History of the Ancient and Medieval World The Glory That was Greece Part 2: Cultural Achievements Walsingham Academy Mrs. McArthur Room 111.

History of the Ancient and Medieval World

The Glory That was Greece

Part 2: Cultural Achievements

History of the Ancient and Medieval World

The Glory That was Greece

Part 2: Cultural Achievements

Walsingham Academy

Mrs. McArthur

Room 111

Architecture: Public and CommunalArchitecture: Public and Communal

• growing number of public buildings

• Public buildings increase sense of community (civic) pride and individual’s sense of belonging.

Ironic Factoid: after the destruction of the city by Persians, Athens was rebuilt by raiding the Delian League’s (Greek city-states’ common defense) treasury.

The Parthenon on the Acropolis in Athens447- 438 B.C.E.

Role of Greek TempleRole of Greek Temple• Home of individual god/goddess who

protected the community

• Not intended for congregational worship (although activities held in outer enclosure)

• Inside dominated by a cult statue of god and only priests admitted into his/her presence.

(Parthenon = Athena by sculptor, Phideas)

Virtual Field TripAcropolis

Home of

Goddess

Athena

Floor plan

Basic Elements of Greek BuildingBasic Elements of Greek Building

Stylobates: precisely cut squares of stone on which rested the colonnades.

EntablatureEntablature

Greek Architecture: Columns

“D.I.C.”

More common in Roman Architecture

“Elgin Marbles”“Elgin Marbles”

British Museum, London

To whom do they belong?

Theater at Epidauros

2007

Greek Drama: A Public ArtGreek Drama: A Public Art

TragedyTragedyAn elegant story about an admirable person

struggling nobly against insuperable odds.• Aeschylus• Sophocles• Euripides

Antigone at her brother’s grave (Louvre)

What is History?: Early DefinitionsWhat is History?: Early Definitions

• Mesopotamia + Egypt (a record: Sumerian King List and tombs)

• Hebrews: a way of revealing the unfolding relationship with God and his chosen people.

• Greeks: a specific literary art – large themes about human life and conduct.

HistoriaiHistoriai• A story with details

• “Researches,” “investigations” about

universal themes and absolute truths.

• Drama expressed in powerful language

Herodotus and Thucydides

"This, however, I know – that if

every nation were to bring all its

evil deeds to a given place in

order to make an exchange with

some other nation, when they

had all looked carefully at their

neighbors’ faults, they would truly

be glad to carry their own back

again."  

Frontpiece to 1647 copy of Histories

Herodotus: Father of History

Oikoumene = “inhabited World:” The World according to Herodotus (450 B.C.E.)

Herodotus: Traveler and Observer

The Persian Empire: the ultimate barbaron

– uncultured and inferior, albeit powerful

The Persian Wars: As told to us by Herodotus

These images of the Persian fighters equipped with only the most rudimentary gear must have seemed like suicide to the Greco-Roman reader.

“The Persians are not warlike… They fight with bows and the short spear and go into battle wearing trousers, and hats on their heads (Herodotus 208).”

Why History? (Western tradition)

Why History? (Western tradition)

• To preserve accounts of great deeds.

• To teach “lessons” derived from the past.

• To shape the future’s opinion of one.

Summary: Herodotus and ThucydidesWhat was remarkable?

Summary: Herodotus and ThucydidesWhat was remarkable?

• They were well-read, well-traveled and curious.• They made hypotheses and applied logic and

reason to their subjects.• They were critical and fair-minded thinkers.• They “investigated” by questioning, interviewing

people and by recording and collating information.

• They were elegant and sometimes entertaining writers.

Plato and Aristotle

Pythagoras(?)

(crouching with book)

Euclid (?)

Zoroaster (facing, with beard) and Ptolemy (?)(back to us, globe) and Raphael (?)(dark hair, facing)

The School of Athens

Raphael, 1509

The School of Athens

Raphael, 1509

SocratesSocrates•Wrote nothing, we know him from pupil, Plato.

•Asked questions (Socratic Method) Why?

•Used logic to seek truth and self-knowledge.

•Why was he tried and condemned to death?

•Why did Socrates choose to die?

•“The unexamined life is not worth living” How did Socrates’ actions support his statement?

Read pp. 131 of text

What is a Good Society?Plato and Aristotle

What is a Good Society?Plato and Aristotle

Create a chart with a column for each philosopher. Contrast the views of both. *

Plato Aristotle

1.

2.

1.

2.

*Read pp. 131-132 of text

Assignment 1Assignment 11. Read in text, pp. 132-135 and pp. 143. (Notice

that Assignments 1 and 2 have reversed order of pages.)

2. Define 4 blue terms and answer 3 check points.

3. Study PP notes

Student Choice Activities:1. Lecture - The Birth of History: Wed. 10/26 3-3:302. Numismatist seeking… (details on SPA; due by email 11/7)

Chapter Test, Monday, Nov. 7

Philosophers: Lovers of WisdomPhilosophers: Lovers of Wisdom

• What is the main idea of Aristotle’s meditation (thinking)?

• How does Sophocles’ Antigone justify her defiance of King Creon’s orders?

Assignment 21. Read text, pp. 130-132 and pp. 136

2. Define 6 Blue-bold terms and answer Thinking Critically, pp 136.

3. Read PP notes and project handout: Classical Greece: Topics of Investigation. Pick topic and partner(s)

Assignment 3Assignment 31. Project: For choices, description and rubric,

see handout: Classical Greece: Topics of Investigation.

2. Presentations: Tues, Nov. 1.

Student Choice Activities:1. Lecture - The Birth of History: Wed. 10/26 3-3:302. Numismatist seeking… (details on SPA; due by email

11/7)

Chapter Test, Monday, Nov. 7

Chapter 4: GreeceTest Overview

Chapter 4: GreeceTest Overview

• Format:– 18 multiple choice/matching– 2of 3 documents– Map

• Content drawn from:– Text, Chapter 4, Sections 1-5– Lecture Notes– Map– PowerPoint Class Notes

Check out the On-line Review PPCheck out the On-line Review PP

Additional Checks: Sections 4 + 5