ࡱ>    @ Xbjbj)) 6KzKz|ZJZJZJZJZJZJZJFKhhh8FhiLFKri(LtttF/111111$RUZJUUUUZJZJtt4jUZJtZJt/U/ZJZJtfi ̠h6L0  lnJJTZJZJZJZJ ZJ4" |te"""UUFKFKgDFKFKgCHAPTER  DocProperty "ChapterNumber" 3 Classical Greece (ca 1650338 b.c.)  seq NL1 \r 0 \h Instructional Objectives After reading and studying this chapter, students should be able to explain how geography influenced the development of Greece, the distinguishing characteristics of the Greek polis, and the differences between the city-states of Athens and Sparta. Students should also be able to describe the early Greek experience and discuss its connection to the Greek concept of a heroic past. They should also be able to trace the development of Greek political forms. They should be able to assess Greek intellectual achievements. Finally, they should be able to explain the eventual failure of Greek civilization.  seq NL1 \r 0 \h Chapter Outline SEQ NLI \r 0 \h   seq NLI \* ROMAN I seq NLA \r 0 \h . Hellas: The Land SEQ NLA \r 0 \h   seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . Geography  seq NL1 1 seq NL_a \r 0 \h . Geography played a major role in the development of Greek city-states.  seq NL1 2 seq NL_a \r 0 \h . The islands of the Aegean served to link the Greek peninsula and Asia Minor.  seq NL1 3 seq NL_a \r 0 \h . Small but fertile plains sustained Greek agriculture, while native olive trees and grapevines enabled Greeks to export olive oil and wine.  seq NL1 4 seq NL_a \r 0 \h . Mountains and poor communications prevented the formation in Greece of a single great empire of the Near Eastern type.  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . The Minoans and the Mycenaeans (ca 20001100 b.c.) SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . A civilization with writing and a noble class appeared on Crete by about 2000 b.c. (the Minoans).  seq NL1 2 seq NL_a \r 0 \h . About 1650 b.c., Greek-speaking immigrants to the Balkans had formed the kingdom of Mycenae in southern Greece. Mycenaeans already worshipped the pantheon of later classical Greece.  seq NL1 3 seq NL_a \r 0 \h . Around 1450 b.c., the Mycenaeans attacked Crete.  seq NL1 4 seq NL_a \r 0 \h . The collapse of Mycenae (probably due to internal conflict) was followed by the Dark Age (1100 b.c.(800 b.c.).  seq NLA \* ALPHABETIC C seq NL1 \r 0 \h . Homer, Hesiod, Gods, and Heroes (1100(800 b.c.) SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Homers Iliad and Odyssey SEQ NL_a \r 0 \h   seq NL_a \* alphabetic a seq NL_1_ \r 0 \h ) The poems of Homer idealized the Greek past.  seq NL_a \* alphabetic b seq NL_1_ \r 0 \h ) The Iliad describes the expedition against the Trojans.  seq NL_a \* alphabetic c seq NL_1_ \r 0 \h ) The Odyssey tells of the adventures of Odysseus.  seq NL1 2 seq NL_a \r 0 \h . Hesiods Theogony and Works and Days SEQ NL_a \r 0 \h   seq NL_a \* alphabetic a seq NL_1_ \r 0 \h ) The Theogony traces the origins of Zeus.  seq NL_a \* alphabetic b seq NL_1_ \r 0 \h ) The Works and Days tells of Hesiods own village life.  seq NLI \* ROMAN II seq NLA \r 0 \h . The Polis  seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . Origins of the Polis  seq NL1 1 seq NL_a \r 0 \h . Even during the late Mycenaean period, towns had grown up around palaces.  seq NL1 2 seq NL_a \r 0 \h . These villages and towns administered political affairs of the community.  seq NL1 3 seq NL_a \r 0 \h . Each had its local cult to its own deity.  seq NL1 4 seq NL_a \r 0 \h . They exchanged goods and developed a social system  seq NL1 5 seq NL_a \r 0 \h . The Dorians took some territory for themselves, but they also assimilated the culture around them.  seq NL1 6 seq NL_a \r 0 \h . Each polis shared a number of key features.  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . City and Chora SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Life in the polis demanded the integration of the chora and the city.  seq NL1 2 seq NL_a \r 0 \h . Since the Neolithic Period, agriculture had provided the basis for Greek society.  seq NL1 3 seq NL_a \r 0 \h . Farmers were the economic basis of the polis and they were also involved in the politics of the city.  seq NL1 4 seq NL_a \r 0 \h . Most Greek religious practices were rooted in the country.  seq NL1 5 seq NL_a \r 0 \h . The polis did not have a standing army, but depended on its citizens for protection.  seq NL1 6 seq NL_a \r 0 \h . The polis was fundamental to Greek life.  seq NLA \* ALPHABETIC C. Governing Structures SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Greek city-states had several different types of governments.  seq NL1 2 seq NL_a \r 0 \h . Only democracy and oligarchy played lasting roles in Greek political life.  seq NL1 3 seq NL_a \r 0 \h . Greek democracy meant the rule of citizens.  seq NL1 4 seq NL_a \r 0 \h . Most Greek states were oligarchies.  seq NL1 5 seq NL_a \r 0 \h . The fierce independence of Greek city-states led to almost constant warfare. SEQ NL1 \r 0 \h   seq NLI \* ROMAN III seq NLA \r 0 \h . The Archaic Age (800(500 b.c.) SEQ NLA \r 0 \h   seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . Overseas Expansion  seq NL1 1 seq NL_a \r 0 \h . Limited land drove many Greeks to seek homes outside of Greece.  seq NL1 2 seq NL_a \r 0 \h . Colonization changed the entire Greek world.  seq NL1 3 seq NL_a \r 0 \h . Colonies posed new challenges for the polis.  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . The Growth of Sparta  seq NL1 1 seq NL_a \r 0 \h . The Spartans were the leading power in Greece during the Archaic Age.  seq NL1 2 seq NL_a \r 0 \h . The Spartans expanded through conquest, not colonization.  seq NL1 3 seq NL_a \r 0 \h . About 735 b.c., the Spartans conquered Messenia, appropriated Messenian land and turned the Messenians into helots, or state serfs.  seq NL1 4 seq NL_a \r 0 \h . In the aftermath of a Messenian uprising known as the Second Messenian War, the Spartans instituted the Lycurgan regimen.  seq NL1 5 seq NL_a \r 0 \h . Sparta became a militarized society.  seq NLA \* ALPHABETIC C seq NL1 \r 0 \h . The Evolution of Athens  seq NL1 1 seq NL_a \r 0 \h . The Athenians responded to the challenges of the Archaic period by developing their democracy.  seq NL1 2 seq NL_a \r 0 \h . Solon and Cleisthenes played key roles in the evolution of Athenian democracy.  seq NL1 3 seq NL_a \r 0 \h . Athenian democracy functioned on the principle that all full citizens were sovereign.  seq NL1 4 seq NL_a \r 0 \h . Legislation was in the hands of the boule and the ecclesia.  seq NLI \* ROMAN IV seq NLA \r 0 \h . The Classical Period (500(338 b.c.)  seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . The Persian Wars (499479 b.c.)  seq NL1 1 seq NL_a \r 0 \h . In 480 the Persian King Xerxes led an invasion force into Greece.  seq NL1 2 seq NL_a \r 0 \h . Despite being outnumbered, the Greeks prevailed.  seq NL1 3 seq NL_a \r 0 \h . The victory of the Greeks had profound consequences for later societies.  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . Growth of the Athenian Empire (478431 b.c.)  seq NL1 1 seq NL_a \r 0 \h . The defeat of the Persians created a power vacuum in the Aegean.  seq NL1 2 seq NL_a \r 0 \h . The Athenians and their allies formed the Delian League.  seq NL1 3 seq NL_a \r 0 \h . Victories over the Persians prompted the Athenians to become increasingly imperialistic.  seq NL1 4 seq NL_a \r 0 \h . The growth of Athenian power led to conflict with Sparta.  seq NLA \* ALPHABETIC C seq NL1 \r 0 \h . The Peloponnesian War (431404 b.c.)  seq NL1 1 seq NL_a \r 0 \h . Ten years of bitter fighting concluded with the Peace of Nicias in 421 b.c.  seq NL1 2 seq NL_a \r 0 \h . The Peace of Nicias resulted in a cold war.  seq NL1 3 seq NL_a \r 0 \h . The Athenian attack on Syracuse led to renewed fighting.  seq NL1 4 seq NL_a \r 0 \h . Athens was finally defeated by an alliance of the Spartans and Persians in 404 b.c.  seq NLA \* ALPHABETIC D seq NL1 \r 0 \h . Athenian Arts in the Age of Pericles  seq NL1 1 seq NL_a \r 0 \h . Pericles turned Athens into the showplace of Greece.  seq NL1 2 seq NL_a \r 0 \h . The Acropolis became the site of some of the worlds most important monuments.  seq NL1 3 seq NL_a \r 0 \h . In many ways the Acropolis epitomizes the Greek spirit.  seq NL1 4 seq NL_a \r 0 \h . The development of drama was tied to the religious festivals of the city.  seq NLA \* ALPHABETIC E seq NL1 \r 0 \h . Daily Life in Periclean Athens  seq NL1 1 seq NL_a \r 0 \h . Athenians had few material possessions.  seq NL1 2 seq NL_a \r 0 \h . Athenian houses and food were simple.  seq NL1 3 seq NL_a \r 0 \h . Slavery was common in Greece.  seq NL1 4 seq NL_a \r 0 \h . Most Athenians supported themselves by agriculture.  seq NLA \* ALPHABETIC F seq NL1 \r 0 \h . Gender and Sexuality  seq NL1 1 seq NL_a \r 0 \h . The social condition of Athenian women has been the subject of much debate.  seq NL1 2 seq NL_a \r 0 \h . The status of free woman of the citizen class was strictly protected by law.  seq NL1 3 seq NL_a \r 0 \h . Women received a certain amount of social and legal protection from their dowries.  seq NL1 4 seq NL_a \r 0 \h . A female citizens man functions were to have and raise children.  seq NL1 5 seq NL_a \r 0 \h . Female citizens never appeared in court nor in public political assemblies.  seq NL1 6 seq NL_a \r 0 \h . Economic necessity required some ordinary women to work.  seq NL1 7 seq NL_a \r 0 \h . Prosperous and respectable women spent most of the time in the house.  seq NL1 8 seq NL_a \r 0 \h . We know a great deal about attitudes toward sexuality among the educated male elite.  seq NL1 9 seq NL_a \r 0 \h . The Greek idea of a mind/body split had far reaching implications.  seq NL1 10 seq NL_a \r 0 \h . Male adolescent citizens training entailed a sexual and tutorial relationship with an older man.  seq NL1 11 seq NL_a \r 0 \h . Female and male prostitution was common.  seq NLA \* ALPHABETIC G seq NL1 \r 0 \h . Greek Religion  seq NL1 1 seq NL_a \r 0 \h . The Greeks had no uniform faith or creed.  seq NL1 2 seq NL_a \r 0 \h . Temples to the gods were common, but were unlike modern churches or synagogues.  seq NL1 3 seq NL_a \r 0 \h . The most important members of the Greek pantheon were Zeus and Hera.  seq NL1 4 seq NL_a \r 0 \h . The Greeks also honored some heroes.  seq NL1 5 seq NL_a \r 0 \h . Each polis had its own minor deities.  seq NL1 6 seq NL_a \r 0 \h . Some Greeks turned to mystery religions.  seq NL1 7 seq NL_a \r 0 \h . The Greeks shared some Pan-Hellenic festivals, the chief of which were held at Olympia.  seq NLA \* ALPHABETIC H seq NL1 \r 0 \h . The Flowering of Philosophy  seq NL1 1 seq NL_a \r 0 \h . The Pre-Socratics took individual facts and wove them into general theories.  seq NL1 2 seq NL_a \r 0 \h . Thales viewed astronomical events as natural phenomena.  seq NL1 3 seq NL_a \r 0 \h . Anaximander continued the work of Thales.  seq NL1 4 seq NL_a \r 0 \h . The culmination of Pre-Socratic thought was the theory that the universe was made up of air, fire, water, and earth.  seq NL1 5 seq NL_a \r 0 \h . Hippocrates applied the work of the Pre-Socratics to medicine.  seq NL1 6 seq NL_a \r 0 \h . The Sophists believed everything was open to discussion and debate.  seq NL1 7 seq NL_a \r 0 \h . Socrates thought human happiness lay in the pursuit of excellence.  seq NL1 8 seq NL_a \r 0 \h . Plato and Aristotle carried on the philosophical tradition of Socrates.  seq NLI \* ROMAN V seq NLA \r 0 \h . The Final Act (404(338 b.c.). SEQ NLA \r 0 \h   seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . The Common Peace and Federalism  seq NL1 1 seq NL_a \r 0 \h . The Greeks of the fourth century b.c. experimented with two political concepts in the hope of preventing war.  seq NL1 2 seq NL_a \r 0 \h . The Common Peace was the idea that the states of Greece should live together in peace and freedom.  seq NL1 3 seq NL_a \r 0 \h . The second concept, federalism, was supported by those who thought Greece could gain security through numbers.  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . The Struggle for Hegemony  seq NL1 1 seq NL_a \r 0 \h . Neither the Common Peace nor federalism put an end to interstate rivalry.  seq NL1 2 seq NL_a \r 0 \h . The Spartans used their victory over Athens to build an empire and to punish cities that had opposed Sparta during the war.  seq NL1 3 seq NL_a \r 0 \h . The defeat of Sparta by Thebes made Thebes the leader of Greece until 359 b.c.  seq NLA \* ALPHABETIC C seq NL1 \r 0 \h . Philip and the Macedonian Ascendancy  seq NL1 1 seq NL_a \r 0 \h . Philip II became king of Macedonia in 359 B.C.  seq NL1 2 seq NL_a \r 0 \h . Philip launched a series of attacks on Athens and its dependents.  seq NL1 3 seq NL_a \r 0 \h . Philips military victories led to the formation of a unified Greece under Macedonian leadership.  seq NL1 \r 0 \h Lecture Suggestions SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Greeks and Outsiders. How did the Greeks view foreigners? Did they readily include them in their city-states? How did their attitudes toward foreigners affect their continued growth as a civilization? Source: H. D. F. Kitto, The Greeks (1973); W. H. Auden, The Greeks and Us, in Forwards and Afterwards (1973).  seq NL1 2 seq NL_a \r 0 \h . What Sports Meant to the Greeks. What role did sports play in ancient Greece? Was there a distinction between amateur and professional sports? How did athletic competition reflect Greek society? Was there a difference between sports for the aristocracy and sports for the common folk? Sources: Judith Swaddling, The Ancient Olympic Games (1999); E. N. Gardiner, Athletics of the Ancient World (1930); M. I. Finley and H. W. Pleket, The Olympic Games: The First Thousand Years (1976); V. Olivova, Sports and Games in the Ancient World (1984); D. Sansone, Greek Athletics and the Genesis of Spoil (1988).  seq NL1 3 seq NL_a \r 0 \h . Greek Ideas of Education: Their Impact on Modern Society. What kind of education did the Greeks pursue? What constituted an educated man or woman? What Greek ideas continue to have an impact on educational systems in the West today? Sources: W. Jaeger, Paideia, 3 vols. (English translation, 19441945); E. B. Castle, Ancient Education and Today (1961); H. I. Marrou, A History of Education in Antiquity (1964).  seq NL1 \r 0 \h Using Primary Sources SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Have students read Book XXIII of Homers Iliad. Have students list the games in which the Greek warriors engaged. Then, have them draft a short paper in which they discuss the significance of these games for Greek society. What did the playing of the games mean to the Greeks? How did they commemorate the slain Patroclus?  seq NL1 2 seq NL_a \r 0 \h . Have students read and identify references to non-Greek cultures in Herodotuss Histories. Discuss how the Greeks viewed barbarian cultures and the significance of the free West/slave East distinction Greeks made for later Western cultures, including our own.  seq NLI \r 0 \h  seq NL1 \r 0 \h classroom  seq NL1 \r 0 \h Activities  SEQ NLI \r 0 \h  SEQ NLI \r 0 \h   seq NLI \* ROMAN I seq NLA \r 0 \h . Classroom Discussion Suggestions  seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . Who was Homer? What is the evidence for his existence and authorship of the Iliad and the Odyssey?  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . What are some of the major factors in the Greeks victory over the Persian Empire?  seq NLA \* ALPHABETIC C seq NL1 \r 0 \h . What is the real significance of Athenian democracy? Was Athens democratic in the modern sense?  seq NLA \* ALPHABETIC D seq NL1 \r 0 \h . Discuss what a day in the life of the polis might have been like.  seq NLI \* ROMAN II seq NLA \r 0 \h . Doing History SEQ NL1 \r 0 \h   seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . Have students compare the schools of thought promoted by Greek historians Herodotus and Thucydides. Have them read excerpts from Herodotus and Thucydides in M. I. Finley, The Portable Greek HistoriansThe Essence of Herodotus, Thucydides, and Others (Viking edition, 1960); and H. E. Barnes, A History of Historical Writing (Dover edition, 1963).  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . Have students read Book XXIII of the Iliad and list the sports played by the Greeks at the funeral games for Patroclus. According to Homer, what was this warrior society like in the thirteenth century b.c.?  seq NLA \* ALPHABETIC C seq NL1 \r 0 \h . Students can be assigned term paper topics on womens roles in Sparta and Athens. Which city-state provided the most opportunities and freedom for women? Sources: R. Just, Women in Athenian Law and Life (1988); D. M. Schaps, Economic Rights of Women in Ancient Greece (1984).  seq NLI \* ROMAN III seq NLA \r 0 \h . Cooperative Learning Activities SEQ NL1 \r 0 \h   seq NLA \* ALPHABETIC A seq NL1 \r 0 \h . Governing the Polis Organize students into jigsaw teams (explained in Activity 1 in Chapter 2). Each team should be responsible for learning about a different Greek polis: 1) Athens, 2) Sparta, 3) Thebes, 4) Corinth, 5) Lesbos. Team members are responsible for learning how the polis was organized and governed and for teaching what they have learned to the other teams. One member of each team should list key points on the chalkboard, on an overhead transparency, or on a handout.  seq NLA \* ALPHABETIC B seq NL1 \r 0 \h . Polis Sweet Polis Using the jigsaw teams from Activity 1 above, have each group learn about the geography and culture of its polis. Then have teams write letters to other teams describing the life and culture of their particular polis. You may wish to allow a series of letter writing among the various polis and to have someone from each team read the letters aloud in class. This activity should encourage students to pay closer attention to geographical and cultural detail and stimulate them to focus on clear, descriptive writing.  seq NL1 \r 0 \h Map Activity SEQ NLI \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Using an outline map of Greece and the eastern Mediterranean area, label the following places:  seq NL_a \* alphabetic a seq NL_1_ \r 0 \h . Macedonia  seq NL_a \* alphabetic b seq NL_1_ \r 0 \h . Mt. Olympus  seq NL_a \* alphabetic c seq NL_1_ \r 0 \h . Epirus  seq NL_a \* alphabetic d seq NL_1_ \r 0 \h . Thessaly  seq NL_a \* alphabetic e seq NL_1_ \r 0 \h . Marathon  seq NL_a \* alphabetic f seq NL_1_ \r 0 \h . Lesbos  seq NL_a \* alphabetic g seq NL_1_ \r 0 \h . Troy  seq NL_a \* alphabetic h seq NL_1_ \r 0 \h . Lydia  seq NL_a \* alphabetic i seq NL_1_ \r 0 \h . Athens  seq NL_a \* alphabetic j seq NL_1_ \r 0 \h . Sparta  seq NL_a \* alphabetic k seq NL_1_ \r 0 \h . Corinth  seq NL_a \* alphabetic l seq NL_1_ \r 0 \h . Thebes  seq NL_a \* alphabetic m seq NL_1_ \r 0 \h . Pylos  seq NL_a \* alphabetic n seq NL_1_ \r 0 \h . Crete  seq NL_a \* alphabetic o seq NL_1_ \r 0 \h . Rhodes  seq NL_a \* alphabetic p seq NL_1_ \r 0 \h . Aegean Sea  seq NL_a \* alphabetic q seq NL_1_ \r 0 \h . Mediterranean Sea  seq NL_a \* alphabetic r seq NL_1_ \r 0 \h . Ionian Sea  seq NL_a \* alphabetic s seq NL_1_ \r 0 \h . Thrace  seq NL_a \* alphabetic t seq NL_1_ \r 0 \h . Delos  seq NL1 2 seq NL_a \r 0 \h . Using Map 3.1 Ancient Greece as a reference, answer the following questions.  seq NL_a \* alphabetic a seq NL_1_ \r 0 \h . How did geography shape the political development of ancient Greece?  seq NL_a \* alphabetic b seq NL_1_ \r 0 \h . Describe the relationship between Greece and Persia. What advantages did each civilization have in their numerous military clashes?  seq NL_a \* alphabetic c seq NL_1_ \r 0 \h . What role did geography play in the disparate development of Sparta and Athens?  seq NL1 \r 0 \h Audiovisual Bibliography SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . Athens: The Golden Age. (30 min. Color. Encyclopedia Britannica Films.)  seq NL1 2 seq NL_a \r 0 \h . The Greek Myths: Myth as Fiction, History, and Ritual. (27 min. Color. Encyclopedia Britannica Films.)  seq NL1 3 seq NL_a \r 0 \h . The Greek Myths: Myth as Science, Religion, and Drama. (25 min. Color. Encyclopedia Britannica Films.)  seq NL1 4 seq NL_a \r 0 \h . The Trojan Women. (111 min. Color. Films for the Humanities and Sciences.)  seq NL1 5 seq NL_a \r 0 \h . Greek Epic. (40 min. Color. Films for the Humanities and Sciences.)  seq NL1 6 seq NL_a \r 0 \h . The Rise of Greek TragedySophocles: Oedipus the King. (45 min. Color. Films for the Humanities and Sciences.)  seq NL1 7 seq NL_a \r 0 \h . Aristophanes: Women in Power. (58 min. Color. Films for the Humanities and Sciences.)  seq NL1 8 seq NL_a \r 0 \h . Ancient Greeks. (CD-ROM, Films for the Humanities and Sciences, 1998.)  seq NL1 9 seq NL_a \r 0 \h . Ancient Greece. (VHS, Films for the Humanities and Sciences, 1996.)  seq NL1 10 seq NL_a \r 0 \h . The British Museum: Greece (HYPERLINK "http://www.ancientgreece.co.uk/"http://www.ancientgreece.co.uk/)  seq NL1 11 seq NL_a \r 0 \h . The Parthenon (photos and 3D model) ( HYPERLINK http://www.greatbuildings.com/buildings/The_Parthenon.html www.greatbuildings.com/buildings/The_Parthenon.html) Internet Resources SEQ NL1 \r 0 \h   seq NL1 1 seq NL_a \r 0 \h . The Ancient City of Athens ( HYPERLINK http://www.stoa.org/athens www.stoa.org/athens)  seq NL1 2 seq NL_a \r 0 \h . The Ancient Greek World ( HYPERLINK http://www.museum.upenn.edu/Greek_World/index2.html www.museum.upenn.edu/Greek_World/index2.html)  seq NL1 3 seq NL_a \r 0 \h . The Ancient Olympic Games Virtual Museum ( HYPERLINK "http://minbar.cs.dartmouth.edu/greecom/olympics/" minbar.cs.dartmouth.edu/greecom/olympics)  seq NL1 4 seq NL_a \r 0 \h . Cultural Map of Greece (HYPERLINK "http://www.culture.gr/war/index_en.jsp"http://www.culture.gr/war/index_en.jsp)  seq NL1 5 seq NL_a \r 0 \h . Mythology in Western Art ( HYPERLINK "http://lib.haifa.ac.il/www/art/mythology_westart.html" lib.haifa.ac.il/www/art/mythology_westart.html)  seq NL1 6 seq NL_a \r 0 \h . The Perseus Digital Library ( HYPERLINK http://www.perseus.tufts.edu www.perseus.tufts.edu)  seq NL1 7 seq NL_a \r 0 \h . The Last Days of Socrates ( HYPERLINK "http://socrates.clarke.edu/" socrates.clarke.edu)  seq NL1 \r 0 \h  seq NL_EVEN \r 0 \h  seq NL_ODD \r 0 \h  seq NL_Eqn \r 0 \h  seq NL_Sec \r 1 \h Suggested reading Translations of the most important writings of the Greeks and Romans can be found in the volumes of the Loeb Classical Library published by Harvard University Press. Paperback editions of the major Greek and Latin authors are available in the Penguin Classics. Translations of documents include C. Fornara, Translated Documents of Greece and Rome, vol. 1 (1977), and P. Harding, vol. 2 (1985) and M.R. Lefkowitz and M.B. Fant, Womens Life in Greece and Rome: A Sourcebook in Translation (1992). Among the many general treatments of Greek history is H. Bengtson, History of Greece (English trans., 1988). J. Boardman et al produced between 1982 and 1994, the second edition of the Cambridge Ancient History, vols. 3 to 6, which covers all of classical Greek history. Although the work is written by many distinguished classical scholars, the delays in publication unfortunately make some of the contributions out-of-date. On the whole, however, the work is solid. A number of books on early Greece are readily available, including O. Dickinson, The Aegean from Bronze Age to Iron Age (2006), which covers topics ranging from the structures and economics of communities to trade, exchange, and religion. T. Hados, Local Responses to Colonization in the Iron Age Mediterranean (2006), is a welcome treatment of native reactions to Phoenician and Greek settlements throughout the region. J.M. Hall, A History of the Archaic World (2007), discusses Archaic Greece through the literary and archaeological evidence. R. Drews, The End of the Bronze Age (1993), gives an excellent treatment of the fall of the Mycenaean kingdoms. R. Osborne, Greece in the Making (1996), is a general survey of developments from 1200 to 479 b.c. J. Boardman, The Greeks Overseas (2001), provides a masterful examination of Greek expansion into the Mediterranean. J. N. Coldstream, Geometric Greece, 2d ed. (2003), studies the evolution of Greek society from 900 to 700 b.c. I. Malkin, ed., Ancient Perceptions of Greek Ethnicity (2001), deals with how the Greeks and their neighbors defined themselves as a people. C. Morgan, Early Greek States Beyond the Polis (2003), demonstrates that Greek states went far beyond the concept of the polis. Her study is important for its exploration of conditions in central Greece and the northern Peloponnesus. Some of the most original recent work on the development of the polis comes from H.M. Hansen, Polis (2006), the definitive book on the subject, nothing better on the topic. A. Burford, Land and Labor in the Greek World (1993), covers the entire topic of agriculture. M.N. and R. Higgins, A Geological Companion to Greece (1993), is the first modern study to link geology, archaeology, and patterns of ancient settlement. T. Amemiya, Economy of Ancient Greece (2007), examines the nature of the Greek economy in its broadest setting. W. Burkert, The Orientalizing Revolution (1992), is a masterful discussion of Near Eastern influence on early Greek culture. A good survey of work on Sparta is P. Cartledge, Sparta and Lakonia (1979), and his The Spartans (2002) presents a general survey of Spartas role in Greek history. S. Hodkinson, Property and Wealth in Classical Sparta (2000), discusses the basic aspects of Spartan life and S. Pomeroy, Spartan Women (2002) focuses on women. The Athenian democracy and the society that produced it continue to attract scholarly attention. Interesting and important are M. Ostwald, From Popular Sovereignty to the Sovereignty of Law (1986); M. H. Hansen, The Athenian Assembly (1987); and J. Ober, Mass and Elite in Democratic Athens (1989). M. Ostwald, Oligarchia (2000), is the first new treatment of oligarchy in decades. The history of the fifth century b.c. and the outbreak of the Peloponnesian War are treated in M. McGregor, The Athenians and Their Empire (1987); G. E. M. de Ste. Crois, The Origins of the Peloponnesian War (1972), despite its defects; A. Ferrill, The Origins of War (1985), chap. 4; and E. Badian, From Plataea to Potidaea (1993), a collection of essay on major aspects of the period. The fourth century was one of the most fertile fields of late-twentieth-century research. P. Cartledge, Agesilaos and the Crisis of Sparta (1987), treats Sparta government and society in its period of greatness and collapse. J. Buckler, The Theban Hegemony, 371362 b.c. (1980), examines the period of Theban ascendancy, and his Philip II and the Sacred War (1989) studies the ways in which Philip of Macedonia used Greek politics to his own ends. His broader study, Aegean Greece in the Fourth Century b.c. (2003), covers a previously unexplored period. Similarly, H. beck and J. Buckler, Central Greece and the Politics of Power in the Fourth Century b.c. (2007), not only questions the value of Athenocentricism but also emphasizes the significance of states elsewhere in Greece. J. Cargill, The Second Athenian League (1981), a significant study, trances Athenian policy during the fourth century. G. Cawkwell, Philip of Macedon (1978), analyzes the career of the great conqueror, and R. M. Errington, A History of Macedonia (English trans., 1990), is the best general treatment of the topic published in recent years. Last, see L. A. Tritle, ed., The Greek World in the Fourth Century (1997), a comprehensive but somewhat uneven collection of essays on the period, and P. Georges, Barbarian Asia and the Greek Experience (1994), which explores Greek responses to the native peoples of Asia Minor in the fifth and fourth centuries b.c. Greek social life has received a great deal of attention constituting a theme of continuing interest among classical scholars. J. T. Roberts, Athens on Trial (1996), discusses how Athens, the pristine democracy, nurtured its own anti-democratic thought. C. B. Patterson, The Family in Greek History (2001), treats the public and private relations of the family, which were interconnected as does N. Demand, Birth, Death, and Motherhood in Classical Greece (1994). M. Golden, Children and Childhood in Ancient Athens (1993), studies a neglected topic. D. Cohen, Law, Sexuality, and Society (1992), discusses what the Athenians thought was proper moral behavior and how they tried to enforce it. J. J. Winkler, The Constraints of Desire (1989), examines the anthropology of sex and gender in ancient Greece. D. Sonsone, Greek Athletics and the Genesis of Sport (1988), which is well illustrated, provides a good and far-ranging treatment of what athletics meant to the classical Greek world. The topic of slavery is addressed in Y. Garlan, Slavery in Ancient Greece (1988), and in the more adventurous E. M. Wood, Peasant-Citizen and Slave (1988), which links the two groups to the founding of Athenian democracy. For Greek literature, culture, and science, see A. Leskys classic History of Greek Literature (English trans., 1963), and F. Zeitlin, Playing the Other: Gender and Society in Classical Greek Literature (1996), and for drama, H. C. Baldry, The Greek Tragic Theater (1971). Still unsurpassed in Greek philosophy is J. Burnet, Greek Philosophy (1914). M. Clagett, Greek Science in Antiquity (1971), is the best place to start on this somewhat neglected topic. Relatively new work on Greek philosophy is presented in P. Kingsley, Ancient Philosophy (1996), which studies the effects of myth and magic on the development of Greek philosophy. A novel approach to the topics is J. K. Ward, ed., Feminism in Ancient Philosophy (1996). M. Ferejohn, The Origins of Aristotelian Science (1991), discusses earlier Greek scientific thought and Aristotles response to it. Two works explore medicine: M. D. Grmek, Diseases in the Ancient Greek World (1991), and J. Longrigg, Greek Rational Medicine (1993), which emphasizes the importance of Greek physicians who concentrated on natural causes of illness and their cure rather than on magic and religion. Studies of Greek religion and myth include J. D. Mikalson, Athenian Popular Religion (reprint 1987), which opens a valuable avenue to the understanding of Greek popular religion in general. P. N. Hunt, ed., Encyclopedia of Classical Mystery Religions (1993), provides more than a thousand entries on mystery religions. It also discusses the later competition between them and Christianity. The classical book E. R. Dodds, The Greeks and the Irrational (1951), discusses a hitherto neglected side of intellectual history. In general, W. Burkert, Greek Religion (1987), gives a masterful survey of ancient religious beliefs. More recently he has explored the effects of biology on the evolution of Greek religion in Creation of the Sacred (1996). M. Dillon, Girls and Women in Classical Greek Religion (2002) examines gender issues. Last, K. Dowden, The Uses of Greek Mythology (1992), is a systematic study of the importance of mythology to Greek history, which explores its originality and its relation to Greek culture in general.      PAGE 20 Chapter  DOCPROPERTY "ChapterNumber" 3: Classical Greece (ca 1650338 b.c.) Chapter  DOCPROPERTY "ChapterNumber" 3: Classical Greece (ca 1650338 b.c.)  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