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Greek Columns

Everything You Need to Know

The Three Orders or Classes
There are three orders or classes of Greek Columns. The orders or classes are
Doric
Ionic
Corinthian

Doric Columns
Doric Columns were first introduced in Greece and colonies in Southern Italy.
The style of the column is plain. The column has a grooved shaft . The table or the capital is plain. It is the only type of column that doesn’t have an extra base part.
The Doric Column is sometimes associated with masculinity because it is the strongest of all of the orders of columns.

Ionic Columns
Ionic Columns are more elaborate than the Doric Order.
The columns are slimmer and the capital is decorated with scroll or a volute pattern.
Style of column is found in Eastern Greece.

Corinthian Columns
Found in Roman architecture
Corinthian Columns are the most elaborate of all the orders.
The capital is decorated with acanthus leaves.

Works Cited
AncientGreece.com. United Press, 2008.
Web. 23 Apr. 2011
About.com. The New York Times Company, 2010.
Web. 22 Apr. 2011

Chapter 4

The Hellenistic World

Learning Objectives (Slide 1 of 2)
Analyze how Alexander was able to amass his empire, and what its potential impact might have been had he lived longer
Identify the main features of the political and military organization of the Hellenistic kingdoms, and how these new political systems differed from those of Greek city-states
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 2 of 2)
Summarize the main social developments in the Hellenistic world
Describe the achievements in literature, art, science, and philosophy during the Hellenistic period
Discuss the prominent religions during the Hellenistic period and what their popularity suggests about Hellenistic society
Copyright © 2017 Cengage Learning. All Rights Reserved.

Macedonia and the Conquests of Alexander (Slide 1 of 2)
Macedonia became the chief power in the Greek world by King Philip II’s reign (359–336 B.C.E.)
Philip instituted military reforms
New phalanx with lighter swords and smaller shields
Infantrymen with longer spears
Strengthened bond between army and leaders
Copyright © 2017 Cengage Learning. All Rights Reserved.

Macedonia and the Conquests of Alexander (Slide 2 of 2)
Alexander the Great
Starting at age 20, carried on his father’s dream of invading the Persian Empire
The conquests of Alexander: from western half of Asia Minor, Issus, Syria, Palestine, Egypt, to northwestern India
The legacy: was Alexander great?
His military brilliance and promotion of Greek culture vs. his ruthless, selfish autocratic aspirations
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: Macedonia and the Conquests of Alexander
Event Dates
Reign of Philip II 359–336 B.C.E.
Battle of Chaeronea; Philip II conquers Greece 338 B.C.E.
Reign of Alexander the Great 336–323 B.C.E.
Alexander invades Asia; Battle of Granicus River 334 B.C.E.
Battle of Issus 333 B.C.E.
Battle of Gaugamela 331 B.C.E.
Fall of Persepolis, the Persian capital 330 B.C.E.
Alexander enters India 327 B.C.E.
Battle of Hydaspes River 326 B.C.E.
Death of Alexander 323 B.C.E.

Table description: A table of the major events in the conquest of Alexander.
6

The World of the Hellenistic Kingdoms (Slide 1 of 3)
Hellenistic monarchies
Antigonid, Ptolemaic, Pergamene, and Seleucid
The threat from the Celts
Sacked Rome 390 B.C.E
Attacked Macedonia early third century B.C.E.
Attacked Asia Minor, but was defeated in 230 B.C.E.
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Hellenistic Kingdoms (Slide 2 of 3)
Political and military institutions
Monarchy while retaining democratic government in cities
Phalanx and cavalry continue with addition of war elephants
Hellenistic cities
Urban centers with primarily Greek culture and political institutions
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Hellenistic Kingdoms (Slide 3 of 3)
Economic trends in the Hellenistic world
Continued agrarian patterns
Expanded commerce
New opportunities for women
Primarily those in the upper-class
Management of slaves, property, and making loans
Education: literature, arts, music, athletics
Copyright © 2017 Cengage Learning. All Rights Reserved.

Culture in the Hellenistic World
(Slide 1 of 2)
New directions in literature
Theocritus
Menander
Polybius
Hellenistic art
Moved away from idealism of fifth-century classicism to more emotional and realistic art
Copyright © 2017 Cengage Learning. All Rights Reserved.

Culture in the Hellenistic World
(Slide 2 of 2)
A golden age of science
Conscious separation of science from philosophy
Astronomy: heliocentric view
Geometry: Pi
Philosophy: new schools of thought
Epicureanism
Stoicism
Copyright © 2017 Cengage Learning. All Rights Reserved.

Religion in the Hellenistic World
Mystery religions
Noticeable decline in the vitality of the traditional Greek Olympian religion
Receptive to the numerous religious cults of the eastern world
Jews in the Hellenistic world
Syncretism
Lived by their own laws and judicial system
Copyright © 2017 Cengage Learning. All Rights Reserved.

Discussion Questions
Compare and contrast Greek sculpture of the Golden Age with Hellenistic sculpture, considering aesthetics, styles, and subject matter
Were Greek scientific gains greater in the Hellenistic period than in the Classical period? Why or why not?
How did women become more autonomous in the Hellenistic world?
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chapter 3

The Civilization of the Greeks

Learning Objectives (Slide 1 of 3)
Explain how the geography of Greece affected Greek history
Summarize the contributions of Homer and why his work was used as the basis for Greek education
Identify the chief features of the polis, or city-state
Compare the major city-states of Athens and Sparta
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 2 of 3)
Describe the Greek ideal of democracy and the ways in which the Athenian political system was a democracy
Discuss the effect of the two great fifth century B.C.E. conflicts – the Persian wars and the Peloponnesian War –- on Greek civilization
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 3 of 3)
Describe the ideals upon which Greek art was based and how those ideals were expressed
Debate the questions posed by Greek philosophers, as well as their own responses to these questions
Copyright © 2017 Cengage Learning. All Rights Reserved.

Early Greece (Slide 1 of 2)
Greek history has been shaped by its:
Mountainous terrain: Separated independent Greek communities from one another
Long seacoast: Enabled contact with outside world; later establishment of colonies
Minoan Crete
A Bronze Age civilization that used metals in making weapons
Established by 2800 B.C.E.
Not Greek in language or religion
Copyright © 2017 Cengage Learning. All Rights Reserved.

Early Greece (Slide 2 of 2)
The first Greek state: Mycenae
Flourished between 1600 and 1100 B.C.E.
Warriors who prided themselves on their heroic deeds in battle
The most famous of all their supposed military adventures: the epic poetry of Homer
Invaded from the north by Greek-speaking people; torched around 1190 B.C.E
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 1 of 2)
Homer and Homeric Greece
Illiad
Epic poem of Trojan War
The tale of the Greek hero Achilles and how the “wrath of Achilles” led to disaster
Odyssey
Epic journey of a Greek hero
Tests Odysseus’ heroism until, by both cunning and patience, he prevails
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Greeks in a Dark Age
(ca. 1100–ca. 750 B.C.E.) (Slide 2 of 2)
Homer’s enduring importance
His Iliad and the Odyssey were regarded as authentic history
Used as standard texts for the education of generations of Greek males’ striving for excellence, called arete
In the Homeric world, aristocratic women were expected to pursue excellence
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 1 of 5)
The polis
The central institution in Greek life
The acropolis, or hill, was the central point where the citizens of the polis could assemble for political, social, and religious activities
A new military system: the Greek way of war
Hoplites, Phalanx
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 2 of 5)
Colonization and the growth of trade
750 – 550 B.C.E.
Colonization led to the spread of Greek culture throughout the Mediterranean basin and to increased trade and industry
Tyranny in the Greek polis
Tyrants
Oligarchies
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 3 of 5)
Sparta
Perioikoi and Helots
The new Sparta
Sparta transformed by sixth century B.C.E. to military state
The Spartan state
Led by two kings
Elected a group of five men, the ephors, to oversee the education of youth and the conduct of all citizens
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 4 of 5)
Athens: The reforms of Solon
Canceled all current land debts
Outlawed new loans based on humans as collateral
Freed people who had fallen into slavery for debts
Copyright © 2017 Cengage Learning. All Rights Reserved.

The World of the Greek City-States
(ca. 750–ca. 500 B.C.E.) (Slide 5 of 5)
Athens: The reforms of Cleisthenes
Made the demes the basic units of political life
Laid the foundations for Athenian democracy
By 500 B.C.E., Athens was more united than it had ever been and was about to assume a more important role in Greek affairs
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: Archaic Greece –Sparta
Event Dates
Conquest of Messenia ca. 730–710 B.C.E.
Beginning of Peloponnesian League ca. 560–550 B.C.E.

Table description: The tables details the chronology of events in archaic Greece in Sparta.
14

Chronology: Archaic Greece – Athens
Event Dates
Solon’s reforms 594–593 B.C.E.
Tyranny of Pisistratus ca. 560–556 and 546–527 B.C.E.
End of tyranny 510 B.C.E.
Cleisthenes’s reforms ca. 508–501 B.C.E.

Table description: The tables details the chronology of events in archaic Greece in Athens.
15

The High Point of Greek Civilization: Classical Greece (Slide 1 of 3)
The challenge of Persia
Darius attacks the mainland Greeks in 490
Xerxes vowed revenge; invaded Greece after the death of Darius
Leonidas at Thermopylae
Copyright © 2017 Cengage Learning. All Rights Reserved.

The High Point of Greek Civilization: Classical Greece (Slide 2 of 3)
The growth of an Athenian empire in the Age of Pericles
Severed ties with Sparta
Expanded democracy at home and its new empire abroad
The great Peloponnesian War
Sparta and its supporters against the Athenian empire
27 year war lasting from 431 – 405 B.C.E.
Copyright © 2017 Cengage Learning. All Rights Reserved.

The High Point of Greek Civilization: Classical Greece (Slide 3 of 3)
The decline of the Greek states (404–338 B.C.E.)
The Peloponnesian War weakened the major Greek states
Persians offered financial support to Athens and other Greek states to oppose Spartan power within Greece itself, thus beginning a new war that finally ended in 386 B.C.E.
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Culture and Society of Classical Greece (Slide 1 of 3)
The writing of history
History, the systematic analysis of past events, was a Greek creation
Herodotus: author of The Persian Wars, a work commonly regarded as the first real history in Western civilization
Greek drama
Intended to entertain and to educate citizens
Supported by the state
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Culture and Society of Classical Greece (Slide 2 of 3)
The arts: the classical ideal
The arts of the Western world have been largely dominated by the artistic standards established by the Greeks of the classical period
The Greek love of wisdom
Sophists
Rhetoric
The Socratic method
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Culture and Society of Classical Greece (Slide 3 of 3)
Greek religion
Intricately connected to every aspect of daily life.
Social and practical
Life in classical Athens
Economy: largely agricultural but highly diversified
Lifestyle: simple homes and diets
Family: primary function – to produce new citizens
Copyright © 2017 Cengage Learning. All Rights Reserved.

Discussion Questions
What important Greek ideals and Greek values are revealed in this passage from the Iliad?
According to Pericles, what are the ideals of Athenian democracy?
How did the Greek view of the world shape Greek conceptions of gender and gender roles?
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chapter 4

The Hellenistic World

Table description: A table of the major events in the conquest of Alexander.
6

Chapter 3

The Civilization of the Greeks

Chronology: Archaic Greece –Sparta
Event Dates
Conquest of Messenia ca. 730–710 B.C.E.
Beginning of Peloponnesian League ca. 560–550 B.C.E.

Table description: The tables details the chronology of events in archaic Greece in Sparta.
14

Table description: The tables details the chronology of events in archaic Greece in Athens.
15

WesternCivilization Lecture 1

Traits of Civilizations

Rise of Cities

Note the importance of Agriculture

Growth of Government

To organize and regulate human activity

Provide smooth interaction between individuals and groups

Role of Religion

Social Structure

Monarch

Upper class (priests, government officials, military)

Free people: farmers, artisans, craftsmen

Slaves

Evidence of Trade

Writing

Artistic activity

Painting/sculpting

Question: Do you feel that any one trait can be eliminated and a group still be considered civilized? Why/Why not? Examples!

Traits of Civilizations

· These characteristics are generally established by those who have them and consider them essential to be considered civilized.

· Being civilized implies some aspects of culture, which is a human based activity which is learned by members of a group.

· The ancient Chinese considered themselves as the center of civilization in particular the more civilized you were the closer you were to the emperor. The farther away from the emperor you were the less civilized and more barbaric you were considered to be.

· Some ancient cultures looked upon foot covering as a means of judging how/ whether you were civilized or barbaric.

· Rise of Cities

· But before the rise of cities can take place, there must be some improvements in agriculture/technology to release some population from the need to hunt and gather to exist. This can equate to the concept of having some control over the physical environment

· Role of Religion

· Very evident in the establishment of values and mores for a group

· Oftentimes Religion was an essential part of governing and control of the population

· The leader/king at times would serve as a priest/high priest interceding with the gods/deities on behalf of the people

· Deities could be forces of nature, forces/objects in nature, or gradually especially under the ancient Greeks and Romans – anthropomorphic (having the shapes and characteristics of humans).

· The Egyptians had 3 levels of gods – gods of natural forces, gods which gave, and gods which took away.

· Complex Institutions

· Government, military, economic/trade, education, and religion are all considered part of complex institutions

· Trade was an important factor as was warfare and conquest, because it was through trade and warfare that innovation often came to various groups.

· Social Structure

· How society is divided: if in pyramidal form you would find the leader/monarch/high priest at the top of the pyramid, with upper classes (including other priests, government officials, family members, military), free people (to include farmers, artisans, craftsmen) and slaves.

· Writing and Artistic Activity

· Writing – or some other form of communication and recordkeeping. This is difficult as a trait of civilizations because in some areas an alphabet (be it cuneiform, pictographs, hieroglyphs, alphabet) may not have existed in some areas, but this does not by itself mean there were no forms of recordkeeping.

· Painting and sculpting are among the evidence accepted as artistic activity.

The Ancient Civilizations – known as the River Civilizations – most commonly cited in Western Civilization. Oftentimes we may see references to the ancient people of these areas as specific empires!

· Tigris and Euphrates – Mesopotamia

· Mesopotamia is a Greek term meaning land between the waters

· Important early civilizations because of the contributions passed on to other groups

· Sumerians and the Babylonians

· Ziggurats found in Ur

· Epic of Gilgamesh

· Cuneiform

· Code of Hammurabi

· The Nile – Egypt

· Of these ancient civilizations of the West – we have many relics from Egypt because of two factors: Egypt was relatively isolated or insulated due to bodies of water and deserts, and because of the ancient river civilizations – the Nile River was the most predictable. The Nile River flooded annually – the major uncertainty was in relation to the volume of the flood. A heavy flooding season meant some death and destruction; a meager flood would mean death and destruction due to famine.

· The Indus – Indian (although, ironically, the Indus River is found in modern Pakistan)

· The Huang-Ho – China

The early Mediterranean People

· The Phoenicians (predecessors to today’s Lebanese)

· The Hebrews – a nomadic tribal people who originated in Mesopotamia and were unique among the early civilizations in that their civilization was based upon a covenant with their God – a monotheistic as opposed to polytheistic group.

Early Empires

· Assyrians

· Persians

People of the Fertile Crescent developed many elements that contributed to the formation of Western Civ: agriculture, writing, and law – this emerging culture remained subject to transformation

· Location permitted it to benefit from the far reaches of Asia

· Location also caused a bit of instability as invaders not only brought with them ideas, but also destruction

· People of the regions north of the Black Sea and the Caucasus Mts produced people who often waged war on the people of the Fertile Crescent – but also helped develop a culture that had a profound influence on the West.

· Linguists labeled these invaders as Indo European because their language served as the basis for all subsequent European languages except Finnish, Hungarian, and Basques

· Language separates the Indo-Europeans from most of the original inhabitants of the Fertile Crescent who spoke the Semitic languages (therefore, can an Arab be anti-semitic?)

· The steady influx of Indo-Europeans (Celts, Latins, Greeks, or Germans) formed the dominant population of Europe

· Meanwhile other Indo-European groups moved eastward and settled Turkey, India, and Persia

· Traits of the Indo Europeans:

· They were led by a warrior elite who were buried in elaborate graves

· They were buried with prized possessions

· They rode horses (they first domesticated horses around 2000 BCE) which gave these warriors advantage over foot soldiers with speed, mobility, and reach of their foes who utilized archers

· They carried their possessions in carts, with 4 solid wheels (as opposed to the Sumerians who used 2-wheels chariots) . The heavy carts with 4 wheels imply that they were developed over relatively flat terrain along wooden roadways

· They were not literate people – rather they passed their traditions orally

· They worshipped gods who lived in the sky, and yet they also adopted some traits and characteristics of the Crescent civilizations… such as adoption of foods and then spread these grains etc to other areas.

The Egyptians

This civilization was based on a river – the Nile which flows northward from central Africa to the Mediterranean

· A climate change in 6000 BCE affected the development of the civilization to depend upon the river – the Atlantic rains shifted, changing grassy plains into deserts and forcing dependency upon the river.

· The Nile – unlike the Tigris and Euphrates was predictable – it flooded at the same time annually – the only uncertainty was how much flood

· Egypt was more isolated than the civilizations to the north east – the deserts! And also in the south, the marshes. Invaders could come in from the Mediterranean. The civilization developed without the fear of conquest – and by 3100 BCE a king from Upper Egypt (Menes) united upper and lower Egypt under his rule – thereby developing a 2 piece crown!

· Egyptians believed in the power of the gods being visible. They worshiped the divine spirit that was expressed in heavenly bodies, animals, and even insects. The most important deities would emerge – such as the sun god Re (Amon) the Nile spirits Isis and her husband Osiris, and their son the falcon god Horus.

· They believed they were blessed by the gods, and not cursed by their chaotic whims. This optimism infused Egyptian culture with extraordinary continuity – why mess with success?

· The heart of their prosperity was the king – the living embodiment of the deity, and therein lies some interesting conjecture. IF the kings were gods who came to earth to bring truth, justice, and order (known as ma’at) then the people should observe a code of correct behavior that included the concept of ma’at. This ordered society was ruled by a god-king – Pharaoh and it emerged in the years following 2450 BCE via a high palace official (Ptah-hotep) who left instructions for his son to follow the precepts of ma’at.

· The old kingdom – 2400-2181 BCE – saw astounding prosperity and peace, including successful agriculture and irrigation. Egypt had access to mineral resources – including copper.

· They had successful trade with Nubia which provided access to resources of sub-Saharan Africa. From Nubia Egypt gained access to gold, ivory, ebony, gems, and aromatics in exchange for Egyptian cloth and manufactured goods. With their surplus of metals and grains, they could trade with other Mediterranean cultures for textiles and wood.

· Among the contributions of the ancient Egyptians are the hieroglyphics – or sacred writing. Hieroglyphs were more than a series of simple pictures – each symbol could express one of 3 things: the object it portrayed, an abstract idea associated with the object, or one or more sounds of speech from spoken Egyptian (the technical terms: pictogram, ideogram, and phonogram)

Your textbook gives you an interesting chart of Key Dates – I would consider these dates. Note the 2 periods called Intermediate periods. Some texts identify these as “illnesses”. The explanation is simple: if the pharaoh is a good who gives order and protection, how do you explain turmoil (invasions or terrible droughts etc?). The god must be ill…. Ironically it is through these illnesses that some progress is made in Egypt. The discussion of issues and developments is worth consideration, especially the discussion of Hatshepsut the female leader, and, Akhenaten who believed in a supreme god Aten (sun disk).

Questions arise about this rejection of the ancient gods of Egypt – was Akhenaten influenced by the Hebrews? Was it a political move against the power of the priests of Amon? Or was he a dreamer? We will never know.

Everyone is aware of Akhenaten’s successor: Tutankhaton/or Tutankhamun as he renounced the vision of his father-in-law predecessor. He died at 18 years of age – not sure if he was killed or died as a result of an accident…

The discussion of the Phoenicians, the Hebrews, and the growth of Empires are worthy of your attention as well. Developments in technology, in philosophy, and in basic skills of trade and communication are well documents and I don’t want to spend too much time reiterating the text when a simple reading of the text will give you all the details you need.

I would note the contributions of the Phoenicians – especially the idea of alphabet, books, trade and settlements. I would pay attention to the notion of the covenant with the Israelites. As well as the notion of the Assyrian rule – by terror/brutality. It is not odd that a leader who employs such tactics would also be head of an empire? Who devised methods of controlling vast (for the time) territory and diverse people – use of a language (Aramaic) to help control people, and the preservation of wealth and knowledge that Ashurbanipal collected and formed into a library!

With the arrival of the Babylonians and Persians there are also major contributions. Nebuchadnezzar had a law code similar to Hammurabi, but introduced extreme punishments for enemy rulers and their followers – often flaying or burning them alive. One of these victims were the Hebrew (Israelites)_ who observed their Babylonian captivity in 587 BCE. Given these extremes – as you surprised to learn that this people also used wise-men /priests to foster knowledge of astronomy and mathematics? Babylonian astrologers divided the heavens into 12 signs: Gemini, Scorpio, Virgo among others to predict fortunes… These people regularly used advanced mathematics such as multiplication, division, and the calculation of square and cube roots. While their numbering system was based on 60 their system allowed for the development of calculating time based on hours and minutes.

The chapter ends with a discussion of the Persians – not quite as extreme as some of the recent movies which had been released such as 300! Among the contributions were the ways in which the Persians (beginning with Cyrus) governed their provinces with satraps (governors). Under these administrations we find the origins of coin money, and religious beliefs such as Zoroastrianism…

Contributions of the Early/Ancient Civilizations

· Calendars and means of marking time

· Irrigation Canals/Ditches

· Writing – in particular hieroglyphics (meaning sacred writing in Greek)

· Galley ships (Mediterranean people such as the Hittites, Lydians, Phoenicians and Minoans)

· Domestication of horses

· Horticulture and pastoralism: farming and herding of animals

· Metal work from Bronze to Iron

· Chariots, Iron/metal weapons

· Building of roads, establishment of provinces

· Law codes – such as Hammurabi’s based on what many consider the Old Testament eye for an eye model

PAGE
Page 1 of 8

Greek Columns

Everything You Need to Know

The Three Orders or Classes
There are three orders or classes of Greek Columns. The orders or classes are
Doric
Ionic
Corinthian

Ionic Columns
Ionic Columns are more elaborate than the Doric Order.
The columns are slimmer and the capital is decorated with scroll or a volute pattern.
Style of column is found in Eastern Greece.

Corinthian Columns
Found in Roman architecture
Corinthian Columns are the most elaborate of all the orders.
The capital is decorated with acanthus leaves.

Works Cited
AncientGreece.com. United Press, 2008.
Web. 23 Apr. 2011
About.com. The New York Times Company, 2010.
Web. 22 Apr. 2011

GENERALINSTRUCTIONS FOR WRITTEN ASSIGNMENTS, TESTS

Description

I accept a variety of written assignments. This attachment to the syllabus is to help you to prepare written assignments for this class.

Mechanics of all papers (including take home exams)

· All papers must be typed! Font size should be 12 – not larger, definitely not smaller

· Put your name on the paper,
and class section
especially if you expect to submit it via attachment!

· I do not object to double-side printing for multiple page papers

· Learn to use page numbers!

· I do not object to single spaced papers as long as you double space between paragraphs, or questions!

· Charts may illustrate discussion points – but if you lift one from another source – cite the source. The same goes for photographs, and maps!

· Plagiarism is a problem – please remember to cite the source for information you include in your papers.
Wikipedia is not an acceptable academic source
! Textbooks should not be used primarily as sources for research papers.

· Folders cost students money! Invest in a good stapler to fasten multiple page assignments! Do not expect the instructor to provide it for you!

· I do not object to humor (when appropriate) nor personal opinion when it is backed by legitimate authority!

· Spell check, grammar check are useful utilities. Writing a paper, letting it sit a day or two, and then going back to re-read and edit is also an admirable habit!

Short Response Papers (1-3 pages)

· I expect an understanding of the question/topic posed

· You will research and defend a position on this paper, citing sources and presenting an objective and academic response!

· Wikipedia and similar websites are not accepted academic sources. Likewise I will encourage you to refer to the text book and encyclopaedia
only for background information
, but not as the primary source of information for any paper!

· I expect 1-3 sources for many short response papers.

A RESEARCH ASSIGNMENT

This is a project culminating in a type-written paper/report (with maps, and tables (if required) and proper reference citations for all websites and sources visited. You may also need to prepare a power point presentation of this research assignment especially if you are taking the course for honors credit. Length may be determined by the format which you undertake to present:

· an investigative paper with a thesis to prove (for which you will need to discuss 3 examples/factors), or

· a descriptive paper showing the development of the issue you are discussing, or

· an appropriate lesson plan for your use as an instructor/teacher at a specific grade level, or

· a critical book review on an approved topic appropriate to the time period being studied.

I anticipate
at least:

· 8 – 12 pages of text, as well as map(s), charts (if any), and bibliography.

Format, grammar, and spelling errors will be considered in the grade calculation, as will lateness. You must use, correctly, any acceptable and uniformly applied method of footnoting.

· 3 to 5 sources. It is best to use a variety of sources, including books, journals, periodicals, and on-line sources. See note above about textbook and encyclopaedia!

Issues or Topics – here’s a suggested list to help jog your imaginations and interest:

Select a topic proper to your academic interest and the class you are enrolled in. Some topics that you might consider include: personalities, events, diffusion of ideas/people/inventions/diseases such as democracy, fundamentalism (not the same as traditionalism vs modernism), secularism, political affiliation, political correctness, immigration, refugees, peace-keeping forces, terrorism, any conflict from the mid-1900s to the present such as: conflicts in Africa, South African apartheid, Southwest Asia, the Balkans, SARS, AIDS, mad-cow or other food related diseases, fuel price issues such as locations of fuel reserves, origins or consumption, birthrates, cell phones, faxes, computers.
Note – this is not an exhaustive listing of topics
. Current topics may involve the world economic crisis, the rising destruction of rain forests, Islamic fundamentalism, western style constitutions for Islamic countries, divided Cyprus, violence in Western Europe threats to security/safety, political trends in the US (including NAFTA etc, hybrid fuel powered cars), the expansion of countries with nuclear capabilities and of course the raging conflict over terrorism, Afghanistan, and Iraq since 9/11, effects of any natural disaster. These are just examples, you may select any topic of interest to you – but all topics
will be approved by the

instructor. Request/approval can be done as a brief email using either of the following email addresses:

samuel.sawaya@sinclair.edu

sg1029@yahoo.com

. You may also discuss the progress of your paper with me using these email addresses.

Form of Reference Citations

I prefer consistent use of any regular footnoting format – you may use traditional footnoting (University of Chicago) or MLA. A list of references (minimum of 5, at least 2 of which must be from books, journals/periodicals – not encyclopaedia) will be included as the Bibliography at the end of your paper. The use of footnotes/end notes/parenthetical citations is required. The number of footnotes (or parenthetical inserts) will vary from paper to paper depending upon how much you rely on the sources. Plagiarism is a serious academic offense, and will be penalized. Remember for websites and sources consulted via the internet, you must include the entire source address and the date you checked the source. Again, WIKIPEDIA is
not
an acceptable source.

About the maps/tables you include in your papers. I would prefer you design your own tables, and as much as possible, also your own maps. If you are talented enough to use the computer drawing tools and highlighting, by all means use them. If you need to copy specific maps/tables,
be sure to footnote the source
.

Reliable sources for population and political topics: Population Reference Bureau, the US Government Census, US State Department, US Commerce Department, National Geographic Magazine, and the United Nations websites are good initial sites for reliable statistics or they can provide reliable links.

The final draft of the paper will include:

a) title page with your title, the course number, your name

b) first paragraph should include topic/thesis statement

c) body of the paper should be your descriptive history, examples/factors, maps and charts if any

d) conclusion may be your personal conclusion provided that it logically follows the discussion (c)

e) any supporting material you wish to include with the paper

f) bibliography/list of references

I prefer the paper to be typed, 12 font. It should be double spaced and fastened with a staple.

SAMPLE GUIDELINES FOR CRITICAL BOOK or Movie REVIEW

Note that the examples cited below follow from
the sam
ple book being reviewed and you should modify your own writing according to your specific circumstance!

Preliminary Considerations

· First, one must understand that a critical review is not a book report (a summary of the contents of a book) or recounting of the plot of a movie/play. A critical review is a vehicle for examining and discussing issues the book/movie itself raises or fails to raise. One writes a critical review for the benefit of those who might not presently have time to read/view the book/movie but who nevertheless need to learn more about its basic approach should they desire to read or study it at a future time.

· The job of the book reviewer is to inform these readers concerning any merits and/or shortcomings the book may have. From information based on a well-written review, the reader may conclude that this book is either indispensable or inconsequential.

Components of a Critical Book or Movie Review

· Give complete bibliographical information at the top of the page (title, author, publisher, place of publication, date of publication, number of pages, and name of reviewer).

Use the following format (sample):

Toward Rediscovering the Old Testament, by Walter C. Kaiser, Jr.

Grand Rapids: Zondervan, 1987. 250 pages. Reviewed by: your name.

· Briefly state the reason this book/movie was chosen for review. State the author’s credentials (education, place of employment, previous achievements, etc.) as a preface to giving the book a serious hearing. Biographical information about the author should be included only as it demonstrates the author’s competency to write the book. Within the context of the paper, do not use titles (Dr., Rev., etc.). In most brief reviews, you will likely need to limit the introduction to one or two paragraphs.

· Briefly (in one or two well-written sentences) summarize the thesis of the book/plot of the movie.

This is a crucial step because the thesis/plot contains the reason why the author produced this particular work (there may be dozens on the market with similar subject matter). The thesis will state the author’s basic presuppositions and approach. The critical nature of the review will then grow from the reviewer’s conclusion that the work does or does not achieve the author’s stated purpose.

· The main body of a critical review will be concerned with “thesis development.” That is, did the author achieve the stated purpose? In this section the reviewer will inspect each of the chapters/scenes of the work to see how the thesis/plot is (or is not) developed. If the author makes progress and develops the thesis convincingly, providing adequate information and statistical data, the reviewer says so, providing concrete examples and citing their page numbers in the text. Given the limited amount of space in a brief book review, footnotes should not be utilized. Quotations or ideas taken directly from the text should be followed parenthetically by the page number of the quotation. The abbreviation for page(s) (p/pp) should not be used.

Example:

Rainer argues that evangelistic churches should focus on reaching youth (20). Indeed, he writes, “Many churches fail to recognize that adolescence is a critical time of receptivity to the gospel” (21).

· If the thesis is poorly developed or if the examples are inadequate to support the assertions of the author, the reviewer will point this out as well. Most critical book reviews will contain both praise and criticism, carefully weighed and balanced against one another.

· Remember the purpose of a critical book review is not to provide a summary of the book. You may assume that the professor and the grader know the contents of the book.

Questions the reviewer will seek to answer in this section might include:

· Is there an adequate, consistent development of the author’s stated thesis? Why or why not?

· What is the author’s purpose, i.e., what does he/she hope to accomplish through this book? Does the author accomplish the purpose? If so, how does he/she do so? If not, why not?

· Does the author approach the subject with any biases, i.e., do the author’s theological, experiential, philosophical, denominational, or cultural perspectives

influence his/her conclusions?

· Does the author properly support his/her thesis? Does the author adequately consider and refute opposing viewpoints? Is the work limited in application to specific factors ? Is the work relevant to contemporary culture?

· Does the author have to resort to suppression of contrary evidence in order to make the thesis credible (slanting)? If so, what additional evidence would weaken the case?

· Is the thesis sound but marred by a flawed procedure?

· Is the author’s case proved, or would another thesis have been more appropriately chosen?

· Finally, a summary section should be attached. How does this work differ from other treatments of the same subject matter? What is unique and valuable about this approach as opposed to the others? Would the reviewer recommend this book/film above others? Why or why not? This final summary should include the major strengths and weaknesses of the work and evaluate its merit for readers who may be interested in that particular field of inquiry. Your primary purpose in this section is to respond both positively and negatively to the book’s contents and presentation. Needless to say, this response should be more in-depth than, “This book is a good book that should be recommended reading for everyone.” On the other hand, “This book is a lousy book not worth reading” is also inadequate. Central to this is the basic question of whether or not the author has achieved the book’s stated purpose.

Answer questions such as:

• What are the strengths of the work, i.e., what contributions does the work make?

• Why should a person read/view this work?

• What did you learn from this work?

• How might you apply the lessons of this work in your profession?

· Would you recommend the book to others? Why, or why not?

Do not allow your response to this question to become lengthy (for this paper is not primarily an evaluation of your circumstance), but do make some application.

Throughout your critique, be specific in your evaluations. Do not just tell the reader about the story line; tell and show the reader with concrete examples from the work. As previously suggested, include page numbers when making specific reference to the book, or scenes in the movie.

Your final copy of the book or movie review will include:

1. The bibliography citation for the book

2. Information about the author (credentials)

3. General theme(s) in the text

4. Discussion on salient points in the author’s argument

5. Evaluation on your part on whether the author’s thesis was confirmed (validated by real world events). Obviously, you may disagree with the writer’s thesis, philosophy, ideology!

· The length of the review should be between five and seven pages, double-spaced.

· Style Issues for a Critical Book Review

Turabian’s A Manual for Writers of Term Papers, Theses, and Dissertations (7th ed.) is the accepted standard for style issues.

The following guidelines are included to counter common style errors:

· Utilize this suggested outline to guide your book review, but do not include the specific subheadings (“Bibliographical Entry,” “Summary of the Book,” etc.) in the essay. The brevity of the review demands a smooth flow from one section to another without including the subheadings.

· Use first-person sparingly; however, you may use “I” when referring to your opinion of a text.

· Avoid contractions in formal writing.

· Use active voice as much as possible.

· Be clear and concise. A brief review allows no room for wandering from your objective.

· Use your spell-checker, but do not trust it. A spell-check will not catch the error in such sentences as, “The whole church voted too pass the amendment.” Use your eyes as well as your spell-checker.

· Proofread your paper.

· Finish the paper, and proof it. Put it aside, and proof it again at a later time. If you do not catch your errors, someone else will.

Common Writing Errors

· ‘s does not make a word a plural construction

·
It’s
translates as: it is. The possessive pronoun is:
its

· In academic papers, avoid the use of contractions, and words like however

·
Where is
not
the past tense of the verb to be: were

· Affect is an action word – a verb

· Effect is the result of an action

· Know proper nouns – words which should be capitalized. When referring to the chambers or branches of government: House of Representatives, The Senate, The Capitol, The Supreme Court, The White House – these terms are normally capitalized.

· B.C.E (Before the Common Era) has replaced B.C. (Before Christ) in contemporary, politically correct usage. Both of these terms follow the numerical date. )

· C.E. (Common Era) has replaced A.D. (Anno Domini – year of the Lord) in politically correct jargon. And if you opt to use A.D. – remember that it precedes the numerical date.

· Homonyms often create problems with spell check – especially if they are spelled correctly.

· Know the difference between than and then

· There, Their, They’re – all have different meanings and usage

· The 1960s, 1970s, 1980s – get the picture?

· When you copy a picture, map, chart – always cite the source

·
Whether is not always followed by or not

· You have the ability to italicize on many word processing programs. This will allow you to avoid underscoring book titles, and to emphasize direct quotes in the text

·
Alter means to change, altar is a location of sacrifice!

·
Allot means to portion out, a lot means much, many!

·
Allowed means to permit; aloud corresponds to volume, ability to hear something!

· Proper spelling of the Muslim holy book is: Qur’an, never Koran

·
Led is the past-tense of to lead. Lead can be an active verb, and it can also refer to the contents of a pencil

·
Apart
generally means a separation. A part can imply inclusion among other things.

· Certainty can be emphasized by the word
definitely
. In recent terms students are confusing
definitely
with another term:
defiantly
which does not have the same meaning!

· Know the difference between
accept
and
except

·
To, Too, Two
have different uses and meanings!

·
Our vs Are –

one is a plural pronoun, the other is a copulative verb!

List to be continued

26 February 2020

Page 1 of 7

ANCIENT ROME TO THE BEGINNING OF EMPIRE

The Latins were an Indo-European speaking Italic people from central Europe who crossed the Alps around 1500 BCE and invaded Italy. Attracted by the warm climate, fertile land, they conquered the native people and settled in central Italy. On the seven hills overlooking the Tiber River, they founded the city of Rome on the Palatine Hill.

· The ancient city was built on 7 hills: Palatine, Aventine, Caelian, Capitoline (religious center), Esquiline, Quirinal, Viminal

· Note also that the Forum was a public meeting place, Comitium and Curia housed the citizens’ assembly and the Senate.

The legend: Romulus and Remus, twin brothers who were descendants of the gods, orphaned and raised by a she-wolf, founded the city of Rome in 753 BCE.

Life among the Latins

· Agricultural people: farming and cattle herding

· Maintained close family ties, with the father exercising absolute authority (concept of pater familias)

· Worshipped tribal gods (Jupiter the chief god; Mars, god of war, Neptune, god of the sea, Venus, goddess of love)

· Defended Rome against frequent attacks

· Cremated their dead

· 40 cities joined in the Alban League confederation an informal military alliance serving religious and political purposes.

· Plebeian men and men of families belonging to the gentes (clans) participated in the curia or village council

· Heads of households belonged to the Senate, selected kings – who were essentially religious leaders.

· Clientage was a way for patrician and plebeian families to extend their power

Traditional Roman values and legends/myths

· Practicality, courage, hard work, honor

· Simplicity and steadfastness (tenacity?)

· Cincinnatus, Horatius, Romulus & Remus, Aeneas, Lucretia

Western Mediterranean to 509 BCE

· These people experienced civilization later than the Egyptians, Mesopotamian, and Greeks.

· Around 800 BCE Phoenician traders and colonists established a chain of trading posts along the coast of North Africa and on the islands of the Mediterranean. Carthage (near modern day Tunis, Tunisia) with its harbor and massive fortifications became the hub of the Phoenician western Empire. The Phoenicians were successful in integrating colonies into an empire because of commercial and agricultural wealth. They had a mercenary army, separated from the civil authority and which drew troops from many lands, so much of the political power was in the hands of the merchant aristocracy. Carthaginians adopted Phoenician gods such as Baal Hammon and Tanit. The sacrifice of first-born sons was a common practice.

· The Greeks also established colonies in Sicily and Italy around the same time spurring a rivalry between the two Mediterranean powers.

Rome: From the Etruscans to Independence 750-500 BCE)

750 BCE Rome was captured by its northern neighbors, the Etruscans. Contributions to the Latins/Romans were (included):

· Construction of buildings, roads, and city walls and made Rome a major city

· Making metal weapons

· Application of new military techniques including naval strength and military alliances. Around 474 BCE their fleet was destroyed and a period of decline followed.

· Etruscan religion brought underground gods and fertility cults

· Engineering – using hydraulic systems to drain swamps

· They made wine

· They had slaves who labored in mines and on farms to support aristocratic landlords.

· Women played a central role in urban political and public life.

· Two-fold division of Roman society sharpened class distinctions (patrician/plebeian)

· Political rights and military duty came to reside exclusively with the landowners (classis) whose richest and oldest members monopolized the new centuriate assembly. This reorganized political and military structure favored the conservative and wealthy patricians

· Class division between the patricians and plebeians grew when the plebeians were denied a political role.

· In 509 BCE the last Etruscan king: Tarquin the Proud, was overthrown and the Roman Republic established.

The Early Roman Republic

· Kings were replaced by consuls during the early period wherein a patrician led oligarchy dominated the Republic’s institutions and was characterized by the tradition of 2 men sharing the power of the office and the imperium the supreme power to command, administer law, and execute the condemned. Other key officials included the dictator who had absolute power to deal with crises, the praetors who administered justice and defended Rome in the absence of the consuls, quaestors (treasurers) and censors who negotiated public works contracts, filled Senate vacancies, and assessed taxes.

· The Roman republic at first was an aristocracy, with power in the hands of wealthy landowners – the patricians. Only patricians could serve as consuls and as members of the hereditary Senate which passed laws, approved appointments, and controlled foreign affairs. Largely excluded from government were the rest of the Roman people – mainly small farmers and city workers known as plebeians. Traditionally – the patricians traced their ancestries back to the founding of Rome, the plebeians – were considered new men.

· The patricians controlled political institutions through the cursus honorum. This antagonized the plebeian order which established an alternative political structure responsible for ruling the plebeians. The Plebeians refused to perform military service forcing the patricians to compromise by recognizing the plebeian claims to political power through the creation of the Council of the Plebs. This conflict between the patricians and plebeians is known as the Struggle of Orders

· The Plebeians clamored for democratic reforms – and over the course of 200 years they gained the right to elect tribunes empowered to protect plebeian interests by vetoing actions of the consuls and the Senate. The Plebeians also enacted laws in people’s assemblies, and gained the right to hold all government offices including that of consul and senator.

· The first plebeian gain is the codification of Roman law via the 12 Tables which prevented judges who were from the patrician order, from twisting unwritten laws to favor their own class.

· United by imperial ambition, plebeians and patricians both benefited from military campaigns that brought all of Italy under Roman control by 264 BCE. Successful military campaigns resulted in a distribution of lands to plebeians yet poverty and landlessness remain perennial problems in Rome. Gradually when the differences became strong again, the willingness to compromise faded, and Rome was beset by civil wars which destroyed the Roman republic.

Roman Control of Italy (340-270 BCE)

The Romans conquered the Italian peninsula: They overwhelmed the Latins, the Samnites, and Etruscans. They drove back the Gauls in the north, and they captured the Greek colonies in the south. It was able to conquer and unite Italy due to:

· Powerful armies of citizen soldiers who felt responsible to their republic. They did not fight for a despot, but for their own freedom, land, and government. They were well trained, disciplined, and the Roman legion was the most effective fighting force of the time.

· The Romans had the ability to move troops – the Apennine Mountains ran north-south through Italy and did not obstruct troop movements.

· Romans secured the friendship and allegiance of conquered people by granting them privileges of partial or full citizenship, gaining from these allies troops and support for Roman foreign policy.

Rome gains control of the Western Mediterranean (264-146 BCE)

· Rome’s chief rival was Carthage – the Phoenician founded city in North Africa which had become a power commercial empire. It took 3 wars to defeat Carthage, known as the Punic Wars

· The First Punic War (264-241 BCE) was fought chiefly on Sicily. Rome’s citizen soldiers eventually defeated the Carthaginian mercenaries, and Rome annexed Sicily, Sardinia, and Corsica. Both sides regroups for another round of hostilities, with Carthage acquiring part of Spain, and Rome consolidated its position by conquering the Gauls extending their rule north from the Po River to the Alps.

· The Second Punic War (218-201 BCE) saw Hannibal, Carthage’s general lead an army from Spain, across the Alps into Italy. He won numerous victories, climaxed by the Battle of Cannae, but he was unable to seize the city of Rome. Gradually the tide of battle turned to Rome’s favor and the Romans destroyed an army sent to reinforce Hannibal, conquered Spain, and invaded North Africa. Hannibal withdrew his army from Italy to go to defend Carthage, but at the Battle of Zama, was defeated. Carthage’s Spanish provinces were annexed by Rome, and Carthage was reduced to a second-rate power.

· Why did Rome win this second series of battles (Punic War II)?

· Superior wealth and military power

· Loyalty of most of its allies

· Rise of capable generals such as Fabius (the Delayer because he did not commit his troops to decisive battle in Italy believing that time would be in Rome’s interests so he merely harassed the enemy) and Scipio (called Africanus) because he triumphed over Hannibal in North Africa.

· The Third Punic War (149-146 BCE) was fought due to demagoguery of Cato, a Roman Senator who ended all his speeches, no matter the subject, with “Carthage must be destroyed”. Rome finally attacked and destroyed the city. In this particular case, you can see a clear example of what goes around, comes around! as the same thing will happen to Rome!)

Rome conquers the Eastern Mediterranean

· Following the Second Punic War, Rome conquered Macedonia including Greece, Syria, including most of southwestern Asia. Egypt recognizing Rome’s might, submitted to Roman domination of the Eastern Mediterranean. In 30 BCE Rome annexed Egypt.

Effects of the Mediterranean Conquests on Rome

· Introduction to Greek Culture.

· Romans enthusiastically accepted the advanced Hellenistic culture and shipped Greek treasures, books, statues, vases to Rome

· They enslaved educated Greeks to serve as tutors, actors, writers, and scientists

· They imitated Greek culture extensively

· Roman armies may have conquered Greece, but Greek culture conquered Rome

· Some Romans were able to acquire huge estates in the provinces and in Italy. Some of these public lands were seized illegally.

· Merchants and businessmen prospered by filling army contracts, buying booty, supplying slaves and by trading with the provinces

· Government officials in the provinces amassed huge fortunes at the expense of the subject people

· Hard work, discipline, and patriotism – Roman virtues, all but disappeared

· Conquests ruin small farmers and workers

· These small farmers and workers could not compete with the slave labor employed by huge estates and industry.

· Unable to pay their debts, farmers abandoned their lands and migrated to the cities where city workers suffered serious unemployment

·
To gain the support of landless farmers and unemployed workers, Roman politicians sponsored free government programs of bread and circuses

· Conquests changed the character of the Army

· The small farmer had been the backbone of the Roman army and as he disappeared, the nature of the army changed. Citizen-soldiers, loyal to the state were replaced by professional soldiers fighting for pay and booty, loyal to their own commanders

By 146 BCE: Rome controlled Greece, Dalmatia, Italy, southern Gaul, Spain, North Africa, and dominated both Syria and Egypt. In the west Rome governed through former magistrates or proconsuls; in the East, Rome ruled through existing local rulers.

From Republic to Dictatorship

By the end of the second century BCE the common people were demanding economic and political reform. The aristocracy, which controlled the Senate, bitterly opposed measures that threatened their wealth and power. The spirit of compromise that was seen in early Rome was dead, peaceful reform failed. A series of civil wars ensued, with rival Roman generals battling for supremacy. The conflict, lasting more than 100 years, wrecked the Roman Republic and its many democratic features. In 27 BCE the Republic was replaced by an absolute monarchy: The Roman Empire

· The Gracci Brothers and attempts at peaceful reform (133-121 BCE)

· Tiberius Gracchus and his brother Gaius Gracchus, nobles who favored the common people were elected as tribunes

· They obtained laws in the people’s assembly that would recover lands wrongfully seized by the nobles and distribute these lands to the landless Romans

· Gaius further proposed to weaken the stronghold of aristocratic power, the Senate. Both brothers were killed in riots led by senatorial opponents of reform

Gee I wonder if we should worry about history repeating itself in our country today?

· Civil War: Marius vs Sulla

· Beginning in 86 BCE two generals: Marius (a popular leader) and Sulla (a senatorial leader) vied for control of Rome. Their clashes killed thousands of soldiers and civilians. Sulla prevailed and temporarily restored senatorial power

· Civil War: Caesar vs Pompey

· In 60 BCE Julius Caesar, Pompey, and Crassus (a wealth noble) formed the First Triumvirate. This alliance enabled the 3 men to dominate Rome. Caesar became a general and through military victories in Gaul won his army’s loyalty. His fame was spread by his book: Commentaries on the Gallic War.

· In 49BCE the Senate – fearful of Caesar’s popularity and power, ordered him to disband his army. He refused and taking an irrevocable step, crossed the Rubicon River and invaded the senatorial portion of Italy. Pompey’s senatorial army was defeated, and Caesar became dictator of Rome.

· Caesar planned to: establish a stable government, reform provincial rule, provide land for poor people, and beautify the city of Rome. He lacked time, in 44 BCE a group of conspirators envying his power and some hoping to restore the republic, assassinated Caesar at the Ides of March.

· Civil War: Octavian vs Antony

· Civil war broke out again after Caesar’s assassination

· Brutus and Cassius – the chief conspirators we defeated by forces led by Mark Antony and Caesar’s grand-nephew Octavian.

· In the final conflict for power, Octavian defeated Antony at the naval Battle of Actium 31 BCE. This battle of the Greek coast ended the era of civil wars. Octavian became the absolute ruler of the Roman Empire

The Effects on Republican Civilization

Simple values of piety, hard work, simplicity, and respect for authority led the Roman Republic to greatness

· But Roman institutions proved incapable (or unwilling) to change to meet the needs of a new imperial world power and to adapt to new values that accompanied Rome’s newfound wealth, and its exposure to Hellenistic culture

· Farmers which had formed the backbone of victorious legions through dedication to duty, preparation, and discipline were impoverished by constant warfare instead of enriching the farmer and soldier. Prolonged and distant wars prevented the farmer from tilling his soil and harvesting crops forcing the farmer-soldier to mortgage his land to aristocratic moneylenders. As the aristocrats got wealthier, the farmer-soldier lost his farm and thereby lost his major qualification for military service.

· The Roman family – governed by the pater familias. This absolute power governed property, could command the death of unwanted newborns, adoption of sons to be heirs. Slaves were not only property but considered as family members so even if freed carried obligation to the pater familias. Women lived under legal guardianship of fathers, then husbands, but exerted indirect power through household management, the moral education of children, and control of their doweries.

· The public role of Roman women increased as territorial expansion occurred. Fathers increasingly refused to transfer their authority over daughters to their sons in law and wives became independent following their fathers’ death. Marriage, an important factor in political alliances, often ended in divorce as fathers sought different political allies. Roman housing changed from simple buildings to larger more elaborate ones. The housing situation of the poor worsened as many of them lived in cramped, multi-stories apartment in the subdura.

· Roman Religion

· Household gods were responsible for every aspect of daily live. Both men and women had personal powers.

· Power, piety, and duty reinforced Roman virtues of order and authority.

· Public worship was the responsibility of state-sponsored colleges of aristocratic priests who were responsible for divination and for public sacrifices.

· Imperial conquest expanded the diversity of Roman deities as Romans gave foreign gods family characteristics and quickly absorbed them into their religious life.

· Some religions – like the cult of Dionysus (Bacchus) threatened traditional Roman values and thus were persecuted by Roman officials

· Remember: religious belief could be personal, but observation of the Roman religious traditions was expected as a civic duty.

· Newfound wealth and political corruption accompanied imperial expansion as many provincial officials were corrupt. Cato the Elder (mentioned in the Punic Wars above) often saw himself as the defender of traditional Roman values, while at the same time, took advantage of the newer, entrepreneurial opportunities provided by the changing times.

In the next portion of these lecture commentaries, we’ll look at Rome during its 500 years of Empire.

Roman Empire 27BC – 476CE

· Lasted about 500 years

· Was a military dictatorship

· Some emperors dominated the army, others were puppets of the army

· Some devoted time to Empire’s welfare, others sought personal advantages

· Only a few were qualified to meet imperial problems

Outstanding Emperors

· Augustus (27 BC – 14 CE) [aka OCTAVIAN]

· Accepted title Augustus meaning sacred mystery from the Senate

· He was considered just and capable

· He maintained peace

· Provided stable government

· Reformed provincial administration

· Established fair taxation

· Developed trade and industry

· Encouraged science, art, and literature

· Constructed many roads and buildings

· He transformed Rome from a city to bricks to a city of marble

· During his reign Jesus was born in the Roman province of Judea.

· This reign marked a 200 year period of peace and progress known as the
PAX ROMANA

· Claudius (41-54 CE)

· Established Roman authority in the southern part of Britain

· Promoted public works in Italy

· Vespasian (69-79 CE)

· Dispatched army headed by his son Titus to Palestine to suppress Hebrew revolt, destroying Jerusalem, and expelled most Jews beginning what is known as the
disaspora
.

· Trajan (98-117 CE)

· Expanded the empire (through conquest) to its greatest territorial extent. The most important region – Dacia – which is modern day Romania

· Britain & Spain, and present day Morocco in the West, to Egypt and the Fertile Crescent in the East with the Danube River as a northern boundary.

· Hadrian (117-138 CE)

· Built defensive walls in northern Britain and in Central Europe to repel barbarian tribes (Germanic) trying to enter the empire

· Marcus Aurelius (161-180 CE)

· Conscientious and high-minded ruler concerned with the people’s welfare.

· A stoic philosopher, wrote the book Meditations.

· His death marks the end of the Pax Romana

· Diocletian (284-305 CE)

· Followed an period of incompetent rule and internal strife

· Divided the empire into East and West, each portion ruled separately

· Established a system of succession to the throne to prevent civil war

· His death was marked with renewed civil wars for control/power

· Last emperor to actively persecute Christians

· Constantine (312-337 CE)

· Reunited empire by military force

· Moved his capital from Rome to Byzantium (Constantinople)

· Issued the Edict of Milan (313) ending persecution of Christians (story of apparition (with this sign + conquer) and battle of Milvian Bridge)

· Converted to Christianity on his deathbed

The not-so great emperors of the Pax Romana:

Tiberius (14-37 CE)

Caligula (37-41 CE)

Nero (54-68 CE)

Titus (69-79 CE)

Domitian (81-96 CE)

Antoninus Pius (138-161 CE)

*Commodus (180-192 CE)

Why would these names be on this list?

Barbaric Tribes Destroy the Roman Empire

1. Germanic (Teutonic) Tribes – 1st – 4th C CE

primitive, warlike

lived in Central and eastern Europe

attracted to Roman empire by fertile land, wealth, and

advanced civilization

early efforts to enter empire were thwarted by Roman

troops

Rome permitted some Germanic people to settle in the

empire and enlisted some soldiers into its army

2. Huns (4th and 5th C CE)

savage invaders from central Asia

caused many Germanic tribes to flee into the empire

Attila (scourge of God) led Huns in ravaging the empire until the Roman/Germanic coalition at the Battle of Chalons (451 CE).

The Huns weakened Rome militarily and hastened its downfall

3. Germanic Tribes (4th and 5th C CE)

Full scale migrations of Germanic tribesmen into the empire could not be stopped by the Roman government

These tribes eventually established kingdoms in the empire: Visigoths in Spain, Ostrogoths in Italy, the Vandals in North Africa, Franks in Gaul, and the Angles and Saxons in Britain

4. In 476 CE Germanic tribes overthrew the last Emperor in Rome. This event ended the western Roman empire, but not the Eastern (Byzantine) empire.

Reasons for the Fall of the Roman Empire (West)

Roman weakness, not Germanic strength)

a. Political Reasons

Dictatorial government inefficient and corrupt, and did not command loyalty of the people

Vast empire with primitive transportation and communication, could not be governed efficiently from one central city

Rivalry over succession resulted in destructive civil wars

b. Economic Reasons

Small farmers had abandoned their lands to become workers on large estates. No longer independent, they lost the incentive to improve farming methods or increase production

Self-sufficiency of large estates hampered trade and curtailed industry, causing economic decline

Heavy often unjust taxation burdened the people and destroyed their ambition to work and progress

Widespread use of slaves in industry and agriculture caused great unemployment among the plebeians

c. Social Reasons

People interested mainly in luxury and survival

Ideals of patriotism, service, morality almost vanished

Sharp class distinctions existed = upper classes were wealthy and educated, lower classes were poor and ignorant

Cities initially centers of culture and industry declined as people fled to the rural regions

d. Military Reasons

Warlike spirit of early pagan Rome weakened by Christian teachings of peace and universal love

Roman armies included Germanic mercenaries of uncertain loyalty

The armies considering themselves as masters of state, not its servants, often chose the emperors and determined government policy

Roman Contributions to Civilization

1. The Pax Romana

a. For more than 200 years, Roman military might enforced in the Mediterranean world the Roman peace. This was a period of time of social cohesion on an international scale.

b. Trade and commerce expanded, arts and sciences thrived

c. Greco-Roman (classical civilization) reached everywhere in the empire.

2. Roman Law

a. Developed bodies of law on business matters, family relationships, individual rights, and international affairs.

b. Justinian, emperor at Constantinople 527-565 CE directed a codification of the Roman laws – Justinian’s Code, which influenced the legal systems of Western Europe and through Western Europe, the United States

c. Law was intended to be
impartial and humane
. Two of its principles: All are equal before the law, and, Accused persons are guaranteed legal protection. Forced confessions are invalid.

3. Architecture

a. Romans constructed military roads, aqueducts, bridges, and marble buildings – some are still in use today.

b. They used the arch, dome, and column effectively

c. The Coliseum a famous stone amphitheater was erected during the reign of Vespasian

4. Language

a. Latin is the root of the Romance languages: French, Italian, Portuguese, Spanish, Romanian

b. It is the source of perhaps ½ of the words in the English language

5. Literature

a. Cicero (106-43 BCE) – father of Latin prose wrote on ethical, religious, and political subjects including famous orations in defense of the Roman republic

b. Vergil (70-19 BCE) – wrote the epic poem The Aeneid) about the adventures of Aeneas whose descendants founded Rome. He extolled Rome’s greatness

c. Horace (65-8 BCE) – Odes poetry about every day life. He praised the early Roman virtues of simplicity, courage, and reverence

d. Seneca (3BC-65CE) – stoic philosopher, wrote essays on morals

6. Historical Writing

Livy (59BC-17CE) wrote an encyclopaedic history about Rome from its founding to the Augustan Age. He deplored the decay of early Roman virtues and the fall of the Republic

Plutarch (100 CE) compared Roman and Greek heroes in his book of biographies Parallel Lives

Tacitus (55-120 CE) wrote Germanica describing life among the Germanic barbarians

7. Science

Romans were practical – they specialized in sanitation, public health, and engineering. The research scientists of the Roman empire were generally – NON ROMAN

Galen (131-201 CE) a Greek physician who wrote books summarizing the ancient world’s medical knowledge. He performed experiments on the nervous and circulatory systems

Ptolemy (2nd century CE) Greek astronomer who taught erroneously that the earth was the center of the universe, and that the sun revolves about the earth. We know this is not true through the writings of men like Copernicus (16th C CE)

PAGE

Page 1 of 21

Chapter 4

The Hellenistic World

Table description: A table of the major events in the conquest of Alexander.
6

Chapter 4

The Hellenistic World

Table description: A table of the major events in the conquest of Alexander.
6

Chapter 3

The Civilization of the Greeks

Chronology: Archaic Greece –Sparta
Event Dates
Conquest of Messenia ca. 730–710 B.C.E.
Beginning of Peloponnesian League ca. 560–550 B.C.E.

Table description: The tables details the chronology of events in archaic Greece in Sparta.
14

Table description: The tables details the chronology of events in archaic Greece in Athens.
15

Chapter 5

The Roman
Republic

Learning Objectives (Slide 1 of 3)
Explain the impact that geography had on the history of Rome
Summarize the influence of Greeks and Etruscans on Roman history
Describe the major political institutions of the Roman republic
Identify the policies and institutions that help explain the Roman success in conquering Italy
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 2 of 3)
Explain how Rome achieved its empire from 264 to 133 B.C.E. with Roman imperialism
Discuss how the acquisition of an empire affected Roman social and economic institutions, values and attitudes, and art and literature
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 3 of 3)
Analyze the major problems that Rome faced during the last century of the republic and how they were ultimately resolved
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Emergence of Rome (Slide 1 of 2)
The impact of geography on Roman history
Large fertile plains ideal for farming
Apennines less rugged than Greek mountains
Jutting peninsula provided important crossroads in Mediterranean
Rome:
Access to sea, but inland enough for safety
Built on seven hills; easily defended

The Emergence of Rome (Slide 2 of 2)
The Greeks in Italy
Arrived in large numbers during the age of Greek colonization (750-550 B.C.E.)
The Etruscans
After 650 B.C.E., became the dominant cultural and economic force
Early Rome
Under the influence of the Etruscans for one hundred years
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Roman Republic (ca. 509–264 B.C.E.) (Slide 1 of 3)
The Roman state
Political institutions
Consuls and Praetors possessed Imperium
Quaestors and Aediles assisted
Roman Senate
Centuriate assembly
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Roman Republic (ca. 509–264 B.C.E.) (Slide 2 of 3)
The struggle of the orders: social divisions in the Roman republic
Patricians – aristocratic class
Plebians – independent, unprivileged, poorer, and vulnerable men
Tribunes of the plebs and council of the plebs create plebiscita
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Roman Republic (ca. 509–264 B.C.E.) (Slide 3 of 3)
The Roman conquest of Italy
By 338 B.C.E., Rome had crushed the Latin states in Latium and overran the remaining Etruscan states in 264 B.C.E.
Devised the Roman Confederation
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Roman Conquest of the Mediterranean (264–133 B.C.E.)
(Slide 1 of 2)
The struggle with Carthage
Hannibal and the Second Punic War
The destruction of Carthage
Final destruction in 146 B.C.E. made a Roman province called Africa
The eastern Mediterranean
Support of the Greeks brought Romans into conflict with both Macedonia and the kingdom of the Seleucids
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Roman Conquest of the Mediterranean (264–133 B.C.E.)
(Slide 2 of 2)
The nature of Roman imperialism
Conquest of Italy, conflict with Carthage and expansion into the western Mediterranean, and domination of the Hellenistic kingdom
Evolution of the Roman army
Fourth century B.C.E.: Four legions of 4,000 – 5,000 men and 300 cavalry
Third century B.C.E.: Twenty-five legions
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: The Roman Conquest of Italy and the Mediterranean
Event Dates
Defeat of the Latin states 340–338 B.C.E.
Samnite Wars 343–290 B.C.E.
Defeat of Greek states in southern Italy 281–267 B.C.E.
First Punic War 264–241 B.C.E.
Second Punic War 218–201 B.C.E.
Battle of Cannae 216 B.C.E.
Completion of Roman seizure of Spain 206 B.C.E.
Battle of Zama 202 B.C.E.
Third Punic War 149–146 B.C.E.
Incorporation of Macedonia as a Roman province 148 B.C.E.
Destruction of Carthage 146 B.C.E.
Roman acquisition of Pergamum 133 B.C.E

Table Description: Events and dates during the Roman conquest of Italy and the Mediterranean.
12

Society and Culture in the Roman World (Slide 1 of 3)
Roman religion
Pantheon of gods and goddesses
Exact performance of ritual crucial to establishing a right relationship gods
Paterfamilias
The growth of slavery
Common institution throughout the ancient world, but Romans eventually relied on slave labor
Latifundia
Copyright © 2017 Cengage Learning. All Rights Reserved.

Society and Culture in the Roman World (Slide 2 of 3)
The Roman family
Heart of the Roman social structure and virtually a small state within the state
The evolution of Roman law
Civil law derived from the Twelve Tables gave way to corrections and additions by the praetors
Copyright © 2017 Cengage Learning. All Rights Reserved.

Society and Culture in the Roman World (Slide 3 of 3)
The development of literature
Strongly influenced by Greek models – plays, new poetry, and Roman prose
Roman art
Also dependent on the Greeks for inspiration, Romans excelled in architecture
Values and attitudes
By nature a conservative people, emphasis shifted toward individualism and away from collective well-being
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Decline and Fall of the Roman Republic (133–31 B.C.E.) (Slide 1 of 2)
Background: social, economic, and political problems
Magistracies and senate controlled by nobiles
Optimates versus populares
Capitalistic agriculture
The reforms of the Gracchi
Land reform bill to reclaim and redistribute public land
Equestrian order
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Decline and Fall of the Roman Republic (133–31 B.C.E.) (Slide 2 of 2)
A new role for the Roman Army: Marius and Sulla
Volunteer army
Use of army to seize power
The death of the republic
Jostling for power and civil war
Crassus, Pompey, Julius Caesar
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: The Decline and Fall of the Roman Republic (Slide 1 of 2)
Event Dates
Reforms of Tiberius Gracchus 133 B.C.E.
Reforms of Gaius Gracchus 123–122 B.C.E.
Marius: First consulship 107 B.C.E.
Marius: Consecutive consulships 104–100 B.C.E.
Sulla as dictator 82–79 B.C.E.
Pompey’s command in Spain 77–71 B.C.E.
Campaign of Crassus against Spartacus 73–71 B.C.E.
First Triumvirate (Caesar, Pompey, Crassus) 60 B.C.E.

Table Description: Events and corresponding dates for the decline and fall of the Roman Republic (Part 1).
18

Chronology: The Decline and Fall of the Roman Republic (Slide 2 of 2)
Event Dates(s)
Caesar in Gaul 59–49 B.C.E.
Murder of Crassus by Parthians 53 B.C.E.
Caesar’s crossing of the Rubicon 49 B.C.E.
Caesar named dictator 47 B.C.E.
End of civil war 45 B.C.E.
Assassination of Caesar 44 B.C.E.
Octavian’s defeat of Antony at Actium 31 B.C.E.

Table Description: Events and corresponding dates for the decline and fall of the Roman Republic (Part 2).
19

Discussion Questions
How did the Roman expansion compare to the Persian and Assyrian expansions?
What are the similarities and differences between Greek and early Roman religion?
How has the American legal system has been influenced by Roman law?
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chapter 2

Ancient New East: Peoples and Empires

Learning Objectives (Slide 1 of 2)
Identify the significance of the Indo-European-speaking peoples
Discuss the extent to which the Israelites were able to establish a united state
Explain what made the Jewish faith unique in the ancient Near East and how it evolved over time
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 2 of 2)
Describe the neighbors of the Israelites and their impact
Outline the methods and institutions the Assyrians used to amass and maintain their empires
Compare the methods and institutions used by the Persians to amass and maintain their empires to those of the Assyrians
Copyright © 2017 Cengage Learning. All Rights Reserved.

On the Fringes of Civilization
Significant developments took place on the fringes of Mesopotamia and Egypt
Late Neolithic Europe, 3200 and1500 B.C.E.: megalithic structures
The Indo-Europeans
Language from a single parent tongue: Greek, Latin, Persian, Sanskrit, Germanic
The Hittite Empire
Suppiluliumas, ca. 1370–1330 B.C.E.
Use of iron; assimilation of other cultures
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Hebrews: “The Children of Israel” (Slide 1 of 3)
Semitic-speaking people
Traditions of the Hebrew Bible
Spiritual legacy of Western civilization
Between 1200 and 1000 B.C.E.
Israelites emerged as a distinct group of people, possibly organized in tribes or a league of tribes
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Hebrews: “The Children of Israel” (Slide 2 of 3)
Was there a United Kingdom of Israel?
Saul, David, and Solomon
The kingdoms of Israel (ten northern tribes) and Judah (two southern tribes)
The spiritual dimensions of Israel developed over time: monotheism
“I Am the Lord Your God”; “You Only Have I Chosen”
The covenant, the law, and the prophets
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: The Israelites
Event Dates
Saul ca. 1020–1000 B.C.E.
David ca. 1000–970 B.C.E.
Solomon ca. 970–930 B.C.E.
Northern kingdom of Israel destroyed by Assyria 722 or 721 B.C.E.
Southern kingdom of Judah falls to Chaldeans; destruction of Jerusalem 586 B.C.E.
Return of exiles to Jerusalem 538 B.C.E.

Table Description: Events during the time of the Israelites and the dates which they occurred.
7

The Hebrews: “The Children of Israel” (Slide 3 of 3)
The neighbors of the Israelites
Philistines
Coastal towns; conflict with Israelites
Phoenicians
Trading empire in the Mediterranean
Culturally, best known as transmitters
Alphabet passed on to the Greeks, and then, the Romans
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Assyrian Empire
Organization of the empire
Kings and local officials
The Assyrian military machine
Large, well organized, and disciplined
Exploited iron weapons and brutal methods
Assyrian society and culture
Polyglot society
Assimilated much of Mesopotamian culture
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Persian Empire (Slide 1 of 2)
Neo-Babylonian Empire: Nebuchadnezzar
Fell to the Persians in 539 B.C.
Cyrus the Great (559–530 B.C.E.)
Media: the first satrapy, or province
Expanding the empire
Greece, Asia Minor
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Persian Empire (Slide 2 of 2)
Governing the empire: the Royal Road
“Protector of the kingdom:” satrap
The Great King: Darius
Ruled the largest empire in the world thus far
Source of all justice; palace builder
Weakened by hoarding of wealth/taxation
Persian religion: Zoroastrianism
Struggle between good and evil; last judgment
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: The Ancient Empires – The Assyrians
Event Date(s)
Height of power 700 B.C.E.
Ashurbanipal 669–627 B.C.E.
Fall of Nineveh 612 B.C.E.
Destruction of the Assyrian Empire 605 B.C.E.

Table Description: Events during the time of the Assyrians and the dates which they occurred.
12

Chronology: The Ancient Empires – The Chaldeans
Event Date(s)
Ascendancy in Babylonia 600s B.C.E.
Height of Neo-Babylonian Empire under King Nebuchadnezzar II 605–562 B.C.E.
Fall of Babylon 539 B.C.E.

Table Description: Events during the time of the Chaldeans and the dates which they occurred.
13

Chronology: The Ancient Empires – The Persians
Event Date(s)
Unification under Achaemenid dynasty 600s B.C.E.
Persian control over Medes 550 B.C.E.
Conquests of Cyrus the Great 559–530 B.C.E.
Cambyses and conquest of Egypt 530–522 B.C.E.
Reign of Darius 521–486 B.C.E.

Table Description: Events during the time of the Persians and the dates which they occurred.
14

Discussion Questions
Compare Hammurabi’s Code and the Covenant. Is one more compassionate than the other in their views of society?
What role did terror play in Assyrian military tactics?
How were the Persians able to conquer and maintain their large empire?

Chapter 1

The Ancient Near East: The First Civilizations

Learning Objectives (Slide 1 of 3)
Identify the differences between the Paleolithic and Neolithic Ages
Describe the ways in which the Neolithic Revolution affected the lives of men and women
Explain the transformations brought by the agricultural revolution
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 2 of 3)
Discuss the characteristics of civilization and the various explanations given for why early civilizations emerged
Outline the characteristics of civilization in ancient Mesopotamia
Compare the similarities and differences between the three major periods of Egyptian history
Copyright © 2017 Cengage Learning. All Rights Reserved.

Learning Objectives (Slide 3 of 3)
Analyze the changing roles of men and women from the agricultural revolution through the Mesopotamian and Egyptian civilizations
Copyright © 2017 Cengage Learning. All Rights Reserved.

Hominids
Australopithecines (3-4 million years ago; simple stone tools; limited to Africa)
Homo Erectus (1.5 million years ago; larger, more varied tools; moves into Europe and Asia)
Copyright © 2017 Cengage Learning. All Rights Reserved.
The First Humans (Slide 1 of 2)

The First Humans (Slide 2 of 2)
The emergence of Homo sapiens (“wise human being”)
Neanderthals, (ca. 100,000–30,000 years ago)
More advanced stone tools; burial of the dead
Homo sapiens sapiens, (ca. 200,000 B.C.E.–Present): replaced Neanderthals
The spread of humans: out of Africa or multiregional?
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Neolithic Revolution
(c. 10,000 – 4000 B.C.E.)
Consequences of the Neolithic Revolution
Trade; specialized division of labor
Improved tools
Domestication of animals
Development of writing
Use of metals
Copper + tin = bronze
The Bronze Age (ca. 3000 B.C. – ca. 1200 B.C.E.)
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: The First Humans
Human Years
Australopithecines Flourished ca. 3–4 million years ago
Homo erectus Flourished ca. 100,000–1.5 million years ago
Neanderthals Flourished ca. 200,000–30,000 B.C.E.
Homo sapiens sapiens Emerged ca. 200,000 B.C.E.

Table Description: The type of humans and the time period during which they lived.
8

The Emergence of Civilization
Six characteristics of civilization
Urban focus (cities as important centers of development)
Distinct religious structure (gods; priests)
Political and military structures (bureaucracy; armies)
Social structure based on economic power
Writing (record keeping)
Artistic and intellectual activity
Copyright © 2017 Cengage Learning. All Rights Reserved.

Civilization in Mesopotamia (Slide 1 of 2)
The city-states of ancient Mesopotamia
Sumerian cities: temple built on a ziggurat
Kingship: divine in origin
Economy and society: agricultural, trade
Empires in ancient Mesopotamia
The Code of Hammurabi
Copyright © 2017 Cengage Learning. All Rights Reserved.

Civilization in Mesopotamia (Slide 2 of 2)
The culture of Mesopotamia
The importance of religion
Polytheistic
Arts of divination
Theocracy
The cultivation of new arts and sciences
Cuneiform
Copyright © 2017 Cengage Learning. All Rights Reserved.

Semitic Languages
Akkadian
Arabic
Aramaic
Assyrian
Babylonian
Canaanitic
Hebrew
Phoenician
Syriac
Note: Languages in italic type are no longer spoken.
Copyright © 2017 Cengage Learning. All Rights Reserved.

Table Description: Semitic Languages, whether still spoken or no longer spoken, are listed.
12

Egyptian Civilization:
“The Gift of the Nile”
The impact of geography
The “miracle” of the Nile: annual, predictable flooding
The food surplus of the fertile valley
Transportation
Security
Changelessness
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Old and Middle Kingdoms
(Slide 1 of 2)
Upper and Lower Egypt United (ca. 3100 B.C.E.)
The Old Kingdom (ca. 2575 – 2125 B.C.E.)
Prosperity and stability
Pharaohs (divine kings, absolute rulers)
Ma’at
Bureaucracy and the office of vizier
Nomes (provinces)
Copyright © 2017 Cengage Learning. All Rights Reserved.

Society and Economy in Ancient Egypt
Organized hierarchically
Pharaoh at the top
Upper class (nobles and priests)
Merchants and artisans
Lower classes: serfs
Majority of population
Bound to land
Taxpayers
Military and labor service
Copyright © 2017 Cengage Learning. All Rights Reserved.

The Culture of Egypt (Slide 1 of 2)
Religion
Sun cult (Atum; Re)
Osiris, Isis, and Seth
Book of the Dead
The Pyramids
Designed as a city of the dead
Physical body and spiritual body (ka)
Mummification
Great Pyramid at Giza (ca. 2540 B.C.E.)
Copyright © 2017 Cengage Learning. All Rights Reserved.

Daily Life in Ancient Egypt
Marriage
Husband as master of the house
Wife as in charge of the household and the education of children
Women
Labor, property, and inheritance
Hatshepsut, female pharaoh
Arranged marriages
Divorce allowed; adultery strictly prohibited
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chronology: The Egyptians
Period Years
Early Dynastic Period
(Dynasties 1–3) ca. 3100–2575 B.C.E.
Old Kingdom (Dynasties 4–8) ca. 2575–2125 B.C.E.
First Intermediate Period
(Dynasties 9–11) ca. 2125–2010 B.C.E.
Middle Kingdom (Dynasties 12–13) ca. 2010–1630 B.C.E.
Second Intermediate Period
(Dynasties 14–17) ca. 1630–1539 B.C.E.
New Kingdom (Dynasties 18–20) ca. 1539–1069 B.C.E.
Postempire Egypt (Dynasties 21–31) 1069–30 B.C.E.

Table Description: Thirty-one Dynasties of the Egyptians and the years during which they were active.
20

Discussion Questions
What were some of the key characteristics that separated homo sapiens sapiens from other early hominids?
Why is Mesopotamia called the Cradle of Civilization?
Why was Egyptian civilization so interested in death and dying?
Copyright © 2017 Cengage Learning. All Rights Reserved.

Chapter 3

The Civilization of the Greeks

Chronology: Archaic Greece –Sparta
Event Dates
Conquest of Messenia ca. 730–710 B.C.E.
Beginning of Peloponnesian League ca. 560–550 B.C.E.

Table description: The tables details the chronology of events in archaic Greece in Sparta.
14

Table description: The tables details the chronology of events in archaic Greece in Athens.
15

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