"25701 - Ancient History I: From Archaic Greek Cities to the Hellenistic Kingdoms" is one of the basic subjects of the 2nd year of the Degree in History. It belongs to the General History Module and it is linked to the subjects "25724 - Sociedades y culturas en el Mundo Antiguo / Antzinaroko gizarteak eta kulturak (1st year of the Degree)" and "25702 - Historia Antigua II: Roma, de la República al Imperio / Antzinaroaren Historia II: Erroma, errepubikatik inperiora" (3rd yeard of the Degree).



The overall objective of the subject is to provide the second-grade student in history with a concise knowledge of the historical events and processes that happened during the three most relevant periods of Greek history: Archaic Greece (between VIII-VI centuries BC), Classical Greece (betweeen V-IV centuries BC) and Hellenistic Greece (323-31 BC).





The subject goes back briefly to the second millennium B.C. in order to explain previous civilizations, such as the Minoian or the Phoenician, that preceded the hellenistic in the commercial control of the Mediterranean Basin. Likewise, the Achemenid Empire is attended as the great Eastern enemy that largely determined the historical evolution of the ancient Greeks. The study of these other civilizations, and the period known as the "Homeric World", frames the core of the matter: the different modes of political organization, warfare, thought, artistic expression, relationship between men and women etc. A culture recognized as particularly creative, whose notorious legacy to our Western civilization will be valued over the semester.



In order to go through this subject, the student needs the knowledge that is assumed to a second grade student in Arts. In particular, a willingness for learning and the curiosity about Greek culture is required.



Knowledge of Greek history is important as cultural baggage, recognized as such in any important profession. Such knowledge is essential for gaining access to the Master and PhD studies in any of the university degrees in Arts, as well as for teaching Human or Social Sciences, both in the field of secondary and university education.

COMPETENCIES OF THE COURSE OR THE MODULE 2 (MO2, General History)



CROSS-CUTTING COMPETENCIES:



M02CM04 - To be able to present orally and/or in writing, with formal correction and appropriate terminology, at least one topic of universal history, in such a way as to demonstrate the students ability for the proper use of the primary and secondary historical sources.



SPECIFIC COMPETENCIES



M02CM01: To demonstrate sufficient knowledge and adequate understanding of the main processes and events of universal, national and regional history, in a diachronistic perspective, focussing in its different aspects (society, politics, religion, economics..) and its relationship with current societies.



M02CM02: To identify the different approaches and historiographic perspectives and their relationship with the culture of each historical period.



M02CM03: To know the basic methods and techniques of historical research and to show the ability to obtain, organize and analyze the different materials and sources of information.



LEARNING RESULTS



LR1. They know the geographical areas, a wide chronology of the history of Greece, its main toponymy and a essential glossary for the knowledge of that period.

LR2. They know how to locate and manage critically the main primary and secondary historical sources of Greek civilization.

LR3. They recognize the social, political and economic factors that are involved in the historical processes of ancient Greece, as well as the consequences that result from them.

LR4. They focus on the main approaches from which modernity has studied Greek culture and, in particular, political thought and institutional practices that gave rise to the first form of democratic rule in the "Golden Age of Athens ".

LR5. They are able to think about the most outstanding links between ancient Greek civilization and contemporary Western civilization.

1.- The Aegean at the beginning of the 1st Millennium BC. The Dark Ages and the Homeric World.

2.- Birth and development of the State in Greece: ethnos and polis.

3.- The Development of the Polis in Archaic Greece I: The Stasis and the Greek Colonization. Tyrants and Lawgivers.

4.- The Development of the Polis in Archaic Greece II: Sparta and Athens.

5.- The Polis in the Classical Period. The Greco-Persian Wars. Democracy and Imperialism in Classical Athens. The Peloponnesian War.

6.- The decline of the classical polis in the 4th century BC. The Struggle for Hegemony. The rise of Macedonia and the League of Corinth..

7.- Hellenistic Greece. Alexander the Great. Hellenistic Kingdoms. Leagues and cities.



*Note: This is the basic list of theoretical content, which can be modified throughout the course.

1. FACE TEACHING: In the classes, master teaching will alternate with comments of historical texts, iconography, inscriptions and maps, all of them related to the teacher's presentation. In these comments the student is required to intervene actively individuallt or in groups and always guided by the teacher. This activity implies that absenteeism is very negatively reflected in the final mark.



In the face-to-face classes, the capacity for autonomous concentration and teamwork will be enhanced.

The students will thus materialize the following learning results: LR3; LR5; LR6 y LR7.



2. AUTONOMOUS ACADEMIC WORKS:

The students will also make written works and presentations based on primary and secondary sources relating to specific sections of the course contents.

In these works the correction of spelling, syntax and written expression, as well as the property of bibliographic citations will be taken into account. In submissions, the transmission effort will be assessed.

For those works the use of the Koldo Mitxelena Library is mandatory.

Plagiarism is considered one the worst lack of university ethics, its detection will be judged accordingly.



Thanks to these works, the students will thus materialize the following learning results: LR1; LR2; LR4.



3. TUTORSHIPS: Individual tutoring could be also be done through the digital platform eGela.





**Note: in case of the suspension of the face-to-face teaching as a result of a new confinement decree or a similar legal provision, both the teaching and the evaluation will be made online. For further information, the resolutions adopted by the UPV/EHU regarding the crisis of COVID-19 during the 2019/2020 academic year can be found here:

https://www.ehu.eus/es/-/directrices-para-la-adaptacion-de-la-docencia-y-evaluacion-de-las-titulaciones-de-grado-y-master-de-la-upv-ehu-mientras-dure-la-situacion-excepcional-

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Written test to be taken (%): 50
  • Realization of Practical Work (exercises, cases or problems) (%): 50

1. THE CONTINUED EVALUATION SYSTEM is divided into two parts:



1.1. Classroom practices.

Evaluation criteria: class attendance, clarity in written works and presentations. Correct use of learned historical concepts.



Percentage of the final mark: 50%.



1.2. Final written task.

The task will cover the all the theoretical aspects and the mandatory readings specified in the student's guide.



Evaluation criteria: level of understanding of the contents and ability to synthesize; explanatory clarity and organization of historical concepts; ability to manage and establish relationships between those same historical concepts.



Percentage of the final mark: 50%.





2. FINAL EVALUATION SYSTEM.



According to the 8th article of the Student Assessment Policy, EHAA 201 7-03-1 3:



Art. 8, 3-. En todo caso el alumnado tendrá derecho a ser evaluado mediante el sistema de evaluación final, independientemente de que haya participado o no en el sistema de evaluación continua. Para ello, el alumnado deberá presentar por escrito al profesorado responsable de la asignatura la renuncia a la evaluación continua, para lo que dispondrán de un plazo de 9 semanas para las asignaturas cuatrimestrales y de 18 semanas para las anuales, a contar desde el comienzo del cuatrimestre o curso respectivamente, de acuerdo con el calendario académico del centro. La guía docente de la asignatura podrá establecer un plazo mayor.



In accordance with this article, a student who has opted for the final evaluation system, or who during the course has rejected the continuous evaluation, shall be evaluated by 100% of the note on the basis of the following criteria:



2.1. Written task. Percentage of the final mark: 50%.

The task will cover the all the theoretical aspects and the mandatory readings specified in the student’s guide.



Evaluation criteria: level of understanding of the contents and ability to synthesize; explanatory clarity and organization of historical concepts; ability to manage and establish relationships between those same historical concepts.



2.2. Practical activities. Percentage of the final mark: 50%.

Evaluation criteria: class attendance, clarity in written works and presentations. Correct use of learned historical concepts.



In case of waiver.

According to 12th article of the Student Assessment Policy:



Art. 12, 2- En el caso de evaluación continua, si el peso de la prueba final es superior al 40% de la calificación de la asignatura, bastará con no presentarse a dicha prueba final para que la calificación final de la asignatura sea no presentado o no presentada.

The same procedure used in the final evaluation system shall be followed. Thus, the students shall perform the following tasks:



Written task. Percentage of the final mark: 50%.

The task will cover the all the theoretical aspects and the mandatory readings specified in the student’s guide.



Evaluation criteria: level of understanding of the contents and ability to synthesize; explanatory clarity and organization of historical concepts; ability to manage and establish relationships between those same historical concepts.



Practical activities. Percentage of the final mark: 50%.

Evaluation criteria: class attendance, clarity in written works and presentations. Correct use of learned historical concepts.



If the extraordinary call is to be resigned, it will be enough not to be submitted to the special call



To give up the special call will be enough not to be present on the examination day.

1. The texts, maps, organization charts and schedules commented on in the classroom will be available via e-Gela.

2. The following Internet addresses are mandatory for consultation:
-Perseus Digital Library: http://www.perseus.tufts.edu/hopper (para textos en versión original con su traducción al inglés)
-Ancient History Maps: https://www.ancient.eu/map (para mapas)
-Classical Art Research Centre: http://www.beazley.ox.ac.uk/index.htm (para iconografía)
- Itinera electronica: http://agoraclass.fltr.ucl.ac.be/concordances/intro.htm
- Hodoi elektronikai: http://mercure.fltr.ucl.ac.be/Hodoi/concordances/intro.htm

3. The following manual is recommended:
IRIARTE, Ana, 2011, Historiografía y mundo griego, Bilbao.

Basic bibliography

-AUSTIN, M. & VIDAL-NAQUET,P., 1972, Economía y sociedad en la antigua Grecia, Barcelona (1986).

-BARCELÓ, P. & HERNÁNDEZ DE LA FUENTE, D., 2015, Breve historia política de la Grecia clásica, Salamanca.

-DEGER-JALKOTZKY, S. et al., 2006, Ancient Greece: from the Mycenaean palaces to the age of Homer, Edinburgh.

-GÓMEZ ESPELOSIN, F.J., 2011, Historia de Grecia en la Antigüedad, Madrid.

-IRIARTE, Ana, 2020, Feminidades y convivencia política en la antigua Grecia, Madrid.

-KAGAN, D. & VIGGIANO, G.F., 2013, Men of bronze: hoplite warfare in Ancient Greece, Princeton.

-OSBORNE, R., 1996, Greece in the Making, 1200-479 BC, London.

-RAAFLAUB, K.A. et al., 2007, Origins of democracy in ancient Greece, University of California Press.

-RHODES, P.J., 2006, A History of the Classical Greek World, 478–323 BC, Oxford.

-RUIPÉREZ, M.S. & MELENA, J.L., 1990, Los griegos micénicos, Madrid.

-THONEMANN, P., 2015, The Hellenistic World Using Coins as Sources, Cambridge.

-THONEMANN, P., 2016, The Hellenistic Age, Oxford.

-VERNANT, J.-P. (ed.), 1991, El hombre griego, Madrid (1993).

-WALBANK, F.W. et al., 1992, El mundo Helenístico, Madrid (2012).

In-depth bibliography

-AAVV, Cerámica e imágenes de la Grecia clásica, 1994, Publicaciones del MAN.
-BOARDMAN, J. et al., 1982-, The Cambridge ancient history VII-1: The Hellenistic World, Cambridge.
-BRIANT, P. - LÉVÊQUE, P., 1995, Le monde grec aux temps classiques, t. 1, Paris, P. U. E.
-BRUIT-ZAIDMAN, Louise & SCHMITT-PANTEL, Pauline, 1989, Religion in the ancient Greek city, Cambridge.
-CABANES, P., 1995, Le monde hellénistique de la mort d'Alexandre à la paix d'Apamée, Paris, Coll. Nouvelle histoire de l’Antiquité, vol. 4, Éd. du Seuil.
-CANFORA, L., 2011, El mundo de Atenas, Barcelona (2014).
-CARLIER, P., 1999, Le IVe siècle grec jusqu'à la mort d'Alexandre, Paris, Points-Seuil, Nouvelle histoire de l'Antiquité 3.
-CARTLEDGE, P. (et al.), 1999, Sparta: new perspectives, Duckwoth.
-CARTLEDGE, P., 2007, Alejandro Magno. La búsqueda de un pasado desconocido, Barcelona, Ariel.
-DOMÍNGUEZ MONEDERO, A., 1991, La polis y la expansión colonial griega. Siglos VIII-VI, Madrid.
-FINLEY, M.I., 1959, The world of Odysseus, Meridian Books.
-FORNIS, C., 2003, Esparta. Historia, sociedad y cultura de un mito historiográfico,
Barcelona, Crítica.
-GSCHNITZER, F., 1987, Historia social de Grecia, Madrid, Akal.
-HALL, E., 2020, Los griegos antiguos, Barcelona, Anagrama.
-HUMBERT, M., 1984, Institutions politiques et sociales de l'Antiquité, Paris, Précis Dalloz.
-IRIARTE, Ana, 2006, Teatro y democracia: la era de Pericles, Madrid.
-IRIARTE, Ana, 2011, Historiografía y mundo griego, Bilbao, UPV/EHU.
-LÉVY, Ed., 1995, La Grèce au Ve siècle de Clisthène à Socrate, Paris, Seuil, coll. «Points Histoire/ Nouvelle histoire de l'Antiquité».
-LORAUX, N., 1993, The children of Athena: athenian ideas about citizenship and the division between sexes, Princeton.
-MITCHELE, G. - L.-RHODES, P. J. (ed.), 1997, The development of the polis in archaic Greece, Londres, Routledge.
-ROISMAN, J. & WORTHINGTON, I., 2010, A companion to ancient Macedonia, Malden-Oxford.

Journals

ARyS. Antigüedad, Religión y Sociedad (UC3M)
Complutum (Universidad Complutense de Madrid)
Cuadernos de Filología clásica (UCM)
Cuadernos de la Fundación Pastor
Emerita. Revista de Lingüística y Filología clásica (CSIC)
Espacio, Tiempo y Forma. Serie II. Historia Antigua (UNED)
Gerión: revistas.ucm.es/index.php/GERI (UCM)
Greek, Roman and Byzantine Studies
Habis (US)
Journal of Hellenistic Studies
Polis. Revista de ideas y formas políticas de la Antigüedad clásica (UAH)
Revista de Estudios Clásicos (Sociedad española de Estudios clásicos)
Studia Historica. Historia Antigua: revistas.usal.es/index.php/0213-2052/index
Tempus. Revista de actualización científica sobre el Mundo clásico.
Transactions of the American Philological Association
Veleia. Revista de Prehistoria, Hª Antigua, Arqueología y Filología Clásicas (UPV/EHU)

Web addresses

http://www.cervantesvirtual.com/portal/Antigua/
http://clasicas.usal.es/recursos/index.html
https://www.ehu.eus/ehg/klasikoak/
http://www.bbc.co.uk/history/ancient
http://chs.harvard.edu/chs/chs_home Center for Hellenistic Studies.
http://www.culturaclasica.com
http://www.155.210.60.15/Hant/index.html
http://www.bbc.co.uk/history/ancient
http://www.perseus.tufts.edu/cache/perscoll_Greco-Roman.html