Search

This quinmester curriculum guide for grades 10-12 provides a framework for studying ancient history through medieval history. Emphasis is upon examining the formation and evolution of Western Civilization and considering the political, philosophical, and cultural impact that these periods exerted in the past and how they affect the present. How ethical values, originating in these ancient cultures, shaped and contributed to modern society are investigated. Students will recognize that both political ideals and democratic concepts were Hellenistic contributions. Historical content is examined through the use of inquiry, critical thinking, and problem solving techniques. Four units are: 1) Civilization of Ancient Greece; 2) Civilization of Ancient Rome; 3) Rise of Christianity; and, 4) Medieval Period. A bibliography is included. Related documents are: SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 947 through SO 002 970. (Author/SJM)

This report presents a rationale for the study of ancient history emphasizing the interrelationship of all periods of history and the arbitrary nature of the subject's division into temporal or geographical segments. Pointing out that significant discoveries are constantly being made, the author stresses the importance of the classics teacher's acquaintance with current literature on this and other relevant topics. The paper discusses the relationship of archaeology, chronology, geography, languages, and the arts with ancient history and suggests audiovisual aids and other source materials for use in the classroom. Concluding remarks focus on the classical languages vis-a-vis ancient history. An annotated bibliography is included. (CM/RL)

By creative excerpting it is possible to use classical literature to illustrate historical issues of contemporary significance. Thucydides'"Peloponnesian War" provides such illustrations as the Funeral Oration of Pericles, which might be a contemporary eulogy for those who died for the continuance of their democracy; the debate between the Athenians and the islanders of Melos with the Athenians' justifying the "necessity" of their invasion; and the history of self interest among Athenian leaders, which eventually brought their democracy to an end. Thucydides in modern context is rewarding reading, can fascinate a class, and can change the prejudice that antiquity is for museums and quivering scholars. The author is director of Project Upward Bound, State University of New York, Stony Brook. (Author/JH)

Geographic distribution of 11 American Indian tribes in the Great Lakes area is described, along with archaeological data relating to the history and customs of ancient Indian tribes residing in this region. European impact, especially French, upon early traditional Indian cultural patterns is discussed. Each of the Indian tribes living in the Great Lakes region today is treated individually with respect to methodology employed in hunting, home construction, and religious rites peculiar to that tribe. Programs instituted by modern Indian tribesmen to earn a livelihood in the Twentieth Century, along with governmental assistance programs currently underway, are also described. (DA)

This bibliography is suggested for use by students and teachers of Latin, Greek and ancient civilizations. Entries are compiled under the headings of: (1) bibliographies and journals including booklists, periodicals, and books for teachers; (2) reference works in literature, mythology, history and antiquities, and language; (3) texts and anthologies; (4) commentaries on Greek and Latin classics; (5) translations; (6) literary history and criticism; (7) ancient history; (8) Roman Britain; (9) archaeology, antiquities, and society; (10) architecture and art including works on Greece, Rome, and Eturia; (11) philosophy and science; (12) the legacy of antiquity; (13) later Latin; (14) fiction; and (15) nonfiction for younger pupils. Data on publisher and price are included for the approximately 550 entries. (RL)

This speech emphasizes the significance of living literatures and living cultures which owe a direct debt to the Romans and the Greeks from whom they can trace their origins. After commenting on typical rejoinders to the question "Why study classical languages?" and poking fun at those who advance jaded, esoteric responses, the author dispels the arguments that classical languages are linguistically superior and that Latin study helps students with English. A review of current ideas, ideals, and political institutions illustrates the continuing influence of Greek and Latin. Discussion of historical revolutionaries, the religious schism of Europe during the Middle Ages, and the discovery of the New World are viewed in terms of social relevance and the study of the classics. (RL)

A brief historical review of the American Indian in California from prehistoric to modern times indicates the hardships and economic disadvantages which the Indians have suffered in the acculturation process. Discussion of the treaties which were negotiated and the Federal legislation which was passed indicates an attempt on the part of modern day society to correct the many misfortunes which the Indians have endured as a result of colonization, acquisition, and settlement. Pictures and sketches add significance to the material presented. (SW)

All the materials in this bibliography are designed for use in courses in classical literature in translation, classical civilization, and for supplementary reading in Latin and Greek courses. All the books are in English and are meant for grade levels seven and above. Books are grouped under subheadings which include (1) Authors, Texts, Anthologies, (2) History of Literature, (3) Classical History and Civilization, (4) Greek History and Civilization, (5) Roman History and Civilization, (6) Philosophy and Science, and (7) Religion and Mythology. Prices are listed for each entry (all limited to $3.00 or less), and contents and translators are given for individual titles when necessary. A list of publishers' addresses is also included. (AR)

ONE HUNDRED AND THIRTY-FIVE UNITED STATES SECONDARY SCHOOLS OFFERING HUMANITIES PROGRAMS ARE LISTED, ALPHABETICALLY BY STATE. ANNOTATIONS PRESENT DESCRIPTIONS OF THE APPROACHES TO STUDY IN THE HUMANITIES COURSES (E.G., AMERICAN STUDIES, WORLD CULTURE, GREAT IDEAS). MANY ALSO INDICATE (1) GRADE LEVELS, (2) SCHOOL DEPARTMENTS ADMINISTERING THE PROGRAM, (3) METHODS OF TEACHING--BY ONE TEACHER, BY TEAMS, OR BY A SERIES OF TEACHERS FROM VARIOUS DEPARTMENTS, (4) QUALITY OF STUDENTS PARTICIPATING, (5) AMOUNT OF CREDIT GIVEN, (6) TYPE OF COURSE--ELECTIVE OR REQUIRED, PART OF SEQUENCE OR SINGLE COURSE OF STUDY, AND (7) MATERIALS AND TEXTS USED. (JB)

The humanities programs offered in 1968 by 227 United States secondary schools are listed alphabetically by state, including almost 100 new programs not annotated in the 1967 listing (see TE 000 224). Each annotation presents a brief description of the approach to study used in the particular humanities course (e.g., American Studies, Culture Epoch of the Western World, Great Ideas, music and art). Many also supply information concerning (1) grade levels, (2) the department administering the program, (3) methods of teaching--individual teacher, team, or a series of teachers from various departments, (4) quality of students participating, (5) credit given, (6) type of course--elective or required, part of a sequence or a single course of study, and (7)texts, materials, and specific activities--field trips, addresses by visiting lecturers, concert and drama attendance. (lh)

Comments are made in response to a critique of ancient history courses by Dr. J. K. Davies. The proper context for the study of the history of ancient Greece and Rome is discussed. (RM)

Describes the discovery and decipherment of the Rosetta Stone. (AV)

This collection of historical evidence was intended to help us to understand where and on what occasions and by what kinds of people books of history were written and read. It focuses on ancient Greek and Roman society and particularly on the position of the ancient historian. (Author/RK)

Early in the eighteenth century, Pompeii was discovered, a city that had been hidden for sixteen centuries by volcanic lava. There is a traveling exhibition of the sculptures, friezes, mosaics, and paintings being shown around the United States. Described is the history and contents of "Pompeii--A.D. 79." (RK)

This paper argues that although systematic management thought is a distinctly modern development, the writings of ancient scholars and records of ancient rulers infer that they understood the rudiments of management principles and concepts. To support this thesis, the author reviews the evidence of management practices and concepts in various ancient civilizations, including the Sumerian, Egyptian, Babylonian, Hebrew, ancient Chinese, ancient Indian, Greek, and Roman. (JG)

On a visit to Russia the author was able to inspect the Moscow papyrus, fragments of an ancient Egyptian mathematical document. (SD)

Saskatchewan's history of the first Canadians is presented in this 1970 document. Early contributions of these Indians are discussed in terms of food, medicine, democracy, fine arts, language, and culture. Sections of the document are devoted to (1) ancient pursuits during the Ice Age, Agassiz Age, Age of Transition, Age of Diversity, Christian Period, and the period from 1961 to present; (2) early travelers, such as Anthony Henday; (3) intangibles in life such as rock art and native languages; and (4) those groups no longer in the Province of Saskatchewan, including the confederacy of 4 tribes: Sarsi, Blood, Piegan, and Blackfoot. Additional subsections discuss the Sarsi, Blackfoot, and Gros Ventres tribes. The document cites 22 publications which are suggested for further reading. (AN)

Recent developments and the present state of scholarship in Ciceroniana are surveyed in this booklet. Roman history and literature are reflected in discussion of the speeches, letters, philosophical and rhetorical writings, and political involvement of Cicero. Nineteenth-century literary criticism of Cicero is largely rejected in this survey in favor of a more positive and unified approach. (RL)

Focusing on the later Roman republic, an account is given of the political roles of aristocrats and plebeians and of how public meetings, presided over by the tribunes, gave the common people a practical form of adult political education. (LY)

The article concludes that the whole question of sexual life in ancient Mesopotamia is difficult to reconstruct and fraught with many uncertainties. Nevertheless, it seems certain that the ancient Mesopotamians had fewer prohibitions against sex than our own civilization, and regarded as acceptable many practices which later societies condemned. (Author)

Paper presented at St. David's College, Lampeter, England. (DS)

The 56th in the survey series of the "Classical World." Part II will appear in the Nov 1971 issue. (DS)

The potential value of historical archaeology for reconstructing the social history of the United States is outlined and the usefulness and practicality of archaeology as a teaching method is stressed. (JB)

Paper presented at the Annual Meeting of the Classical Association of Canada, Montreal, June 1972; article describes and evaluates the validity of prosopography (investigation of the common background of a specified group of historical actors via a collective study of their lives) as an approach to history. (DD)

Author suggests primary historical sources be used as guides for students rather than complete reliance upon textbooks and monographs. (RK)