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Friday, January nd 22 Bell Work: Please pick up an article and handout from the back table. Take a few minutes to silently read the article. Then, on the form, identify your original position with regard to the question listed at the top. Daily Agenda: • Bell Work: Alexander… the Great? • WOD Review • Activator: Time lining • Lecture: Classical Civilizations (Greece/Persia) • Summarizer: Dear Absent Student Essential Question: How did Classical Civilizations differ from earlier civilizations? Homework: Read The Year One and complete worksheet. Friday BLOCK 1 QUIZ Historical Epithets: • Ivar the Boneless? Charles the Bald? Justinian the Slit-Nosed? Alfonso the Slobberer? History sure can be cruel! • Epithets can be deserved titles, cruel denunciations, and carefully evaluated legacies. • But what about “the Great?” What does such an epithet imply? Philosophical Debate Directions: • Was Alexander of Macedon really “great?” • As we discuss Alexander’s legacy, consider your view on this question. • Each of you will receive bonus points for your verbal contributions to the discussion. • Make sure to reference specific information from your reading in your responses (support). • At any point in the discussion if your opinion changes, note the change (and reason) on your form. Philosophical Chairs Debate: • Was Alexander deserving of the title “the great?” • What alternate epithet would you propose for Alexander? • Did Alexander’s reputation benefit from historical hindsight? What techniques did Classical empires create to administer their territories? PERSIAN EMPIRE • Challenge: 70 distinct ethnic groups spread over the world’s largest empire • Persepolis: Grand capital built to serve as a nerve center of the empire . • Satrapies: Governors (Satraps) served as central administrators in 23 districts of the empires. What would stop these Satraps from challenging the power of the Emperor? • Satraps power was checked by a contingent of imperial military officers and tax collectors and also by “the eyes and ears of the king.” • General approach was to oversee all territory while respecting the traditions of each local people • Under Darius, the empire standardized taxes, issued standardized coins, and attempted to codify laws (without imposing a uniform law code) Greek City-States • • • • • • • Challenge: Greece’s mountainous and island geography makes it nearly impossible to unite Political Systems: Monarchy Oligarchy Tyranny Democracy Does this progression equate to improvement? Athens: Creates Council of 500 randomly selected from citizenry for 1 year terms. Ostracism – Citizenry can vote to remove someone from society Sparta: Military state with 2 kings and council of elders All Spartan boys were taken from the homes at age 6, militarily trained by the state until 18, and expected to serve actively until 30. Only in isolated cases were alliances between states arranged (Delian League) What techniques did Classical empires create to administer their territories? What techniques did Classical empires create to administer their territories? ROMAN EMPIRE • Challenge: Maintaining an expansive and increasingly diverse empire • Romanization: creating public monuments and communal spaces open to all—such as forums, amphitheaters,racetracks and bath s—helped foster a sense of "Romanness". • “Bread and Circuses”: To appease the growing poor masses of Rome, free bread was issue daily and gladiatorial contests, circuses, and festivals were held to distract people from their real problems. • Patron-Client Relationship: The latifundia often looked after those who worked their land in exchange for their loyalty (in politics or military service) What role did trade play in creating and maintaining empires? • • • • • • • To expand the economy, Persian rulers adopted standardized coins, and created large markets in big cities (even banks and investment firms). Royal Road: 1677 mile road connecting Sardis to Susa (7 days travel rather than 90 days on foot) Canal of the Pharaohs: Man-made canal linking Red Sea and Nile River to expand maritime trade. Trade amongst and between the Anatolians, Mesopotamians, Egyptians, Phoenicians, Hindus, Central Asians, and Greeks Greek merchants dominated control of trade throughout the eastern Mediterranean Spirit of “Hellenes” fostered increased trade and interaction amongst isolated Greek city-states Greek poleis established large colonies in places as distant as north Africa, Italy, Spain, and the Black Sea What role did trade play in creating and maintaining empires? Roman Empire • Roman Republic • Created tens of • Punic Wars were fought thousands of miles of against Carthage to roads to facilitate control and dominate trade Mediterranean trade • Exported grains, precious metals, wine • Created a common as far as China and currency used throughout India (Silk Road) the Mediterranean ** Fun fact: The smallest coined currency in the Roman Republic was the as (or in its plural form asses) What social classes and occupations were common in empires? Hoplites Middle class citizens who served in the military in Greece Helots Slave population of Ancient Sparta Imperial Bureaucrats and Warriors Equites Roman Middle Class; served as forerunner to “Knights” Free Classes (Artisans, Priests, merchants, craftsmen, landowning peasants, laborers) Slaves (Prisoners of War, Rebels, or Debtors) What unique social and economic characteristics existed in empires? PERSIAN EMPIRE Greek Society • Female labor Women worked in • Athenian notion of slavery was unique. For one year, slaves were even used as the city’s the weaving/textile industry and police force. received rations of grain, wine, beer, and meat from the empire/temple • Citizenship in Sparta was limited to those white, male, land-owners born directly in that employed them. Sparta. • Pregnancy: Pregnant and new • Women in Sparta were provided a wellmothers received higher rations rounded education that included boxing and than anyone. Extra bonuses given to wrestling. Why was this done? mothers (and nurses) who give birth to boys. Higher rations for boys than • Spartan women were highly valued for their ability to create new Spartan citizens. girls. • Nearly every Hellenic polis practiced female • Agriculture: Relied on infanticide (on some scale). Mesopotamia, Egypt, and Northern • Athenian women were very isolated; only India for agricultural surpluses for allowed out in public with a male relative, for large bureaucracy. funerals, or for female festivals. • Qanats: Underground canals for irrigation throughout Iranian plateau What unique social and economic characteristics existed in empires? Roman Republic • • • • • • • Rape of the Sabine Women --> Illustrates women’s role in connecting families Women were granted citizenship in the Roman Republic, but could not vote or hold office Women were socially subservient to their male paterfamilias, but were valued as mothers Women could serve as Vestals: religious officials dedicated to perfecting religious rituals Roman women could initiate divorce, own businesses, and had social freedom. Slavery was common, and slave had no legal rights. However, upon manumission, former slaves were granted citizenship. Roman Empire • Slavery in the Roman Empire was common; as many as 1/3 in Italy and 1/5 in the empire were slaves • Slaves as served as gladiators • Spartacus former gladiator that led a revolt of 70,000 in 71 BC • Generally, women’s lives were dominated by the paterfamilias – property decisions, arranged marriages, etc. • Social promotion was possible through wealth, self-made men, etc. Important Points of Periodization: • 753 BCE – City of Rome founded (Romulus?) • 550 BCE – Cyrus the Great founds the Achaemenid (Persian Empire) Empire • 509 BCE – Roman Republic founded • 499 – 459 BCE – Persian Wars • 431-404 – Peloponnesian War • 336-31 BCE – Hellenistic Era • 264-146 BCE – Punic Wars • 27 BCE – 285 CE – Roman Empire (Undivided) • 285-476 CE – Western Roman Empire