ASSIGNMENTS: Herodotus
(Greek 4033) Fall, 2008
Professor Daniel B. Levine
University of Arkansas
SCROLL DOWN THIS PAGE TO SEE DESCRIPTIONS
OF ALL ASSIGNMENTS FOR THIS COURSE
(SECRET WORD ASSIGNMENTS ARE AT THE BOTTOM)
Overview: Herodotus the Historian (Due
Septemer 3).
Read Carolyn Dewald’s Introduction to Robin Waterfield’s
translation of The Histories and write what you consider to be her
main points. Address the following:
1. · What exactly are the Histories, and
what is Herodotus’ purpose in writing them?
2. · What does Dewald say about the Histories
as History?
3. · What are four of Herodotus’ “Narrative
Habits”?
4. · What are some of the underlying assumptions
and patterns in the Histories?
5. · What controversies about Herodotus
and his work does Dewald mention?
6. In your paper, please mention and explain at least
five (5) Greek words which Dewald uses in her Introduction.
What do they mean, and how do they help us to understand the author and
his work?
Student Report Topics: Herodotus HISTORIES,
Book I
Each student will give a report to the class during the semester. Since
we will be reading a good deal of Book 1, we will concentrate on material
in that part of the Histories.
For each of the topics listed below, summarize on a handout (3 pages
maximum length; five copies, please.) the information below, and present
your findings to the class (How and Wells’ commentary will be a good place
to start).
1) What are the ancient sources which we must consult to research the
subject? (Include literary, historical, mythological, and epigraphic, numismatic,
and other archaeological sources, when relevant.)
2) What differences are there between Herodotus’ account in Book I and
these other sources? That is, to what extent are the other sources at variance
with, in accord with, or dependent upon Herodotus’ account in Book I?
3) Assess the reliability of Herodotus’ Book I account vis à
vis the other source(s).
4) Does Herodotus tell us what source(s) he uses for his information
on the subject? If so, does he assess the reliability of the sources?
Maximum class time for reports: 25 minutes.
Topics
1) Solon of Athens 2) Croesus of Lydia 3) Gyges of Lydia 4) King Midas
of Phrygia
5) Arion of Methymna 6) Periander of Corinth 7) Cleobis and Biton of
Argos 8) Cyrus the Great of Persia
9) Pisistratus of Athens 10) Lycurgus of Sparta 11) Thales of Miletus
12) Lydian origin of Etruscans
13) Deioces the Mede 14) Harpagus the Mede 15) Queen Nitocris of Babylon
16) Queen Tomyris the Massagete
Reports will begin in class Monday, 15 September. Check the Schedule of Classes to see what days student
reports will be given.
Report Schedule:
September 15: Lauren
October 10: JP
October 17: Rob
October 24: Sam
November 03: Nicolas
November 12: Cass
Questions and Quotations for Class Discussion
Students will read all of Herodotus in English, and we will discuss each
book according to the schedule of assignments. In order to prepare for these
discussions, students will bring five copies of a handout to class (maximum,
two pages). These handouts will include:
1. At least five questions based on the book under discussion, along
with answers to the questions.
2) At least three quotations from the book under discussion, with a short
(1-2 paragraph) explanation of what each quotation tells us about Herodotus
and/or the ancient world. Basically, I am looking for the significance of
the quotation you choose.
Students will hand in nine of these assignments, on the day of the discussion
of each. We will use student questions and quotations as the basis of our
discussion. these discussions will last for approximately half of the class
period (25 minutes), unless we need more time.
Due Dates:
Book 1: 8 September
Book 2: 15 September
Book 3: 26 September
Book 4: 10 October
Book 5: 24 October
Book 6: 31 October
Book 7: 10 November
Book 8: 17 November
Book 9: 14 November
Students will receive words to explain to the class in
short (3 minute) presentations at the beginning of class. Students presenters
will write Greek words on the board, and will help the class determine the
English words upon which they are based. Students will give etymologies
of several of these “Secret Words” on each examination. The Professor
will post words on the website as they are revealed…
The following is a description of the Secret Word presentation procedures.
1. Look up the word in a good English dictionary (with etymology).
2. Find out what Greek words underlie the English words.
3. Look up the Greek words in your Greek-English lexicon.
4. Write down the Greek words and their meanings, and show your work
to the Professor at least one week before your presentation.
5. Be sure that you understand and explain how the Greek words contribute
to the English words’ meaning.
In class on the assigned day, students will:
1. Write the Greek word(s) on the board, (including the article and genitive
case for nouns), and principal parts for verbs. Say the words aloud and
ask the class to repeat after you.
2. After asking the class to determine the meanings of the Greek words,
the presenter will write on the board the English translations of the Greek
words.
3. After the class attempts to establish the English word (“the
secret word”) derived from the Greek words, the presenter will write
the English word on the board, and define it.
4. Presentations will between two and three minutes in length.
Students will put their Greek words on the board immediately before
class, so that when class begins, we can proceed expeditiously.
The didaskalos will grade the presentations on clarity, accuracy, and
efficient use of time; if appropriate, he will include “secret words”
on quizzes and examinations, and ask students to identify their etymologies.
NOTE 1: The secret words are confidential. Students are not to
reveal their words to others.
NOTE 2: Students are advised to look up all their secret words
early in the semester, and to consult with the professor if they have questions
about derivation, or if they have problems of any kind in finding the information
they need for their presentations. Such consultations with the professor
must occur before the day the word is presented.
An Example of a “Secret Word” presentation.
Student receives the word “etymology”.
1. Student looks in English dictionary, which says “etymology”
comes from the Greek etymon, and –logy.
2. Student looks in English dictionary under “Etymon”, and
finds that it comes from Greek etumon, “the literal sense of
a word according to its origin, an etymon”, from the Greek etumos,
-on, “true, real”.
3. Student looks in Greek lexicon under etumologia, and finds
that it means “the true account or analysis of a word: its derivation,
etymology.” The lexicon shows that the word comes from two other words:
etumos and logos.
4. Student looks up etumos -on, and finds that it is an adjective
of two endings that means “true, real, actual”.
5. Student looks up logos, and finds that it means “word”,
“account”.
6. On board, student writes in Greek letters:
etumos -on
ho logos, tou logou
7. Student pronounces the words on the board, and asks class to repeat
them aloud.
8. Student asks class to translate the Greek words.
9. Student writes “true” and “word” next to the appropriate
words.
10. Student asks class to identify the English “secret word”
[= etymology].
11. Student writes “ETYMOLOGY” on the board, and says that
it means the true account of a word’s derivation.
12. Student blushes, and bows to acknowledge the class’ spontaneous applause
and effusive expressions of approbation.
13. Student sits down in triumph.
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