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

2. Architecture: 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.

3. The Parthenon on the Acropolis in Athens
B.C.E.

4. Role 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)

5. Home of
Goddess
Athena
Virtual Field Trip
Acropolis
Floor plan

6. Basic Elements of Greek Building
Stylobates: precisely cut squares of stone on which rested the colonnades.

7. Entablature

8. More common in Roman Architecture
“D.I.C.”
Greek Architecture: Columns
More common in Roman Architecture

9. “Elgin Marbles”
British Museum, London
To whom do they belong?

10. Greek Drama: A Public Art
Theater at Epidauros
2007

11. Tragedy
An elegant story about an admirable person struggling nobly against insuperable odds.
Aeschylus
Sophocles
Euripides
Antigone at her brother’s grave (Louvre)

12. What 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.

13. Historiai A story with details
“Researches,” “investigations” about universal themes and absolute truths.
Drama expressed in powerful language

14. Herodotus and Thucydides

15. Herodotus: Father of History
"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

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

17. The Persian Wars: As told to us by Herodotus
The Persian Empire: the ultimate barbaron
– uncultured and inferior, albeit powerful

18. “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).”
These images of the Persian fighters equipped with only the most rudimentary gear must have seemed like suicide to the Greco-Roman reader.

19. 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.

20. Summary: Herodotus and Thucydides What 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.

21. Chapter Test, Monday, Nov. 8
Assignment 1
Read in text, pp and pp (Notice that Assignments 1 and 2 have reversed order of pages.)
Define 4 blue terms and answer 3 check points.
Study PP notes
Extra-Credit Possibilities for next week: Choose only 1
Lecture - The Birth of History: Tues. 11/3 3-3:30
Numismatist seeking… (details on SPA; due by 11/5)
Chapter Test, Monday, Nov. 8

22. Philosophers: 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 2
Read text, pp and pp. 136
Define 6 Blue-bold terms and answer Thinking Critically, pp 136.
Read PP notes and project handout: Classical Greece: Topics of Investigation. Pick topic and partner(s)
Divine thought, or the thinking of God or the gods, is the highest form of thought and consists of thought about thought.
She is responding to a higher order than that of man– that of the gods.

23. Raphael’s The School of Athens (1509)
“The painting celebrates classical thought, but it is also dedicated to the liberal arts, symbolized by the statues of Apollo and Minerva. Grammar, Arithmetic and Music are personified by figures located in the foreground, at left. Geometry and Astronomy are personified by the figures in the foreground, at right. Behind them stand characters representing Rhetoric and Dialectic. Some of the ancient philosophers bear the features of Raphael's contemporaries. Bramante is shown as Euclid (in the foreground, at right, leaning over a tablet and holding a compass). Leonardo [Leonardo da Vinci ( )] is, as we said, probably shown as Plato. Francesco Maria Della Rovere appears once again near Bramante, dressed in white. Michelangelo, sitting on the stairs and leaning on a block of marble, is represented as Heraclitus. A close examination of the intonaco shows that Heraclitus was the last figure painted when the fresco was completed, in The allusion to Michelangelo is probably a gesture of homage to the artist, who had recently unveiled the frescoes of the Sistine Ceiling. Raphael - at the extreme right, with a dark hat - and his friend, Sodoma, are also present (they exemplify the glorification of the fine arts and they are posed on the same level as the liberal arts)."
raphael/4stanze/1segnatu/1/

24. Pythagoras(?) (crouching with book)
Plato (left) is carrying a copy of his Timeus, and pointing upwards, which symbolizes his concern with the eternal and immutable Forms. Aristotle (right) is carrying a copy of his (Nicomachean) Ethics, and keeping his hand down, which symbolizes his concern with the temporal and mutable world.
Pythagoras (crouching with book) and Parmenides (standing with book)
Plato and Aristotle

25. The School of Athens Raphael, 1509
Euclid (?)
Zoroaster (facing, with beard) and Ptolemy (?)(back to us, globe) and Raphael (?)(dark hair, facing)

26. Socrates 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

27. What is a Good Society? Plato and Aristotle Plato Aristotle 1. 2.
Create a chart with a column for each philosopher. Contrast the views of both. *
Plato
Aristotle 1. 2.
*Read pp of text

28. Chapter Test, Monday, Nov. 8
Assignment 3
Project: For choices, description and rubric, see handout: Classical Greece: Topics of Investigation.
Presentations: Mon./Tues, Nov. 1/2.
Notes: Extra-Credit Possibilities for next week: Choose only 1
Lecture - The Birth of History: Tues. 11/2 3-3:30
Numismatist seeking… (details on SPA; due by 11/5)
Chapter Test, Monday, Nov. 8

29. Chapter 4: Greece Test Overview
Format:
18 multiple choice/matching
2of 3 documents
Map
Content drawn from:
Text, Chapter 4, Sections 1-5
Lecture Notes
PowerPoint Class Notes
Additional Checks: Sections 4 + 5
Check out the On-line Review PP