek city-states. This caused a rapid decline in their military and economic power. In the nearby kingdom of Macedonia, King Philip II took note. Philip dreamed of taking control of Greece and then moving against Persia to seize its vast wealth. Philip also hoped to avenge the Persian invasion of Greece in 480 B.C. TAKING NOTES Philip Builds Macedonian Power Outlining Use an outline to organize main ideas The kingdom of Macedonia, located just north of Greece, about the growth of had rough terrain and a cold climate. The Macedonians were Alexander's empire. a hardy people who lived in mountain villages rather than city-states. Most Macedonian nobles thought of themselves Alexander's Empire as Greeks. The Greeks, however, looked down on the I. Philip Builds Macedonian Power Macedonians as uncivilized foreigners who had no great A. philosophers, sculptors, or writers. The Macedonians did have one very B. important resource—their shrewd and fearless kings. II. Alexander Conquers Persia Philip’s Army In 359 B.C., Philip II became king of Macedonia. Though only 23 years old, he quickly proved to be a brilliant general and a ruthless politician. Philip transformed the rugged peasants under his command into a well-trained professional army. -
Albanian Borders at the Margins of Europe Gilles De Rapper
The High Wall and the Narrow Gate: Albanian Borders at the Margins of Europe Gilles de Rapper To cite this version: Gilles de Rapper. The High Wall and the Narrow Gate: Albanian Borders at the Margins of Eu- rope. 10th biennial EASA conference, ”Experiencing diversity and mutuality”, Aug 2008, Ljubljana, Slovenia. halshs-00343516 HAL Id: halshs-00343516 https://halshs.archives-ouvertes.fr/halshs-00343516 Submitted on 1 Dec 2008 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Paper presented at the 10th biennial EASA conference, Experiencing diversity and mutuality, Ljubljana, 26-29 August, 2008 (Workshop 047, “The New Europe: The Politics of Recognition, Inclusion and Exclusion”). THE HIGH WALL AND THE NARROW GATE: ALBANIAN BORDERS AT THE MARGINS OF EUROPE Gilles de Rapper My paper is an attempt to understand the impact of changes in the borderland between Greece and Albanian after 1991. More precisely, I would like to relate the recent success of some “ideas” about the ancient past of the area with the state of social relations between Albanians and Greeks as experienced by local inhabitants of the borderland. Established in 1913 as a boundary between two national states, the Greek-Albanian border came to separate two geopolitical camps during the Cold War and became an external border of Europe in 1981 when Greece joined the European Community. -
The Higher Aspects of Greek Religion. Lectures Delivered at Oxford and In
BOUGHT WITH THE INCOME FROM THE SAGE ENDOWMENT FUND THE GIET OF Henirg m. Sage 1891 .A^^^ffM3. islm^lix.. 5931 CornelJ University Library BL 25.H621911 The higher aspects of Greek religion.Lec 3 1924 007 845 450 The original of tiiis book is in tine Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924007845450 THE HIBBERT LECTURES SECOND SERIES 1911 THE HIBBERT LECTURES SECOND SERIES THE HIGHER ASPECTS OF GREEK RELIGION LECTURES DELIVERED AT OXFORD AND IN LONDON IN APRIL AND MAY igii BY L. R. FARNELL, D.Litt. WILDE LECTURER IN THE UNIVERSITY OF OXFORD LONDON WILLIAMS AND NORGATE GARDEN, W.C. 14 HENRIETTA STREET, COVENT 1912 CONTENTS Lecture I GENERAL FEATURES AND ORIGINS OF GREEK RELIGION Greek religion mainly a social-political system, 1. In its earliest " period a " theistic creed, that is^ a worship of personal individual deities, ethical personalities rather than mere nature forces, 2. Anthrqgomorphism its predominant bias, 2-3. Yet preserving many primitive features of " animism " or " animatism," 3-5. Its progress gradual without violent break with its distant past, 5-6. The ele- ment of magic fused with the religion but not predominant, 6-7. Hellenism and Hellenic religion a blend of two ethnic strains, one North-Aryan, the other Mediterranean, mainly Minoan-Mycenaean, 7-9. Criteria by which we can distinguish the various influences of these two, 9-1 6. The value of Homeric evidence, 18-20. Sum- mary of results, 21-24. Lecture II THE RELIGIOUS BOND AND MORALITY OF THE FAMILY The earliest type of family in Hellenic society patrilinear, 25-27. -
The Ptolemies: an Unloved and Unknown Dynasty. Contributions to a Different Perspective and Approach
THE PTOLEMIES: AN UNLOVED AND UNKNOWN DYNASTY. CONTRIBUTIONS TO A DIFFERENT PERSPECTIVE AND APPROACH JOSÉ DAS CANDEIAS SALES Universidade Aberta. Centro de História (University of Lisbon). Abstract: The fifteen Ptolemies that sat on the throne of Egypt between 305 B.C. (the date of assumption of basileia by Ptolemy I) and 30 B.C. (death of Cleopatra VII) are in most cases little known and, even in its most recognised bibliography, their work has been somewhat overlooked, unappreciated. Although boisterous and sometimes unloved, with the tumultuous and dissolute lives, their unbridled and unrepressed ambitions, the intrigues, the betrayals, the fratricides and the crimes that the members of this dynasty encouraged and practiced, the Ptolemies changed the Egyptian life in some aspects and were responsible for the last Pharaonic monuments which were left us, some of them still considered true masterpieces of Egyptian greatness. The Ptolemaic Period was indeed a paradoxical moment in the History of ancient Egypt, as it was with a genetically foreign dynasty (traditions, language, religion and culture) that the country, with its capital in Alexandria, met a considerable economic prosperity, a significant political and military power and an intense intellectual activity, and finally became part of the world and Mediterranean culture. The fifteen Ptolemies that succeeded to the throne of Egypt between 305 B.C. (date of assumption of basileia by Ptolemy I) and 30 B.C. (death of Cleopatra VII), after Alexander’s death and the division of his empire, are, in most cases, very poorly understood by the public and even in the literature on the topic. -
Life in Two City States--- Athens and Sparta
- . CHAPTER The city-states of Sparta (above) and Athens (below) were bitter rivals. Life in Two City-States Athens and Sparta 27.1 Introduction In Chapter 26, you learned that ancient Greece was a collection of city- states, each with its own government. In this chapter, you will learn about two of the most important Greek city-states, Athens and Sparta. They not only had different forms of government, but very different ways of life. Athens was a walled city near the sea. Nearby, ships came and went from a busy port. Inside the city walls, master potters and sculptors labored in work- shops. Wealthy people and their slaves strolled through the marketplace. Often the city's citizens (free men) gathered to loudly debate the issues of the day. Sparta was located in a farming area on a plain. No walls surrounded the city. Its buildings were simple and plain compared to those of Athens. Even the clothing of the people in the streets was drab. Columns of soldiers tramped through the streets, with fierce expressions behind their bronze helmets. Even a casual visitor could see that Athens and Sparta were very different. Let's take a closer look at the way people lived in these two city-states. We'll examine each city's government, economy, education, and treatment of women and slaves. Use this graphic organizer to help you compare various aspects of life in Athens and Sparta. Life in Two City-States: Athens and Sparta 259 27.2 Comparing Two City-States Peloponnesus the penin- Athens and Sparta were both Greek cities, and they were only sula forming the southern part about 150 miles apart. -
Greece, the Land Where Myths Replaces Reality
GREECE, THE LAND WHERE MYTHS REPLACE REALITY (Myths about Epirus) What is myth and what does it serve? Myth is a narrative based usually on a false story which can not be used as a replacement of history, but sometimes myth might be considered a distorted account of a real historical event. The myth does not differ much from a folktale and usually the boundary between them is very thin. Myth must not be used to reconstruct, however in the ancient society of the so called “”Ancient Greeks”” myth was usually regarded as a true account for a remote past. Surprisingly this ‘tradition’ is descended to the Modern Greeks as well. They never loose the chance to use the myths and the mythology of a remote past and to pose them as their real ethnic history. This job is being done combining the ancient myths with the ones already created in the modern era. Now let’s take a look at two Greek myths, respectively one ancient and one modern, while our job is to prove that even these myths are respectively hijacked or created to join realities not related to each other, but unfortunately propagandized belonging to a real history, the history of the Greek race. Thus before we analyze and expose some of their myths which are uncountable, we are inclined to say that whatever is considered Greek History is completely based on mythical stories, whose reliability and truthiness is deeply compromised for the mere fact that is based on myths not only by the Modern Greeks and especially philhellenes, but even by the ancient authors. -
The Same Yet Different
W 771 THE SAME YET DIFFERENT Comparing Ancient Athens and Sparta Wendy York, Middle School Teacher, McDougle Middle School James Swart, Graduate Assistant, Tennessee 4-H Youth Development Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development Tennessee 4-H Youth Development This lesson plan has been developed as part of the TIPPs for 4-H curriculum. The Same, Yet Different Comparing Ancient Athens and Sparta Skill Level Intermediate, 6th Grade Introduction to Content Learner Outcomes The two rivals of ancient Greece that The learner will be able to: made the most noise and gave us the most Explain the differences and similarities traditions were Athens and Sparta. They between two Greek City-States List the important contributions of each City- were close together on a map, yet far apart State in what they valued and how they lived their lives. In this lesson, students will Educational Standard(s) Supported explore the differences between these two city-states. Social Studies 6.43 Success Indicator Introduction to Methodology Learners will be successful if they: Students work in small groups to read a Identify similarities and differences of Athens and Sparta passage about the similarities and Compare and contrast information about the differences between Athens and Sparta. two city-states Students then complete a Venn Diagram outlining their findings to share with the Time Needed class. The lesson concludes by having 45 Minutes students decide on a city-state in which Materials List they would like to have lived. Student Handout- The Same, yet different Student Handout- Venn Diagram Authors York, Wendy.