Ancient History to the Death of Charlemagne. Willis Mason WestA History of the Orient and Greece--For High Schools and Academies. George Willis BotsfordA History of Greece from the Earliest Times to the Death of Alexander the Great. C. W. C. OmanOutlines of Roman History--For the Use of High Schools and Academies. William C. MoreyHistory of the Roman People. Charles Seignobos, William Fairley

1902 ◽  
Vol 10 (9) ◽  
pp. 715-716
Keyword(s):  
High Schools ◽  
Roman History ◽  
Alexander The Great ◽  
Ancient History ◽  
Roman People ◽  
History Of ◽  
Of Greece

States of Memory

2019 ◽  
Author(s):  
David C. Yates
Keyword(s):  
Classical Tradition ◽  
Alexander The Great ◽  
Ancient History ◽  
Westward Expansion ◽  
Significant Events ◽  
History Of ◽  
Persian War ◽  
Historical Accounts ◽  
Of Greece ◽  
Over Time

The Persian War was one of the most significant events in ancient history. It halted Persia’s westward expansion, inspired the Golden Age of Greece, and propelled Athens to the heights of power. From the end of the war almost to the end of antiquity, the Greeks and later the Romans recalled the battles and heroes of this war with unabated zeal. The resulting monuments and narratives have long been used to elucidate the history of the war itself, but they have only recently begun to be used to explore how the conflict was remembered over time. In the present study, Yates demonstrates (1) that the Greeks recalled the Persian War as members of their respective poleis, not collectively as Greeks, (2) that the resulting differences were extensive and fiercely contested, and (3) that a mutually accepted recollection of the war did not emerge until Philip of Macedonia and Alexander the Great shattered the conceptual domination of the polis at the battle of Chaeronea. These conclusions suggest that any cohesion in the classical tradition of the Persian War implied by the surviving historical accounts (most notably Herodotus) or postulated by moderns is illusory. The focus of the book falls on the classical period, but it also includes a brief discussion of the hellenistic commemoration of the war that follows those trends set in motion by Philip and Alexander.

Learning from the Capitol’s Deliverance

2017 ◽  
Author(s):  
Jason Moralee
Keyword(s):  
Ways Of Knowing ◽  
Roman History ◽  
Clement Of Alexandria ◽  
Roman People ◽  
History Of ◽  
Eusebius Of Caesarea

Chapter 5 asks what Christians were supposed to learn from the stories about the Capitoline Hill’s special status in Roman memory as the inviolable citadel of Jupiter’s people. Christian intellectuals such as Tertullian, followed by Clement of Alexandria, Eusebius of Caesarea, Lactantius, and Arnobius, ridiculed Roman history and mythology. Jerome, Ambrose, Prudentius, Augustine, and others pursued the same agenda into the fourth and fifth centuries. For these apologists, the ways of knowing the Capitol could be flipped to suddenly make clear that the beloved traditions at the heart of the Capitol’s symbolic status could not stand up to scrutiny. Of particular importance to these men was the belief that Jupiter lived in his house on the Capitoline Hill and was especially interested in protecting the Roman people through the long history of their state, a series of arguments reanimated with significance in the years following the Gothic king Alaric’s occupation of Rome in 410.

A History of Greece: To the Death of Alexander the Great

1977 ◽  
Vol 10 (3) ◽  
pp. 466
Author(s):  
D. Brendan Nagle ◽  
J. B. Bury ◽  
Russell Meiggs
Keyword(s):  
Alexander The Great ◽  
History Of ◽  
Of Greece

A History of Greece to the Death of Alexander the Great

1901 ◽  
Vol 6 (2) ◽  
pp. 345
Author(s):  
G. W. B. ◽  
J. B. Bury
Keyword(s):  
Alexander The Great ◽  
History Of ◽  
Of Greece

Ancient DNA

2019 ◽  
pp. 205-223
Author(s):  
Noreen Tuross ◽  
Michael G. Campana
Keyword(s):  
Human Genome ◽  
Real Time ◽  
Case Studies ◽  
Ancient Dna ◽  
Roman History ◽  
Ancient History ◽  
Technological Advances ◽  
Before And After ◽  
History Of ◽  
Adna Analysis

This chapter examines how ancient DNA (aDNA) analysis has helped reconstruct ancient history. It focuses in particular on cases investigating Roman history. History leaves traces in the human genome as well as those of pathogens and domesticates. While much can be gleaned from the genetic fossils preserved in extant genomes, genomes are palimpsests, with more recent events overwriting previous ones in part. The study of aDNA—DNA preserved in archaeological, paleontological, and museum sources—permits investigations into the genome before and after historic events and observations into how it evolves in real time. The field of aDNA also has a palimpsestic nature in which older results are not only extended and revised, but totally discarded due to rapid technological advances. The chapter briefly describes biochemistry of ancient DNA and the history of its research. Through several key case studies, it shows the potential for aDNA research to clarify the course of ancient history, and also highlights some of its weaknesses and limitations.

Ancient History and the Modern Citizen

1962 ◽  
Vol 9 (1) ◽  
pp. 62-66
Author(s):  
R. G. Tanner
Keyword(s):  
Modern History ◽  
Ancient History ◽  
Modern Life ◽  
History Of ◽  
Of Greece

In the preface to his third volume of Thucydides, dated January 1835, Thomas Arnold referred to ‘what is miscalled ancient history, the really modern history of Greece and Rome’. The great headmaster went on to express the hope that ‘these volumes may contribute to the conviction that history is to be studied as a whole and according to philosophical divisions, not such as are merely geographical and chronological; that the history of Greece and Rome is not an idle inquiry about remote ages and forgotten institutions, but a living picture of things present, fitted not so much for the curiosity of the scholar, as for the instruction of the statesman and the citizen’. Today, with education so subject to the demands of utility, it is a vital duty for us to stress these claims. If we are to preserve in our schools the study of antiquity we must show how it can help us to face the problems of modern life.

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