Download Stage 2 Classical Studies Assessment Type 3: Special Study

Stage 2 Classical Studies
Assessment Type 3: Special Study
Student Response
"Aspasia is considered the most famous woman of the 5th Century" (Sarah Pomeroy)
To what extent is this true?
Aspasia of Miletus is considered the most famous woman in Ancient Greek history. Born in Ionia during
the 5th Century BCE, Aspasia grew to become an exceptionally intelligent and influential woman in the
Greek world. Migrating to Athens in 450 BCE, Aspasia caused much controversy through her position
as an educated and well known courtesan along with her obvious disregard for the acceptable
behaviour of an typical Athenian woman (through her position as a metic). Her close, sophisticated
relationships with men, in particular her love affair with the Athenian leader Pericles, lead to much
gossip and public criticism about her and her believed influence over the political leader . Aspasia also
became the perfect target for comic poets of the century who tried to defame her in their dramatic plays
and literature. It is through these examples of her unrestricted lifestyle and associations that Aspasia
was able construct a distinguished public image and secured her position as one of the most talked
about, and influential women of the ancient world.
The greatest recognizable cause of Aspasia's controversy would be her position as a renowned
courtesan in Athens. Unlike prostitutes or women of the time, Aspasia was a talented 'hetairai', a higher
class escort than the simple prostitute, that had "intellectual training and possessed artistic talents"
(Pomeroy, 1994). The beautiful Ionian received an extensive education early in life in a range of
different areas and subjects and had allowance to mix with men (Brandenburg, Hill, 2002). Aspasia
herself was educated in such skills as music, dance, history, mathematics, medicine and philosophy
(Brandenburg, Hill, 2002). This education may have been received in her early childhood when her
parents committed her to a temple of Aphrodite to become a temple prostitute in an attempt to get rid of
expensive and unwanted female children and gain honour for the family (Frost, 1971). From here
Aspasia grew and learnt the ways of the hetariai until she may have bought her own freedom and
relocated to Athens. As one of the only free, educated women_ in Athens, Aspasia not only held the
occupation of a hertairai herself, but also trained and instructed younger girls ,importing "large numbers
of beautiful women, and Greece came to be filled with her prostitutes" (Athenaeus, 2012, pg 1).Her
home, known as the 'House of Aspasia' became known all over the 5th century Greek society, filled with
the most beautiful of girls and also for the high level of conversation that went on between men and
women within its walls. It was here that statesmen, generals, playwrights and philosophers came to
enjoy the company and the high level of intelligence in conversations with both Aspasia and her
students (Frost, 1971). Considered "one of the few Greek women to break down the barriers of
masculine prejudice to become a person of not only beauty and grace, but power and influence as well"
(Frost, 1971, pg 115), Aspasia's commitment to her work and her teachings of future courtesans
portray her as a gifted woman who can be admired by all women.
Believing it was the fastest growing city in Greece at the time, Aspasia travelled to the trade driven
and temple filled land of Athens (Frost, 1971). As the notorious courtesan was born in Ionia, she was
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Stage 2 Classical Studies Student Response
Ref: A292394 (August 2013)
© SACE Board of South Australia 2013
required to live in Athens under the particular social class of a metic which allowed her to break free
from the normal restrictions of Athenian women (Lucian, 2012). The metic title "freed Aspasia from the
legal restraints that traditionally confined married women to their homes" (Grout, 2012,pg 1) allowing
Aspasia to immerse herself in society and participate in the public life of Athens. However, as a
foreigner she was subjected to pay a 'metoikon', a form of annual tax, and was required to find a
citizen protector known as a `prostate'(Boardman, Griffin, & Murray 1992)whom she began an
ongoing relationship with. Although unable to receive the full freedom of a citizen, Aspasia made
valuable contributions to Athens. With her status as a courtesan, Aspasia was given the freedom to
interact with and also hold her own conversations with men and as a tax payer the courtesan was
able run her own business; a brothel in her own home (Burn, 1972). Aspasia's ability to speak her
thoughts caused a great disturbance to the people as her ideas on the female role and the
relationship between males and females was simply not acceptable to the Athenians. Aspasia
believed that "marriage was an encounter between two equals, each of whom should adapt to the
needs of others" which would have been considered outrageous in such a male-dominated society in
which females where simply the property of men. Aspasia is described as "the only female intellectual
linked with Athens" (Cantarella, 1987) which ironically portrays her differences among Athenian
women, as Aspasia herself was Ionian, not Athenian.
Aspasia intelligence and beauty did not go unnoticed to the men of 5th Century Athens, befriending
many philosophers and capturing the eye of political leader, Pericles. Aspasia, a "striking beauty and a
fine and rare intelligence" (Burn, 1972) was said to have captivated Pericles with her beauty, wit and
charm (Burn 1972), causing the Athenian leader to divorce his wife to become involved with the Ionian
beauty around 450 BCE (Whiting, 2005). The couple's relationship itself caused much argument as its
structure followed a much different pattern than that of a normal Athenian marriage. As a metic,
Aspasia and Pericles were unable to marry; legislation put in place by Pericles himself not long before
Aspasia migrated (Boardman, Griffin, & Murray 1992) but this set back did not damage their
relationship. Aspasia found accommodation in Pericles own house, living with him as his concubine
(Frost, 1971). Pericles gave Aspasia such affection that was unknown to Athenian wives, discussed
important matters with her and treated her with respect (Kagan, 1991). Plutarch wrote that Pericles
would "kiss her warmly both when he left for the marketplace and when he returned home each day"
(Plutarch, 1994). This infuriated Athenians as they considered it to be shocking and offensive to treat
this woman, who not only was a foreigner, but also hetairai, as a wife (Kagan, 1991). The union
between the leader and his concubine lead to the birth of their son also named Pericles, sometime
before 411 BCE (Frost, 1971). The controversial couple remained faithful to each other until Pericles
death in 492 BCE, with Aspasia beginning a relationship with another man named Lysicles(Henry,
1995).
Plutarch also states that many men would come to enjoy discussing important issues with Aspasia
and to learn the skill of Rhetoric (Plutarch, 2012) which is the art effective speaking, writing and
persuasion. One famous philosopher, Socrates, often visited Aspasia, taking some of his students
and friends with him to learn from her (Dryden, 1992). Many of Socrates pupils such as Aeschines,
Antisthenes and Xenophon have mentioned Aspasia highly in their works. Unlike the many
misogynist philosophers in Athens, Socrates was supportive of women and held similar beliefs and
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Stage 2 Classical Studies Student Response
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© SACE Board of South Australia 2013
ideas about female role and equality between the sexes as Aspasia. Socrates admired Aspasia's
ideas and wisdom and was said to have even admitted that she was wiser than him .He admitted that
Aspasia was more knowledgeable about the equal partnership between man and woman and
household management than he was and even listened to advice that she presented to
him(Cantarella, 1987).Plato suggests that it was Aspasia who taught Socrates in Rhetoric and also
taught him his famous alleged 'Socratic Method', becoming a part of his Socratic circle(Plato ,2012)
highlighting her place in society not only as an intellectual but an individual.
Although accepted by many men in the Athenian public, Aspasia was also exposed to much criticism
and slander from those who found her presence in Athens an outrage. Many comic poets of the time
"referred to her as the new as the new Omphale and Deianira and Hera" (Plutarch, 1994). One in
particular, Cratinus called Aspasia "a shameless whore" (Cratinus, 2012). The courtesan was the first
woman to be charged with impiety which produced extreme uproar in such a religiously orientated
civilization. Unfortunately, Aspasia's position as a metic restricted her from defending herself during
her trial. It was Pericles himself who appealed her case in her defence, breaking down into tears
during the trial which demonstrated his complete devotion to Aspasia , but also established his
weakness as a strong leader (Whiting, 2005). Athenians used Pericles and Aspasia's relationship to
attack them both (Grout, 2012). One of the most emasculating forms of gossip was the suggestion
that it was Aspasia, with her wit and intelligence, who was "said to have polish the more eloquent of
Pericles orations" (Brandenburg, Hill, 2002, pg 1) which undoubtedly hindered Pericles leadership
abilities in Athens' patriarchy. Aspasia is also said to have been the cause of the war against Athen's
and the Samians. The rumours stated that Pericles went to war as a "favour to the Milesians, upon
the entreaty of Aspasia" (Brandenburg, Hill, 2002, pg 1) in an attempt to protect her home land.
Athens failed to overthrow the Samians, which lead to the avoidable and unnecessary deaths of many
young Athenian men (Frost, 1971). Although bombarded with constant insults, Aspasia ignored the
judgment from society and continued to live her prosperous and free life.
It is clear that Aspasia's status as the most famous woman of the 5th century is completely justified. As
a recognizable and educated courtesan in Athens and her freedom as a metic allowed her to escape
from the stereotype of a typical Athenian woman and caused considerable commotion among the
people of Athens. Her extreme beauty and rare female intelligence brought her many strong
relationships with significant men allowing her to express her own opinions on social debates.
Aspasia gained considerable influence over Pericles throughout their passionate and equal
relationship which outraged the Athenian people. Aspasia aptitude to survive the copious amounts of
slander and torment from not only the people she lived among but the men who wrote the theatre of
the time, demonstrate her firm stand to continue her flamboyant lifestyle despite public opinion.
Aspasia famously secured her rightful place in history as an accomplished woman who resisted
against what was considered a male dominated society and can be seen as a strong role model for all
women.
Word Count: 1714
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Ref: A292394 (August 2013)
© SACE Board of South Australia 2013
Bibliopraphv:
Books:
Boardman, J, Griffin, J & Murray, 0 1992, The Oxford History Of The Classical World, The Softbank
Preview, Great Britain.
Burn, A 1972, Pericles and Athens, The English Universities Press LTD, London.
Cantarella, E 1987, Pandora's Daughters, The John Hopkins University Press, USA.
Day, N 2000, Your Travel Guide To Ancient Greece, Runestone Press, USA.
Frost, F 1971, Greek Society, D.0 Heath & Company, Canada.
Henry, M 1995, Prisoner of History: Aspasia of Miletus and Her Biographical Tradition , Oxford
University Press, USA.
Kagan, D 1991, Pericles of Athens and the Birth of Democracy, D.0 Heath &
Company, Macmillan. Plutarch (in Pomerory, 5 ), 1994, Goddesses, Whores,
Wives & Slaves, Pimlico, Great Britain.
Pomeroy, S 1994, Goddesses, Whores, Wives & Slaves, Pimlico, Great Britain.
Whiting, .12005, The Life and Time Of : Pericles, Mitchell Lane Publishers, USA.
Electronic:
Aspasia n.d, PBS, accessed 18 April 2012, <http://www.pbs.ordempires/thegreeks/htmlver/>.
Aspasia: Influential Concubine to Pericles 2012, Ancient Encyolopedia History,
accessed 18 April 2012, <http://www.ancienteu.com/articie/73/>.
'Aspasia of Miletus Philosopher - 470 BCE' 1994, in Microsoft Encarta Encyclopedia,
accessed 15 March 2012, <http://www.women-philosophers.com/Aspasia-of-Miletus.html>.
Burton, G n.d, What is Rhetoric?, Brigham Young University, accessed 08
October 2012,
<http://rhetoric.byu.edu/encompassing%20terms/rhetoric.htm>.
Cicero, 2012, Aspasia of Miletus, Encyclopaedia Romana, accessed 05 April
2012, <http://penelope.uchicago.edutgrout/encyclopaedia_romanagreece/hetairai/aspasia.html>.
Cratinus, 2012, Aspasia of Miletus, Encyclopaedia Romana, accessed 05 April
2012, <http://penelope.uchicago.edutgrout/encyclopaedia_romana/greece/hetairai/aspasia.html>.
Athenaues, Aspasia, Ancient Philosopher and Teacher of Athens, Ancienthistory.about,
accessed 15 March 2012, <http://ancienthistory.about.com/od/philosophers/a/Aspasia.htm>.
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© SACE Board of South Australia 2013
Gill, N n.d, Aspasia, Ancient Philosopher and Teacher of Athens, Ancienthistory.about,
accessed 15 March 2012, <http://ancienthistory.about.com/od/philosophers/a/Aspasia.htm>.
Grout, J 2012, Aspasia of Miletus, Encyclopaedia Romana,accessed 15
March 2012,
<http://penelope.uchicago.edut"grout/encyciopaedia_romana/index.html
>.
Hill, Debora & Brandenburg, Sandra "Women in ancient history.." Contemporary Women's Issues
Database. 01 Mar. 2002: 24(4). eLibrary. Web. 09 Apr. 2012.
Lendering, J 2007, Aspasia of Miletus, Livius.Org, accessed 15 March 2012,
<http://www.livius.oreasattaspasia/aspasia.html>.
Lucian, 2012, Aspasia of Miletus, Encyclopaedia Romana, accessed 05 April 2012,
<http://penelope.uchicago.edutgroutiencyclopaedia_romana/greece/hetairai/aspasia.html>.
Plutarch. "Plutarch's Lives: Pericles, Part Ill.." Great Works of Literature. Bureau of Electronic Publishing,
1992. n.pag. eLibrary. Web. 09 Apr. 2012.
Encyclopedia:
'Aspasia' 1984, in The Encyclopedia Americana, Grolier Incorporate, USA, vol. 2
Video:
Empires: The Greeks - Crucible of Civilization 2000, DVD, Atlantic Productions, USA.
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© SACE Board of South Australia 2013
Assessment Comments
This response is a B grade.
Knowledge and Understanding
 There is evidence throughout the study of well-considered knowledge and understanding of the power and
influence of Aspasia in ancient Athens. There is also knowledge and understanding of the social and political
practices of ancient Athens that is applied in a competent way to the selected topic.

Demonstrates well-informed recognition of and thoughtful reflection on, the diversity of attitudes, beliefs, and
values as it applies to the social roles of women and the particular restrictions imposed on metics. There is
some confusion over context in the expectations of wives of Athenian citizens versus metics and why attacks on
Pericles meant that Aspasia was a target.
Research and Analysis

There is sound evidence of research into a range of secondary sources which are used to substantiate the
proposition regarding the fame of Aspasia in the 5 th Century. There is evidence of competent critical analysis
and synthesis of, and reflection on, research. Well informed recognition and use of relevant terms showing an
understanding of the ancient Athenian society. Argument is defined and developed in a well-considered way.
Communication

Communication is clear and relevant displaying an informed argument regarding the position and influence of
Aspasia in Athenian society. The integration of sources is appropriate as is the acknowledgment. Mostly clear
and thoughtful explanation of the major ideas supporting the central argument of the study.
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© SACE Board of South Australia 2013
Performance Standards for Stage 2 Classical Studies
A
Knowledge and Understanding
Research and Analysis
Communication
In-depth knowledge and critical understanding
of selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Extensive and balanced research into primary
and secondary sources, including literary text(s).
Clear, logical, coherent, and
controlled communication of
informed argument, using
appropriate examples and ideas.
Discerning selection and application of factual
knowledge that demonstrates critical
understanding of the civilisations of Greece
and/or Rome.
B
Fluent and lucid explanation of ideas,
using a range of forms.
Well-considered knowledge and
understanding of selected texts, ideas,
individuals, groups, institutions, practices,
events, and artefacts of the classical world.
Sound research, with breadth and balance, into
primary and secondary sources, including
literary text(s).
Clear and relevant communication of
informed argument, using mostly
appropriate examples and ideas.
Well-informed critical analysis and synthesis of,
and reflection on, research.
Well-considered integration and
acknowledgment of source material.
Well-informed recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Mostly clear and thoughtful
explanation of ideas, using a range
of forms.
Appropriate knowledge and understanding of
selected texts, ideas, individuals, groups,
institutions, practices, events, and artefacts of
the classical world.
Competent selection and application of factual
knowledge that demonstrates informed
understanding of the civilisations of Greece
and/or Rome.
Competent recognition of, and considered
reflection on, the diversity of attitudes, beliefs,
and values in the classical world.
Well-considered definition and development of a
point of view.
Generally sound and balanced research into
primary and secondary sources, including
literary text(s).
Competent critical analysis and synthesis of,
and reflection on, research.
Appropriate recognition and application of
relevant terms, concepts, and skills, including
skills of historical literacy.
Generally clear and reasonably
accurate communication of informed
argument, using mostly appropriate
examples and ideas.
Appropriate integration and
acknowledgment of source material.
Generally clear explanation of ideas,
using some different forms.
Competent definition and development of a
point of view.
Recognition and some understanding of texts,
ideas, individuals, groups, institutions,
practices, events, and artefacts of the classical
world.
Superficial research into primary and secondary
sources, including literary text(s).
Selection and application of aspects of factual
knowledge that demonstrate some
understanding of the civilisations of Greece
and/or Rome.
Basic recognition and application of relevant
terms, concepts, and skills, including selected
skills of historical literacy.
Some recognition, and superficial
consideration, of some attitudes, beliefs, and
values in the classical world.
E
Astute and selective integration and
acknowledgment of source material.
Comprehensive definition and development of a
point of view.
Well-informed recognition of, and thoughtful
reflection on, the diversity of attitudes, beliefs,
and values in the classical world.
D
Selective recognition and controlled application
of relevant terms, concepts, and skills, including
skills of historical literacy.
Discerning and well-informed recognition of,
and insightful reflection on, the diversity of
attitudes, beliefs, and values in the classical
world.
Well-considered selection and application of
factual knowledge that demonstrates wellinformed understanding of the civilisations of
Greece and/or Rome.
C
Incisive critical analysis and synthesis of, and
reflection on, research.
Superficial analysis and description of research.
Some definition, and partial development, of a
point of view.
Some awareness of aspects of one or more
texts, ideas, individuals, groups, institutions,
practices, events, or artefacts of the classical
world.
Limited research into primary and secondary
sources, including literary text(s).
Attempted selection and application of aspects
of factual knowledge that demonstrate some
awareness of the civilisations of Greece and/or
Rome.
Attempted use of some relevant terms,
concepts, and skills, including selected skills of
historical literacy.
Limited description of research.
Attempted development of a point of view.
Superficial argument, using limited
examples and ideas, and tending
mostly towards description.
Some integration and
acknowledgment of descriptions of
source material.
Attempted explanation of ideas,
using one or more forms.
Some attempts at argument, using
few examples and ideas and mostly
descriptions.
Limited integration or
acknowledgment of descriptions of
source material.
Description of one or more ideas.
Attempted description of one or more aspects
of attitudes, beliefs, and values in the classical
world.
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Stage 2 Classical Studies Student Response
Ref: A292394 (August 2013)
© SACE Board of South Australia 2013