Plutrach's "On the Fortune of Alexander" (extra credit)

I will read to you in class a few passages from Plutarch's On the Fortune of Alexander. Glance through the online translation of this work (you don't need to read the whole thing), and pick out any information that would help you in writing an essay on whether or not Alexander deserves to be called "great." Note that there are two different "Orations" on this site, both from Plutarch's "Moralia."

Philip's Letter to the Athenians (extra credit)

In response to Demosthenes' diatribes against him, Philip of Macedon wrote a fascinating letter to the Athenians. Read through the letter. What evidence do you see here of Philip's skill as a diplomat? What evidence that he in some ways deserves the title "great"?

Agesilaus, Pelopidas, and Demosthenes (extra credit)

Greek history in the 4th century BC is filled with fascinating characters, some of whom one might regard as real heroes despite the setbacks in their lives. The Greek/Roman historian Plutarch left us biographies of many of these figures, e.g., Agesilaus, Pelopidas, and Demosthenes. Please read Plutarch's account of the life of one of these men, and give your evaluation of that figure. To what extent is this man heroic? Do you see in their lives any elements of tragedy?

Diogenese Laertius (extra credit)

Diogenes Laertius' Lives of the Philosophers is filled with fascinating stories and sayings from the lives of the great men whose lives and ideas he describes. Read his account of any of the philosophers you would like to know more about. Comment here on what you thought the most interesting thing Diogenes Laertius had to say about that man.

For additional extra credit, read another of the selections in Diogenes Laertius and add a comment on what you found interesting in this new section.

You might find especially interesting the lives of Thales, Anaxagoras, and Diogenes. You might find even more interesting the lives of some of those philosophers who weren't discussed in class--and who often don't make it into the history books at all. If you read, for instance, the life of Bion, you'll perhaps be covering material that even Dr. Blanchard hasn't read.

(N.B., Do not confuse Diogenes Laertius with the Diogenes I discuss in class. A different man!)

Meno (extra credit)

Because we are running out of time, I won't have as much time for class discussion as I would like: mostly lectures from here on out.  However, in preparing the Greek philosophy question for the final exam, it will really help if you read a few selections from some of the philosophers we will be discussing.

Plato's "Meno" is a good place to start.  You can find online editions at either of the links below:

Meno at Digital Classics
Meno at Free Library

Can virtue be taught? The apparent answer in this dialogue is no. But does reading the dialogue help at all in understanding/achieving virtue? If so, how?

Thucydides--Discussion II

We will probably get to some of this material on Thursday, November 17.  Please try to have read at least the Book III and Book IV selections by then.  Please bring your book to class.

III: 36-50 The Mytilene debate
III: 69-85 The revolution in Corcyra
IV: 42-48 Athenian successes/End of the revolution in Corcyra
V: 13-24 Peace of Nicias
V: 84-116 Melian Dialogue
VI: 89-93 Alcibiades justifies himself
VII: 76-87 Defeat of Nicias

Any particularly tragic elements here? Any elements of real tragedy? Are the themes/conflicts here comparable to the themes/conflicts in Aeschylus, Sophocles, and Euripides? Anything that particularly warrants Thucydides' claim that he is writing a work for all time?

Thucydides Books I and II

I would like you to read all of Thucydides' history (and all the dialogues of Plato, all thirty two extant Greek tragedies, all the plays of Aristophanes, and all of Plutarch). For Thursday, November 10,  however, I will be satisfied if you skim all of Book I and read the following selections from Book II: Pericles' Funeral Oration (II:34-46), The Plague in Athens (II: 46-57), and Pericles' Justification of His Policies (II:57-65).

Comment here on what you think of Thucydides as a historian. Note one specific strength or weakness, and give an example or two of what you liked/didn't like about Thucydides.

Euripides II--Andromache

Please read Euripides' Andromache for Thursday's class (November 3).

Choose one of the five narrative essentials (plot, character, theme, setting, tone) and compare this play to one of the other tragedies we've read in terms of that "essential."  Does Euripides do something particularly impressive with that feature of his story, something that makes you especially like this play?  Is there anything in Euripides treatment of this essential that makes you not like this play as much as some of the others?

Euripides Discussion I (Alcestis)

Suppose you have just seen the first Athenian production of Euripides' Alcestis. Write a "thumbs up" or "thumbs down" review of the production as you imagine it.

Include in your review responses to earlier reviewers if you like.

Philoctetes

Many think that Oedipus Rex is Sophocles' finest play--perhaps the finest tragedy ever written. Others think the lesser-known Philoctetes an even greater play. Did you like Philoctetes better than Oedipus Rex? Not as much? Why? What do you think Sophocles does particularly well in Philoctetes--or, perhaps, not so well?

Oedipus the King

For Thursday's class, please read Sophocles' Oedipus Rex (either online or in Levi Lind's Ten Greek Plays in Contemporary Translation).

Choose one (1) of the "narrative essentials" (plot, theme, character, setting, and tone) and note one way in which Sophocles' Oedipus Rex reflects a particularly skillful handling of that "essential."  Please cite the passage you have in mind both by line number and a general description of that passage.

Aeschylus' Agamemnon

Please read Aeschylus' Agamemnon (pp. 37-76 of Levi Lind's Ten Greek Plays in Contemporary Translation).

Directors sometimes encourage their actors to choose one special line and to center their whole performance on building to and building off that line. Assume you are asked to play one of the characters in Agamemnon or to be a member of the chorus. What line would you choose for your "special" line? How would you build up to or build off that line? Why would you choose that particular line?

By the way, the first part of next class will be devoted to a discussion of the major themes in Prometheus Bound. If you have not read that play already, please be sure to have that play too read before Tuesday's class.

Herodotus--Discussion III

Among his many works, Plutarch wrote an essay "On the Malignity (Malice) of Herodotus," a work in which he criticizes the father of history as a slanderer and a blasphemer, a man who dwells on the negative and omits the noble and the good. He admits that Herodotus is a great artist, but (he says) that only makes things worse.

Please read as much as you can of Books 8 and 9 of Herodotus' history. Be sure to read Book 9, Sections 90-122 (pp. 590-603 in the new Penguin edition). Cite one story from this section *and* one story *from some other part* of Herodotus' Histories that either supports Plutarch's criticisms or shows that Herodotus includes more than just negatives.

(Thompson translation of The Malice of Herodotus.)

Herodotus II

Please skim Books 3 and 7 of Herodotus' Histories. You might find particularly helpful Book III, Section 80 and Book VII, Sections 10-20, 28, 35, 51, 61, 135 and 140.

We've agreed that a good history should be interesting--and, occasionally, funny as well. From these sections, pick out a Herodotus story that seems to you to be particularly interesting or particularly amusing. Explain why you like this particular story.

By the way, two ID's for the midterm are HERODOTUS STORY I, and HERODOTUS STORY II. You will be able to use any Herodotus story you choose for these ID's.

Herodotus--Discussion I (Tentative due date: September 29)

Please read as much of you can of Books I and II of Herodotus' Persian War. Concentrate especially on Sections 1-14 of Book I and Sections 10-27, 123-131, 160, and 174 of Book II.

Suppose that, instead of looking for a poet, Zeus and Dionysius were trying to find a great historian to bring back with them to Olympus. Cite a story or two from Herodotus showing why he might be a good candidate for the spot, and explain how this material shows Herodotus' strengths as a historian. If you're not impressed with Herodotus, cite a passage that shows why he ought to be left in Hades.

Sparta (extra credit)

Plutarch's Life of Lycurgus, a work written more than 500 years after the time of Lycurgus, isn't a terribly reliable source, but it at least reflects what many of the Greeks thought about the earliest days of Sparta and the great Spartan law giver.  The abridged version here is well worth the 10 or fifteen minutes it will take you to read.  However, to get a better picture of Sparta, you should also read this Sparta Reconsidered article.

Comment on either of these two sources here, noting what the source suggests is unusual in Spartan society and why that unusual feature may have well suited Spartan need.  If you comment on both linked selections, please put your responses in separate comments: you'll get extra credit for both.

 

 

Iliad--Discussion III

For Tuesday's class, please read the final chapters of the Iliad (Books XVIII-XXIV).  I would suggest you read this excellent (and short) summary of the Iliad first. You can then concentrate on finding evidence to address the following prompt rather than trying to figure out the story line.

Christians and Jews turn to the Bible as a source of comfort in difficult circumstances: "Though I walk through the valley of the shadow of death, I will fear no evil." Does Homer offer any similar consolation? Are there key lines here showing how one can/should face loss, fear, death, and destruction?

Iliad--Discussion II

Please read as much as you can of Books VII-XVII. If you like, you may skim over the descriptions of the actual fighting. These scenes are exciting (and important), but it's not essential for you to try to follow the ebb and flow of the battles: I'll summarize that for you in class. Books 9,14,15, and 16 are probably the most helpful in giving you material for your potential exam essay.

As you read through this material, note especially the attempts to mend the relationship between Agamemnon and Achilles, the very odd scene between Zeus and Hera, and Zeus' lament about fate.

For the blog, choose one incident/passage  from these books that reminds you of something in the Bible or that differs substantially from the kind of thing one might expect to find in a Bible.

Iliad--Discussion I

Homer's works were in some ways the closest thing the Greeks had to a Bible. If one wanted authoritative teaching about the gods and about their dealings with mankind, one turned to Homer. Passages culled from the Iliad and the Odyssey served as "proof texts" for any point one might try to make. Likewise, Homer's writings were also the starting point for later "inspired" writers--the poets and playwrights of ancient Greece. But Homer's works are a very strange sort of Bible, and it's not always easy to say exactly what his religious views were.

Please read the Iliad study questions on the syllabus, and then as much of you can of Books I-VI. Cite here a line or incident that shows how the Iliad is like a Bible or how it makes a very strange "Bible."

Brek-ek-ek-ek-coax-coax.

Welcome (and test post)

Welcome to Greek Keyline Blog 2011!

You have just crossed the river Styx and are ready to join Aeschylus and Euripides in a great line contest. Fortunately for you, you don't have to invent your own lines. Much of the time, you will just pick out a great line from whatever Greek writer we happen to be studying in History 440 this week and explain why this line is key to understanding the whole work or particularly worth remembering and applying to real life.

For today, I'd just like to make sure everyone in the class can post to the blog.  Please click on the "comment" button below.  Post here one of your favorite quotes--a line from one of your professors, a favorite novel or play, or (perhaps) from one of your fellow students.

Brek-ek-ek-ek, koax, koax....