The document provides an overview of the Trojan War based on classical Greek myths. It discusses the war's origins in the Judgment of Paris and abduction of Helen, the key events and heroes of the 10-year war, and the aftermath faced by the Greeks as they returned home, including the influence of the war on the House of Atreus. The myths surrounding the Trojan War were highly influential sources of inspiration for later Greek and Roman literature.
This presentation is about the reason of War of Troy and also life of Helen
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Language : English
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This presentation is about the reason of War of Troy and also life of Helen
Historic presentation
Language : English
You can use this presentation, feel free and enjoy it
Who wants presentation about anything with new slide just write comment
If you have any words to say, you can share your thoughts
Please like and share it
Also follow me that get new presentation
I made this power point presentation in World Literature for I was assigned to report about the full story of "The Iliad" by Homer. Additionally, this presentation includes themes and literary approach applied in the story. I hope this could help you in literature subject. :)
Instructor: Mr. Jaime M. Forbes
Presenter: Marie Buena "Yeng" Bunsoy
Classifications of Poetry
I. Narrative Poems.
1. Tells a story. (Series of events.)
A. Ballad
1.) very short story
2.) folk product – regular people
3.) simple plot and language
4.) has dialogue
B. Metrical Tale
1.) short story in verse
2.) more descriptions
3.) poet expresses attitudes and opinions
C. Epic
1.) extremely long. (Novel length story in verse.)
2.) about national heroes, kings, great warriors, etc.
3.) elevated tone, lofty style. Language is highly poetic.
II. Lyric Poems.
1. Expresses an emotion. Does not tell a story.
2. Shares a moment – does not explain it.
3. Keys to understand – refer to “Understanding Traditional Poetry.”
a.) Logical content – what the writing actually says.
b.) Emotive content – feeling the writing produces.
A. Reflective Lyric: 99% of school poems fall in this category!!!
1.) Emotional response through recall/ reflection (past tense.)
2.) Usually calm
B. Elegy:
1.) Expresses grief at death.
2.) Usually dignified.
3.) Formal language and structure.
C. Ode:
1.) Any sustained lyric poem of exalted theme.
2.) Often commemorating some important event.
3.) Dignified formal language / irregular structure
D. Sonnet:
1.) Dignified subject matter
2.) FIXED FORM !
a.) Italian (Petrarchan)
abba
abba
cdc, cdc or cdcdcd
b.) English (Shakespearean)
abab
cdcd
efef
gg
III. Dramatic Poetry.
A. Dramatic Narrative: Tells a story by the person involved.
B. Dramatic Monologue: One speaking to others on stage. They listen, character speaks.
C. Soliloquy: One character on stage speaking alone (to himself.)
References:
www.poetrysoups.com
www.allpoetry.com
www.wisegeek.org
www.yourdictionary.com
www.bartleby.com
www.olypen.com
www.goole.com
The Vanity of the Rat (A Korean Folk Tale)trinorei22
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
I made this power point presentation in World Literature for I was assigned to report about the full story of "The Iliad" by Homer. Additionally, this presentation includes themes and literary approach applied in the story. I hope this could help you in literature subject. :)
Instructor: Mr. Jaime M. Forbes
Presenter: Marie Buena "Yeng" Bunsoy
Classifications of Poetry
I. Narrative Poems.
1. Tells a story. (Series of events.)
A. Ballad
1.) very short story
2.) folk product – regular people
3.) simple plot and language
4.) has dialogue
B. Metrical Tale
1.) short story in verse
2.) more descriptions
3.) poet expresses attitudes and opinions
C. Epic
1.) extremely long. (Novel length story in verse.)
2.) about national heroes, kings, great warriors, etc.
3.) elevated tone, lofty style. Language is highly poetic.
II. Lyric Poems.
1. Expresses an emotion. Does not tell a story.
2. Shares a moment – does not explain it.
3. Keys to understand – refer to “Understanding Traditional Poetry.”
a.) Logical content – what the writing actually says.
b.) Emotive content – feeling the writing produces.
A. Reflective Lyric: 99% of school poems fall in this category!!!
1.) Emotional response through recall/ reflection (past tense.)
2.) Usually calm
B. Elegy:
1.) Expresses grief at death.
2.) Usually dignified.
3.) Formal language and structure.
C. Ode:
1.) Any sustained lyric poem of exalted theme.
2.) Often commemorating some important event.
3.) Dignified formal language / irregular structure
D. Sonnet:
1.) Dignified subject matter
2.) FIXED FORM !
a.) Italian (Petrarchan)
abba
abba
cdc, cdc or cdcdcd
b.) English (Shakespearean)
abab
cdcd
efef
gg
III. Dramatic Poetry.
A. Dramatic Narrative: Tells a story by the person involved.
B. Dramatic Monologue: One speaking to others on stage. They listen, character speaks.
C. Soliloquy: One character on stage speaking alone (to himself.)
References:
www.poetrysoups.com
www.allpoetry.com
www.wisegeek.org
www.yourdictionary.com
www.bartleby.com
www.olypen.com
www.goole.com
The Vanity of the Rat (A Korean Folk Tale)trinorei22
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
This powerpoint helps to provide the backstory to the Iliad, and illustrates the key gods in the text along with their affiliation for Greeks or Trojans.
The Trojan War and Homer's Iliad (Ancient History)Tom Richey
This PowerPoint presentation provides an introduction to the Trojan War, Homer's Iliad, and the Greek concept of the afterlife for students in survey courses in ancient history, world history, or Western civilization.
For more instructional materials, visit www.tomrichey.net!
The Odyssey: Adaptation of Homer's epic
A Historical Criticism
Battle of Greeks and Roman
Monarchy
Instruments and Weaponry
Clothing Style
Transportation
Resources
Beliefs
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.
The Iliad, a warrior saga, has two visiting enemy camp stories. To truly highlight the hazards of such visits, and to gain a better understanding of how life was lived in a warrior society, we will compare these stories to a few of the visiting enemy camp stories a remarkable collection of short stories in the “Tales of the Northwest,” a collection of remarkable stories of Indian life and culture in the American frontier.
One of the most courageous characters of the Iliad is Chryses, the father of Chryseis, priest to Apollo, who ALONE visits the armed camp of the enemy, the camp of the Greeks, bringing a ransom for his beloved daughter, Chryseis, whom King Agamemnon has captured as his concubine. Another courageous figure is King Priam, who with a disguised god visits the enemy camp of the Achaeans to ransom the body of his son Hector, whom Achilles has been dragging behind his chariot around the walls of Troy, so the Trojans can properly bury the dead Hector to release his soul to the underworld.
The stories in the “Tales of the Northwest” chronicles multiple visiting enemy camp stories where fathers ransom their captured daughters, and where braves ransom their captures wives, all of which are similar to these scenes in the saga of the Iliad. The first few stories illustrate the maxim that in these tense enemy camp meetings hospitality must be shown, a meal must be shared, and in the Indian versions everyone must take a smoke from the shared pipe. Both host and guest must be respectful, lest them doom their fate. In both stories an enemy Indian band had killed most of the family or tribe, except for the Indian daughter or wife whom the brave visitor seeks to ransom.
We have a final story of how Pope Leo successfully and bravely rides into the enemy camp of Attila the Hun, unarmed, and persuades him not to invade and sack Rome.
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
Tales of the Northwest, by William Joseph Snelling
https://amzn.to/3tI7iff
The History of Ancient Greece - Brion Hoke, Greco-Roman HistoryBrion Hoke
This slide show was created using notes from my Eastern Michigan University Master's level class entitled, 'Ancient Greek History' with Dr. Holoka - please email with any corrections or possible additions at bhoke@summit-academy.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Home assignment II on Spectroscopy 2024 Answers.pdf
Trojan War
1. The Trojan War
• In this lecture we will examine the most famous episode of classical myth, the Trojan
War. The Trojan War functioned as the dividing line between the heroic” age and the
age of normal human history; perhaps because of this function, the episode is
frequently drawn on by authors in various genres.
• The lecture summarizes the basic story of the Trojan War, from its beginnings in the
marriage of Peleus and Thetis through the ill-fated sack of Troy.
• We will then note the Trojan War myth’s importance for understanding the myth of the
House of Atreus and ends by discussing how complicated a picture the myth draws of
the relationships between fate, the gods’ orders, and individual responsibility.
• The Trojan War is the most famous episode of classical myth. This fame results from
the fact that it was a considered an especially important event by the Greeks and
Romans themselves and, thus, because especially productive in classical literature.
2. • The Greeks of the classical age saw the Trojan
War as the episode that marked the end of the
“heroic” age and the beginning of purely human
history.
• 1. Heroic myth ends about a generation after
the Trojan War. Some myths exist about the
sons of Trojan War heroes about none about
the grandchildren or great-grandchildren.
• 2. The heroes of the Trojan War were seen as
the last of the great race of heroes; they were
also often claimed as ancestors by families
living in the classical age.
• 3. Thus, the Trojan War is a “liminal”
(mediating) episode; it looks back to myth but at
the same time it looks forward to human history.
3. • Probably because of this liminal nature of the
Trojan War myth, it became the most fruitful
episode of all Greek mythology for literature.
• 1. The most obvious example of this importance is
that the two great Greek epics, The Iliad and The
Odyssey, deal with event during and after the
Trojan War.
• 2. The greatest surviving Latin epic, The Aeneid,
also takes the aftermath of the Trojan War as its
subject.
• 3. Many of the most famous Greek tragedies also
deal with either the Trojan War or its aftermath.
• 4. The Trojan war is exceptionally well represented
in literature, which means that it has continued to
be, in some regards, the primary classical myth for
later Western culture as well.
4. • Despite its importance for Greek culture, no major surviving ancient work tells the entire story of the Trojan War.
• 1. The great epics narrate only episodes from before and after the war.
• 2. The Illiad focuses on event that happened during the last year of the war, and the Odyssey deals with Odysseus’s further adventures after the
war.
• 3. Other Greek epic poems, now lost, told the rest of the story of the Trojan War.
• 4. The Aeneid recounts the wanderings of the Trojan prince Aeneas after the defeat of Troy and his eventual arrival in Italy, where he became
the ancestor of the Romans. It includes the fullest extant description of the sack of Troy.
• 5. The tragedies tell even fewer details of the war; they focus on specific incidents and the effects of the war on non-combatant groups.
• 6. As is often the case, Apollodorus gives a good summary of the story.
5. • The story of the Trojan War is basically quite simple; however, many allied
stories link into the story of the Trojan War in one way or another and
make the overall topic quite complex. The basic story is as follows:
• 1. The most beautiful woman in the world, Helen, daughter of Zeus and
wife of the Greek Menelaos, was abducted by the Trojan prince Paris.
• 2. Under the command of Menelaos’s elder brother Agamemnon, the
Greeks mustered an army to go to Troy and fight for Helen’s return.
• 3. The war against Troy lasted for ten years. The fighting was fairly
evenly balanced; each side had its foremost warrior (Achilles for the
Greeks; Hector for the Trojans).
• 4. The greatest Trojan warrior, Hector, was killed by the greatest Greek
warrior, Achilles, who was himself killed by Paris.
• 5. Finally, the Greeks resorted to trickery. Using the famous ruse of the
Trojan Horse, invented by Odysseus, they infiltrated the walled city of Troy
and sacked it by night. The traditional date for the destruction of Troy was
1184 B.C.
6. • The basic story of the Trojan War attracted many related stories over the centuries. One such
connected story has to do with the birth of Achilles.
• The ultimate cause of the war was a prophecy about the hero Achilles, before he was conceived.
• 1. Achilles’s mother was Thetis, a sea-goddess. She was desired by Zeus, but he heard a prophecy
that she would bear a son who would be greater than his father.
• 2. Therefore, Zeus decided to marry Thetis off to a human being. The human picked for the purpose
was Peleus.
The wedding of Peleus and Thetis
Edward Burne-Jones (1833 - 1898)
7. • 1. Thetis was less than please with this
marriage; to placate her, Zeus hosted a
magnificent wedding feast, to which all the
gods and goddesses were invited except
Eris, goddess of Strife.
• 2. In anger at her exclusion, Eris threw
onto the table a golden apple inscribed
“for the fairest.”
• 3. Hera, Athena, and Aphrodite each
claimed the apple as her own.
• 4. Zeus appointed the Trojan prince Paris
to judge among these three goddesses.
The Judgment of Paris, Peter Paul Rubens, ca 1636
8. • The “Judgment of Paris” provided the immediate cause for the
war, because each goddess offered him a bribe if he would
award the apple to her.
• 1. Hera offered him sovereignty over many cities.
• 2. Athena offered him power in battle.
• 3. Aphrodite offered him the most beautiful woman in the
world for his wife.
• 4. Paris chose Aphrodite, which led to his abduction of
Helen and Menelaos’s determination to get her back.
• 5. The “Judgment of Paris” is not directly mentioned in either
the Iliad or the Odyssey; scholars disagree on whether Homer
knew of his detail of the story or not. As we know, myth
develops over centuries; it is not static.
Anton Raphael Mengs 1728-1779
9. • This explanation of the causes of the Trojan War
contains an interesting chronological
inconsistency.
• 1. Achilles was the most important Greek warrior
in the Trojan War and was old enough to have a
son who fought in the war as well.
• 2. Yet the Apple of Discord, which sparked the
war, was thrown down on the table at the
marriage feast of Achilles’s parents.
• 3. To harmonize the chronology, we have to
account for a missing period of some twenty or
twenty-five years.
• 4. Again, probably the best explanation is that
the incongruities are caused by disparate strands
of tradition being woven into a whole.
The Wrath of Achilles, by François-Léon Benouville (1821–1859)
10. • The events leading up to the war are also closely connected with the story of the family of
Agamemnon and Menelaos. Their entire past and future are bound up with this war.
• The most obvious connection, of course, is that Helen was the wife of Menelaos, and her half-sister
Clytemnestra was Agamemnon’s wife.
• The abduction of Helen was an offense against the honor of Menelaos’s whole family and a profound
offense against the Greek notion of xenia, or guest friendship. Because Agamemnon was the elder
brother, the task of leading the expedition to get her back fell to him.
Panorama with the Abduction of Helen Amidst the Wonders of the Ancient World
Maerten van Heemskerck (Dutch, 1498-1574
11. • The events that occurred during the Trojan
War affected the Greeks’ attempts to return
home.
• -The return to Greece was neither easy nor
simple. The Greeks committed many outrages
against the Trojans during the sack of Troy.
• 1. King Priam was killed at his household altar.
• 2. Priam’s daughter Cassandra was raped in
the temple of the virgin goddess Athena.
• 3. Before leaving Troy, the Greeks sacrifice
Priam’s daughter Polyxena to the ghost of
Achilles; their expedition both begins and ends
with the sacrifice of an innocent girl.
12. • Because of the gods’ anger, the surviving Greeks suffered any hardships on their way home.
• 1. Agamemnon was killed by his wife and her lover.
• 2. Odysseus spent ten years wandering on his way from Troy.
• 3. Menelaos and Helen were blown off course and spent seven years in Egypt.
13. • -Stories were also told
about the surviving Trojans;
the most important of these
was Aeneas, son of
Aphrodite and Anchises and
a cousin of Hector.
• 1. The Iliad says that
Aeneas was destined to
survive and found another
city elsewhere.
• 2. Roman tradition said that
he made his way to Italy
and became the ancestor of
the Romans.
14. • In all these connected
stories, we can see
how complex the
interaction is between
the gods’ commands
and individual
responsibility.
• The war was
inevitable. Although it
was caused by the
actions of several
individuals (most
notably Paris), all the
actions were
sanctioned by the
gods; thus the
individuals involved
could claim necessity.
Venus Presenting Arms to Aeneas by Nicolas Poussin
15. • Yet this necessity does not mitigate the horror of
the individuals’ wrongdoings on both sides.
• 1. Paris violated the guest-host relationship, or
xenia, by his abduction of Helen.
• 2. Agamemnon’s sacrifice of his daughter
Iphigeneia was a great transgression..
• 3. In both cases, the actions had the sanction of a
goddess, but this does not spare the doers from
the consequences.
• Add to this the concept of Fate, and we have a
very complicated system indeed.
François Perrier's "The Sacrifice of Iphigenia" (17th century),
depicting Agamemnon's murder of his daughter Iphigenia