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This document provides an overview of ancient Greek history from 1150 BCE to 30 BCE. It covers major periods and events, including the Trojan War in the 12th century BCE, the rise and fall of city-states like Athens and Sparta in the Archaic period, the Peloponnesian War in the 5th century BCE, Macedonian domination under Philip and Alexander the Great's conquests, and the rule of successor kingdoms in the Hellenistic period after Alexander's death. Key aspects of Greek culture discussed include philosophy, theater, architecture like the Parthenon, and influences that spread following Alexander's empire.
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Myths are ancient stories that have been handed down through oral tradition to explain phenomena like the seasons, the natural world, life and death, and relationships. While myths may seem fantastical, they carry important social meanings and lessons. Common elements appear across myths from different cultures, such as creation stories involving birth, death and rebirth by supreme beings. Studying myths helps understand allusions and connects people across time and place by revealing our shared human experiences.
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The document discusses several common themes and elements that are found across many different creation myths from various cultures around the world. Some of the most prevalent themes include:
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3) Most include an original paradise or utopia from which humans were later expelled, often due to a sin or mistake.
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The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our efforts, be a patron, at:
https://www.patreon.com/seekingvirtueandwisdom
Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.Classicalgreece
The document provides an overview of classical Greece from 500-339 BC. It summarizes that this period was known as the classical period and golden age of Greece, centered in Athens. It describes Athens expanding power and influence through the Delian League until its defeat in the Peloponnesian War by Sparta. Daily life, drama, art, architecture, history, and music from this era are then briefly outlined.
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The document summarizes major developments in Greek art and thought during the Late Classical period (404-338 BCE) following the Peloponnesian War. It discusses how Greek art began to focus more on realism and individual subjects rather than idealism. Key artists from this period like Praxiteles and Lysippos are mentioned for introducing naturalism, emotion, and contrapposto poses into their sculptures. The Hellenistic period that followed is summarized as a time of cultural blending and the rise of new dynastic states after Alexander the Great's conquests.
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This document provides an introduction to Western civilization, covering the foundations of the Ancient Near East, Ancient Israel and Judaism, the Greeks, and the Romans. It discusses the major cultures and civilizations that emerged in the Fertile Crescent, including Sumer, Akkad, Babylon, and Assyria. It also covers the origins and literature of Ancient Israel and Judaism, important figures like Moses, and the Torah. For Ancient Greece, it summarizes the developments in architecture, art, drama, philosophy, and politics, highlighting figures like Socrates, Plato, and Aristotle. It concludes with an overview of Roman architecture, engineering projects, and representative government.
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The document discusses Hellenistic monks and monastic communities. It notes that Hellenistic monastic communities united monks through their common search for God. The monks lived out vows of obedience, poverty, and chastity. They were characterized by prayer, observance, and liturgical life as described by the Rule of St. Benedict. The monks of Norcia are provided as an example of a modern monastic community with these characteristics.
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The document provides an overview of sections in a chapter about ancient Greek civilization, including:
1) The culture of ancient Greece which discusses their religion, literature, and art.
2) Greek philosophy and history, describing their early contributions to philosophy and the first historians. It profiles philosophers like Pythagoras, Socrates, Plato, and Aristotle.
3) Objectives and questions at the end of each section to check comprehension.
Art and Culture - 04 - Classic Greece
Fourth module for GNED 1201 (Aesthetic Experience and Ideas). This one covers Greek art and culture during the archaic and classical time periods (roughly 700 - 400 BCE).
This course is a required general education course for all first-year students at Mount Royal University in Calgary, Canada. My version of the course is structured as a kind of Art History and Culture course. Some of the content overlaps with my other Gen Ed course.
The Iliad, the Basis of Greek Culture and the Western Philosophical Tradition
The Iliad, the Basis of Greek Culture and the Western Philosophical TraditionReflections on Morality, Philosophy, and History
We cannot truly understand the culture of the ancient Greeks, and Greek philosophy, culture and history, and also the Western philosophical tradition, without becoming familiar with Homer’s works, the Iliad and the Odyssey.
The Iliad and Odyssey depict a warrior culture. All ancient cultures were warrior cultures out of necessity. War was a deadly business, if an ancient city-state lost a major war, often the men would be slain, and the women and children would be sold into slavery. Most of the slaves of the ancient world were either captured by pirates or enslaved during war.
Both ancient Rome and Ancient Greece were warrior cultures, the cultures of the nations of Israel and Judah in the Old Testament were warrior cultures, and all ancient and medieval cultures were warrior cultures until the rise of the modern nation-state. To properly interpret Greek Philosophy and History, the Western Philosophical tradition, and the Old Testament, we must realize that these ancient cultures were rooted in a warrior ethos.
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our channel, these books we discuss are available on Amazon, we earn a small affiliate commission:
The Iliad, by Homer, Robert Fagles, Translator
https://amzn.to/2U255xW
The Iliad of Homer, Audible Audiobook, by Elizabeth Vandiver, The Great Courses
https://amzn.to/3hiUBmg
Masterpieces of Ancient Greek Literature Audible recording, by David J. Schenker The Great Courses
https://amzn.to/3BXCwSG
The blogs on the Iliad and the Odyssey start with, and include:
http://www.seekingvirtueandwisdom.com/iliad_blog01/
http://www.seekingvirtueandwisdom.com/category/iliad-and-odyssey/
Please support our efforts, be a patron, at:
https://www.patreon.com/seekingvirtueandwisdom
Patrons can participate in online Zoom discussions of draft presentations we prepare for future YouTube videos.Classicalgreece
The document provides an overview of classical Greece from 500-339 BC. It summarizes that this period was known as the classical period and golden age of Greece, centered in Athens. It describes Athens expanding power and influence through the Delian League until its defeat in the Peloponnesian War by Sparta. Daily life, drama, art, architecture, history, and music from this era are then briefly outlined.
Homer’s Legacy
Homer was an 8th century BC Greek poet believed to have authored the epic poems The Iliad and The Odyssey. The Iliad describes the Trojan War and centers around the warrior Achilles, while The Odyssey follows Odysseus' journey home after the war. Though some dispute Homer's historicity, the poems provide insights into ancient Greek values like honor and courage. Both works have greatly influenced European literature and art for over 3,000 years. However, it remains uncertain if the stories as we know them today precisely reflect Homer's original telling.
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This document summarizes major global events from 1929 to 1949, including the Great Depression, rise of populism, Japanese expansionism and Chinese Civil War, Stalin's Soviet economic model, and World War II. It discusses totalitarian regimes in Europe, fascism and Nazism, as well as war atrocities like the Holocaust and Rape of Nanking. The world emerged from WWII scarred both physically and psychologically.
42.1900 1929
1) The document summarizes major global events from 1900-1929, including the establishment of new nations after World War 1, the creation of the League of Nations, and the punishing terms imposed on Germany via the Treaty of Versailles.
2) It also discusses the rise of new political ideologies and governments in this period, including the Bolshevik revolution in Russia that established the Soviet Union, and the emergence of nationalist leader Mustafa Kemal Ataturk who modernized Turkey.
3) Additionally, the summary touches on social changes during this time period like the women's rights movement in Japan and efforts towards racial equality that were rejected by the League of Nations.
39.meiji restoration
The document discusses key events in the Meiji Restoration in Japan between 1868-1945. It describes how the Tokugawa shogunate was overthrown and imperial rule was restored under Emperor Meiji. The new Meiji government pursued policies of rapid modernization and westernization, including establishing a conscript army, compulsory education, and importing foreign technology. They promoted Japanese nationalism and identity through expanding infrastructure like education, communication, and transportation networks. This led to Japan's emergence as a modern imperial power, as shown through its victory in the Sino-Japanese and Russo-Japanese wars.
38.imperialism thru1870 2
Here are a few primary sources from British India to analyze:
1. Letter from an Englishwoman in India describing daily life (1830s)
2. Excerpt from a British officer's memoir about campaigning in India
3. Petition from Indian landowners against a new land revenue system (1850s)
4. Excerpt from a speech by an Indian nationalist leader (early 1900s)
Analyzing these sources could provide insights into:
- How the British viewed and described India/Indians
- Indian responses and resistance to British rule
- Changing Indian nationalist sentiments over time
- Everyday social and economic impacts of colonial policies
Let me know if any of these sources would
37.qing ottomansrussia
The document discusses land empires and imperialist policies in the long 19th century, specifically focusing on Russia. It describes how Russian imperialist policies differed from those of the US by recognizing differences in peoples, dealing with parts rather than a whole, and having the Tsar as the sole source of change rather than representative bodies. It also discusses Peter the Great's westernization projects, the French Revolution's influence on Russia, the Crimean War and its consequences including emancipation of serfs and reallocation of land.
36.americas 19thcentury
The document summarizes the history of the Americas in the 19th century. It discusses the independence revolutions in Latin America from 1810-1825 led by figures like Simon Bolivar and Jose de San Martin that created new nations. It also discusses the expansion of the United States through westward expansion and economic development. Finally, it analyzes the interactions between North America, Latin America, and European powers in the 19th century through events like the Monroe Doctrine.
35.abolitionism&feminism
This document discusses the history of abolitionism and feminism in the 19th century through several key speeches and articles. It begins with excerpts from a speech by Frederick Douglass on the hypocrisy of Independence Day for slaves. It then discusses debates at the 1840 Anti-Slavery Convention around whether women should be allowed to participate. The document also covers the 1848 Seneca Falls Convention, the first women's rights convention, and negative reactions in newspapers like criticisms that feminism undermined traditional gender roles and fears it could lead to racial mixing.
34.industrial revln
This document discusses economics and the Industrial Revolution. It begins by outlining different economic systems throughout history, including paleolithic, agrarian, feudal, mercantilist, and capitalist systems. It then defines key economic terms like mercantilism and capitalism. The Industrial Revolution significantly impacted people's lives by changing social structure, politics, interactions with the environment, culture, and economics. Major industrialized areas first emerged in Western Europe in the late 18th century, before spreading to the United States, Russia, Japan, and other regions after the mid-19th century. Sources related to the Industrial Revolution reveal aspects of working conditions, social unrest, migration patterns, and economic changes during this period.
33.revolutions2!
Voltaire wrote to a philosopher in 1772 noting that the 18th century seemed to be a century of revolutions. Major events discussed in the document include the American Revolution from 1775-1787, the French Revolution from 1789-1799, and the Haitian Revolution from 1791-1804. The American Revolution established a democratic system of government in the United States, while the French Revolution dramatically transformed France's political and social system but also led to the rise of Napoleon and military dictatorship. The Haitian Revolution was the only successful slave revolt, establishing Haiti as the first black republic, but its impacts were mixed with cycles of dictatorship on the island afterward.
31.land empires ii_1450-1750
The document discusses several topics related to Chinese and Japanese history:
1) It discusses Shaffer's argument about how we understand Europe and China and asks what sources could support or undermine this argument.
2) It provides details on Zheng He's explorations from 1405-1433 and a quote from Matteo Ricci about arriving in China from the West in 1582.
3) It discusses the concept of Bushido and provides two quotes, one defining the ideal samurai and discussing honor, and another about serving the sovereign and gaining an exalted name for descendants.
4) It asks what happened next after important figures in Japanese history like Oda Nobunaga, Toy
30.indian ocean1450 1750
This document summarizes Indian Ocean trade between 1450-1750 CE. It discusses how the Dutch East India Company governor Jan Pieterzoen Coen stated that trade in Asia could only be maintained through war and weapons paid for by trade profits. It provides examples of shipwrecks containing goods like pepper, cloves, nutmeg, and porcelain being traded between Asia and Europe, with the Dutch East India Company ordering over 3 million porcelain pieces from China between 1600-1650.
28.atlantic trade
The document describes the development of the Atlantic slave trade between 1450-1750 CE. Sugar cultivation originated in Polynesia and was introduced to Arabs who discovered distillation and grew sugar. Europeans then learned of distillation and grew sugar in the Americas, consuming spirits on voyages. The slave trade emerged to provide slaves to grow sugar and produce spirits, with slaves brought through the use of spirits. The document also mentions Ayuba Suleiman Diallo, a slave who was later freed.
27.english frenchcolonies2
The document discusses the goals and approaches of different European empires in colonizing North America, including:
- The Spanish aimed to transplant their civilization and reap economic benefits by creating a "New Spain".
- The Portuguese and Dutch focused on money-making enterprises in Africa and Asia.
- The French sought the Northwest Passage, fur trade, and spread Christianity through Jesuit missionaries.
- The English aimed to extract wealth and create independent communities through religious migrants.
26.spanish colonies
The document discusses the brutal treatment of indigenous peoples in Hispaniola by European colonizers following their arrival in 1492, including slaughtering entire villages, hacking people to pieces, staging contests to see who could cut someone in half with a single strike, and satisfying their base appetites by taking native women and children. It also describes the horrific conditions indigenous miners worked in for the Spanish, such as working in perpetual darkness while carrying 50-pound loads up 150 estados, causing weakness, dizziness, and cramps.
25.europe1500 1750
The document discusses the decline of serious learning and the rise of coffee houses in universities according to Anthony Wood from Oxford in the late 1500s-early 1600s. It then provides background information on Western Europe during 1500-1750 including the Protestant Reformation, Scientific Revolution, Enlightenment, and economic and social changes like mercantilism. Finally, it includes several primary source excerpts criticizing the Catholic Church from Martin Luther's Table Talk in the 1530s-1540s.
24.maritime revolution
This document discusses maritime voyages that occurred prior to 1450, including Polynesian voyages in the Pacific and Zheng He's voyages for the Ming Dynasty across the Indian Ocean visiting over 30 states. It also mentions Prince Henry of Portugal and his role in developing the caravel ship that enabled more advanced European exploration post-1450. Overall, the document provides context on important maritime explorations before 1450 from various cultures, setting the stage for increased global contacts and connections in subsequent centuries.
23.europe upto1500
King John is crowned as the English king in 1199. By 1214, he faces disagreements with English barons and lords. He must decide whether to hire mercenaries from France to fight against the nobles, meet with the nobles to discuss their disagreements, or stall for time to raise an army. The barons present the Magna Carta, which would limit the king's power and establish rights for nobles. King John must decide whether to reluctantly sign the document, have a temper tantrum and prepare for war, sign it while stalling for French mercenaries, or only agree to certain terms.
22.trade medievalworld
This document discusses trade networks between 600-1400 CE. It mentions the spread of Indian cultural influences like Buddhism to Indonesia through trade routes. It also discusses the arrival of Islam in these regions via trade. It provides details about the city of Timbuktu in Mali, including its location, schools and subjects taught there, and its reputation as an esteemed center of learning according to a medieval saying. The document also references Ibn Battuta's travels throughout these trade networks.
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Greece
- 2. 1150-600 BCE
- 3. Craft a narrative… The story of the Greeks ______________________________________ _ 600 BCE 30 BCE What was happening in Hellenic areas in 600? (Think SPICE!) How should we break apart this timeline into periods? Where do the Greeks go and why? Who do they encounter, when, where, and how?
- 4. A little more SPICE, please…
- 6. “We think that a man who takes no interest in public affairs is not just harmless, but is useless.”
- 14. • The poem the ILIAD by Homer • War ~1250 BCE, poem written down ~800 BCE
- 15. Homer’s Greece
- 16. Trojan War Scenes on Greek Vases: the Greek hero
- 19. History = ἱστορία (historia) = inquiry
- 20. GREEK PHILOSOPHY
- 21. “There are two sides to every question.” -Protagoras
- 22. GREEK PHILOSOPHY • Greeks loved debate and the art of persuasion… but they were also worried that too much argument weakened the idea of an absolute right and wrong.
- 24. Death of Socrates by Jacques –Louis David (1787)
- 25. Theater of Dionysus, Athens
- 28. Athenian Acropolis: The Parthenon Peloponnesian War (431 BCE-405 BCE)
- 29. Macedonia
- 31. Macedonia
- 33. Alexander the Great vs. Persia
- 34. The Image of Alexander & Power Alexander’s Coin Hellenistic Kingdom Coin
- 35. Alexander the Great’s Empire: Shortlived but….?
Editor's Notes
- Go over TED talk notes: why does it matter how we remember Persians?
- Up to Unit 2, we saw how the Greeks were dependent on the sea and the terrain created ‘polis’ development
- Based on their notes and what they read, can they tell the story of the Greeks (1/2 of class)? Be ready to draw and explain a timeline on the board. S: Hoplites (7th century = warrior & farmer expectation) Patriarchy, slavery P: Colonization (8th-6th), Rise of tyrants/oligarchies (7th-6th cent). Peloponnesian War (431-404). Philip (mid-4th century); Hellenistic world (323-30 BC) I: Farming; dependent on sea (Athenian Empire, mid-5th century) C: Polytheistic (do ut des); philosophers & rationale thinking & focus on individual (6th cent. BCE); mid-5th century = democracy in Athens; Persian Wars (490-480 BC); Hellenism E: Colonization (8th-6th); farming; dependent on sea; Hellenistic world (Alexander coinage)
- Let’s examine some of the SPICE elements of Ancient Greece more closely.
- Start with women and slaves: send document.
- Athenian Democracy: Registration of all free, male citizens Attended regular meetings in the assembly Assembly discussed/voted on laws dealing with every aspect of life (public & private) Jury Meetings chaired by lottery (for one day) What do they see as the benefits of this system? The drawbacks of debate?
- In terms of environment, Greeks not only were great sea-farers, they are famous for their architectural achievements. Examine Parthenon as example of this: think of 9/11 – what do you build to show resurgence? Pride of democracy! - The Parthenon represented the physical might & power of Athens – and math! Ability to control the world (order out of chaos) It also proudly advertised the participation of its citizens & focused on the community
- Panathenaia – do ut des
- What did it mean to be Greek? Homer!
- All of these city-states. City of Troy and Mycenae.
- Values of warfare, competition – arete
- Can see values of Homer in Olympic games Start around 776 BCE Held in Olympus, Greece every 4 years Stressed athletic competition: why? ideal beauty what it means to be human vitality movement potential perfection (arete)
- Perfection of the human body – perfection of the human mind.
- NOT just storytelling, but asking questions of history (HOW and WHY do things happen?) focus on reason and logic: NOT just believing what you are told
- Greeks loved debate and the art of persuasion…think about what happened in a symposium
- Plays discuss topics that inform Western worldview: - rights of the individual (should you rebel against a leader if you disagree with their decisions?) - nature of the gods – are they fair? - human nature – how do we deal with moral - dilemmas? (Family loyalty)
- Economics
- Delian League (Delos). Point out Sparta & Athens and note that the bigger issue was ALLIES. For the Greeks this was the first world war! (THUCYDIDES?) Weakens Greek city-states
- Greek writing – Buddhist pillar!
- Now we move on to East and West of Alexander…