- •The ancient near east
- •I. Pretext exercises
- •II. Text I the ancient near east
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •VI. Writing skills
- •VII. Translation skills
- •The Fertile Crescent
- •Words to remember
- •Unit II ancient egypt
- •I. Pretext exercises
- •II. Text II ancient egypt
- •Mumification
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •VI. Writing skills
- •VI. Translation skills
- •Egyptian Religion
- •Words to remember
- •Unit III two great cities oe the indus valley
- •I. Pretext exercises
- •II. Text III two great cities of the indus valley
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •VI. Writing skills
- •Vil translation skills
- •Words to remember
- •Prehistoric china
- •I. Pretext exercises
- •II. Text IV prehistoric china
- •I. Reading skills
- •II. Vocabulary skills
- •V. Speaking skills
- •VIII. Writing skills
- •VII. Translation skills
- •Chinese Writing
- •Words to remember
- •Unit V the aryan empire
- •I. Pretext exercises
- •II. Text V the aryan empire
- •III. Reading skills
- •IV. Vocabulary skills
- •Speaking skills
- •V. Writing skills
- •VII. Translation skills
- •Санскрит
- •Upanishads
- •Words to remember
- •Unit VI classes and castes in ancient india
- •I. Pretext exercises
- •II. Text VI classes and castes
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •VI. Writing skills
- •VII. Translation skills
- •Theories of Caste
- •Words to remember
- •Unit VII the mauryan empire
- •I. Pretext exercises
- •II. Text VII the mauryan empire
- •II. Reading skills
- •III. Vocabulary skills
- •IV. Speaking skills
- •V. Writing skills
- •VI. Translation skills
- •Words to remember
- •Unit VIII gupta empire
- •I. Pretext exercises
- •II. Text VIII gupta empire
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •Compare the first and second native India's dynasties.
- •Trace the main ideas of the Guptas' religious policy.
- •Ask as many questions as you can to cover the rest of the text and ask your groupmates to answer them.
- •In a dialogue try to find some similarities in the development of Indian Empires.
- •VII. Writing skills
- •19. Topics for essay writing:
- •VIII. Translation skills
- •Imaginary Beasts
- •Words to remember
- •Unit IX zhous come to power
- •I. Pretext exercises
- •II. Text IX zhous come to power
- •IV. Reading skills
- •V. Vocabulary skills
- •VI. Speaking skills
- •VI. Writing skills
- •VIII. Translation skills
- •Государство Джоу
- •Words to remember
- •Unit X the greek world
- •I. Pretext exercises
- •II. Text X the greek world
- •III. Vocabulary skills
- •II. Reading skills
- •VII. Speaking skills
- •2) Ask your classmates to guess the word by your definition.
- •VIII. Writing skills
- •IX. Translation skills
- •Religion
- •Words to remember
- •Unit XI the roman empire
- •I. Pretext exercises
- •II. Text XI the roman empire
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •VI. Writing skills
- •VII. Translation skills
- •Древний Рим
- •The Roman Empire
- •Words to remember
- •Unit XII neighbours of hercules
- •I. Pretext exercises
- •III. Reading skills
- •IV. Vocabulary skills
- •V. Speaking skills
- •VII. Writing skills
- •VII. Translation skills
- •The Seven Wonders of the World
- •Words to remember
- •Reader sumerians
- •Нittite empire
- •Assyrians
- •Babylonians
- •Peoples oe syria
- •Phoenitians and arameans
- •Anatolia
- •Persians
- •Persian Culture in Achaemenid Times
- •Earliest Egypt
- •Old Kingdom
- •Religion
- •Religions Reform of Akhenaten
- •Indus valley
- •China jade
- •China during q1n dynasty
- •The olympic games Origins and Preparations
- •Preparations and Sacrifices
- •Gladiators
- •One of the most famous buildings from ancient rome
- •Chariot-races
- •Europeans and ancient greece and rome
- •Vocabulary
Chariot-races
For many people the words 'Ancient Rome' conjure up images of chariot-racing in the circus. The novel Ben Hur (1880) and the various screen versions of the book are partly responsible, particularly the film made by William Wyler in 1959 starring Charlton Heston. The eight minutes and twenty seconds that Wyler's film devotes to the chariot-race have helped form a vivid, if partial, picture of the Roman world.
A poem by Sidonius Apollinaris, written in the fifth century AD, conveys the drama and passion of chariot-racing equally well:
"At last the herald with loud blare of trumpet calls forth the impatient teams and launches the fleet chariots into the field ... The ground gives way under the wheels and the air is smirched with the dust that rises in their track..."
"...As for you, bending double with the very force of the effort you keep a tight rein on your team and with consummate skill wisely reserve them for the seventh lap. The others are busy with hand and voice, and everywhere the sweat of drivers and flying steeds falls in drops on to the field. The hoarse roar from applauding partisans stirs the heart, and the contestants, both horses and men, are warmed by the race and chilled by fear."
(ToConsentius, Letters 13,305-4260)
Europeans and ancient greece and rome
Europeans had always been aware of the gods of ancient Greece and Rome, but their attitudes towards the non-Christian religions of other lands were mostly negative and ill-informed.
During the Enlightenment, encounters with the rest of the world led to an increase in knowledge and curiosity about other religions. At the same time, some intellectuals developed more openly critical views of Christianity and the church. The credibility of religion itself, including Christianity, became a subject of heated debate.
Religious objects were collected as comparative evidence for beliefs and practices the world over. To many eighteenth-century British eyes, they demonstrated the superstitious nature of what they described as pagan idol-worship, though sceptics regarded Christianity as no different.
Others studied them as surviving evidence of ancient religions or used similarities between objects from different cultures to chart the spread of religious ideas, and to reconstruct the history of religion.
Interest in the gods and myths of other cultures expanded rapidly during the Enlightenment. The translation of religious texts from Asia and the decipherment of hieroglyphs revealed the religious worlds of India, East Asia, and Egypt to British readers for the first time. Travellers and researchers also brought new information from the Americas, Africa, and the Pacific.
They classified the gods into pantheons, extended divine families, and identified their specific areas of responsibility. The quest was on for universal themes underlying the diversity of human religion, and for its ultimate source. Egypt and India were many people's preferred options.
Writers on religion drew parallels between gods and rituals from different cultures, and especially with the familiar worlds of Greece and Rome. Supposed similarities between the religious imageries of far distant cultures were often used to derive one mythological tradition from another.
Many Enlightenment collectors and thinkers were fascinated by religions, ancient and modern. They gathered amulets, charms and religious objects as evidence of the variety of rituals and superstitions worldwide. Objects found in temples were studied to reveal ancient beliefs and rites, including sacrifice. Artefacts found in tombs shed light on the 'afterlife' in different cultures. Objects used in magic and alchemy were collected from all over the world. Collectors were particularly interested in ancient forms and parallels between Greek, Roman, Indian and Egyptian fertility cults.
The British also studied their own use of amulets and magic. Sir Hans Sloane, the founder of the British Museum, had a collection of rings and stones supposed to have healing or protective powers. Later collectors prized the instruments of Dr John Dee, the great Elizabethan mathematician and astrologer.
