古希臘史2：雅典強權的興衰
在這個為期19 週的課程中，學生深入研究古典希臘歷史（公元前470 年代至公元前380 年代），討論主要思想、人物和事件，並將它們與當時的物質文化、藝術表達和宗教信仰相結合
Spyridon (Spiros) Loumakis
平均評分：
4.9
評論數量：(784)
包含什麼
19 現場會議
19 上課時間作業
每週 1-2 小時. Homework, designed to take no more than an hour in total per week, will be assigned in two forms: (a) the students will have to read carefully a source sheet of primary sources from ancient Greek literature in English translation (chosen and distributed by me in advance each week), related to each weeks topic, in order to enrich class discussion, with the purpose of introducing the student in the skill of critical thinking, (b) an optional Mid-Term quiz for classes 1 to 9 will be distributed during the 10th week, and a second optional final quiz for classes 10-19 at the end of the course.評估
I do not believe that a letter grade is meaningful for an one-on-one tutorial. However, as I often do with my camps, which are small classes (up to 7 students), I communicate with the parents and the children directly, providing my personal comments, private feedback and an informal assessment.評分
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課堂經歷
英語程度 - 未知
美國 7 - 9 年級
Intermediate 等級
(A) Required Experience: This is a 19-week course addressed both to students who already have a background on ancient civilizations, and a special interest in the ancient Greek History, and to those who are looking for the first time to build a solid grounding in their knowledge of the ancient Greek world. (B) Teaching style and students interaction: The learning process of this class is based on a combination of a power-point presentation, a lecture that asks students to participate, class dialogue, questions based on the ongoing lecture, and new ideas based on the participants. There is not one universal solution to teach. Rather I combine techniques to achieve the maximum of my strengths and of my students. Having taught so far young kids, teenagers, University students and mature learners, I know that teachers need to approach students with understanding. After all, such a small class has the advantage of making the combined technique of ppt presentation-lecture-dialogue feasible and efficient. Thanks to Zoom, engaging students and interacting with them is always possible. (C) Topics to be covered, and class structure: 1) The Athenian League expands - Themistocles Ostracised 2) The Rise and Fall of Cimon - Battle of Eurymedon (371 BCE) against the Persians 3) Athens' Alliance with Argos - Ephialtes Reforms - Expedition in Egypt 4) Battle of Tanagra (357 BCE) 5) Cimon's Return and Death - Rise of Perikles - Athenian Iron Fist 6) Peace of Kallias - Thirty Years’ Peace - Revolts in the Athenian League 7) The Foundation of Amphipolis - The Golden Age of Perikles - Clash with Corinth 8) Three Causes of the War- Bypassing Strategies - 433-432 BCE 9) Plague in Athens - Fall of Plataea - Revolt of Mytilene - Stasis in Corfu - 430 to 427 BCE 10) Battle for Pylos and Capture of Sphakteria (426 - 425 BCE) 11) Cleon the Demagogue - Battle of Delion (424 BCE) - Battle of Amphipolis (422 BCE) - Peace of Nikias (421 BCE) 12) Argos, Sparta and Athens (420-416 BCE) - Battle of Mantineia (418 BCE) - Destruction of Melos (416 BCE) 13) Sicilian Expedition (416-413 BCE) - Religious Scandals in Athens 14) Dekeleia and Oligarchic Coup (413 to 411 BCE) - Alkibiades' Comeback (411-407 BCE) 15) The End of the Peloponnesian War - Battle of Arginusae (406 BCE) and of Aigos Potamos (405 BCE) 16) The Aftermath of the War - Thirty Tyrants - Democracy is Back (404-403 BCE) 17) Spartan Hegemony (402-396 BCE) 18) Anti-Spartan quadruple coalition (396-390 BCE) 19) Spartan Hegemony 391-383 BCE - King's Peace (386 BCE) and Its Aftermath
學習目標
In this course the students will be able to appreciate the beauty and importance of the study of history. Having studied myself history at a graduate and postgraduate level, and trained in archaeological excavations, ancient languages (Greek, Latin), and the use of various aspects of ancient material culture (art, architecture, coins etc), I want to bring this full picture to my classes.
We will discuss together in class not just about events and personnalities of ancient Greek history, but also about major Greek monuments, Greek art, Greek religion, Greek society, and classical Greek texts in English translation, so as to understand Greek history in its entirety. The epistemological approach according to which History means facts based on reliable primary sources, remains still relevant for me, if not necessary today.
Ancient History means also appreciating ancient cultures, respecting them, learning from their mistakes, and admiring them for their accompishments. History can be also used as a point of reference or a measure of comparison between an ancient pre-modern society and our contemporary post-modern world.
For students who are taking Greek History classes (or are learning any other period of History) at their school, this class can be used as a supplementary class to refresh their memory, strengthen their knowledge, advance their understading and sharpen their critical thinking.
其他詳情
父母的引導和規範
In the ancient Greek art gods are depicted often (but not always) naked. The Greek word for a naked man is "gymnos" and that is why in English today we say "gymnastics" or "gym" although our children and athletes wear uniforms. This being said, any artistic reproduction in ancient art should be expected to show nude gods. I try to use as less as possible, but it is not always within my hands since this is the nature of the ancient Greek art itself. Since, it is an art that comes from an era where there were no photographs, or videos, the art is found only on painted vases, wall paintings and sculpture. Nudity was never meant to provoke, but to tell to the ancient viewer that gods are not mortal humans and, thus, they do not need clothes. As you may very well understand, I cannot change the history of art, nor my preference as teacher of mythology to show students the original art from ancient times.
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
來源
Throughout the class and in the form of homework, students will discuss in class under my guidance and read at home before class illuminating sources by major authors that servive in the Greek language (Xenophon, Plutarch, Demosthenes, Isocrates, Arrian, Diodorus Siculus, Polybius, Ctesias, Plato). They are all provided by me in English translations by the excellent series of Oxford World's Classics and/or Penguin Classics.
A great online source which I personally use and recommend to students, is Perseus Digital Library (section Collections/Texts), under the auspices of Tufts University, available here:
http://www.perseus.tufts.edu/hopper/collections
In addition, archaeology, art, architecture, epigraphy and numismatics will be used, whenever relevant, to enlighten aspects of ancient Greek history that are not so apparent in the classical historical accounts listed above. My background in all these fields will guide students through these peculiar sub-fields of history, in order to be abe to "read" them and complete their knowledge.
The goal is to apprehend the bigger picture of ancient history in the eastern Mediterranean, and open the mind of modern learners by including aspects of the Persian culture and civilization. The Persians were the arch-enemy of the Greeks, and the typical "other" in their biased historical narrative. On the contrary, Persians had not left behind but a few literary traces. With my scientific knowledge and University training of the ancient Persian civilization (which was my minor in my second M.A. degree) I will guide them through the traces the ancient Persians left in architecture and art, as well as in Old Persian inscriptions.
Finally, the class is not only based on my 20-years of experience in the scientific study of this era, but also on a long list of modern sources, of which a small sample is the following one:
Ancient Greece: A Political, Social, and Cultural History by Sarah B. Pomeroy, Stanley M. Burstein, Walter Donlan et al. (Oxford, 2017)
The Greek World 479-323 BC by Simon Hornblower (Routledge, 2011)
The Cambridge History of Greek and Roman Political Thought by Christopher Rowe and Malcolm Schofield, eds. (Cambridge University Press, 2005)
Translated Documents of Greece and Rome 2: From the End of the Peloponnesian War to the Battle of Ipsus by Phillip Harding (Cambridge University Press, 1985)
The Greek World in the Fourth Century: From the Fall of the Athenian Empire to the Successors of Alexander by Lawrence A. Tritle (Routledge, 1997)
A History of the Greek City States, 700-338 B. C. by Raphael Sealey (University of California Press, 1976
Greek Religion: Archaic and Classical by Walter Burkert (Wiley-Blackwell, 1991)
A History of the Ancient Near East, ca. 3000-323 BC by Marc Van De Mieroop (Wiley-Blackwell, 2015)
A History of Ancient Persia: The Achaemenid Empire by Maria Brosius (Wiley-Blackwell, 2020)
已加入 March, 2020
4.9
784評論
教師專業知識和證書
I have a B.A. and M.A. in Ancient Greek and Roman History and Archaeology, as well as an M.A. in History and Philosophy of Religions. I have excavated in ancient Greek sites, I speak Latin and ancient Greek and I am currently a PhD Candidate. 評論
現場團體小班課程
US$22
每週每週1次，共 19 週
60 分鐘
有13 位學習者完成此課程
即時視訊會議
年齡: 12-15
2-6 每班學員人數
