* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Roman religion
Structural history of the Roman military wikipedia , lookup
Legislative assemblies of the Roman Republic wikipedia , lookup
Military of ancient Rome wikipedia , lookup
Ancient Roman architecture wikipedia , lookup
Travel in Classical antiquity wikipedia , lookup
Alpine regiments of the Roman army wikipedia , lookup
Roman army of the late Republic wikipedia , lookup
Slovakia in the Roman era wikipedia , lookup
Roman Republican governors of Gaul wikipedia , lookup
Demography of the Roman Empire wikipedia , lookup
Food and dining in the Roman Empire wikipedia , lookup
History of the Roman Constitution wikipedia , lookup
Roman funerary practices wikipedia , lookup
Culture of ancient Rome wikipedia , lookup
Romanization of Hispania wikipedia , lookup
Switzerland in the Roman era wikipedia , lookup
Roman economy wikipedia , lookup
Roman agriculture wikipedia , lookup
Education in ancient Rome wikipedia , lookup
Early Roman army wikipedia , lookup
Classics 212 Spring, 2006 Ancient Rome Professor Eric Orlin Office: Wyatt 149 Office Hours: MWTh 10-10:50 and by appointment Office Phone: x2717 email: [email protected] Course Description and Objectives: Who were the Romans? And why should someone living in the 21st century care about them? On the one hand the elements from Roman society legal systems, political structures, engineering abilities - that have been incorporated into the modern Western tradition make them seem very familiar, but on the other hand we are separated from them by two thousand years of history and infinite technological change. Despite these changes, the issues that the Romans encountered are indeed similar to those that we ourselves still encounter today: Who are we? How did we get to where we are? And where do we go from here? The best way to learn about any people is to let them speak for themselves, and that is what we will do for the next fifteen weeks: we will read what the Romans themselves wrote and we will analyze the material remains that the Romans left behind. It is only through a combination of sources that we will be able to reconstruct some hypothetical answers to our questions. We will follow the city of Rome from a small village on the banks of the Tiber River to the dominant power in the Mediterranean basin and from a monarchy to an aristocratic republic and back to a monarchy, and we will observe how these changes affected Roman life and how the Romans affected the lives of all those they encountered. By the end of our work together, dedicated study will give you a firm grasp of the outlines of Roman history, the differences between the Romans and ourselves, and a deeper appreciation of what ancient Roman culture has contributed, for better or for worse, to our own civilization today. Class Format: All of the material we are using is capable of multiple interpretations and has in fact been used by scholars in support of different positions. Our class time therefore will be devoted as much as possible to discussing possible interpretations of that material, rather than lectures introducing the material. My role in this course is similar to a coach, helping you to develop your own abilities and interpretations. Your role is to be prepared for class by introducing yourself to the material through the assigned readings, and coming to class with questions and observations. It is important to develop your own questions because what is ‘relevant’ or ‘meaningful’ in historical work depends greatly on the interests and background of the individual historian, and you can only be sure of discussing an issue of interest to you by bringing it up yourself. My classroom is ‘democratic’ in the sense that I will let you determine the direction of discussions in class, and I expect you to assume the responsibility that goes along with that freedom. Texts: The following required texts are available at the bookstore. P. Jones, & K. Sidwell, The World of Rome (= Jones on the schedule) Mellor, R., The Historians of Ancient Rome (= M on the schedule) Coursepack (Items in the Coursepack are indicated by a CP on the schedule below.) In an effort to save trees and save you money, we will also make use of readings that I will post in Blackboard. These readings are indicated by a BB on the schedule below. If you have any problems accessing these files, let me know as soon as you can. You may want to print these out in the library, or I would be happy to create a supplementary coursepack for any who wish to purchase it. Students should regularly check Blackboard for updates; it will also hold an array of materials to help you with this course, as well as an archive of all materials handed out in class 1 Classics 212 Spring, 2006 Goals of the Course: Students enrolled in this class will develop their abilities in the following areas: Close reading Classicists more than most academics depend on close reading, because of the scarcity of our sources. Not only must you be able to report accurately what you have read, but you must also be able to highlight a few key phrases that may be buried in the midst of an otherwise ordinary paragraph. You also need to gain an accurate sense of chronological narrative, remembering that events in 44 BCE cannot have caused events in 48 BCE, since dates BCE count down towards zero. Recognizing that ‘the past is a foreign country’ While the Romans appear familiar to us, their assumptions about the world, man’s place in it, and human nature in general were vastly different from ours. You will need to understand the scope of Roman history and become familiar with the major figures and trends that affected the structures and belief systems of Roman civilization. Realizing that published works have authors This includes both primary and secondary sources, and includes paying attention to authors’ personalities, potential biases, and attempts to organize material in a certain way. Such efforts do not mean that a source is useless, but does affect the way we should utilize that source. You should know who wrote our textbook and be aware of how it is organized with chapters and subheadings. Perceiving historical theses Closely connected with the previous point, you must recognize that historians argue about the past, they do not merely present the past. They debate, for instance, whether Athens can truly be called ‘democratic’, and they organize material in order to make a convincing case. Using written sources as evidence This is a key point: facts are not evidence. Facts only become evidence when they are brought forward in relation to a particular thesis or explanation. Ancient literary sources provide the bulk of evidence for the Roman world, but the scarcity of written sources means that you often must utilize archaeological and visual evidence as well. Stating and defending a thesis Accurate and specific examples are the key to providing solid evidence here. Secondary source authors often provide good models of how to construct and defend an argument. You will learn both how to defend a thesis put forward by another scholar, and how to choose and defend your own thesis. Defending a thesis against counterarguments Agreeing with one modern scholar is not enough. You must learn to recognize pitfalls in your own argument and say why you have rejected carefully argued opposing views. Again, accurate and specific examples and evidence are the key here. 2 Classics 212 Spring, 2006 Course Requirements: In developing their skills in historical argumentation, students will write several short papers that will culminate in a paper of 6-8 pages on a topic of their own choosing. We will have an argumentative position paper due at midterm rather than an exam, and we will have a final exam comprised mostly of essay questions. We will also have quizzes every two weeks to ensure that students are mastering the factual material of the course. In addition students will be expected to participate actively as a good colleague in this class, which will include regular posting to a discussion board as well as participation in classroom discussion. Each of these assignments is an opportunity to demonstrate your preparation for class and your knowledge of the material. I will quickly and fairly evaluate your work, but ultimately the grade you receive is based on the quality of work you do. Collegiality: In essence, this part of your grade is determined by how good a colleague you are to your fellow students. Among other things, collegiality may be demonstrated by: your on-time arrival and attendance throughout class; preparation of the assigned readings prior to class; bringing the assigned readings with you to class each day; active participation in all class activities; and your ability and willingness to master the course material in a creative and sophisticated manner. Students will also be expected to post on a discussion board prior to class at least once per week, offering their thoughts, questions, and/or responses to the reading for that class. I may also begin class by asking you to write down a response to a question about the reading, and these informal writing assignments will form another part of your collegiality grade. A note on class participation: While many assume that participation is synonymous with talking in class, I would encourage you to think about participation as both talking and listening. A good colleague is one who listens to his or her colleagues, the instructor and the authors, then adds to the existing conversation. To be a good participant, you need to listen, think about what you have heard, and then offer your own voice to the discussion. Quizzes: The regular quizzes at two-week intervals will consist of a combination of the identification of important names or terms, map questions, and chronologies. Quizzes are given at the beginning of class, and no extra time will be allowed for people who arrive to class late. The lowest quiz grade will be dropped from grade calculations. Papers: Students in this class will build up to a paper that defends a position on a particular historical question in Roman history researched by the student. In the course of working on this paper, students will (1) write an analysis that evaluates the reliability of a specific ancient source, (2) write a paper that argues for a particular interpretation on the demise of the Roman Republic (3) find and review an article on a historical subject of their own choosing. Toward the end of the term students will submit a longer paper on the topic of their own choosing utilizing the skills they have developed and arguing for a particular interpretation of their topic. Full details of each assignment will be handed out separately. Requirements summary: Collegiality (including informal writing): Quizzes Article Review (due March 1) Position Paper (due March 10) Source Analysis (due March 28) Research Argument (due May 3): Final Exam: 3 20% 10% 5% 15% 10% 20% 20% Classics 212 Spring, 2006 Please note the following general tips and policies. I cannot stress enough the importance of ‘reading actively’. Reading academic work takes more than running your eyes over the words (alas . . .). To get the most out of the material and the time you spend reading it, ask yourself the following questions as you read: What type of document is this? Who is the author and what do we know about him/her? Who is the audience? What is the author trying to do in this document? What evidence does the author cite? Is it convincing? How do you relate this document to the period in which it was created? How does this document relate to the larger issues in the class as a whole? And most importantly, what have you learned? Rather than underlining or highlighting, force yourself to jot down notes on a separate sheet of paper, along with any questions that the reading creates in your mind. Clear up any problems early. While I try to be as clear as possible, the only way I know when I’m not being clear is when someone asks for more information. When there is something you don’t fully understand – in class, about assignment or exam directions, or about your grade on an assignment or exam – ask for clarification. You can do so in class, after class, during office hours, or by email. This is as important a way for you to take responsibility for your learning as anything else that you do. In the same way, if an unexpected crisis arises in the middle of the semester that might affect your work, it is your responsibility to inform me as early as you can. You will find that I am quite sympathetic to those who notify me as soon as they notice a problem, but I have a ‘tin ear’ for those who send me an email on the morning a paper is due. How you handle such crises is an important component of how you will be judged in the ‘real world’, and it is important in my class as well. The dates of the assignments given on the class schedule are firm. Following on the previous paragraph, I do not give extensions except in cases of documented medical or family emergency. I do this to ensure fairness for all students. Late papers are penalized one-half grade for every day they are late. After two weeks, late papers are not accepted at all and are scored a zero. I will strictly enforce the University policy on academic honesty. The Academic Handbook states: "Academic dishonesty can take many forms, including but not limited to the following: plagiarism, which is the misrepresentation of someone else's words, ideas, research, images, or video clips as one's own; submitting the same paper for credit in more than one course without prior permission; collaborating with other students on papers and submitting them without instructor permission; cheating on examinations; mistreatment of library materials; forgery; and misuse of academic computing facilities.” Read the complete policy at: http://www.ups.edu/dean/Handbook/honesty.html. Special Note on Electronic Resources: The Web is both a blessing and a curse. It provides a great deal of information that might otherwise not be easily available, but a great deal of that information is unreliable, since anyone can create a website and post anything they want. Items from full-text databases (such as JSTOR) or items linked directly from Blackboard may be used without restriction, though they should be cited appropriately. You may only use other Web resources if you provide evidence that you have evaluated the trustworthiness of the site. Specifically you must, in addition to the appropriate citation, provide the author’s name and credentials, the name of the organization that publishes the website, the date the site was last updated, and your reasons for believing the website presents objective and valid material. Failure to provide this information will result in an automatic five-point penalty per website. The library has developed an excellent website (http://library.ups.edu/research/handouts/eval.htm) to assist you in evaluating the reliability of on-line material. 4 Classics 212 Spring, 2006 Class Schedule: Though I will make every effort to stick to the schedule below, it is subject to change, especially if weather or other unusual conditions intervene. Date Topic and Readings Study Questions Jan. 18 Introduction & Overview Jan. 20 Rome and Her History Why do we study history? Why did Using Historical Sources, A Sense of History: Some Livy study history? How should we Components, The Need for Source Criticism (BB) evaluate Livy as a source? Livy, Preface & Book I (= M, 169-186, 196-205) Jan. 23 The Origins of Rome How does Jones’ text attempt to use Jones, 1-10 Livy’s account? How might the Consult the maps of early Italy in Blackboard geography of Italy have impacted Locate areas of Etruscan and Greek dominance early developments? Jan. 25 The Republic & Struggle of the Orders What type of society can we Jones pp. 10-13 reconstruct from the surviving Twelve Livy, Book III.33-37; 44-49; 56-58 (=M, 215-227) Tables? What is the relationship of The Twelve Tables of Roman Law (CP) that world to Livy's story? For fun: Visit the Roman Forum Jan. 27 The Roman System of Government Imagine yourself as a member of a Jones pp. 89-109, 112-121 specific group in Roman society (e.g. Quintus Cicero, Advice on Running an Election male non-elite, female elite, warrior, Campaign (BB) etc.). In what ways could you affect Polybius, Book 6.1-9, 11-18, 56-57 (=M, 50-65) the course of politics at Rome? What opportunities were available to you? Jan. 30 Roman religion How were Roman social, political and M. Beard, et al., Religions of Rome, 18-54 (BB) religious systems interrelated during Pick a festival off the list in Blackboard and be the republic? Attempt to identify how prepared to share information with your classmates these factors interacted in the specific festival you investigated. Feb. 1 The Roman Family What kinds of relationships can you Jones pp. 208-234 see between Roman family structures Sources on Roman family and marriage (BB) and socio-political structures? What opportunities or roles were open for Roman women? Feb. 3 Militarism and Expansion in Italy How was the military built into Jones, 13-15, 121-124 Roman society? What effects might Livy, 5.34-49 (=M, 227-241) we anticipate this to have had? How Livy, Book 8.13-14, on the Latin League (BB) did Rome's rapid military expansion Livy, Book 42.34, on Spurius Ligustinus (BB) affect the developing state? Feb. 6 The First Punic War Why did the First Punic War break Jones, 15-17 out? Polybius, Book I.1-14; II.1-2, 7-12 (= M, 15-32) Feb. 8 The Second Punic War What significant differences do you Jones, 17-18 notice in the accounts of Livy and Polybius, Book III.1, 4, 6-17, 20-30 (= M, 32-50) Polybius? How do you account for Livy, Book XXI.1-2, XXII.44-51 (= M, 242-243, those? How do you decide why the 271-277) Second Punic War broke out? Those interested in Hannibal crossing the Map of The Second Punic War (BB) Alps with his elephants can read M, 249-257. 5 Classics 212 Spring, 2006 Date Topic and Readings Feb. 10 Jones, 18-22 Livy, XXXI.1-9; XXXIII.6-10, 33-33, 38-40; XXXIV.1-8; XXXVI.15-19; XXXVIII.37-38; XXXIX.51 (= M, 288-320) See map of the Hellenistic kingdoms to follow the various campaigns. (BB) Feb. 13 DEBATE: Roman Imperialism W.V. Harris, “On War and Greed in the Second Century BC.” (BB) J. Rich, “Fear, Greed, and Glory: The Causes of Roman War Making in the Middle Republic.” (BB) (Readings from Roman Imperialism, ed. C.B. Champion) Feb. 15 Economic Changes Jones, 22-25, 181-202 K. Hopkins, Conquerors and Slaves, 1-19, 48-54 (BB) The First Slave Revolt in Sicily (BB) Study Questions What patterns do you see in this period? What did the Romans learn from their interactions in the East over this time? What changes might we expect in Rome? Feb. 20 The Tribunate of Tiberius Gracchus Jones, 25-29 Appian, Civil Wars 1-26 (= M 65-79) Plutarch, Tiberius Gracchus (CP) WRITING ASSIGNMENT Was Tiberius a shameless demagogue seeking to overthrow Senatorial authority, a ruthless politician seeking personal rule, or a noble aristocrat trying to serve the best interests of the state (or somewhere in between)? Bring to class a short (1-2 page) typewritten interpretation of the career of Tiberius Gracchus. You must include at least three specific pieces of evidence from the ancient sources to support your view. We will debate this issue in class. Which of these two politicians had a more lasting impact (caused more lasting harm?) on Roman society and the Roman system of government? What evidence does Cicero present concerning the conspiracy? How does his speech to the people differ from those delivered to the senate? WRITING ASSIGNMENT Bring to class a short (1-2 page) typewritten discussion of whose argument you find more convincing. You must include at least two specific pieces of evidence from the ancient sources to support your view. Identify what you feel to be the most significant economic change during this period. Given what you know about the Romans already, how might you expect this change to make itself felt in other areas of Roman society? Feb. 17 Cultural changes What can we learn from Cato about Jones, 172-174 what it meant to be a Roman in this Plutarch, Cato the Elder (CP) period or about Roman attitudes The Magna Mater in Rome (BB) toward Greek culture? Why did the On the Worship of Bacchus (Livy, Book 39.8-19 & Romans treat the cults of the Magna Senate decree on Bacchanals) (BB) Mater and Bacchus in different ways? Feb. 22 Marius and Sulla Jones, 29-35, 124-133 Appian 1.55-83, 95-107 (CP) There is a timeline of the Late Republic in BB. Feb. 24 The Catilinarian Conspiracy Jones pp. 39-41 Cicero, 1st Oration against Catiline (=M 117-128) Cicero, 2nd Oration against Catiline (CP) Cicero, Letter to Atticus I.2 (= M, 128) 6 Classics 212 Spring, 2006 Date Topic and Readings Feb. 27 The Catilinarian Conspiracy II Sallust, Catilinarian Conspiracy (=M, 81-115) Mar. 1 Pompey the Great & the First Triumvirate Jones, 36-39 Cicero, Selected Letters 5-11, 14-16, 22, 23, 28, 35-38 Plutarch, Julius Caesar 13-14 (BB) Mar. 3 Julius Caesar Jones, pp. 41-43 Cicero, Selected Letters 42-43, 56, 59-61 Caesar, Civil Wars, chapters 1-18 (CP) Timeline of Caesar’s career (BB) Mar. 6 Civil War & Assassination Jones, 43-44 Cicero, Sel. Letters 66-72, 81, 98, 105, 110, 112-14 Plutarch, Julius Caesar 60-66 (BB) Suetonius, Life of Julius Caesar (M, 347-381) Mar. 8 Cleopatra and the Triumvirs Jones, 45-48 Plutarch, Antony (CP) Timeline, from Caesar's death to Actium (BB) Mar. 10 DEBATE: The Fall of the Roman Republic When and why did the Republic fail? Study Questions How does Sallust's presentation of events differ from Cicero's? Why? ARTICLE REVIEW DUE What do Cicero’s letters reveal about the state of politics in Rome at this time? How can these letters be used productively as a source? How well can we understand from these sources why the Civil War broke out? How did Caesar's story change over the time these various documents were written? What are Plutarch's sources of information? How useful is he as a source on Cleopatra, Octavian and Antony? POSITION PAPER DUE SPRING BREAK Mar. 20 Augustus Jones pp. 49-60, 109-11, 133-39 Augustus, Res Gestae (=M 321-330) Ancient Comments on Augustus (BB) Mar. 22 Augustan Social Legislation Augustus' marriage laws & later legal commentary (from Lefkowitz & Fant, Women's Life in Greece and Rome, pp. 83-91) (BB) Horace, Ode 3.6 (BB) K. Galinsky, "The Legislation on Morals and Marriage" in Augustan Culture (BB) Mar. 24 Augustan Religious Program M. Beard, et al. “The Re-placing of Roman religion”, pp 181-210 (BB) Horace, Secular Hymn (BB) Inscription honoring Augustus (BB) Mar. 27 Augustan Visual Imagery P. Zanker, The Power of Images in the Age of Augustus, 172-223 (BB) Art & Architecture from the Augustan Age (BB) Mar. 29 Augustan Literature Virgil, Aeneid, excerpts (CP) Ovid, Amores 1.1, 1.5, 1.8, 2.4, 2.19, 3.4 (BB) 7 How does Augustus present himself and what he had accomplished? Did later commentators agree with his self-presentation? What are the key provisions of the laws? What did their author aim to achieve? What is Galinsky's explanation for Augustus' persistent interest in these statutes, even in the face of strong opposition? What is your explanation? What do the religious activities of the Augustan period reveal about Roman society at this time? What is meant by ‘ruler cult’ and to what extent did Augustus consciously encourage it? SOURCE ANALYSIS DUE How does this information change the way you think about the empire? How does the visual imagery relate to the themes of the Augustan period? How does the history of this period affect how we read its literature? How does the literature relate to the history? Classics 212 Spring, 2006 Date Topic and Readings Study Questions Mar. 31 The Imperial System What are the key elements of the Jones, 60-78 Roman system as it evolved? Senatorial decree on powers of Vespasian (BB) How do the inscriptions contribute to Tacitus, on The Principle of Adoption a fuller understanding of the Roman inscriptions (BB) development of the imperial system? Apr. 3 Nero How do Suetonius and Tacitus Tacitus, Annals excerpts (= M, 427-28, 498-510) present Nero? Why? What does each Suetonius, Nero (BB) find most offensive about him? Apr. 5 Romans and Jews What was the position of Jews under Josephus, on Jewish privileges (BB) the Roman Empire? How does Josephus, on the outbreak of Jewish Revolt (BB) Josephus position himself and his Josephus, on Masada (= M, 331-345) community relative to Roman power? Apr. 7 Romans and Christians What can we learn from the Gospel Accounts of the arrest of Jesus & his differences in the Gospel accounts? meetings with the High Priests and Pilate (BB) Why might the Romans have seen the Tacitus, Annals, XV.37-44 (= M, 510-14) Christians as a problem? Letters of Pliny and Trajan (= M, 536-538) Timeline of events in the rise of Christianity (BB) Apr. 10 Romans and Mystery Religions What are the most significant The Gospel of Thomas (BB) differences between these Gospels The Gospel of Mary Magdalene (BB) and the canonical ones? What M.Mellowes, “ The Emergence of the Canon” (BB) similarities and differences do you see Lucius, On initiation into the cult of Isis (BB) between these forms of Christianity Modern discussion of the Mithraic mysteries (BB) and the “mystery religions’? Apr. 11 Revised Source Analysis Due WYATT 139, 2:00 p.m. Apr. 12 Slaves & Other Lesser Statuses What are some key status groups into Jones pp. 145-172 which Roman society was divided? E. D'Ambra, Roman Art, pp. 39-57 (BB) How were these statuses defined, claimed or enforced, according to the party in question? Apr. 14 Urban Life in the Empire: Pompeii How useful is Juvenal for trying to Juvenal, Satire 3 (BB) understand life in a Roman city? A. Wallace Hadrill, Houses and Society in Pompeii and How does the use of domestic space Herculaneum, pp. 3-37. (BB) reflect Roman socio-political Explore clickable map of a Roman house (BB) structures? Apr. 17 Bread and Circuses In what ways did the gladiatorial Juvenal, Satire 10 (BB) contests function as an essential D. Potter, “Entertainers in the Roman Empire” element of the Roman imperial from Life, Death and Entertainment in the Roman system? How should we understand Empire (BB) their popularity? Apr. 19 Romans and Foreigners What does the Agricola tell us about Tacitus, Agricola (= M, 428-450) how Tacitus viewed the place of Tacitus, Annals 11.23-26 (= M, 490-493) foreigners within the Roman Empire? For Fun: View Hadrian's Wall in England (BB) How does it compare with Claudius’ view? 8 Classics 212 Spring, 2006 Date Topic and Readings Apr. 21 Romanization R. MacMullen, “Romanization in the Time of Augustus” (BB) G. Woolf, “Becoming Roman” (BB) (Readings from Roman Imperialism, pp. 215-242) Study Questions COMPLETED DRAFT DUE of Research Argument What does ‘Romanization’ mean? How and why did this process occur? Would you draw any lessons for ‘Americanization’ from studying this phenomenon? Apr. 24 The Third-Century Crisis Research an emperor who ruled Introduction to Third Century Crisis (BB) during the 3rd century; be prepared to The story of Didius Julianus share your findings with the class. In Consult the online Directory of Roman Emperors what way(s) was your emperor a part of the 3rd century crisis? Apr. 26 Diocletian and Constantine In what ways do both Diocletian and Diocletian and Constantine (at the directory of Constantine remain within traditional Roman Emperors) boundaries of Roman behavior? In Diocletian’s Efforts to stabilize the economy what ways did they innovate? To Persecution of Christians under Diocletian what degree did the problems of their The “Edict of Milan” era force them to new solutions? Apr. 28 Barbarians Pay attention to the different authors, Ammianus Marcellinus, “Goth Invasion” (CP) and to the differences they present (if Procopius, “Alaric Sacks Rome” (CP) any) between Goths and Huns? How Priscus, “At the court of Attila” (CP) can one tell a barbarian from a Jordanes, Origins and Deeds of the Goths (CP) Roman in the 4th and 5th centuries? May 1 The End of the Roman Empire? How does each author choose to see Jones, 80-81 the events of the 4th and 5th centuries? E. Gibbon, General Observations on the Fall of What factors might have led these the Roman Empire (BB) writers to reach such different B. Bartlett, How Excessive Government Killed conclusions? When and why did the Ancient Rome (BB) Roman Empire fall? For fun: Lead and the Fall of Rome: A Bibliography (BB) May 3 WRAP – UP RESEARCH ARGUMENT DUE 9