Saturday, January 25, 2020

History of Iron Smelting Technology in Sub-Saharan Africa

History of Iron Smelting Technology in Sub-Saharan Africa Introduction: The arrival of iron smelting technology in sub-Saharan Africa played a significant role in shaping the historical record of the area by bringing profound changes to the lives and societies of its inhabitants (Haaland Shinnie 7). In the parts of Africa south of the Sahara and south of the Ethiopian highlands, there has been no archaeological evidence supporting a Bronze Age (Van Der Merwe 463; Alpern ; Holl 6) and the evidence archaeologists do have point to iron being the first metal used to replace stone tools (Fagan 1). One area of intense debate regarding the African Iron Age is the process in which the technology of iron smelting arrived in sub-Saharan Africa. Over the past half-century, the interpretations and reconstructions of the origins of iron smelting in sub-Saharan Africa have changed considerably. The initial theory was based on an unquestioned belief of the superiority of Ancient Egypt over sub-Saharan Africa (Kense 12). Based on this framework, the site of Meroe was pr oposed by Arkell as an important link and the general belief was that the collapse of the Kingdom of Kush precipitated the spread of technology and Meroitic culture into the southwest (Kense 13). However excavations conducted in the 1960s determined that the iron smelting furnaces found at Meroe mostly dated to the first few centuries B.C.E (Shinnie 30) and its pivotal role in the spread of iron smelting technology was shown to be increasingly hard to defend (Kense 13). Three theories regarding the origins of iron smelting in sub-Saharan Africa have emerged and are currently disputed amongst scholars (Holl 7). Two of the theories are diffusionist meaning these theories claim the technology originated elsewhere and was transported into the region. These theories are based on the premise that iron smelting originated somewhere in Anatolia and from there the technology was adopted by other populations and spread throughout the Mediterranean and into Africa. The main diffusionist theory was first proposed by Raymond Muany in 1952. He argues that since the Phoenicians had iron by about 1100 B.C. and that they started colonizing Northern Africa at around the same time; it was possible that the knowledge of iron smelting was transmitted into sub-Saharan Africa with the Berber tribes living in the Saharan Desert as a medium (Alpern 46). The other diffusionist hypothesis arose as a counter to early iron smelting furnaces found west of Lake Victoria in Tanzania. This hypothesis proposes that the technology came from Arabia via the Horn of Africa (Alpern 80). The theory that has gained the most acceptance recently is the one arguing for the independent invention of iron smelting in sub-Saharan Africa (Alpern 41). A slew of archaeological discoveries in the past twenty years have strengthened the case for independent invention. Some people have even gone as far as arguing that, based on controversial discoveries made in 2008, inhabitants of sub-Saharan Africa were the first to smelt iron, preceding Anatolia by about 700 years (Pringle ). The strongest case against independent invention is the complexity of iron smelting. Iron requires specialized knowledge in order to transform iron ore into usable iron (Kense 19) and it has long been held that people without prior knowledge of smelting techniques would not be able to smelt iron successfully (Sassoon 5). Two areas of sub-Saharan Africa have emerged as candidates for areas where iron smelting could have developed, the Western Africa region around the Niger-Nigeria border or north-western Ta nzania. This essay will argue for the independent discovery of iron smelting technology in sub-Saharan Africa based on discoveries made in Western Africa. Background: To understand why there has been such a strong opposition to the idea of sub-Saharan Africa independently inventing iron smelting technology, it is necessary to consider the difficulty and skill required to smelt iron. It is hypothesized that iron was first used as a flux, a substance that is smelted together with the desired ore in order to make the slag, or waste rock, more liquid, in the smelting of copper (Wheeler Madden 114). The iron mixed with slag would have been spongy at the temperatures inside a copper smelting furnace. It could only then be shaped into something usable through repeated hammering and heating (Wheeler Madden 114). The difficulty in creating iron objects is testament in the value iron objects had during the early and mid Bronze Age. In Egypt, for example, Tutankhamen was wrapped in with a golden dagger and a matching iron dagger with a gold hilt (van der Merwe 466). So although ancient smiths, masters of smelting bronze and copper, knew about iron, the diffi culties in smelting the metal took a long time to overcome. The smelting of iron occurs when iron ore is heated together with a charcoal fuel. This causes the iron in the ore to fuse chemically with the carbon from the charcoal. The more carbon dissolved in the iron, the lower its melting point. The amount of ore to fuel, and the supply of combustion air determine whether cast iron, steel, wrought iron, or a useless lump of metal will form (Alpern 82). Copper on the other hand melts readily at 1084ÂÂ °, temperatures that can be reached in a charcoal fire or during ceramic firing (Holl 6). In sum, the reduction of iron ore requires much more sophisticated expertise than does the smelting of other metal ores. Without pre-existing furnace technology, the likelihood of stumbling upon the process required is slim (Sassoon 5). Due to these foundations and a lack of archaeological evidence supporting very early iron smelting in sub-Saharan Africa at the time, Mauny proposed the most plausible scenario for the diffusion of iron metallurgy (Alpern 45). He speculated that when the Phoenicians settled in North Africa, the Berbers living in the region, being from a nomadic warrior culture, would have been keen to acquire improved weapons made from iron metal. These Berbers living near the coast would then pass on this technology to their fellow Berbers living in the Sahara (Kense 24). He then suggested that the technology could have been taken south into the sub-Saharan savannah by fleeing slaves, or deliberately transmitted to the lands of black farmers where both iron ore and the wood to fuel smelting furnaces were relatively abundant. The farmers would in turn supply the Berbers with raw metal for ironworking in exchange (Alpern 46). Mauny offered some linguistic evidence for his model. Derivatives of the Phoenician word for iron, barzel, are found in Berber vocabularies throughout the Sahara and also in the Teda (Tubu) language of Tibesti and the Fezzan.20 Mauny also saw affiliations with the terms for iron among several savanna-dwelling black peoples, including the Bariba, Jukun, and Kanuri.21 He might have added that Carthaginian influence on the Berbers may be attested to this day by the Tifinagh alphabet of the Tuareg, which is thought by some scholars to derive ultimately from a Punic script. There is a strong case that Africa independently invented ceramics, however there does seem to be evidence for Berber transfer of metallurgy across the Sahara, but it comes not from Niger but from Mauritania in the far west. Ancient copper artifacts began to be noticed in that region in the early twentieth century. By 1951 enough had been found for Mauny to wonder, in print, whether Mauritania had experienced a Copper Age.70 An answer came in 1968, when French archeologist Nicole Lambert began excavating what was known as the Grotte aux Chauves-souris (Bat Cave) on a hill called the Guelb Moghrein near Akjoujt in western Mauritania. It was not a cave at all, but an ancient mining gallery dug by humans following a rich vein of malachite ore. The ore was not only extracted, but locally smelted, as furnace remains and slag attest. Four other ancient exploitation sites were found later on the Guelb Moghrein. Ra-diocarbon datings, eventually calibrated, are nearly all in the range 800 to 200 cal BCE. Subsequently at least three other metallurgical centers from the same period were discovered in the Akjoujt region. The number of ancient copper objects found in the western Sahara and attributed to the Akjoujt industry exceeded 160 at last count. The great majority are weapons: arrowheads, lance points, and daggers. Tools include hatchets, pins, awls, burins, and hooks. There are the inevitable personal ornaments-rings, earrings, pendants-and some ingots. All the items are very small and very light; when the number reached about 140, the total weight barely topped two kilograms. They were produced in a Neolithic context in which stone tools vastly outnumbered the metal ones, so one can hardly speak of a Copper Age on the basis of present evidence. How did copper mining and working get started at Akjoujt? It is possible the industry was indigenous, but no one yet seems to have made a real case for that. Lambert saw a resemblance between the Akjoujt products and those of the El Argar culture in southeastern Spain, where copper was being manufactured by at least 1700 BCE and bronze some 200 years later. She thought the few ancient brass and bronze artifacts also found in Mauritania might have been imported from the western Maghreb. She noted that chariot engravings had been found on rocks in three places near Akjoujt and thought they might be road signs indicating an early traffic between Morocco and Mauritania.71 Mauny discerned Phoenician or Carthaginian initiatives behind the Akjoujt industry, with Berbers actually importing the technology, but Lamberts idea of an Iberian connection might have some merit.72 In the late 1960s and early 1970s, British archeologist Colin Renfrew, in a sweeping challenge to the then-reigning diffusionist orthodoxy, suggested that copper metallurgy was independently invented on the Iberian Peninsula long before Phoenicians or Greeks reached the western Mediterranean. 73 Since then much evidence has accumulated that he was right, and that Iberian copper metallurgy dates back at least to 3000 BCE.74 It also seems that the technology crossed from Spain to Morocco before the Phoenicians set foot on the Moroccan coast. Until the mid-twentieth century, it was thought the western Maghreb had not experienced a Copper or Bronze Age. Finds of metal objects, ancient mines, and, especially, rock engravings have undercut that notion: copper in Morocco may date all the way back to the third millennium BCE, according to some leading researchers.75 Rock art in the High Atlas shows weapons typical of the El Argar culture, especially daggers, halberds, and axes.76 Conceivably, cuprous objects reached Morocco in exchange for two North African products, ivory and ostrich eggshells, that have been found in third- and second- millennium-BCE graves in southeast Spain.77 But no certain proof of early copper smelting has yet turned up in the Maghreb. Did the Akjoujt copper industry, whatever its origins, lead to an independent invention of iron metallurgy? The malachite of Bat Cave occurred in a matrix of hematite and magnetite that was discarded in the smelting process. There is no evidence that the coppersmiths ever produced iron, although the raw material was at hand. However, proof of ironworking from the same period has recently been found some 250 miles south of Akjoujt in the middle Senegal river valley. At a site called Walalde, iron artifacts dating to somewhere between 800 and 550 cal BCE have been found, and in a second phase of occupation, from ca. 550 to 200 cal BCE, clear evidence of iron smelting has been excavated. The latter phase also yielded three copper artifacts with a telltale chemical signature of the Akjoujt ores-more than 1% of arsenic and a smaller amount of nickel. Further excavation and study are required to evaluate the find, but it is clearly an important contribution to the history of metallurgy in sub-Saharan Africa.

Friday, January 17, 2020

Local and National Provision for Netball Essay

Introduction The aim of this essay is to find out what provisions there are for netball in my local and the national areas, and whether or not there are any funding and coaching schemes for any level of netball from grassroots to elite level. Grassroots level Netball is available for all children to play at primary school level through to GCSE, girls and boys included. There are two main small-sided games aimed primarily at 7-11 year olds, for use in schools, clubs and holiday play schemes to provide fun, fitness and challenge for players of all abilities. First step Netball has been designed mainly for children aged 7-9 year olds (Years 3 & 4). It is a version of 4-a-side netball that was launched in 1993, it has been adapted to suit the younger player giving them more freedom on the court and more time (5 seconds) to make a decision before throwing the ball but in a third of the court. A size 4 netball is used and an 8ft post. High five netball is the next stage for children aged 9-11 (years 5 & 6). This is a modified game that provides the best foundation for young people to develop the physical, social and tactical skills; it also develops the knowledge and understanding of the game. There are 5 players on a full sized netball court, the others team members that are not on the court take up roles of timekeeper, score, umpire, and centre pass marker. A size 4 netball is used and they have 4 seconds to pass the ball and a 9ft netball post is used. This is the only game where England Netball provides resources and support for boys and girls playing in primary schools. A High fives Netball tournament will feature in this year’s Partnership Youth Games for boys and girls in school years 5&6. Provision for elite performers For talented players there is a pathway to play for the national team but it takes a long time to get there. There are county squads from U14’s to the open selection. A player is only fully recognised when they are selected to represent the County at under 16 levels. There are talent camps for athletes who show potential but these are normally for athletes under the age of 16, to become a talent camp athlete, you need are nominated by your County coaches. Athletes who successfully demonstrate all of the basic physical, technical, tactical and mental skills required for peak performance, and who can apply these in a competitive situation, are considered candidates to progress into the national talent squads, they tend to stay here for 2-4 years and only 50% of those move to the development squad. After spending another 2-4 years in the development squad and only some of the athletes demonstrating a very high degree of personal responsibility for individual and team results manage to make it into the national squad where they can spend up to 10 years depending on their quality of play. Figure 1 (below) shows that rather than an age related development framework, the All England Netball Association operates a national squad structure, which you work up depending on the quality of your play. There are a large number of leagues to play in around the country; for those who don’t make County teams there are the Millennium youth games. This is part of Sport England’s initiative to promote active sport. Regional tournaments are held every year. In Stafford there are two netball leagues: the Friday night league and the Stafford and district YLC netball league that takes part on Tuesdays and Wednesdays. The Friday night league is a casual league where you register your team and then play, you don’t wear uniforms and anybody can play including lads so long as the other team is ok with lads, also the umpires don’t have to have any qualifications to umpire. However, the YLC netball league is official with only qualified umpires and uniforms must be worn, only those registered as team players can compete. Provision for male competitors The England netball and IFNA have stated that only single sex competitions are permitted, however England Netball stated that any netball activities up to GCSE level (aged 16) must allow girls and boys to participate together. It is unacceptable to exclude either boys or girls under12 from any competitive or non-competitive netball activity. There are now some netball leagues that are either specifically for men or those which are for mixed teams. It is known that men’s netball teams play regularly in the West Indies, Canada, New Zealand, England and Australia. Flava is committed to the development of men’s netball and encourages boys to play netball as well as being represented in mixed netball competitions. Integral is another club that aims to provide an opportunity for men to play netball either as part of a mixed team or a men’s team, the club took part in several mixed tournaments in the summer of 2002 with some success. They are based in Macclesfield in the North West of England but players come from all over the UK to be part of the club. It was decided, by the Council, that a Men’s World Netball Championship should be held under the direction of IFNA, within the next five years at a time and place to be decided by Members Council. Provision for disabled competitors England Netball is committed to providing and promoting equal opportunities in Netball and its first fully co-ordinated National Disability Development Plan was launched in 1996. The plan now looks at the issues of accessibility for disabled people, to the Netball court, and also opportunities and courses for coaches, umpires, other officials and administrators. It focuses on awareness training for coaches, umpires and volunteers, to ensure that people with disabilities may enjoy the highest quality experiences through the game of Netball. A version of 7-a-side netball has been formed for those in wheelchairs (but with adaptations to 4 and 5-a-side), although obviously the rules have been modified covering travelling and playing the ball. This summer the National Netball Championships for People with Learning disabilities are holding a tournament run by England netball and the English Sports Association. There will be two age categories for those U17 and those over, the aim of this event is to encourage more people to play who struggle from disabilities. Unfortunately there doesn’t seem to be any local provisions for disabled netball they all seem to be on a national scheme. Conclusion I think that on a national level there are provisions being made for everyone to participate in netball, however, there is till not that much for the males or disabled participants. In the more local area there are leagues for females but this is still leaving out the disabled and the male netball players. The way that netball is at the moment means that the way to the top is only for talented female teenagers who can progress through the county level to talent squads and up to the top. Bibliography www.netball.org www.england-netball.co.uk www.isport.com.au www.flavanetball.co.uk www.sasactivesports.co.uk www.bwsf.org.uk

Thursday, January 9, 2020

Personal Statement On Being A Teacher - 963 Words

What does it mean when someone tell you they want to be a future teacher? Some may think you’re making a mistake; saying teachers don’t make a lot of money or have terrible benefits. Being a future teacher to me isn t about the money or the benefits, it’s about the satisfaction of seeing a child learn something because of you. When someone tells you they want to be a future doctor it s because they want to help people, that’s exactly what a teacher does---helps people. Teachers are the stepping stones to any career you want to do, without teachers who would you look towards for guidance on how to do anything in life. Being a teacher is my goal in life and I intend on being the best that I can. My aspirations in life all revolve on becoming a teacher, everything I do is to further myself in obtaining my dream career. All I want to do is be the best teacher, show kids learning is fun and anything you set your mind to can be accomplished. All this started when I was little and would pretend to play school with my friends, we would all take turns being the teacher and when it came to me to play the teacher, it felt like I knew what I was doing, I felt I was in my element so I knew from then to now I always wanted to be a teacher. I explored other careers like pharmacology, nursing even becoming a neurologist but I always came back to teaching. I ve always lead myself to where I knew I needed to be, who I wanted to be, what I want to do thirty years from now. InfluentialShow MoreRelatedPersonal Statement : Being A Teacher Essay966 Words   |  4 PagesPersonal Statement Being a teacher is always my dream and since I only partially fulfilled it, now it’s time to resume my ideal after a twenty year break. I had my undergraduate study at the best teacher’s university in China, Beijing Normal University. 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As seen in the second paragraph when She states,†Ã¢â‚¬ ¦ not every person should attend college†(635), the writer is able to make straightforward, blunt statements and continues to support them with facts that support her argument in a very favorable way. After this sentence, Pharinet proceeds by saying that approximately 50% of student who begin college never graduate, and how the financial and academic obligations

Wednesday, January 1, 2020

The Role of Women in the Iliad Essay examples - 1593 Words

The role of Women in the Iliad Throughout history, women have held many different roles in society. Men have traditionally been viewed as superior since the beginning of time. Homers Iliad is an excellent example of the suppressive role of women at this time. Women were treated merely as property and were used for producing material within the household. Paralyzed by their unfortunate circumstances, they were taken and given as if they were material belongings. In Homers Iliad, we conceive how women are introduced as suppliants to the masculine heroines. They are depicted as being inferior to men both physically and intellectually. Throughout the Iliad, women play a modest but important role that embodies their relative†¦show more content†¦I dont want to see the army destroyed like this. But I want another prize ready for me right away. Im not going to be the only Greek without a prize, It wouldnt be right. And you all see where mind is going. [Iliad 1. 119-129] Agamemnons speech is an excellent example of how women were employed and treated as possessions. He even goes as far as insulting his own wife, demonstrating the lack of respect men had toward women at this time. The marriage between Agamemnon and Clytemnestra did not involve love. He sees her as his property and does not respect her as is wife. Agamemnon agrees to give up Chryseis; however, he insist on taking Briseis, Achilles war prize. At this point, Achilles is so infuriated and dishonored that he nearly kills Agamemnon and pulls his troops out of the battle against the Trojans because he feels as though he deserves his prize. Briseis is rarely mentioned; however, her role is extremely important throughout the Iliad because it caused the rage of Achilles. When Agamemnon takes Briseis, he is humiliating Achilles and disgracing his position in the social order. After all, the heroic Achilles is only fighting to help Menelaus repossess his wife, Helen, who ran off with Pari s. Achilles responds to Agamemnons decision by saying: You shameless, profiteering excuse for a commander! How are you going to get any Greek warrior To follow you into battleShow MoreRelatedThe Role of Women in the Iliad Essay724 Words   |  3 PagesThesis Statement: Women play a major role in the Iliad. Examining the impact of female characters in an epic dominated by war and the men who fought it. Major female characters include Helen, Briseis, Athena, Aphrodite, Hera , Thetis and Chrysies. The Iliad is first and foremost an epic poem about a war waged by men. Even though there are no female warriors , apart from the goddesses, women play a major role in defining the course of it. The roots of the war can be traced back to the beautyRead More The Role of Women in Homer’s Iliad Essay796 Words   |  4 PagesThe Role of Women in Homer’s Iliad Homer’s Iliad is undoubtedly focused on its male characters: Achilles, primarily, but also Hector and Agamemnon. Nevertheless, it seems that the most crucial characters in the epic are female. Homer uses the characters of Thetis, Andromache, and Helen as a basis for comparison to the male characters. Homer wants his audience to see and understand the folly of his male characters in choosing war over peace, aggression over kindness, and honor over family. WhileRead More A Comparison of the Role of Women in Homer’s Odyssey and Iliad3375 Words   |  14 PagesThe Role of Women in Odyssey and The Iliad The Iliad and Odyssey present different ideals of women, and the goddesses, who are presented as ideal women, differ between the two epics. The difference in roles is largely dependent on power, and relations to men, as well as sexual desirability and activity. The goddesses have a major role in both epics as Helpers of men. They have varied reasons for this.   One is a maternal instinct. This is displayed in the literal mother-son relationshipsRead MoreWomen in the Iliad Essay example616 Words   |  3 PagesCritical Review Essay Women In the Iliad The role of women in the Iliad is a subject that remains open to debate. Lefkowitz, in her article The Heroic Women of Greek Epic, argues that without the role of women in the Iliad the story would not have occurred (504 ). Lefkowitz points out that the Iliad opens with a description of a plague that was caused as the result of the capture of Chrysies by Agamemnon (504). Chryseis is the daughter of a priest named Chryses. Chryses wants his daughterRead MoreComparison between The Iliad and The Women of Troy Essay903 Words   |  4 PagesThe Iliad by Homer and the Women of Troy by Euripides are both Greek works of literature that look at the Trojan War from different perspectives. Book 6 of the Iliad illustrates that the ultimate glory is to fight for the city with no regard to the impact on the family. The Women of Troy focuses on the negatives that war causes, especially towards the soldier’s wives and children. Whereas the Iliad focuses on the battle itself and centers on the warriors, the Women of Troy focuses on the wrathRead MoreAnalysis Of Lysistrata And Homers The Iliad1120 Words   |  5 Pagestales, that the true depiction and discernment of the ancient Greek society comes to life. Ar istophaness Lysistrata and Homer’s The Iliad are examples of the ancient Greek tales that tell stories of the social, religious, cultural and moral theories that reflect the ancient Greek society. Through the societal aspects, like war, love, courage and the role of women, the ancient Greek story and definition of life gradually comes to life and reconciles the actions of the ancient characters. Since theRead MoreAncient Greek Perception of War, Role of Women and Children, and Immortals833 Words   |  4 PagesIn the Iliad, the oldest and greatest of the Greek epics, Homer tells of the wars fought between the Greeks and the Trojans. Much of this books main focus takes place during the Homeric period in which the Trojan War began. In a pre industrial society, Homer describes the way mortals and immortals sought their existence throughout the Trojan War. Homers style of writing in Iliad enables a modern reader to perceive how the Ancient Greeks thought of warfare, of religi on, and of the role of womenRead MoreAnalysis Of Homer s The Iliad 1352 Words   |  6 Pagesthis time, women have held many different roles in society. In the Iliad, Homer portrayed the role of women in his time as having a very suppressive role. Women during this period of time and especially in this culture are treated primarily as merely property and were used for producing material within the household. Women were often taken and given as if they were material belongings, due to their lack of choice and their unfortunate circumstances. However, apart from portraying women as pieces ofRead MoreThe Role Of Women And Their Influence On The War1446 Words   |  6 Pagesanother vital component in The Iliad is the role of women and their influence on the war and their association with different characters. Scholar Mary R. Lefkowitz, disputes that ladies had some freedom and were under the supervisions of man. The scholar inscribes: In the Homeric epics, women seem to have little independence; they were always under the guardianship of a man, whether a husband, father, or even a son. Wives must live in their husband’s cities; women like Chryseis or Briseis, who haveRead MoreEssay on Womens Roles in Greek Society 1201 Words   |  5 PagesThe Iliad uncovers the truth behind what Greeks believed to be the role of women in society. The Greek goddesses and the mortal women represent two sides that women had in society. The Greek goddesses held power over the war, whereas, the mortal women are there as prizes or timà ©. Aphrodite is the prime example of a goddess who held a lot of power, mainly by using manipulation, in the Trojan War. Helen represents the quintessential idea of a woman representing timà ©. These two portrayals of women in