A STUDENT'S STUDY- GUIDE IN ANCIENT HISTORY 111 r 5 ^<^ By GERTRUDE VAN DUYN SOUTHWORTH IROQUOIS POBLISHING COMPAin \ SYRACUSE, NEW YORR A STUDENT'S STUDY-GUIDE IN ANCIENT HISTORY A COMBINATION OF OUTLINES, MAP WORK AND QUESTIONS TO AID IN VISUALIZING, UNDERSTANDING AND REMEMBER- ING THE IMPORTANT FACTS OF ANCIENT HISTORY, AND IN GRASPING A SENSE OF THE MODERN WORLD'S DEBT TO THE PEOPLES OF ANCIENT TIMES BY GERTRUDE VAN DUYN SOUTHWORTH IROQUOIS PUBLISHING COMPANY, Syracuse, New York Copyright 1919 BY IROQUOIS PUBLISHING COMPANY, Inc. All Rights Reserved FEB 26 i9!9 e)CLA51244? .>»« { r PREFACE HE greatest benefit from the study of Ancient History docs not conic from memorizing the date of each battle or trying to fathom all the mysteries of the Athenian constitution. Rather arouse an interest in the main facts — the mode of life, the ideas and beliefs, the art and literature of the ancient peoples, and 3fOu have opened the vista for a vision and understanding of how the achievements of early times have led to the civilization of today. This book has been prepared to aid in arousing such an interest, and to that end various methods have been employed. First of all is an outline of Ancient History covering those important features referred to above. This outline enables one to do his reading from whatever text or texts he may have at hand. The recitations, based on this outline, give full oppor- tunity to those who love to read widely, thereby informing themselves beyond the confines of a single textbook. At the same time the student whose reading is limited can recite in proportion to the reading matter which he has covered. The book contains thirty-seven outline maps. Tliese the student should use to fix the historical geography of Ancient History. Map work of this sort is demanded today. It will help fix the subject in a way which cannot possibly be done even by continual reference to the maps in the textbook. It aids greatly in quickly fixing the spelling of the many unfamiliar names which the student encounters, creates a more vivid picture of the geography of Ancient History, and gives a clearer understanding of causes than could othei'\\'ise be gained. Side by side with the maps are questions which rivet attention upon the essentials- — the leading men and the political, commercial and intellectual growth of the various periods. These questions arc based on the outline given in the early part of the book. To answer them the student must read. Following the work on each country is a summary' of that country's con- tributions to the world's development, with emphasis on the debt the world of today owes to the various ancient nations. At the end of the book are a number of standard examination questions in Ancient Histor3\ The student who can pass these examinations has shown that he has a well grounded and general knowledge of the subject. I trust that this book will be a potent aid in arousing a genuine interest in the subject, and in helping materially to clinch, in a shorter time than might otherwise be required, the great things for which Ancient History stands. My indebtedness to the New England History Teachers' Association is here acknowledged for their courtesy in permitting the use of the General Survey, and Outline of Ancient History found in the early pages of this book. THE AUTHOR. ANCIENT HISTORY The oriental nations Introduction : scope and course of ancient history Egypt, 5000 (?)— 525 b. c. The Tigris-Euphrates valley, 5000 or earlier —538 B. c. Syria (I) The Phoenicians Syria (II) The Hebrews Media and Persia, 850(?)— 514 b. c. Summary and review of the oriental nations II Ancient Hellas: early develop- ment, 2000 ( ?)— 750 B, c. Ill State and national development in Greece to the foreign wars, 750—500 B. c. IV Foreign wars of the Greeks : independence, 560—1.79 B. c. V The preeminence of Athens, 179 — 131 B. c. 8 The land and the .^gean basin 9 The people: migration and expansion 10 The Epic or "Homeric" age, 1000—750 B. c. (approximately) 11 "Greek reconstruction of early history" 12 The states, and the beginnings of leagues 13 Age of colonial enterprise 14 Order of political evolution 15 Growth of Sparta: a military aristocracy «| 16 Growth of Athens: progress toward democ- racy 17 Intellectual progress of Hellas, 500 b. c. 18 Bonds of union 19 Lydian and Persian conquests in Asia IVIinor 20 Scythian expedition and Ionic revolt 21 The Persian invasion, 492 — 479 b. c. 22 "The Punic invasion," 485—480 b. c. : Car- thaginians in Sicily r23 The Delian League and the Athenian em- pire, 477 — 461 B. c. 24 The Periclean age and the Athenian democ- racy, 461 — 431 B. c. 25 Intellectual life; the Athenian genius ANXIENT HISTORY GENERAL SURVEY OF THE FIELD II i! ^26 The Athenian attempt at land empire, 461 — 445 B. c. 1 8 VI 27 The Peloponnesian War, 431 — 404 b. c. 1 Wars between 28 The new learning 1 the Greek states : 29 The hegemony of Sparta, 404 — 371 b. c. 1 a century of 30 The attempted hegemony of Thebes, 371 — strife, 461-362 362 B. c. 1 B. c. ; the Mace- 31 The western Greeks, 410—300 b. c. (ap- donian invasion proximately ) 1 32 Literature and art, 400 — 350 b. c. 1 33 The rise of Macedonia, 359—336 b. c. 1 r34 The career of Alexander : conquests, charac- 4 VII ter, and achievements. 336 — 323 b. c. 2 The empire of 35 The Hellenistic period: disintegration of Alexander ; ■< Alexander's empire; the Hellenistic king- "The minghng doms and Hellenistic culture. 323 — 146 of the East and b. c. West." 36 Greece to Roman intervention; attempts at 336—146 B. c. '37 38 39 federal government. 280 — 200 b. c. The land and the people Early Rome : sources of our knowledge ; the legends and their value Regal Rome: government, religion, and 9 VIII society Early Rome ; 40 The early Republic: struggle between the and the Roman ^ classes ; triumph of the plebeians. 509 ( ? ) — Republic to its 286 B. c. 2 supremacy in 41 The early Republic: the establishment of Italy. Rome's supremacy in Latium; wars with 753(.?)— 261 B.C. 42 its neighbors. 509 (.^) — 338 b. c. The conquest of Italy: wars with the Sam- nites and Greeks; organization. 338 — 261 2 b. c. 2 ANCIENT HISTORY IX Rome becomes supreme in the Mediterranean basin, 26 i— 133 H. C. X The ancient world under Roman rule duriiif^ tlic change from the repiil)lic to the monarchy, 133— 31 B.C. i3 The struggle with Carthage for Sicily : the First Punic War, 264—241 b. c. 44 "The extension of Italy to its natural boundaries" ; wars in Africa and Spain. 241—218 B. c. 1.5 The struggle between Rome and Carthage for the supremacy in the West : the Second and Third Punic Wars. 218—133 b. c. 16 Rome becomes supreme in the eastern Medi- terranean : conquest of Greece and Asia. 216—133 B. c. 47 The organization of Rome's foreign con- quests : the provincial system 48 The effects of conquests and the provincial S3^stenl on society, politics, and manners 49 The revolutionary attempts at reform under the Gracchi, 133—121 b. c. 50 "The rule of the Restoration" ; victories of Marius ; Social War. 121—88 b, c. 51 The struggle between Marius and Sulla ; reestablishmcnt of senatorial rule. 88 — 79 52 Pompey and Cjesar: affairs in the East and at Rome ; Caesar in Gaul ; Civil War. 79 — 48 B. c. 53 The rule of Caesar, 48 — 44 b. c. 54 The struggle for the succession, 44 — 31 b. c. 55 Roman culture and society in the "Cicer- onian ao-e" ANCIENT HISTORY i! PL, GENERAL SURVEY OF THE FIELD • OS II '56 The establishment of the empire: constitu- tion; frontiers. 31 b. c. — 14 a. d. 1 57 The Julian and Flavian Ciesars, 14—96 9 XI A. D. 2 The ancient 58 The Roman Empire under the Good Em- world under the < perors, 96—180 A. D. 2 Roman Empire, 59 The Roman Empire under the Soldier Em- 31 B. c— 375 A. D. 60 perors, 180—284 A. D. The Roman Empire under the Absolute Em- perors, 284—375 A. D. 1 1 .61 The rise and triumph of Christianity 2 '62 The invasions, and the fall of the Western Empire, 376—476 a. d. 1 7 XII 63 The West : continued invasions, and forma- The transition tion of Germanic states. 476 — 774 a. d. 1 period from an- 64 The East: one emperor (Constantinople); cient to medieval a new prophet. 476 — 732 a. d. 1 history, 376 — 800 65 "The rise of the Christian Church" 2 A. D. 66 The growth of the Frankish power: a new emperor. 486 — 800 a. d. 2 10 67 Retrospect, from the Euphrates to the Rhine 10 OUTLINE OF ANCIENT HISTORY I The oriental nations 1 Introduction: scope and course of ancient history. *a Races of men ; ^arbitrary classifications by color or by language *6 Caucasian or white race ; assumed subdivisions *c Location and progress of the historic nations : east to west d Arbitrary divisions of ancient history: oriental, classical and Germanic periods % Definition of the terms, savager}^, barbarism, civilization *Tlie most important topics have been starred that they may receive special emphasis. 8 ANCIENT HISTORY 2 Egypt, 5000 ( ?)— 525 b. c. a The Nile region. *(1) Physical features and their influence. *(2) Re- mains of ancient civilization b The people and their political history. (1 ) Supposed origin. * (2) Polit- ical development : Pharaohs of Memphis ; Pharaohs of Thebes ; the New Empire — Sais. *(3) Successive invasions of Egypt c Civilization. *(1) Classes and occupations; political corruption. *(2) Arts, sciences, and literature. *(3) Religion *d Special contributions to European progress Library and notebook topics A Ancient and modern irrigation systems B Sources of Egyptian history 3 The Tigris-Euphrates valley, 5000 or earlier— 538 b. c. a The land. *(1) The two rivers and their influences. *(2) Sources, remains, and relative antiquity of civilization b The people. (1) Supposed origin. *(2) Cities: Ur, Nineveh, Babylon. *(3) Successive empires and wars: Chaldean (3800 — 1250 b. c.) ; Assyrian (1250—606 b. c.) ; New Babylonian (606—538 b. c.) c Civilization. *(J) Classes and industries. *(2) Arts and sciences. *(3) Religion and literature *r^ Special contributions to European culture Library and notebook topics A The uses of clay in the Tigris-Euphrates culture B Nebuchadnezzer and Daniel C The capture of Babylon by Cyrus D The capture of Samaria E A comparison of Babylonians and Assyrians from sources. [See West, Ancient History, p. 46—56]* 4 Syria (I) The Phoenicians a The land and the people. (1) Origin and character. *(2) Cities: Tyre, Sidon b Enterprises and influence. *(1) Commerce: sea routes and colonies, Carthage. *(2) Dissemination of arts and alphabet 5 Syria (II) The Hebrews a The people and their homes. *(1) Origin and character. *(2) Succes- sive locations: nomadic life, Egypt, Canaan. *(3) Political develop- ment: patriarchs, judges, kings, the two kingdoms, the captivities, the restoration *5 Religion, literature and world influence It is suggested to the teacher that helpful studies of early patriarchal life may be made in the story of Abraham, and of tribal government irj the record of the Judges. ANCIENT HISTORY lAbrary and notebook topics A Return of the Hebrews from Babylon B The sanitary features of the Mosaic law 6 Media and Persia, 850 (?)— 514 b. c. A very general view here ; more in detail under Greece a The land and the people. *(1) Origin and relations with neighbors. *(2) Kings and their conquests: military development. *(3) Political organization under Darius b Civilization. (1) Art. (2) Religion and literature. *(3) Morals ^c Persia's contribution to European progress 7 Summary and review of oriental nations *« General features of oriental history : government, religion, economic life, science and arts, existing remains b Comparisons and contrasts of the Nile and Euphrates cultures (by topics a, b, etc., and subtopics already given in sections 2 and 3) c The blending of the two cultures. "*(!) Entry into Egypt through Hyksos and Hebrews. *(2) Assyria and Egypt : conquests. *(3) Syria: mercantile exchange d Transmission of culture to the west. *(1) Phoenicia. *(2) Asia Minor: Lydia and Croesus e Consolidation: the Persian Empire *Map work The oriental nations, with boundaries and terminal dates, and lines of communication between Egypt and the Tigris-Euphrates valley II Ancient Hellas: early development 2000 (?)— 750 B.C. 8 The land and the /Egean basin a Physiography. *(1) Diversity of features. *(2) Climate and prod- ucts. *(3) Contrasts with seats of Eastern culture already studied. *(4) Geographic advantages, and influence of the land on the people b Political divisions. *(1) States of the mainland. *(2) The Island states, "Stepping-stones" *Map work Two outline maps of the Balkan peninsula, the /Egean and Black seas, and Asia Minor; one to show the physical features, the other to be kept as a progressive historical map throughout the study of Greece 9 The people : migration and expansion Much of this is still debatable ground, and opinions arc not settled; new light is con- stantly coming from excavations, especially in Crete. a "Pelasgians" *fe Early and later /Egean culture as shown by archeolog}' : Tir3nis and Mycenae 10 ANCIENT HISTORY c Conquests by Greeks, coming in waves, 1500 b. c. on; fusion, expansion *d Oriental influence, real and mythical Librarif and notebook topics A The ancient palace B The life work of Dr. Schliemann C Early peoples of Greece according to Herodotus and Thucydides 10 The Epic or "Homeric" age, 1000 — 700 b. c. (approximately) *« The source — Homer: historical and literary value • *6 Social and political organization : family and government *c Religion *d The Trojan War and the return of the chiefs *£? The Dorian invasion, and the settlement of Asia Minor Library and notebook topics A Early Greek art B Homeric life as pictured in the Iliad and the Odyssei) furnishes many valuable topics in source work 11 "Greek reconstruction of early history" a Genealogy: Hellenes and subdivisions b Legends of local heroes : Heracles, Minos, Theseus, Jason, Qidipus c The Hesiodic poems (specially The Theogony) d Chronology 1^ *The states and the beginnings of leagues a The thriving city centers before 700 b. c. *6 The city state *c Amphictyonies *Map work On an outline map indicate by means of colors the Delian and Delphian Leagues. Include also principal cit}^ centers. HI State and national development in Greece to the foreign wars, 750 — 500 B. C. Sections 13 and 14 may well be treated as a classroom lesson given by the teacher. 13 Age of colonial enterprise a Causes of colonization b Character and organization of a colony; connection with mother city c Chief centers Map work The ]Mediterranean basin, with principal colonies, distinguishing Ionian, ^olian, Dorian, and Achaean 14 Order of political evolution a Monarchy to aristocracy (oligarchy) b Tyrannies 11 ANCIENT HISTORY c Democracies, or reversion to oligarchies d Growth of popular discontent Library and notebook topics The two periods of colonial expansion 15 Growth of Sparta: a military aristocracy *a Place and people ■*fe •Institutions and government ; myth of Lycurgus *c System and aim of education ; mode of life *d Messenian wars ; the Peloponnesian League Library and notebook topics A Lycurgus B Spartan women Map work Peloponnesus, showing Spartan sphere of influence, 500 b. c. 16 Growth of Athens. Progress toward democracy *a Place and people; mythic monarchy *6 Eupatrid rule: Cylon and Draco *c Solon "the Wise"' *d Tyranny : Pisistratus and the Pisistratidae *e Cleisthenes's changes 17 Intellectual progress of Hellas to 500 b. c. a Art b Poetr}' : the lyric age c Philosophy d Deepening religious sense 18 Bonds of union *« Common language and ancestry ^b Religion : temples, oracles, festivals *c Amphictyonies and political leagues ^'d Greek games Library and notebook topics A Greek oracles B Greek games IV Foreign wars of the Greeks : independence. 560—479 B. C. 19 Lydian and Persian conquests in Asia Minor Review section 7^ (2), 7. Give an account of the destruction of Corinth touching on its cause and the results. 4. Show the successive steps by which Rome obtained the control of Greece and the effects of the conquest of Greece on Rome. 5. Describe the war with Antiochus, giv- ing its cause and results. 6. How and when did the kingdom of Pergamon become a Roman province? NOTES 85 THE ANCIENT WORLD UNDER ROMAN RULE DURING THE CHANGE FROM THE REPUBLIC TO THE MONARCHY 133 B. C— 31 B. C. The Period from 133 B. C. to 88 B. C. MAP WORK Name the lands conquered by Rome by the end of the year 133 B. C, and, by the use of colored pencils, show which of these lands became Roman provinces and which became subject states. Outline and name Numidia. Locate and name Corfinium. QUESTIONS 1. Describe the system by which Roman provinces were organized and governed. 2. Name the chief diflferences between this system and that by which the cities of Italy were governed. 3. Describe briefly the political and eco- nomic results of foreign conquests be- tween 264 B. C. and 133 B. C, touching on the growth of slavery, disposition of public lands, impoverishment of small farmers, increase of wealth, new classi- fication of society. 4. Compare slavery in Rome with slavery in the United States, touching on the source of supply of slaves, the indus- tries in which they were employed, and their treatment. ~). Show how public lands were acquired and disposed of. (5. Distinguish between optimates and pop- ulares. 7. Describe the form of government of the later Roman republic, telling about the power of the senate and assemblies, and giving the principal officers and the duties of each. 8. Describe the condition of the peasant farmer about 133 B. C. 9. Explain the origin of the equites or Roman knights. 10. Show why the knights after the Punic wars may be regarded as a privileged class. 11. Describe the introduction of Greek ideas and learning into the Roman republic and tell how they effected Roman art and literature. 12. Who were the Gracchi? 13. Describe the condition of the common people of Rome on the eve of the re- forms of the Gracchi. 14. Mention two causes that contributed to those conditions. 1.3. Contrast the power of the tribune as established in 494 B. C. with the power of the tribune Tiberius Gracchus. 1(5. How did the veto of the tribunes differ from that of the President of the United States? 17. Give an account of an important re- form advocated by Tiberius Gracchus. 18. What reforms did Gains Gracchus pro- pose and what was their effect? 19. State the circumstances leading to the Jugurthine war. 20. Describe the wrfr and give Jugurtha's exclamation while leaving Rome on compulsion. 21. Describe the invasion of the Cimbri and the Teutones and give the results. 22. Whose cause was championed by Sa- turninus and Glaucia and by Drusus? 23. With what results? 24. State in regard to the Social war, the leading cause, the approximate date and the important results. 87 15. THE ANCIENT WORLD UNDER ROMAN RULE DURING THE CHANGE FROM THE REPUBLIC TO THE MONARCHY 133 B. C— 31 B. C. Tlie Period from 88 B.C. to 31 B. C. MAP WORK Outline and name Pontus, Outline and name the eastern territory conquered by Pompey. Outline and name the western territory conquered by Caesar. QUESTIONS state the causes of the first Mithridatic war and describe the campaign of SuUa. "Haniilcar, Hannibal, and Mithridates were the three great names that the Romans always pronounced with respect and dread." Give facts to justify this quotation. Sketch the eariy life of Gains Marius and that of Sulla. Tell the story of the struggle between Marius and Sulla, covering the revolu- tion of Marius, the rule of the Marian party under Cinna, the civil war, the proscriptions of Sulla, and the changes made by Sulla in the powers of the senate, the consuls and praetors. Name one important result of the reign of Sulla as a dictator. Give an account of Pompey's war with the pirates, and state facts to show the power of the pirates in the Mediterran- ean sea at the beginning of the war. Tell about Pompey's overcoming Mith- ridates and conquering and reorganiz- ing the East. Give an account of the conspiracy of Catiline covering the causes, the aims of the conspirators, and the results. State tlie part taken by Cicero in de- tecting and exposing this conspiracy. Who were the members of the first triumvirate? What were its plans? State the special contribution of each member to the strength of the com- bination. Give the terms of the agreement. State what Caesar seems to have had in mind in conquering Gaul. Give an account of the Gauls at the time of Caesar's invasion as regards leading characteristics, kind of govern- ment, industrial progress. Describe Caesar's conquest of Gaul and give the important results. Into what other land did he make his way? 18. Explain the following: "The conquests of Caesar are the first link in the chain which binds the ancient to the modern world." Give an account of the civil war between Caesar and Pompey, stating the cause, course pursued by Caesar and the result. Give an account of Caesar's triumph in celebration of his victories. Compare the conduct of Sulla on his return from the East with the conduct of Julius Caesar after his victories in the civil war. Give an account of the economic re- forms brought about by Julius Caesar, and of the conditions which made such reforms necessary. Give your estimate of the character of Caesar as a general and as a statesman. Give an account of the assassination of Caesar and its cause. Give an account of the conduct of Anthony from the assassination of Julius Caesar to the formation of the second triumvirate. State in regard to the second trium- virate the causes of its formation, the members, and the terms agreed upon by the triumvirs. Describe the circumstances leading to the battle of Philippi and explain the importance of this battle. Give the circumstances leading to the battle of Actium, its date and three imijortant consequences. Describe Roman education in the last days of the republic. Describe Roman literature of this period. Give* an account of the life of Cicero touching on his parentage, education, legal victories, consulship and manner of death. Give an account of the ordinary daily life of Roman citizens of rank in the days of Cicero. Name four noted Roman historians in the last century B. C. ^ i: [16] a Homer, Herodotus, Xenophon, Plato. b Cicero, Livy, Virgil, Tacitus. H 103 79 104 o V ^-^.^^ V , % V .0^ t ". '^^0^ ^^* S> o " » * A-^ /. • /% '•, \- /.- '^-0^ .-^o^ ;* <^^^ • a O • .^'% ~^- : %.^^ '■ >bv^ : 0^ «0 v\ 0^ , ^'- ^-■ .o ^^-'^^ V - - - '^- ^^ ** -^^0^ 1-^" / 0^ «.•••-•♦ O ^ov^ :%^ 1. ^ "^'j. % ' .*'% o V ... ^0 '^ ^^^ ^^0^ " « " A- V ^^ *•' .-^ •~ /% /■ ..^ g^ FfB /9 N. MANCHESTER, INDIANA 46962 •^^0^ -J." .