HIS 4313

THE ANCIENT NEAR EAST

FROM CYRUS TO POMPEY

Traces 600 years of Near Eastern political and cultural history from the destruction of the Assyrian Empire (c. 610 BC) to the sweep of Roman domination into Judea (63 BC). Covers the careers of leaders such as Nebuchadnezzar, Darius, Ezra, Nehemiah, Alexander the Great, Antiochus Epiphanes and Judas Maccabaeus.

Prerequisite: HIS 1113 or consent of instructor.

Instructor: Harlie Kay Gallatin, Ph.D.
Spring 2001, Bolivar Campus
Go to the Table of Contents.

What follows is the Spring 2001 hypertext Classroom Syllabus for this course.
Student's wishing a hard copy of the Syllabus and Classroom Policies documents may

1. Log directly to URL http://www.sbuniv.edu/~hgallatin/hi4313.html and print this Syllabus document, and ...
2. They should also log to URL http://www.sbuniv.edu/~hgallatin/hgsylpol.html and print out the Classrom Policies document.

If you have questions or comments about this material you may relay them by e-mail to Harlie Kay Gallatin.

Table of Contents

• Course Description
• General Objectives
• Historical Imagination and the Study of History
• Specific Curriculum Objectives
• Class Policies (Attendance, Classroom management, Special needs, Grades)
• Resource Materials and Assignments
  • Library Materials
• Basis for Course Grade
  • Scheduled Unit Examinations
  • Unscheduled Quizzes
  • Scheduled Final Examination
  • Individualized Assignments: Reading and Research
    • Evaluation of Individualized Assignments & Written Work
  • Individualized Assignments: Map Study
    • Evaluation of Map Study Assignments
• Unit Synopses
• Unit One:

  THE CONTEXT AND EMERGENCE OF THE PERSIAN WORLD:
  From the Decline and Fall of Assyria through Artaxerxes II:
  c. 625 BC to c. 360 BC.

• Unit Two:

  HELLENIC CIVILIZATION
  AND THE CONQUEST OF THE PERSIAN WORLD:
  From the Peloponnesian War to Antiochus III:
  c. 431 BC to c. 200 BC.

• Unit Three:

  THE FIRST HELLENISTIC AGE:
  Cultural Development, c. 325 BC to 50 BC,
  and Political Development in the Aegean, Asia Minor, Egypt
  and the Former Seleucid Lands,
  c. 200 BC to c. 63 BC.

• Unit Four:

  THE JEWISH EXPERIENCE
  IN A BURGEONING HELLENISTIC WORLD:
  From Antiochus III to Pompey, c. 200 BC to c. 63 BC

• Assignment Details for Outside Reading
  • Preparing your Reports
• Assignment Details for Map Assignments
  • Assignment for Map One
  • Assignment for Map Two
  • Assignment for Map Three
  • Assignment for Map Four

GENERAL OBJECTIVES

Since history is, by broad definition, the art of identifying, comprehending and describing the various relationships among the innumerable existing evidences of past events, a student does not prove his competence in history merely by recognizing or reciting "facts." To be sure, without the facts history is impossible; but we must remember that most so-called "facts" are only assumptions based on a reasonably clear convergence of existing evidence. Furthermore, the certainty of such "facts" is often beclouded not only by conflicting evidence but by the doubts of many thoughtful scholars. Given the best facts we have, history is never anything more than an imaginative reconstruction, a provisional mental image of process and change that makes some sense of the surviving evidences of previous human activity.

The two basic objectives of university advanced level history courses are:

1. The student shall acquire increased competence for the analysis, understanding, and communicating of historical knowledge.
2. The student shall acquire in-depth knowledge of a particular limited period in history and thus learn, indirectly, something of himself and of mankind in general.

Therefore, this course will provide the student with an opportunity to develop competence in history by utilizing the following intellectual skills to analyze and understand historical data.

1. Utilize in the art of analyzing and describing historical time frames as many of the major categories of historical abstraction --e.g., political, social, economic, cultural, institutional, intellectual, etc.--as can logically be synthesized by the student's historical imagination (More on imagination below.).
2. Identify and/or categorize the significant types of causes leading to an event or development as an aid to the interpretation and understanding of the event.
3. Utilize in the art of analyzing and describing historical processes as many of the major lines of causal continuity--i.e., a series of events in a given category related both logically and chronologically in an interactive process involving cause and effect--as can be chronologically and logically interwoven by the student's historical imagination.
4. View individual historical "facts" not as isolated phenomena that have a single dogmatic meaning, but as the results of the convergence of many different lines of causal development. Just as there are many causes for a single fact there are, correspondingly, a number of quite diverse results deriving from it. A single "fact" is the common link in many different chains of cause and effect. Hence, the historical "fact" may have as many meanings as there are chains of causal continuity converging in it.

Even though the historical narrative must, by definition, lack the scientific accuracy which the twentieth century has come to appreciate in so many aspects of knowledge, this does not detract in the least from the value of history as a dimension of the total knowledge essential to sound judgment and civilized behavior. To be content with ignorance about the earlier phases of our civilization and other civilizations on this planet is as absurd as it would be to assume that the adults living today had never experienced infancy, childhood and adolescence, or that mankind somehow "knows" all that is needed without undergoing any "learning" and "maturational" experiences. Indeed, it is widely recognized that the effective citizen in today's world needs to be informed both with current events and with a "healthy historical perspective." With a broadened understanding of the past, an individual's ability to comprehend the deeper significance of the present is therby enhanced. The following comparisons, among others, provide the basis for such insight.

1. Identify and analyze the relationship between contemporary ideas and institutions and their counterparts in the time frame under investigation;
2. Identify and evaluate the challenges and obstacles which men and women in ancient times faced and the means by which they sought to overcome them in their progress toward achievements in the realm of civilization. These challenges and obstacles include their geographic setting and their cultural heritage;
3. Identify and evaluate the several diverse expressions of man's religious thought and action exemplified by specific religious developments in specific geographic regions during the late pre-Christian centuries;
4. Analyze and compare the various ways in which people in various Near Eastern regions organized themselves to attain economic, social, political, military, cultural and religious goals during the late pre-Christian centuries;
5. Analyze and trace, logically and chronologically, the major stages in the development of regionalized variations in civilization during the period, noting the characteristic components of the several regions as well as the conflict and crossfertilization of cultural components.
6. Identify and know the historical significance of the leading figures--i.e., what he or she was instrumental in causing to occur-- introduced by the study of this period; and

Finally, since the study of history is inescapably involved in the study of literary sources there are three objectives that pertain to this ancillary activity of the historical discipline; namely, to bibliography and documentation.

1. The student shall be able to identify by author and title some of the major historical sources for the period of history being studied;
2. The student shall be able to identify some of the major present day scholars whose research has contributed to our knowledge of the period being studied, and identify the key published works of these scholars by title;
3. The student shall be able to properly utilize historical sources and scholarly authorities in written assignments thus avoiding plagiarism; and
4. The student shall be able to identify and utilize the author's bias, that is the author's perspective or point-of-view and motivation, in analyzing and evaluating both historical source materials and scholarly authorities.

Historical Imagination and the Study of History

Communicating historical knowledge is more than merely reciting memorized facts lifted verbatim from some source. Knowledge must involve understanding, or if you prefer, analytic explanation. To achieve historical understanding one typically employs the imagination based upon, guided and limited by the existing recorded facts. The imaginary scenario supplies the necessary background information to explain and interrelate as many of the known facts as possible. By seeking to construct with the imagination the most reasonable, consistent, authentic and life-like context for a set of known facts, the historian is attempting, albeit rather awkwardly, to put himself back in time to the scene of the events. This is as close as any historian can come to experiencing the past for himself. Just as ten eye-witnesses to a traffic accident will all tell slightly different accounts of what happened, so ten historians could not be expected to agree to any greater extent after having studied identical data.

Student Involvement and Learning

So students learn about the facts and understandings of history from text books, lectures, documents, pictures, and dramatic productions, but they begin to learn what it is to be an historian as they give expression to their own personally synthesized understanding of the historical events and developments which they have drawn from such sources. This art of understanding and narrating and/or explaining one's personal experiences is commonly developed beginning in early childhood. In the study of history this common ability is extended, amplified and focused on events in historical time.

SPECIFIC CURRICULUM OBJECTIVES

HIS 4313, Ancient Near East From Cyrus to Pompey, is designed to provide an in depth study of the historical achievements of the eastern Mediterranean peoples from the rise of Persian domination in the late seventh century BC down to the middle of the first century BC in the midst of Roman expansion into the area. HIS 3313, The Near East From Ancient Sumer to Classical Greece, treats the same geographic area in the earliest times leading up to this course. For the time period subsequent to this course there is HIS 4413, Roman Imperial Civilization and the Early Church, which focuses on the cultural and religious developments in the context of the time frame beginning in the middle of the first century BC and extending through the last of the fifth century AD. Chronologically paralleling these three courses in part, HIS 3323, Ancient Rome and the Empire, begins with a focus on the western Mediterranean lands in earliest times and carries the internal history of the Roman state from its foundation in the eighth century BC down through the fourth century AD.

RESOURCE MATERIALS AND ASSIGNMENTS

The Classroom Syllabus

The Syllabus contains all the rules, regulations, directions, assignments and scheduled due-dates for this course. Each student is responsible for the work assigned in the syllabus even when the instructor does not say anything about it in class. Changes in schedule involving the whole class will be announced in class. Individuals with scheduling problems should discuss these with the instructor as far in advance as possible.

Course Outline

The instructor is in the process of preparing a detailed outline presentation of the content of this course to serve as a foundation. The instructor's updated and revised unit outlines for each unit in the course will be available from the instructor during the semester for the cost of photocopying.

Required Textbook

The undergraduate textbooks listed below are required for this course and the reading assignments for each unit are given in the Unit Synopses.

Library Materials

The value of library resources for this course can scarcely be over stressed. Although the University Library cannot claim anything unique about its collection of materials in support of this course, considerable information has been made available through selective acquisitions over several years. The student should understand, however, that our present knowledge of the late pre-Christian centuries depends both directly and indirectly on the scholarly labors of many generations who have endeavored with tenacious devotion to untangle, clarify, explain and communicate the secrets of the past. Serious study of the New East and Greece has, in recent centuries, been carried out by scholars whose works appear in German, French, Italian, Russian and half-a-dozen other modern languages. It would be reasonable to assume that no more than a dozen libraries in the whole world have Hellenistic collections that are more than fragmentary. Students in this course will certainly not be expected to read the works of foreign scholars or of the ancient historians except as they may be available in modern English translations.

In addition to the literary records from the past there are other sources of information which scholars have studied to gain a fuller understanding. Numismatics, the study of coins, is one such historical science. Other scholars study art forms and architecture. Still others study the common place artifacts that are produced by the processes of everyday life: tools, weapons, utensils, clothing, furniture, and such items. The science of historical archaeology incorporates all these studies of the physical remains of the past and more. Monuments and inscriptions found by excavation often add literary evidence to the fund of knowledge archaeologists discover and record for future scholars. Since archaeology as a scholarly discipline is only about one hundred years old, we can expect an increasing flow of new information for many generations to come. The task of interpreting what archaeology has unearthed and making the necessary corrections in our understanding of the past has only just begun!

The local academic resources for this course include many types of writings: journal articles, reference books, textbooks, sources in translation, collections of sources, collections of articles, and monographs on a variety of specialized facets of the period being studied. These traditional printed sources may now be supplemented and enriched by various media available via electronic transmission. See these aids on the Department's webpage for help in evaluating and citing electronic media.

BASIS FOR COURSE GRADE

Click here for policies regarding classroom management, class attendance, special needs consideration and grade determination in all classes offered by this instructor.

Summary of Items Scored, Raw Score Base

The final course grade will be based on the accumulated total score earned by completing 100% of the examinations and assignments except as provided in this paragraph. A course grade of F will automatically be given to the student who does not complete examinations and assignments totaling at least 60% of the total possible points. The student who completes examinations and assignments totaling more than 60% but less than 100% will have his accumulated score calculated with 0 score(s) for each assignment or examination that was not completed.

Scheduled Unit Examinations

Unit examinations are exercises intended to give the student an opportunity to demonstrate his knowledge and understanding of the historical developments from a limited segment of the course coverage. Various types of questions, both short answer (multiple choice, matching, truefalse, logical arrangement and chronological arrangement, etc.) and essay (identification-definition, comparison, discussion, justification, refutation, analysis, etc.) may be employed.

One half the point value of a unit examination is based on questions where answers are to be written in essay form. Essay topics are assigned as part of the Scheduled Examination for each Unit. These topics are listed in this Syllabus in the Unit Synopses. At unit examination time the student should be prepared to write a well organized and well balanced answer treating all pertinent aspects of each of the topics. Only one (1) of the topics will be on the examination. A twenty-five percent (25%) penalty will be imposed if the student writes on a topic other than the one assigned.

Unscheduled Quizzes

Brief 'pop' quizzes over assigned textbook readings or previous lectures utilizing from eight to ten minutes of a class period may be used.

Scheduled Final Examination

The final examination is given at the end of the course at a time scheduled by the office of the Provost. The scope of the final examination is the entire course.

Individualized Assignments: Reading, Research and Writing

Several valuable purposes are achieved by means of individualized reading assignments. For example:

1. The student gains a more detailed knowledge of a limited historical period or topic.
2. The student has the opportunity to deal more directly with historical source materials and scholarly authorities.
3. The student's historical imagination is stimulated and exercised by the increased familiarity with his chosen topic.
4. The student's faculties of analysis and judgment are exercised and, hopefully, sharpened through the consideration of the conflicting and sometimes confusing data provided by historical sources as well as the varied interpretations offered by scholarly authorities.
5. The student has an opportunity to refine his skills of communicating historical data both as regards composition and scholarly format.

Because of the unique nature of this course the topics covered are simply not available in any single book. The adopted textbooks leave much to be desired since they rather narrowly focuses on only part of the region being studied. Each student will supplement the textbook assignments for units two, three and four by reading a scholarly monograph for each and writing a review for each. These books will be selected from the holdings of University Library and the instructor's personal collection.

The student would be well advised to secure approval for each of his scholarly monograph selections well in advance, that is, during the previous unit. For additional details on these assignments please see Assignment Details below. The due dates for selecting books and handing in reports are listed in the Unit Synopses.

Evaluation of Individualized Assignments & Written Work

On the required written work completed outside of class the total possible points is divided into four equal amounts and used to evaluate four areas of competence, namely:

1. 25% for Format--following directions provided in the Syllabus and in the Writing Guidelines: composition, style, spelling, neatness, proofreading, etc.
2. 25% for Factual Content--thoroughness and completeness of treatment, accuracy in reporting and handling pertinent facts.
3. 25% for Critical and Analytic Thought--demonstrated grasp of ideas and concepts, logical and reasonable analysis, clear argumentation, adequately supported conclusions, etc.
4. 25% for Mechanics of Scholarship--proper utilization of appropriate sources, concepts and quotations, proper form for quotations, notation, foot or end notes, and bibliography.

Individualized Assignments: Map Study

Each student will complete four map study assignments and turn them in on the appropriate due dates shown in the Unit Synopses. These assignments are explained in the Assignment Details

Map study assignments are designed to assist the student in becoming familiar with the major geographic features of the region being studied along with special attention to the particular features having greatest significance in the time-frame being studied.

Evaluating Map Study Assignments

On Map Study Assignments the total points is divided into four equal amounts each of which is an evaluation of a dimension of performance.

1. 25% for Completeness--All map features specifically assigned should be present, including the assignment title and key.
2. 25% for Accuracy--Demarcations of cities (dots), boundaries (lines), and labeling of undemarcated regions should be as geographically accurate as map scale and detail permit.
3. 25% for Execution--name labels of locations and features should be neatly printed with a sharpened pencil or a fine-line ball pen. Pointer lines should be made with a straight edge. Highlighting or penciled colors should be applied neatly and according to assignment directions.
4. 25% for Aesthetic Quality--General attractiveness and clarity of the finished map. Neatness, symmetry, functionality, readability.

Unit Synopses

UNIT I:

THE CONTEXT AND EMERGENCE OF THE PERSIAN WORLD:

From the Decline and Fall of Assyria through

Artaxerxes II: c. 625 BC to c. 360 BC

The following topics are assigned as part of the scheduled examination for Unit I. The student should be prepared at examination time to write a well organized essay discussing the pertinent aspects of the question assigned by the instructor at that time. There is a 25% penalty for writing on a question not assigned.

1. Trace and briefly discuss each of the several stages or steps leading to the formation of the Persian Empire between c. 700 and c. 460 BC. Discuss the role of the Achaemenid family in this development.

2. Point out and discuss some of the outstanding characteristics of the Persian Empire as a whole (e.g., you may wish to comment on unique features of the culture, religion, economy, goegraphy, law, government, demography, society, etc.), and explain why you think it was able to survive as a viable political unit for nearly 225 years.

3. Trace and discuss the probable course of events involving the resettling of Jerusalem, the rebuilding of the Temple, the rebuilding of the walls, and comment also on how the leaders reacted to the major problems they encountered in this process. Identify the chronological problems invovled.

4. During the period from the destruction of Jerusalem by Nebuchadnezzar down until c. 362 BC the Jews both in Jerusalem and in the diaspora were subject to many pressures to conform to, or be absorbed into, cultures foreign to their own. There are, to be sure, some indications that the Jews were heavily influenced by these contacts; yet, some managed to overcome these pressures to one degree or another and retain their identity. -- Discuss this statement and give examples from the events or developments covered by this unit which illustrate or support it.

UNIT II:

HELLENIC CIVILIZATION AND
THE CONQUEST OF THE PERSIAN WORLD:

From the Peloponnesian War to Antiochus III:

c. 431 BC to c. 200 BC.

The following topics are assigned as part of the scheduled examination for Unit II. The student should be prepared at examination time to write a well organized essay discussing the pertinent aspects of the question assigned by the instructor at that time. There is a 25% penalty for writing on a question not assigned.

1. Discuss the weaknesses and the strengths of the Greek political tradition as it is demonstrated in the history of the fifth and fourth centuries BC. (You may wish to consider such issues as intercity relations, various political customs such as autonomy, economic changes, relations with non-Greek peoples, etc.)

2. The rise and expansion of Macedonia saved the Greeks from themselves and spearheaded a movement by which Greek ways and culture eventually exerted superiority over all other cultures in the Mediterranean area. Discuss whether the greatess of Alexander is best understood as the product of this development or the cause of it.

3. Identify and discuss the common characteristics of the Hellenistic monarchies in the Near East in the third century. Why was the control of a foothold in the Aegean so important to them? What role did the native peoples play in these states? What kinds of results did Hellenistic rule generally have on the Near East regions?

4. Discuss the various circumstances of the Jews in the Near East at this period. In particular discuss the developments in this period at Jerusalem and surrounding regions giving attention to their relationship to the Hellenistic monarchs.

UNIT III:

THE FIRST HELLENISTIC AGE:

Cultural Development, c. 325 BC to 50 BC.

Political Development in the Aegean, Asia Minor, Egypt,

and the Former Seleucid Lands, c. 200 BC to c. 63 BC.

The following topics are assigned as part of the scheduled examination for Unit III. The student should be prepared at examination time to write a well organized essay discussing the pertinent aspects of the question assigned by the instructor at that time. There is a 25% penalty for writing on a question not assigned.

1. Describe the characteristics of the civilization found in the Middle East about 200 BC in a region such as Egypt or Syria. Consider the social and political structure, languages, socioeconomic classes, characteristic institutions, values, etc.

2. Discuss the several developments in religious understanding and behavior that are characteristic of the Hellenistic period. What cultural conditions and circumstances in the Middle East at this time seem to foster these developments.

3. Discuss the various schools of philosophy and their ideologies that are typical of the Hellenistic period. How are these developments related to the conditions in the Middle East during this period?

4. Discuss the character and progress of the involvement of Rome in the Hellenistic world of Greece, the Aegean, Asia Minor and Egypt between 200 and 63 BC. Outline the Hellenistic problems or developments which served to provide Rome cause to involve herself.

UNIT IV:

THE JEWISH EXPERIENCE IN
A BURGEONING HELLENISTIC WORLD:

From Antiochus III to Pompey,

c 200 BC to c. 63 BC.

The following topics are assigned as part of the scheduled examination for Unit IV. The student should be prepared at examination time to write a well organized essay discussing the pertinent aspects of the question assigned by the instructor at that time. There is a 25% penalty for writing on a question not assigned.

1. Compare the characteristic policies of Antiochus III toward the Jews with those of Antiochus IV and his successors. Note the relevance of the location of Judea in these policies and consider the role, however indirect, played by Rome in the creation of the Hasmonaean state.

2. During the second century BC we witness the emergence of native leadership in many areas formerly comprising Hellenistic states in the Middle East. Perhaps the most dramatic example is that of Judea with the establishment of the Hasmonaean monarchy. Discuss the proposition that while the Jews fought to resist complete Hellenization, the Hasmonaean state was really "a working compromise between traditional Jewish culture and Hellenistic culture."

3. Compare the positions of any two of the Jewish "parties" including for each the general circumstances out of which it seems to have emerged, its apparent attitude toward Hellenization, its attitude toward or definition of Judaism, and its political alignments. (The major parties are: Pharisees, Sadducees, and Essenes.)

4. Discuss the role of the "Scribe" in Jewish culture from the days of Ezra to the end of the Hasmonaean period. What were the chief legacies of scribal activity in the Hasmonaean period? What was the relation of the scribes to priests, to elders, to the Hasmonaean monarchy, to the Jewish people in general, and to Judaism as a religion?

ASSIGNMENT DETAILS

INDIVIDUALIZED READING ASSIGNMENT DETAILS

The individualized reading assignments in this course are closely related to the unit topics. The student reads an approved monograph and prepares a written report on it. The format of the report is an analytical monograph review, the same sort of report writers publish in the book reviews section of many scholarly periodicals.

Monographs are books written by a single author dealing with a limited but often complex subject. While a monograph may be at attempt to present a balanced concensus of current scholarship covering all aspects of a subject, they are sometimes intended to present a new and perhaps controversial view of some aspect of the subject. In most cases the author's purpose is to make a substantial contribution to, or improvement in, the understanding of some aspect of the subject. Such endeavors typically entail a treatment of the primary sources and the problems they present.

Sometime during each unit the instructor will discuss a number of monograph titles suitable for the next unit's assignment. He will list both those in the University collection and those in the instructor's private collection. Note that the first Assignment is to read and review a book dealing specifically with the career of Alexander the Great for Unit II. The second Assignment is read and review a book dealing with Hellenistic civilization for Unit III. The third Assignment is to read and review a book dealing with the Jewish Interbiblical development for Unit IV.

ToC

Preparing Your Report

In completing this assignment you are referred to the instructions found in the booklet, Writing Guidelines for Individualized Reading Assignments, provided by the instructor. Although the instructor will accept a neat handwritten report that follows the same general format required for typed papers, it is preferable to present your paper in printed form. If you are depending on someone else's skills with the typing or word processing, you will need to instruct them on the format requirements, the layout of the cover page, etc., found in the Writing Guidelines. Failure to follow these instructions will detract from your score. The author must take the responsibility for the finished product. It is the author's responsibility to PROOF READ his or her own work.

The general recommendations on the length of the written report given in the Writing Guidelines should be followed where ever practical. Superfluous length caused by poor organization and redundancy detracts from the value of any writing.

MAP STUDY ASSIGNMENT DETAILS

Objectives

Map study assignments are designed to assist the student in familiarizing him or herself with the major geographic features of the region being studied along with special attention to the particular features having greatest significance in the time-frame being studied.

Procedures

Each of the following assignments is scheduled to be handed in on or before the date indicated in the Unit Synopses.

Map Assignment #1:

THE PERSIAN WORLD.

Due Date for Map #1

Indicate and label the following rivers and bodies of water.

Indicate and label the following mountain ranges.

Indicate and label the following regions.

Indicate and label the following cities.

Map Assignment #2:

ALEXANDER'S EMPIRE.

Due Date for Map #2

Trace in the general route followed by Alexander's forces.

Indicate and label the following: (Note: Name in parenthesis is present- day name of approximate location. Those *'d were originally named "Alexandria. . . ."

Map Assignment #3:

THE HELLENISTIC NEAR EAST.

Due Date for Map #3

Mark the approximate boundaries and label the following Hellenistic kingdoms as of approximately 180 BC.

Label the following regions and islands.

Indicate and and label the following cities and battle grounds.

Map Assignment #4:

THE HASMONAEAN REALM.

Due Date for Map #4

In the list below the names in [] are alternate spellings that are typical. Using the map provided by the instructor, clearly label the following locations:

Use different colors to shade or outline the following:

1. Judea before the Maccabean War.
2. The frontier after Jonathan's conquests, c. 142 BC.
3. The districts annexed by Simon, c. 134 BC.
4. The Hasmonaean territory after the reigns of John Hyrcanus and Aristobulus (c. 103 BC.).
5. The Hasmonaean boundary at its greatest extent, c. 76 BC at the conclusion of the reign of Alexander Jannaeus.

URL: http://www.sbuniv.edu/~hgallatin/hi4313gn01.html

© 2000-2001
All Rights Reserved, by

Harlie Kay Gallatin, Ph.D.

Southwest Baptist University

Department of History and Political Science

Departmental Web Pages
Harlie Kay Gallatin, Departmental Webmaster

Last modified 17 January 2001.
Links modified 15 May 2004