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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 Page 1 of 7 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 Page 2 of 7 Stage 2 Classical Studies Student Response Ref: A292394 (August 2013) © 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 Page 3 of 7 Stage 2 Classical Studies Student Response 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>. Page 4 of 7 Stage 2 Classical Studies Student Response Ref: A292394 (August 2013) © 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. Page 5 of 7 Stage 2 Classical Studies Student Response Ref: A292394 (August 2013) © 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. Page 6 of 7 Stage 2 Classical Studies Student Response Ref: A292394 (August 2013) © 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. Page 7 of 7 Stage 2 Classical Studies Student Response Ref: A292394 (August 2013) © SACE Board of South Australia 2013