Oct13

Library Exercise: Chaya Ovits and Hinda Honikman

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Screenshot_20171211-122022http://theconversation.com/bbcs-musketeers-and-the-rise-of-history-as-entertainment-22563

Alexander the Great had a vast empire and showed signs of power and intelligence from a young age, when he tamed the fierce Bucephalus whom no one else could ride simply by turning the horse away from its shadow. He was a great military leader and was highly respected. After his death, his empire was fought over by several people.

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Fasce with Team Hera

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Fasces in front of Federal Hall
For those who stayed behind, Prof Yarrow explained where exactly the fasce was and its significance. Prof Yarrow has said that it stands for symbolism of status and nobility. Fasces are usually made from a bunch of wood tucked together to form a barrel of wood. By the way, there is a bathroom in the basement of federal hall! There were also fasces found in front of the City Bank. One looked like a soldier and the other one looked like a leader. There was engravings that said ” FANEION”.

Team Ares

/ skaiecooper / Leave a comment

Team Members:

Skaie -Team Leader

Marissa -Recorder

Aisha- Recorder

Adam- Speaker

Sean- Recorder

300 Movie Artemisia:

Movie Clip:

ARTEMISIA DEATH – 300 , 28 seconds


Notes: (5 bullet points)


Library Bibliographies:

Works Cited

  • Bingham, Marjorie Wall, Susan Hill Gross, and Women In World Area Studies (Project). Women in European History and Culture. St. Louis Park, MN (6300 Walker St., St. Louis Park 55416): St. Louis Park, MN 6300 Walker St., St. Louis Park 55416 : Glenhurst Publications, 1983. Print.
  • Blundell, Sue. Women in Ancient Greece. Array: Cambridge, Mass. : Harvard UP, 1995. Print.
  • Connelly, Joan Breton. Portrait of a Priestess : Women and Ritual in Ancient Greece. Princeton: Princeton : Princeton UP, 2007. Print.
  • Falk, Nancy Auer, and Rita M. Gross. Unspoken Worlds : Women’s Religious Lives in Non-western Cultures. San Francisco: San Francisco : Harper & Row, 1980. Print.
  • Gardner, Jane F., and Sarah B. Pomeroy. Women’s History and Ancient History. Chapel Hill: Chapel Hill : U of North Carolina, 1991. Print.
  • Goff, Barbara E. Citizen Bacchae : Women’s Ritual Practice in Ancient Greece. Berkeley: Berkeley : U of California, 2004. Print.
  • Greene, Ellen. Women Poets in Ancient Greece and Rome. Norman: Norman : U of Oklahoma, 2005. Print.
  • Hawley, Richard, Barbara Levick, and Oxford) International Conference on Women in the Ancient World (1st : 1993 : St. Hilda’s College. Women in Antiquity : New Assessments. London ; New York: London ; New York : Routledge, 1995. Print.
  • Karanika, Andromache. Voices at Work : Women, Performance, and Labor in Ancient Greece. N.p.: Baltimore : Johns Hopkins UP, 2014. Print.
  • Masterson, Mark, Nancy Sorkin Rabinowitz, and James (James E.) Robson. Sex in Antiquity : Exploring Gender and Sexuality in the Ancient World. N.p.: London ; New York : Routledge, Taylor & Francis Group, 2015. Print.
  • Plant, I. M. (Ian Michael). Women Writers of Ancient Greece and Rome : An Anthology. Norman: Norman : U of Oklahoma, 2004. Print.
  • Rayor, Diane J. Sappho’s Lyre : Archaic Lyric and Women Poets of Ancient Greece. Berkeley: Berkeley : U of California, 1991. Print.
  • Reeder, Ellen D., Antikenmuseum Basel Und Sammlung Ludwig, Md.) Walters Art Gallery (Baltimore, and Dallas Museum Of Art. Pandora : Women in Classical Greece. Baltimore, Md.: Baltimore, Md. : Trustees of the Walters Art Gallery in Association with Princeton UP, Princeton, N.J., 1995. Print.
  • Saxonhouse, Arlene W. Women in the History of Political Thought : Ancient Greece to Machiavelli. New York: New York : Praeger, 1985. Print.
  • Zhou, Yiqun. Festivals, Feasts, and Gender Relations in Ancient China and Greece. New York: New York : Cambridge UP, 2010. Print.



Group Work/Study:


TEAM VENUS

/ ChantéMorren / Leave a comment

Alvin Zhao- Team Leader

Anthony Mancuso- Delegate, recorder

Shu Lin Tan- Recorder

Julie Theodore -Speaker

Chanté Morren-recorder

https://www.youtube.com/watch?v=RT4t1RZauk0

 

Part 1:

Notes from Video:

  • Babies were discarded if they were flawed in a way that they wouldn’t become good soldiers.
  • Boys were taught to fight as soon as they could walk
  • At age 7, boys were separated from their mothers and put into a world of violence
  • Agoge- a system that forces the boys to fight. A system that starves them, forcing to steal or kill
  • They weren’t allowed to show pain or mercy even when being punished: hit by a rod or lash
  • Constantly tested and tossed into the wild
  • His time in the wild is their way to see if he can become a Spartan.

1.Similarity:

  • The Spartans didn’t want weak men.
  • Greatest glory they can achieve is dying on the battlefield fighting for Sparta.
  • The boys were starved so they had to learn how to steal or kill for food
  • Being punished for stealing food

Difference:

  • Spartans were portrayed a lot more violently
  • Made it seem like it was every man for themselves
  • The tests like being thrown into the wild and being separated from their mother at the age of 7 to be put into a world of violence
  • Boys were left to die if they were born oddly : small, puny sickly or oddly shaped

I think the differences has been made so the Spartans seem more like barbarians that only know how to fight. Also to show that the Spartans were a race filled with perfect warriors.

2.I think people created this video or movie because they wanted people to know how the Spartans were taught from a young age. The video shows a very a barbaric side of the Spartans to the audience.

3.The target audience are older or more mature people: adults and maybe teenagers. The  movie is too violent for young children to watch and children wouldn’t know how Spartans were like. Even though adults and teenagers are mature enough to watch the movie, they most likely don’t know much about it because they also believe that Spartans were only barabric people. However that wasn’t the case, Spartans were people with a lot of respect and had their own law system and Constitution.

4.Value-laden words-

  • Greatest glory to die in service of Sparta
  • Finest warriors the world has ever known
  • World of violence
  • Perfect form
  • Discarded
  • Never to retreat, never to surrender
  1. I think the value- laden words suggests that the creator of the video is for violence. I feel that the target audience is also the same way because they use such violence as a source of entertainment.
  2. Visuals were very violent. They showed how the boy was taught as he grew older and what it took to be a Spartan. They were intended to appeal to a mature audience people interested in the violence as well as the education of the Spartans.

7.I think the creator wants the target audience to feel a sense of disgust, terror, surprised and at the same time to be in awe of what they see.

 

Micro Clip- 1:30-1:58

  • Agoge is a system that forces the boys to fight, steal and kill
  • Spartan a warrior society of 300 years to create the finest warriors the world has evver known.
  • They can’t show any kind of pain or mercy
  • The boys were punished with a rod or a lash as punishment for being caught stealing
  • The boys doesn’t show any sort of remorse when attacking others especially other children

Part 2

list of titles, authors, dates of publication and call numbers.

 

  • Alexander the Great Power as Destiny by Peter Bamm, 1968, DF234.E423
  • Alexander the Great by Ulrich Wilcken, 1932 DF 234.W71
  • Alexander’s Path by Freya Stark 1958 DF234.37.S8 1958b
  • The Campaigns of Alexander by Arrian, 2003, DF234.A773
  • Alexander’s Empire Formulation to Decay, Waldemar Heckel Lawerence Pat Wheatley, 2007,DF234.A496 2007
  • Alexander The Great by Robin Lane Fox , 1974, DF234.F69X 1974
  • Conquest and Empire: The reign of Alexander the Great by A.B. Bosworth,1988,.DF 234.B66 1988,
  • Alexander the Great: The Invisible Enemy by John Maxwell O’Brien,1992,  DF 234. 027 1992,
  • The Empire of Alexander The Great by Professor John Pentland Mahaffy, 1995, DF 234 . M21x 1995
  • Alexander the Great Journey to the End of the Earth by Norman F. Cantor, 2005, DF 234.C26 2005
  • Collected Papers on Alexander the Great by Ernst Badian, 2012, DF 234.B284x 2012
  • Alexander The Great By Baynham, 1998, DF234.B356
  • Alexander The Great By Paul Cartledge, 2004, DF234.C285
  • Alexander The Great: A New History By Wiley-Blackwell, 2009, DF234.A4857
  • Alexander’s Heirs By Anson, 2014, DF234.A673

 

The 5 newest books and 10 pages  

  • Alexander’s Heirs By Anson, 2014, DF 234.A673 (pages 11-21)
  • Alexander’s Empire Formulation to Decay, Waldemar Heckel Lawerence Pat Wheatley, 2007,DF234.A496 2007 (Pages 13-23)
  • Alexander the Great Journey to the End of the Earth by Norman F. Cantor, 2005, DF 234.C26 2005 (page 35-45)
  • Alexander The Great: A New History By Wiley-Blackwell, 2009, DF234.A4857 ( pages 7-17)
  • Collected Papers on Alexander the Great by Ernst Badian, 2012, DF 234.B284x 2012 (page 106-116)

Bibliography from Books

  • 1991. Alexander of Macedon 356-323 B.C,: A Historical Biography Berkeley from  Alexander’s Empire Formulation to Decay
  • Green, Peter. Alexander of Macedon: 356-323 B.C, Berkeley: University of California Press, 1974 from Alexander the Great Journey to the End of the Earth
  • 1958  “Alexander The Great and Unity Of Mankind “  Historia 7 :425-44 from Alexander The Great: A New History

All of which is available online.

Alexander of Macedon is available at Brooklyn College as a hard copy and online.

Team Juno

/ Khilola Vahobova / Leave a comment

Khilola V – Delegate

Samantha T – Delegate

Ashley G – Team Leader

Amirjon K – Delegate

Sophie S – Delegate

Syeda Sadika – Delegate

 

(bibliographies are on the colorful post it notes)

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We found that the books which are most relevant to our class can be located on the online Library Database, One Search. When looking for each book, you can write out the title and the database will pinpoint the exact location of the book found in the Brooklyn College library. It will also tell you if it available in other libraries or online sources.

 

 

 

Athena

/ sunzidam / Leave a comment

By: Sunzida Mahbub, Dina Becaj, Mariana Sang, Jia Gao, Micheal T

300 Movie Sparta Education (Micro Clip: 0:52-1:22)

Discussion question: What emotional reaction do you think the creator wanted the intended audience to have?

  1. Spartan society was portrayed to be intense and motivated to be victorious regardless of the situation. The creator wanted the audience to witness bravery, and the ambition of the Spartans.
  2. In the video, the targeted audience can see how important it was for Spartans to make sure that their boys grow to be strong and powerful, ready to fight whenever and where ever.
  3. The video illustrates a young boy being taken away from his yearning mother as they continuously look back at each other one last time, this most likely triggers the emotion of the audience, as they would feel pity for the young Spartan.
  4. Clearly, after a male Spartan is born, they are forced into the world of combat and ferocity without their mother. The boy was only being watched by his mother, the creator of the video did not show a significant scene between mother and son.
  5. The creator of this video wanted the audience to feel some sort of sad emotion for all the young boys of Sparta and their mothers as their lives were technically taken away from them.

Part 2 Bibliography of the five most relevant texts:

image1

Team members present + their roles:
Dina Becaj – Leader
Mariana Sang – Speaker
Sunzida Mahbub – Recorder
Jia Gao – Delegate
Micheal T

Team Cronos

/ Yekaterina Ignatyeva / Leave a comment

https://www.youtube.com/watch?v=zvILGIIVsMU  (Our 32 second clip is 2:30-3:02)

  • The target Audience for this clip is perhaps soldiers are those who call themselves leaders, as it shows Leonidas standing up to Xerxes
  • The emotional reaction the creators wanted wanted was probably to be both comedic and tense. You feel tension when when you see the anger in Xerxes face, all the while you feel the comedic effect while Leonidas continues to be sarcastic and comical.
  • There are a few similarities to our class. The Greeks lack of bowing to Persians relates back to the rivalry between the two. Xerxes response to him shows their view of the Greeks and why they were called barbarians.
  • We believe the language is meant to show the creators have a high view of leaders like Leonidas while showing they believe that the best kinds of men are those that are able to stand up for them selves while people like Xerxes they believe to be evil.
  • I think someone created this clip to show how the relations and interactions between Greeks & Persians went and how tense it could get.

 

Bibliographies:

[1974] Socrates on Pol. Obedience and Disobedience (Yale Review’ 63)

The Nature and Pursuit of love (David Goicoechea)

Grimal, Pierre, Dictionary of Classical Mythology

Jill Geseler, Teaches at Amherst

Hegel, The Philosophy of History

 

Team Members:

Leader – Fran

Speaker/Delegate – Yekaterina Ignatyeva

Recorder – Fernando, Scott, Caroline

Team Vulcan

/ mantaha123 / Leave a comment

ATTENDANCE SHEET

Mantaha Mannan, Speaker.

Richard D. Gyimah, Delegate.

Mary Huang, Leader.

Mohammed Uddin, 2nd Recorder.

Nuvel Naim, 2nd Speaker.

Estrella Roberts, Recorder.

Books that were read by individual:

Richard read “The Grand Strategy Of  Classical Sparta” (Pages 202- 212)

Mantaha read ” Alexander the Great” (Pages 147-173)

Mary read “PHILIP II of MACEDONIA” (Pages 53-63)

Mohammed read “Apollodoros the son of Pasrion” (Pages 1-10)

Naim read “Alexander the Great new History” (Pages 171- 181)

Estrella read “PHOCION THE GOOD” (Pages 113-123)

 

Most relevant Book:

  1. Alexander the Great by Norman F. Cantor
  2. The Grand Strategy Of  Classical Sparta by Paul A. Rahe
  3.  DREES OLYMPIA

BOOK THAT HAVE NO BIBLIOGRAPHY:

  1. HANDBOOK OF REVOLUTIONS by ROGER SHAW

BIBLIOGRAPHIES FOUND IN BOOK:

  1. Bose, Partha. Alexander the Great’s Art of Strategy. New York: Penguin,2003
  2. Adam, A. “Philip Alias Hitler’, GeR 10 (1941), pp, 105-13
  3. Adam W.L. 1996 ‘Philip II, the League of Corinth and the Governance of Greece’. AM 6: 15-22.
  4. John S. Morrison, John F. Coates and N. Boris Rankov, The Athenian Trieme: The History and Reconstruction of an Ancient Greek Warship, second edition (New York: Cambridge university Press, 2000)
  5. ANDREYEV, V. N., ‘Demonsthense on Pasion’s Bank: An Interprectation’, VDI (1979) 134-9.
  6. Admiralty Handbook. Handbook of Greece, complied by the Geographical section of the Naval intelligence Division, Naval Staff, Admiralty, Vol. I, ed I, 1920.
  7. Accame, S. La lega atenise del secolo IV a.C. Rome: A. Signorelli, 1941.
  8. Adams Frank D., The Birth and Development of the Geological Sciences, Dover Publs., New York, 1954.
  9. Aalders,G.J.D. 1961. “Germanicus und Alexander der Groose.” Historia 10: 382 -4. Abbott, J. 1848. Alexander the Great.New York.
  10. Grant, Fall of the Roman Empire, pp. 19-20.
  11. Herodotus, Histories, trans. A.D. Godley, 4 vols, London and New York 1920-24.TEAM VULCAN

Team Hermes: Spartan and Aphrodite Research

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Attendance:

Fariah Safa – Team Leader

Luisa Reynoso – Speaker

Vicky Lee – Recorder

Part 1:

Spartan Documentary

Our clip is 1:40- 2:00 from “Spartan Education – “300” (Fragment)

  1. This clip is similar to things we’ve discussed in class from the reading of Xenophon’s view on the Spartan Constitution. They are similar because they both speak of starving young boys and teaching them to fight in order to become stronger. In both this clip and the reading it mentions that “men punish a learner for not carrying out properly whatever he was taught to do” (Xenophon 2.8).
  2. We believe that someone would create this film in order to visualize the history that we’ve only read about. This clip brings an ancient society to life. 
  3. The target audience is anyone who is interested in Spartan society and their methods of education. 
  4. The value-laden language used is suspenseful. The narrator of this clip is building suspense by telling us the ways young men were treated in Sparta and what happens to them if they disobey. 
  5. The value-laden language tells us that the audience are most likely students or people who want to learn and so the creators use this value-laden language of suspense to capture the audiences attention and make this informative clip more interesting.
  6. The visuals of this clip are gruesome, graphic, and violent. These visuals can appeal to historians and anyone interesting in knowing what Sparta was really like. 
  7. The creators wanted their audience to be interested and shocked about how different Spartans raised their children in comparison to other ancient societies. 

Part 2:

Books on Aphrodite

  1. Acts of Love: Ancient Greek Poetry From Aphrodite’s Garden; George Economou; 2006; PA 4271.P3A24 2006; Vicky read Pg 3 – 13
  2. Helen of Troy : Goddess, Princess, Whore; Bettany Hughes; 2005; BL820 .H45 H84 2005; Luisa read Pg 22 – 32
  3. Aphrodite: A Memoir of the Senses; Isabel Allende; 1998; PQ 8098.1.L54A6713 1998; Fariah read Pg 289 – 299
  4. Women and worship at Philippi : Diana/Artemis and Other Cults in the Early Christian Era; Valerie A. Abrahamsen; 1995; BL793 .P48 A27 1995
  5. The Laughter of Aphrodite: A Novel about Sappho of Lesbos; Peter Green; 1993; PR6057 .R348 L38 1993
  6. Athenian Myths and Institutions; Blake Tyrrell & Frieda S. Brown; 1991; BL793 .A76 T97 1991
  7. The Origin of the Gods; Richard Caldwell; 1981; BL 473.5.M66 1981
  8. Lost Goddesses of Early Greece; Charlene Spretnak; 1984; BL 782.S66 1984
  9. The Book of Goddesses and Heroines; Patricia Monaghan; 1989; BL 785.027 1989

Most relevant book:

Helen of Troy : Goddess, Princess, Whore

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Team Vesta 10/13/2017

/ shkba7 / Leave a comment

4 BOOKS WE CHOSE AND MOST RELEVANT 10 PAGES:

CRUDDEN – The Homeric Hymns (2001) – Pages 65-75

CASHFORD – The Homeric Hymns – Pages 85-95

ATHANASSAKIS – The Homeric Hymns Second Edition – Pages 42-52

CRUDDEN – The Homeric Hymns (2002) – Pages 65-75

 

Only book with a bibliography was the Athanassakis book

The four titles we chose from it were:

 

BIBLIOGRAPHY:

  1. “Aphrodite’s Entry into Greek Epic”, D.D. Boedeker – available at the Brooklyn College Library
  2. “The Homeric Hymn to Aphrodite: Tradition and Rhetoric, Praise and Blame”, A.L.T. Bergren – full text available online through OneSearch
  3. “Aphrodite and After”, A. Giacomelli – full text available online through OneSearch
  4. “The Meaning of Aphrodite”, P. Friedrich – Available at the Brooklyn College Library

Team Attendance:
Qiyi- Recorder

Natalie- Speaker

Harry- Leader

Shakiba- Speaker

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Books on Theocritus

/ camillekirby12 / Leave a comment

Team Members in Attendance:

Camille: Team Leader

Anora: Speaker / Delegate

Maariz

Daniel: Recorder

 

Camille read “Theocritus and the archeology of Greek Poetry”, pgs 110-123

Anora read “The Idylls, Epigrams, and Epitaphs”, pgs 36-48

Daniel read “Moschus Bion”, pgs 209-219

 

Most relevant book: Theocritus and the archeology of Greek poetry

Books found via bibliography:

  • Hellenistic Poetry by G. O. Hutchinson

Can be found in Brooklyn College library!

  • Reflections of Women in Antiquity by P. Foley

Can be found in Brooklyn College library!

  • Art in the Hellenistic Age by J.J. Pollitt

Can be found in Brooklyn College library!IMG_4937.JPG