The course aims to provide students with the notions and methodology that are necessary in order to acquire the ability to critically analyse ancient sources from which one can derive the historical reality of the political, social and economic transformations that marked the diachronic evolution of ancient Greek history, from the Archaic to the Hellenistic age. The methodology used during the course consists in reading and discussing the most significant sources, coupled with an appropriate reflection on the comparison of the data offered by different types of evidence. The final objective of the course is to achieve the ability to critically analyse literary, epigraphic and archaeological sources for the purpose of historical investigation.

We will examine the most significant moments in the diachronic development of ancient Greek history. Starting from the preceding Minoan and Mycenaean civilizations, which indelibly marked subsequent developments, the course will focus on the archaic and classical ages. A lower chronological limit of the discipline is placed at the end of the Hellenistic period, specifically with the advent of the Roman emperor Augustus after the battle of Actium in 31 BCE. Particular attention will be paid to aspects of the political-ideological debate in Athens between the 5th and 4th centuries BCE, as well as to the demes of Attica, i.e. the political-territorial units connected to the reorganization of the Athenian city-state which was carried out by the statesman Cleisthenes in 508/7 BCE.

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The course aims to provide basic skills for the study of ancient Greek history through the reading of Greek and Latin historiographical sources, in view of working in the field of publishing, archiving of institutions and companies, advertising communication, business communication and editorial writing, as well as in view of the continuation of university studies with master's degrees in the Humanities.

Knowledge: knowledge of the main dynamics of the political, social, religious and economic history of the classical Greek world and their chronological contexts.

Independence of judgement: ability to critically and comparatively analyze the contents of sources and their genesis.

Communication skills: clear and comprehensive communication, demonstrating versatility in historical and critical framing.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

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Teaching

Lectures

Attendance

Attendance is not compulsory, but strongly recommended.

Course books

D. MUSTI, Storia greca. Linee di sviluppo dall'età micenea all'età romana, Roma-Bari: Laterza, 1994.

I. BULTRIGHINI, Demi attici della Paralia, Lanciano: Carabba, 2015, pp. 11-26.

Assessment

Oral examination. The exam consists of a few questions (usually three/four) on the study texts and on a selection of ancient sources (which will be made available on Moodle). The questions are aimed at assessing both the learning of the contents and the ability to re-elaborate and discuss.

It should be noted that the ability to translate sources from Greek and Latin, although particularly appreciated, is considered optional.

The following will lead to excellent marks: the student's possession of good critical and in-depth analysis skills; the ability to connect the main topics addressed in the course; the mastery of an appropriate language specific to the discipline.

The following will lead to fair marks: the student's possession of mnemonic knowledge of the contents; a limited critical ability and a limited ability to make connections between the topics covered; the use of an appropriate language.

The following will lead to pass marks: the achievement by the student of a minimum amount of knowledge of the topics covered; educational gaps; the use of an inappropriate language.

The following will lead to fail marks: difficulty by the student in dealing with the topics addressed in the exam texts; educational gaps; the use of an inappropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Independent study.

Attendance

Attendance is not compulsory, but strongly recommended.

Course books

D. MUSTI, Storia greca. Linee di sviluppo dall'età micenea all'età romana, Roma-Bari: Laterza, 1994.

I. BULTRIGHINI, Demi attici della Paralia, Lanciano: Carabba, 2015, pp. 11-26.

Assessment

Oral examination. The exam consists of a few questions (usually three/four) on the study texts and on a selection of ancient sources (which will be made available on Moodle). The questions are aimed at assessing both the learning of the contents and the ability to re-elaborate and discuss.

It should be noted that the ability to translate sources from Greek and Latin, although particularly appreciated, is considered optional.

The following will lead to excellent marks: the student's possession of good critical and in-depth analysis skills; the ability to connect the main topics addressed in the course; the mastery of an appropriate language specific to the discipline.

The following will lead to fair marks: the student's possession of mnemonic knowledge of the contents; a limited critical ability and a limited ability to make connections between the topics covered; the use of an appropriate language.

The following will lead to pass marks: the achievement by the student of a minimum amount of knowledge of the topics covered; educational gaps; the use of an inappropriate language.

The following will lead to fail marks: difficulty by the student in dealing with the topics addressed in the exam texts; educational gaps; the use of an inappropriate language.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.