Running Head: Ancient Slavery Slavery in the Ancient World ASB 220 September 28, 2011 Jennifer Western Civilization I I was instructed by my instructor to do a Historical Research paper. I will be discussing Slavery in the ancient world of Rome, Greece, and Babylon. I will be providing the facts about ancient slavery. Slaves were very important to the Romans. Without salves, the Wealthy of Rome would have been able to lead the lifestyles they wanted to do.
Rome represented a sharp break from the Hellenistic and Greek civilization after Rome had successfully taken over all the small kingdoms of the Hellenistic world and then incorporating these small kingdoms into the Roman Empire. We can still see that Greek influences never really went away and it always remained alive in Rome culture to a much lesser degree in areas such as politics economy and military even after the end of the Hellenist period when Octavian conquered and defeated Egypt under the rule of Cleopatra in 30BC The Roman Legion and the Greek Phalanx were two of the most amazing revolutionary tactics that was developed in ancient time. The Greek Phalanx and the Roman legion were both responsible for innovating new forms and ways of defeating an enemy. There use of tactics is what revolutionized the way war would be fought from then on. We will soon see that both of these ancient tactics have various things in common as well as many differences.
Originally, the chief deities of Vesta, Jupiter, Mars and Venus did not have mythology in Rome (with many being quite animistic). As cultural fusion continued through the years, the Roman pantheon eventually made inroads to allow for compatibility between Roman and Greek religions, though this did not always work. Mars, the god of war, was one of the most important gods in
They had different values that set them apart. Han and Rome both put restrictions on who could participate culturally. Most people in both civilizations were from the upper-class male. The aristocrats and bureaucrats made up Han China and ruled in participation in education and politics and such. In Rome the upper-class formal educators while the lower class were just literature, if they were literate.
Rome dealt with immigrants and intruders from the north and south. A few of these intruders and immigrants were given citizenships. The political structure for the Romans required two political parties in the Senate to have representatives. The upper class was represented by the patricians, while the lower-class, or everyone who was not a patrician, was represented by the plebeians. Political parties were not used by the government in Greece, but they did believe that if the public officials were elected by popular vote then there was a great possibility that the richest and most famous citizen would be elected.
In colonies and early states—more Americans participated in self- government than did people elsewhere C. What the Founders Learned About Government 1. Sources not all taught same lesson...some contradicted others...some—no clear lesson at all a. E.g. : classical (ancient) political philosophers taught  human beings- naturally social creatures with obligations to each other and community ...without which they could not survive or achieve human excellence b. Greek philosophers' view (such as Plato (c. 428-348 B.C. ))—those who govern must be wise c. all classical philosophers agreed one purpose of government-help people learn about and perform their civic and moral duties 2.
In chapter three, the Quality of Teachers according to Horace Mann “the education and the quality of the state’s teachers was the inadequate preparation most teachers had received” (S&S pg. 73). Considering many of the teachers had not received higher education or proper training because the universities offered pedagogy whereas not all offered a full teaching program. However, in modern American, not only is there a sufficient source of educational programs that provide future teachers with diversified pedagogy, the programs also offer a practicum component were teachers can conduct classroom
In this method, it used a question-and-answer format to lead pupils to see things for themselves by using their own reasons. Education has been affected by this because most teaches use this format to help students with studying. Another philosopher from Greek time is Plato. He was Socrates student and developed many philosophical ideas about political systems and reality. Plato decided that both, men and women, should have the same education and the pursuit of happiness.
He wrote in the 5th Century BC, some 200 years after Lycurgus is alleged to have lived. Such a large time span between the life of Lycurgus and Herodotus writing about him castes further doubt as the Spartan did not record history and everything was passed down orally. Herodotus' writings of Lycurgus are based around Greek writings of the figure and oral accounts from Spartans who retold the legend, yet Herodotus did not write what people said verbatim and everything he wrote about Lycurgus was mainly from his perspective. Also many modern historians’ especially historians such as A. Andrews who wrote The Greek Tyrant said “The very existence of Lycurgus is open to doubt" and H. Michael who wrote Dimensions of military History wrote "If there is a real Lycurgus, we know nothing of him". Many believe instead that he was just a fictional character made to fuel thoughts and strength of the Great Rhetra that is attributed to his name or that he is in fact was just a prominent figure in the forming of the Great Rhetra and other personalities have been merged to form the person that was written
Greek and Roman influence on Western literature Jinho Seo Western Civilization After the fall of Greek and Roman civilization and the Dark Ages Greek language managed to survive. It was not only spoken by the Greek, but also spoken by Jews in Egypt, Palestine, and elsewhere for intercommunication between Near Eastern countries. Since Jews spoke Greek, even the New Testament is written in Greek. The Roman Empire also spoke Greek since they weren’t just Latin speaking country, but a bilingual in Latin and Greek. Since the Greek language is so flexible, nearly all the upper-class Romans of the late republic and early empire used Greek for philosophical discussion and even for love-making.