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A companion to Bloomsbury's popular two-volume Greek to GCSE, this is the first course for Latin students that directly reflects the curriculum in a clear, concise and accessible way. Enhanced by colour artwork and text features, the books support the new OCR specification for Latin (first teaching 2016) as well as meeting the needs of later students, both at university and beyond. Written by two experienced school teachers, one also an examiner, the course is based on a keen understanding of what pupils find difficult, concentrating on the essentials and on the explanation of principles in both accidence and syntax: minor irregularities are postponed and subordinated so that the need for rote learning is reduced. User-friendly, it also gives pupils a firm foundation for further study. Part 1 covers the basics and is self-contained, with its own reference section. It outlines the main declensions, a range of active tenses and a vocabulary of 275 Latin words to be learned. Pupil confidence is built up by constant consolidation of the material covered. After the preliminaries, each chapter concentrates on stories with one source or subject: the Fall of Troy, the journeys of Aeneas, the founding of Rome and the early kings, providing an excellent introduction to Roman culture alongside the language study.
With advice and informative readings of the great Greek texts, this title shows how we might save classics and the Greeks. It is suitable for those who agree that knowledge of classics acquaints us with the beauty and perils of our own culture.
How do different cultures think about race? In the modern era, racial distinctiveness has been assessed primarily in terms of a person's physical appearance. But it was not always so. As Denise McCoskey shows, the ancient Greeks and Romans did not use skin colour as the basis for categorising ethnic disparity. The colour of one's skin lies at the foundation of racial variability today because it was used during the heyday of European exploration and colonialism to construct a hierarchy of civilizations and then justify slavery and other forms of economic exploitation. Assumptions about race thus have to take into account factors other than mere physiognomy. This is particularly true in relation to the classical world. In fifth century Athens, racial theory during the Persian Wars produced the categories 'Greek' and 'Barbarian', and set them in brutal opposition to one another: a process that could be as intense and destructive as 'black and 'white' in our own age. Ideas about race in antiquity were therefore completely distinct but as closely bound to political and historical contexts as those that came later. This provocative book boldly explores the complex matrices of race - and the differing interpretations of ancient and modern - across epic, tragedy and the novel. Ranging from Theocritus to Toni Morrison, and from Tacitus and Pliny to Bernal's seminal study Black Athena, this is a powerful and original new assessment.
First written in response to a JACT survey of over 100 schools, and now endorsed by OCR, this textbook has become a standard resource for students in the UK and for readers across the world who are looking for a clear and thorough introduction to the language of the ancient Greeks. Revised throughout and enhanced by coloured artwork and text features, this edition will support the new OCR specification for Classical Greek (first teaching 2016). Part 1 covers the basics and is self-contained, with its own reference section. It covers the main declensions, a range of active tenses and a vocabulary of 250 Greek words to be learned. Pupil confidence is built up by constant consolidation of the material covered. After the preliminaries, each chapter concentrates on stories with one source or subject: Aesop, Homer's Odyssey and Alexander the Great, providing an excellent introduction to Greek culture alongside the language study. Written by a long-time school teacher and examiner, this two-part course is based on experience of what pupils find difficult, concentrating on the essentials and on the understanding of principles in both accidence and syntax: minor irregularities are postponed and subordinated so that the need for rote learning is reduced. It aims to be user-friendly, but also to give pupils a firm foundation for further study.
A People’s History of Classics explores the influence of the classical past on the lives of working-class people, whose voices have been almost completely excluded from previous histories of classical scholarship and pedagogy, in Britain and Ireland from the late 17th to the early 20th century. This volume challenges the prevailing scholarly and public assumption that the intimate link between the exclusive intellectual culture of British elites and the study of the ancient Greeks and Romans and their languages meant that working-class culture was a ‘Classics-Free Zone’. Making use of diverse sources of information, both published and unpublished, in archives, museums and libraries across the United Kingdom and Ireland, Hall and Stead examine the working-class experience of classical culture from the Bill of Rights in 1689 to the outbreak of World War II. They analyse a huge volume of data, from individuals, groups, regions and activities, in a huge range of sources including memoirs, autobiographies, Trade Union collections, poetry, factory archives, artefacts and documents in regional museums. This allows a deeper understanding not only of the many examples of interaction with the Classics, but also what these cultural interactions signified to the working poor: from the promise of social advancement, to propaganda exploited by the elites, to covert and overt class war. A People’s History of Classics offers a fascinating and insightful exploration of the many and varied engagements with Greece and Rome among the working classes in Britain and Ireland, and is a must-read not only for classicists, but also for students of British and Irish social, intellectual and political history in this period. Further, it brings new historical depth and perspectives to public debates around the future of classical education, and should be read by anyone with an interest in educational policy in Britain today.
Scrutinizes the contentious ideological feuds in American academia during the 1980s and 1990s
"Tracy Lee Simmons readily concedes that there is little reason to hope for a widespread renascence in the teaching of Greek and Latin to our nation's schoolchildren. But he argues that, whatever its immediate prospects, an education in the classical languages is of inestimable personal and cultural value.".