Download History 4076 Roman Civilization Spring Semester 2012 January 17

History 4076
Roman Civilization
Spring Semester 2012
January 17 to May 11
W 6-8:45
GEORGE T WALKER HALL 2-49
Dr. Monica M. Bontty
Office: Brown 214
M 10:00 am-1:00pm, W 10:00 am-12:00 PM and TBA
Email:[email protected]
Phone: 342 1542
Course description: History 4076 is a graduate course intended as an in-depth survey of
Roman Civilization from prehistoric Italy to the Byzantine Period. It emphasizes the
social, economic, cultural and religious developments of the Romans, whose empire
extended from Hadrian’s Wall in Britain to the Euphrates in Mesopotamia; from the
Rhine in Germany to the sands of Northern Africa. The goal of this course is to increase
your knowledge and appreciation of the Romans. The first class will provide a general
introduction of the study of the ancient Romans. Subsequent lectures will deal with the
rise and fall of the first great multinational state. We will look at its provinces and cities,
trade, economy, military, art and architecture, and follow its foreign wars and internal
struggles, as well as tracing its transformation into a Christian state.
Instructional Materials:
Required:
Allen M. Ward, Fritz M. Heichelheim, Cedric Yeo, A History of the Roman People
Robert B. Kebric, Roman People,
Oliver Taplin, Literature in the Roman World.
Recommended
C. Scarre, Penguin Historical Atlas of Ancient Rome. Penguin, 1995, pbk.
THE TEXTS
The Ward, Heichelheim and Yeo book is a chronological narrative of the history of the
Roman Republic and Empire. The Roman People is a social history analyzing the daily
lives of the people through primary documents. Its primary documents: inscriptions, laws,
letters, essays, and biographies add insight to the personalities of famous and not so
famous Romans. The Atlas provides geographical, artistic, and architectural remains of
the Roman world.
PRIMARY SOURCES
Primary sources are writings by ancient authors. The following websites are devoted to
Roman history:
http://www.fordham.edu/halsall/ancient/asbook09.html
http://www.perseus.tufts.edu/
DIOTIMA http://www.uky.edu/ArtsSciences/Classics/gender.html
Etruscans http://www.fordham.edu/halsall/ancient/etrucans2.html
Roman religions
http://www.fordham.edu/halsall/ancient/asbook10.html#Roman%20M
ystery%20Religions
ANCIENT HISTORIANS—FULL TEXTS
Livy
http://www.fordham.edu/halsall/ancient/asbook09.html#Roman%20F
oundations
Laws of the Twelve Tables
http://www.fordham.edu/halsall/ancient/12tables.html
Polybius, http://www.fordham.edu/halsall/ancient/polybius6.html
Sallust, Catiline’s conspiracy,
http://www.fordham.edu/halsall/ancient/63sallust.html
Quintus’
advice,http://www.fordham.edu/halsall/ancient/54candidate.html
Cicero’s letters, http://www.fordham.edu/halsall/ancient/ciceroletters.html
Cassius Dio
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Cassius_Dio/ho
me.html
Vellerius Paterculus
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Velleius_Patercu
lus/home.html
Tacitus http://mcadams.posc.mu.edu/txt/ah/tacitus/
List of Provinces http://www.unrv.com/provinces/provincechronology.php
LIST OF CONSULS http://www.ualberta.ca/~csmackay/Consuls.List.html
Deeds of Augustus, 93-102 http://classics.mit.edu/Augustus/deeds.html
Laws of Augustus http://www.csun.edu/~hcfll004/aug_leg.html
DIR (DE IMPERATORIBUS ROMANIS) http://www.roman-emperors.org/
Roman Emperors
http://www.britannia.com/history/resource/emperor.html
END OF THE CLASSICAL WORLD
http://www.fordham.edu/halsall/sbook1b.html
JOURNAL ARTICLES
You can use to supplement your textbooks but not in lieu of them. An important journal
is the Journal of Roman Studies.
Office hours.
My office hours are M-F from 10-11 am and TBA, which means other arrangements can
be made should these hours conflict with a student’s schedule. Please note, that although
I am a “doctor,” I do not make house calls.
Course Requirements:
Students are required to keep up with readings and to produce a précis for each chapter
on a weekly basis. Instructions for writing the précis are included in this syllabus. Since
this is a graduate course, attendance is mandatory and participation in discussions is
expected. Each class will be in the form of lecture and discussion of the materials read
and primary documents. Students will be reading primary sources for class projects. Next
I will discuss how you will be evaluated. Students will succeed in this class by adhering
to the following guidelines:
Evaluation and expectations.
Final grades will be based on the following percentages:
Weekly précis of Readings: 30%.
Students shall turn in a weekly précis of each chapter in Ward et al and Kebric assigned
for the week.
What the heck is a précis and how do I write one?
A précis requires you to understand the complete work in order to determine the main
thesis and present it concisely and completely. The next step is developing the thesis as
the author has expressed it in your own words and at about a reduction of 85% of its
length.
The key is to summarize and rewrite the author’s main ideas after you have
comprehended them in your mind. Completion of the précis requires reading the chapters
meticulously in order to shape the author’s thoughts into your own words.
1. Read the chapter carefully.
2. Write a précis whereby you express the complete argument and develop the
argument.
3. Reduce the chapter to about on fifth of its original length with care not to omit
anything essential from the main idea.
4. Turn in your précis with your summary of the main idea of the chapter. Since you
will understand the main idea, you will present it in a concise and cogent manner.
Avoid copying sentences from the book. Use your own words to express the author’s
words in order to express the central notions of each chapter.
Book Reviews: 20%
Students will review four book reviews subject to faculty approval. You must come to
office hours and get my authorization for this project. If students review foreign language
books, the requirement is only two books.
Primary Documents: 10%.
There will be three projects involving primary documents over the course of the semester
that students shall write and comment on. Exciting details well be revealed later on in the
semester.
Research/Presentation: 20%.
Since this is a graduate class, students will be required to present research on a specific
topic at the end of the semester. Students must see me during my office hours in order to
choose a suitable topic for the course. During the consultation we will discuss your
bibliography as well as yours specific interests. Students must schedule appointments
early and not wait until the last minute, as the library at ULM has limited resources and
most books and articles will be acquired via interlibrary loan.
Topics are available on a first come, first served basis and no duplication of subjects will
be permitted. You might not be able to pick your “favorite” topic if the majority of the
secondary literature is in a language other than English, so please be flexible.
Annotated Bibliography: 20%.
Students must prepare a seven to ten page annotated bibliography on a specific subject
and submit this document with the final examination. The topic must receive faculty
approval.
Final Examination: 10%
Netiquette.
Here are some guidelines for writing emails. When you compose an e-mail message, read
it over before sending it and ask yourself what your reaction would be if you received it.
Course outline (Tentative and subject to change according to the needs of the class).
Assignments: References are to page numbers of Ward, Taplin, Kebric. Remember that
your weekly questions are due before the start of class and that no late assignments will
be accepted.
Assignments should be read BEFORE the class under which they are listed.
Week 1
January 18
Course Introduction.
All Roads lead to Rome. Why study ancient Rome at all?
Sources for ancient Rome.
The site of Rome. Pre-Roman Italy and the Etruscan world.
The Foundation of Rome. What are our early sources on Roman history? What are the
limitations of such evidence?
Assignment: Kebric, 1-15, Ward, 1-47.
Week 2
January 25
Early Roman society. From City to Empire: Rome was not built in one day.
The rise of the early republic 509 to 264 B. C. E.
The rise of the early republic 509 to 264 B. C. E.
What was early Roman society like? What was life like for Plebeians, women and
children? What legal rights did they have? What about forms of marriage?
Assignment: Ward, 35-91.
Week 3
February 1
Club Mediterranean: The international scene on the verge of Roman expansion
The beginnings of overseas imperialism: The Punic Wars.
Can Roman society be described as bellicose? If so, were the Romans more warlike than
the Greeks, Celts, Etruscans or say Aztecs? If not, how were they different? Be sure to
present evidence for your claims.
Assignment: Ward, 83-106, Kebric, 15-32.
Week 4
February 8
You shall be assimilated: imperialism in the east and west and the transformation of
Roman life.
You shall be assimilated: imperialism in the east and west and the transformation of
Roman life.
Assignment: Ward, 108-145, PLUTARCH, “Aemilius Paulus,” and “Cato the
Elder,”
Roman cultural achievements, 264-133 B. C. E
In your opinion what is the greatest Roman cultural achievement? Do any of these
elements still survive in modern society?
Week 5.
February 15
Cultural achievements continued: Roman Art. Struggles in the Late Republic, 133-88
B.C.E
Civil war and public crises, 88-60 BCE.
The rise of Julius Caesar.
The Gallic Wars
By now you have a good idea of the characteristics of Roman citizenship, i.e., it could be
acquired by simply acting “Roman.” Are there any modern politicians or entertainers
that would feel at home in the Roman world? Can someone assimilate into American
society simply be “acting” American?
Assignment: Ward, 136-187, Kebric, 36-56, Plutarch, “Tiberius and Gaius
Gracchus,” “Marius” and “Sulla.”
Week 6
February 22
Mardi Gras Break
Week 7.
February 29
The rise and fall of Julius Caesar and the end of the Republic.
Julius Caesar practices a policy of forgiveness against his enemies. However, he was not
particularly generous to Vercingatorix. Can you explain why?
Why did the republic fall? Was this event inevitable? What role did the Senate play in
this drama?
The early Roman Empire: Augustus and Tiberius
Does Augustus deserve the title of father of his country, or was he simply an operator
who took advantage of the situation
Assignment: Ward, 190-263, Kebric, 57-147. PLUTARCH, “Caesar”
http://classics.mit.edu/Plutarch/caesar.html, “Pompey”
http://classics.mit.edu/Plutarch/pompey.html and
Crassus” http://classics.mit.edu/Plutarch/crassus.html
SUETONIUS, “Augustus” http://www.fordham.edu/halsall/ancient/suetaugustus-rolfe.html
“Tiberius” http://www.fordham.edu/halsall/ancient/suet-tiberiusrolfe.html
Week 8
March 7
The Battle of Varus 9 C.E.
Stability and the impact of Augustus on imperial life. The Julio-Claudian dynasty:
emperors and entertainment.
Roman Britain
Are the Julio-Claudians decadent or not in your opinion? If so, then why did the Empire
succeed in spite of this behavior?
Assignment: Ward, 265-317, Kebric, 276-301.
SUETONIUS “Gaius (Caligula)”
http://www.fordham.edu/halsall/ancient/suetonius-caligula.html
SUETONIUS, “Nero” http://www.fordham.edu/halsall/ancient/suet-nerorolfe.html
Week 9
March 14
Boudicca and other bad girls versus the Romans
Early Christianity
Daily life in the provinces
Were the uprisings in the provinces inevitable, or could they have been avoided?
Assignment: Kebric, 185-275.
Week 10
March 21
The crisis of the principate: Flavian stability, and the “good” emperors.
Imperial culture and society in the first two centuries.
How had Roman society changed over the first few centuries? How was it similar or
different from the time of Augustus?
Assignment: Ward: 318-372, Kebric 148-184.
SUETONIUS, “Galba,” http://www.fordham.edu/halsall/ancient/suetgalba-rolfe.html
SUETONIUS “Otho,” http://www.fordham.edu/halsall/ancient/suet-othorolfe.html
SUETONIUS “Vitellius,”
http://www.fordham.edu/halsall/ancient/suet-vitellius-rolfe.html
FIVE GOOD EMPERORS
http://www.fordham.edu/halsall/ancient/tacitus-hist1a.html
Week 11
March 28
The Sassanids: Crisis Recovery and Anarchy. 180-285 C.E.
The transformation of Roman life and Diocletian’s Reforms
Based on his achievements, is Diocletian a good or bad emperor?
Assignment: Ward, 373-426, Kebric, 209-242
Week 12
April 4
Constantine and Christianity.
Why did Constantine legalize Christianity? Would you classify him as a Christian or not
based on his actions?
The Division of the empire. This resulted in the persecution of pagan cults and the
destruction of many temples and killing of innocent people. Why did this happen?
Assignment: Ward, 438-479.
Pliny and Trajan letters http://www.fordham.edu/halsall/ancient/plinyletters.html http://www.fordham.edu/halsall/ancient/plinytrajan1.html
Eusebius’ Life of Constantine
(Vita Constantini) http://www.fordham.edu/halsall/basis/vitaconstantine.html
Week 13
April 11
Spring Break
Week 14.
April 18
Literature in the Roman World
Taplin, 1-153
April 25
Literature in the Roman World,
The transformation of the Roman world in Late Antiquity.
What events led to the evolution of the Empire during this time?
Assignment: Ward, 489-544, Kebric, 302-311, Taplin, 154-261.
May 2
The “Fall” of the West and survival in the East.
Clovis and the Franks
East goes on: Justinian, universal empire and the legacy of Rome. Did Rome really fall,
did it simply relocate or did it transform itself? Use specific examples.
Assignment: Ward, 489-544, Kebric, 302-311.
Ammianus, Soldier and Historian
http://www.fordham.edu/halsall/ancient/378adrianople.html
http://www.fordham.edu/halsall/ancient/ammianus-history14.html
http://www.fordham.edu/halsall/source/notitiadignitatum.html
Fri. Dec 4 Alaric sacks Rome
http://www.fordham.edu/halsall/ancient/410alaric.html
Priscus, http://www.fordham.edu/halsall/source/priscus1.html
Salvian, http://www.fordham.edu/halsall/source/salvian1.html
End of the Classical World
http://www.fordham.edu/halsall/sbook1b.html
Week 15
Final TBA