Welcome to Adobe GoLive 6

Introduction:

In this course we will examine various aspects of Roman history and culture from the legendary birth of the city in 753 B.C. to the death of the first Christian emperor, Constantine. Throughout the semester we will consider important questions concerning the political, military, social, and cultural history of the Roman world during this period. We will read extended sections of the two most important Roman historians, Livy and Tacitus, in addition to Petronius’ novel, the Satyricon. The emphasis throughout the course will be on the close analysis and questioning of the ancient evidence – not only the authors mentioned above but also poets, politicians, philosophers, biographers, technical writers, and the evidence that is offered by legal writings, inscriptions, graffiti, coins, art, and archaeological remains – all of this in order to better understand a great variety of questions from “Why was Caesar killed?’ to ‘How did the Romans survive the Battle of Cannae?’ to ‘How much freedom did Roman women truly have?’ to ‘What was the purpose of the sexually explicit paintings in the changing room of the Suburban Baths at Pompeii?’

Learning Objectives:

Your memory of the factual material of the course will be important and tested, but much more emphasis in this course will lie in the development of your historical skills. By historical skills I mean:

your ability to read evidence closely and draw conclusions logically from that evidence.
your ability to ask all sorts of questions about the evidence, to follow up on those questions, and to integrate the answers to those questions into your developing understanding.
your ability to make connections between different pieces of evidence, different topics and questions, and different time periods (within the 1000 years of ancient Rome as well as between antiquity and the present).

Assignments and Grades:

There will be 2 term tests, 1 final exam, 2 papers (1 essay and 1 individual research paper) and class participation, which will consist of daily written responses to a reading question, class discussion, group work, etc. The breakdown of the grades is as follows:

2 Term Tests = 25%
Final Exam = 20%
Essay (1000-1500 words) = 15%
Research Paper (2000-2500 words) = 20%
Class Participation = 20%

The term tests are set for Wednesday, October 13 and Monday, November 15. The final exam has been scheduled for Saturday, December 18, 8-10 AM in Confer 128. The first draft of the essay is due Monday, October 4 and the final draft is due Monday, October 18. The research paper is due Monday, December 13. The two terms tests and the final will include both a take home essay and an in-class portion. Everyone will work on the same topic for the essay – an examination of the causes of the 2nd Carthaginian war. The sources for this paper are linked to the assignment for Monday, September 27 below, and the directions for writing the paper can be found here. The 2nd paper will be an individual research paper -- here is the worksheet outlining some possible topics and the directions for this paper. In many ways class participation is at the heart of this class. The overall success of this course will largely be based on your careful preparation of the daily readings and assignments, and your willingness to participate. This participation will come in many forms. First and foremost, the syllabus will include an essay question (EQ) based on the reading assignment for each class. You should come to class with a brief written response (between 1/2 and 1 page in length) to this question so that it can be collected. These responses will serve as the introduction of each day's discussion. You will also be assigned to a group (of 3) which will be responsible for doing extra readings and a response to an additional question approximately once every 2 weeks. This group work will be devoted especially to the development of the historical skills mentioned above and will be similar to the take-home portion of the tests and exam.

Required Texts – there will also be pdf files on the syllabus which you should download and print out.

History of the Roman People by Allen M. Ward (et al.), 4th edition 2003, Prentice Hall.
The Rise of Rome: Books One to Five ( by Livy) translated by T. J. Luce, 1999, Oxford.
Annals (by Tacitus) translated by A.J. Woodman, 2004, Hackett.
Satyricon (by Petronius) translated by Sarah Ruden, 2000, Hackett.

Academic Disabilities:

If you have an academic disability, please see the Disability Services Coordinator (Laurie Bickett, x7027) in the Advising Center so that we can make appropriate accommodations for your needs.

Academic Honesty:

Gustavus has adopted an academic honor code by which we expect you to abide. You are required to sign the honor pledge for papers and exams in this course. Academic dishonesty will not be tolerated. Please see us if you have questions about what constitutes academic dishonesty.

Schedule for the first 2 weeks: (see www.gustavus.edu/~mpancier/romanhistorysyllabus2004.html for continual updates) You should consult this online syllabus regularly (rather than printing it out once) because some readings and assignments may change during the course of the semester. You should always bring the daily reading to class. Some readings are in pdf files and displayed as links and these should be printed out and brought to class. Note the following abbreviations: SQ = short questions, EQ = essay questions, HRP = History of the Roman People. In preparation for class you should be doing the assigned reading and completing a short response (roughly ½-1 handwritten page) to the essay question (EQ) – this will frequently be collected. It will make exam preparation much easier if you complete the short answer questions at the same time that you do the reading. The group reading and response need only be done by the group designated – this should also be written out before class (1 per group) to be handed in.

Date	Reading and Assignments (to be done BEFORE the date on which it appears)
W 9/8	Introduction to the course and the question "What is history?"
F 9/10	Reading: HRP p. 1-17 SQ: Be able to place on a map of Italy and its neighboring area (p.3) the Alps, Apennines, Tyrrhenian Sea, Adriatic Sea, Cisalpine Gaul, Etruria, Latium, Campania, Sicily, Sardinia, Rome, Veii, Pompeii, Cannae, Carthage. Be able to place on a map of Rome (p.5) the Tiber river, Pons Sublicius, Tiber island, the Janiculum, Aventine, Palatine, and Capitoline hills Be able to place on a map of Italy and its neighboring area (p. 7) the Latins, Etruscans, Greeks, and Phoenicians. Describe briefly the historical significance of: Apennine, Urnfield, and Villanovan culture. Briefly outline when and where the Phoenicians and Greeks sent colonies into the western Mediterranean and what effect they had on the Romans. EQ: Summarize the most important effects geography had on the development of Rome according to HRP and speculate on some additional ways in which geography (the placement of Rome in relation to other cities, populations, mountains, rivers, seas, arable land, etc.) might affect the history of Rome. I am not looking for any specific speculations – let your mind wander over thepossibilities.
M 9/13	Reading: HRP p. 18-28; Herodotus 1.94, Dionysius of Halicarnassus 1.26-30 Herodotus was the very first Greek historian, probably born about 480 B.C. and dying around 420 B.C. He was born on what is now the west coast of Turkey, in a Greek speaking city of Halicarnassus, on the edge of the territory of Lydia -- the Lydians were an important civilization in central civilization living in central Turkey right before the rise of the Greeks. Herodotus writes a history about how the Greeks ultimately defeated an invasion by the Persians. Dionysius of Halicarnassus was also Greek, but he lived during the time of the Roman emperor Augustus (31B.C. - 14 A.D.). He was born in Halicarnassus (the same town as Herodotus!), but came to live in Rome, teaching rhetoric and publishing an historical work covering the early history of Rome. SQ: What were the various names for the Etruscans? What other peoples had an influence on the Etruscans and in what ways? Where do we get most of our information about the Etruscans? Who held power in Etruscan cities? Briefly outline the significance of the Disciplina Etrusca and the haruspices. Why do you think the Etruscans used clay rather than marble in their sculpture?· EQ: Describe carefully the differences and similarities between Herodotus and Dionysius on this question of the origin of the Etruscans (called Tyrrhenians by both authors) and then suggest possibilities on why they propose different answers. GROUP WORK After examining closely the decoration that comes from an Etruscan tomb you should first compile a list of careful, detailed observations and then speculate on what these details might tell us about Etruscan life. Groups A: These are part of a mural from one wall of an Etruscan tomb (#1, #2, #3) Group B: These are part of a mural from one wall of an Etruscan tomb (#1, #2)
W 9/15	Reading: HRP p. 29-41; Livy p.3-33 SQ: Which pieces of evidence about early Rome discussed in HRP p.29-41 do you think might be especially historically trustworthy and why? Briefly outline how Aeneas, Ascanius, Rhea Silvia, and Romulus fit into the legends about the eventual foundation of Rome. Briefly outline the evidence we get from graves in the Roman forum and what this tells us about life in early Rome. How did Roman kings become king, what were their most important duties, and what did the fasces signify? EQ: Read the section on Romulus (be aware that Romulus is sometimes called Quirinus) carefully and discuss how Livy has portrayed him. GROUP WORK After examining these 2 pieces of evidence closely, compile a list of differences and similarities between the depiction of Romulus in these 2 new pieces of evidence and Livy and then discuss how this affects our view of Romulus (be aware that Romulus is sometimes called Quirinus). Groups C and D: Evidence #1 is from the history of Rome written by Dionysius of Halicarnassus and evidence #2 is from a poem called the Fasti written by Ovid. This poem is a religious and historical calendar telling stories concerning the gods and Rome's past. Ovid, Dionysius, and Livy all were writing within a 60 year period of each other (from about 40 BC to 17 AD) which was about 700 years after the legendary founding of Rome by Romulus.
F 9/17	Class cancelled
M 9/20	Reading: HRP p.42-58; Livy p.42-70 SQ: Who is the paterfamilias? Briefly describe the nature of the relationship between a husband and his wife, depending on whether she was married "with the hand (cum manu)" or "without the hand (sine manu)." Briefly describe the nature of the relationship between the paterfamilias and his children (and grandchildren). Briefly describe the nature of the relationship between the paterfamilias and his slaves. Briefly describe how Roman names work (i.e. what part is the last or family name, which part is the equivalent of our first name) for men (Marcus Tullius Cicero) and women (Tullia). Briefly outline the historical significance of: numen, divination, virtus, fides, pietas. EQ: We have read about a number of important women in book 1 of Livy, including the Sabine women, Horatia, Tanaquil, Tullia, and Lucretia. What lessons do these stories in Livy teach about the roles women should play and the expectations society has of them? GROUP WORK Examine closely both paintings linked below, describe each of them in detail, and note in what ways they seem similar to and different from the story of Lucretia in Livy (i.e. what point in the story have they captured, what have they left out or changed from Livy's account, in what ways have they followed the story of Livy closely?) What is the effect of the artist's interpretation? Has it changed (or made more complex) any of your ideas about the story from when you first read it in Livy? Group E and F: Link to Lucretia painting in DC; Link to Lucretia painting in the MIA
W 9/22	Reading: HRP p.59-64, 67-77; Livy p. 71-85, 98-113, 166-171 (book 2, chapters1-13; 28-40; book 3, chapters 25-29) SQ: What are plebeians and patricians (look back at p.48-49 of HRP) What are the fasti and why are they important for our knowledge of the early Roman republic? Briefly outline the historical significance of the consul, dictator, senate, comitia centuriata, tribunes of the plebs, Twelve Tables, quaestor, censor, praetor, and cursus honorum. EQ: In today's reading we learn about many of the most famous heroes of the Roman republic -- Brutus, Horatius Cocles, Gaius Mucius, Cloelia, Menenius Agrippa, Coriolanus, Cincinnatus. What character traits and virtues do the Romans associate with their heroes and what constitutes heroic action/behavior for them? NO GROUP WORK We will begin class with a discussion by groups E and F of the Lucretia paintings they looked at for last day.
F 9/24	Reading: HRP p.64-67, 78-90; Livy p. 292-341 (book 5, chapters10-55) SQ: Briefly outline the historical significance of: pontiff, augur, fetial, the war with Veii, Latin allies, municipia, socii, and Pyrrhus. EQ: How would you characterize the religious beliefs and practices of the Romans and would you say they had any effect on historical events? Concentrate on today's reading in book 5 to answer this question, but feel free to refer to earlier readings in Livy. NO GROUP WORK
M 9/27	Reading: HRP p.91-108; Polybius, Livy, and Cassius Dio on the causes of the Second Punic war. Polybius was Greek and came to Rome as an adult in about 168 BC after which he wrote a history of the rise of Roman power. Remember that Livy was a Roman who lived and wrote between 30 B.C. -17A.D. Cassius Dio was also originally Greek, but he became a Roman senator. He wrote a history of Rome and was born in 164 A.D. and died after 229 A.D. -- much later than Livy or Polybius SQ Briefly outline the historical significance of: Carthage, Mamertines, quinquereme, corvus, M. Atilius Regulus, Hamilcar Barca, 264-241 B.C., Roman peace terms in 241 B.C., Ebro treaty, Hannibal EQ: Read through the ancient sources (Livy, Polybius, and Cassius Dio) and take notes on the various causes which they mention for the Second Punic War. This will ultimately be the topic of your first paper so the notes will be useful later. But for the purpose of our discussion I want you to find out (do a little research on the internet or go to the library and ask the librarians how to use the LexisNexis database) 1-2 reasons that are given for why we went to war in Iraq. Also, what is the evidence for those reasons. I will also pass out the instruction sheet for the first paper, so please make sure you can come Monday. Our discussion will help a great deal when you come to work on your paper.
W 9/29	Reading: HRP p.107-114; Polybius and Livy on the battle of Cannae SQ: Briefly outline the historical significance of: the battle of Lake Trasimene, the battle of Cannae, the "Fabian strategy", Publius Scipio Africanus, the battle of Zama. EQ: Read over the accounts of both Polybius and Livy on the battle of Cannae and write an imaginary description of your experience in battle from the point of view of either a) a common soldier or b) a commander. From the basis of evidence in these texts really try to paint a picture of being in battle from your character's viewpoint -- what do you do, think, hope, fear, hear, smell, feel, etc. before, during, and after a battle (assuming you live).
F 10/1	Reading: HRP p.131-152; Plautus' Puny Punic Plautus was a comic playwright who lived during the time of the 2nd Punic war and wrote this play, The Puny Punic, in about 200 B.C. Roman writers of comedy adapted their plays from Greek originals, but their plays are still very Roman with lots of Roman characters and references to things and ideas that come from Roman life. They loved to include a rather strange and unlikely set of events in their plays -- people are lost or stolen away as children only to be reunited as adults, a young man without any money falls in love with a prostitute and after its discovered that she was once a free person (and therefore should not be a prostitute) he gets to marry her -- and the heroes in the comedies are frequently cunning slaves who help their young masters, and the villains are often pimps, soldiers, and other figures of power and authority who get in the way of the desires of the young man. SQ: Briefly outline the historical significance of: latifundia, publicani, equites, discovery of cement, Ennius, Cato the Elder, cult of the Great Mother (Magna Mater). EQ: Describe in detail at least one connection you can make between this play and something else we have read in this course (either something in the textbook or another reading) and explain what this point of connection tells us about the Romans. For example, we read in Livy about some of the great military heroes from Rome's past and how they were revered for being physically brave, respectful of the gods, and not too greedy for power. It seems obvious that the Romans held the military in high esteem. The soldier in this play comes across much differently (and if you were actually doing this topic you would give details on how he is different) suggesting that the Roman attitude towards soldiers and the military was more complex (and you would suggest the ways in which it is complex). GROUPWORK GROUPS G and H -- do 1-2 pages on this question Read over the following epitaphs (i.e. funeral inscriptions), #1-10, which all were put up to commemorate the tombs of various members of the politically powerful, wealthy, and aristocratic family known as the Cornelii Scipiones (Cornelius Scipio in the singular) from the early 280s BC down to the late 130sBC and answer the following questions: What do these funeral inscriptions tell us about wealthy, aristocratic Romans and the way they want to be remembered? And is there anything surprising about what they have included OR left out of their funeral inscriptions?
M 10/04	Reading: HRP 153-174 SQ: What is the historical significance of: Tiberius Gracchus, the land commission, the grain law, populares, optimates, Jugurthine war, Gaius Marius, Italian/Social War First draft of paper (and timeline) due
W 10/06	No class -- Nobel Conference
F 10/08	Reading: HRP 175-198; Plutarch and Sallust on Marius SQ: What is the historical significance of: Sulla, the proscriptions, Pompey, Spartacus, Crassus, Cicero, Cato the Younger EQ: Most of our evidence concerning the ancient world was produced by wealthy, pollitically elite, upper-class sources and they tend to have biases in favor of the wealthy ruling class and against the poor. After reading through the selections from the ancient writers Plutarch and Sallust linked above, discuss to what extent we see this sort of bias in these authors.
M 10/11	Reading: HRP 199-216; Plutarch and Suetonius on the assassination of Caesar; a few of Cicero's letters written soon after the murder of Caesar SQ: What is the historical significance of: First Triumvirate, Caesar's legislation in 59, Clodius, Caesar's war in Gaul, the Rubicon, Caesar's administrative reforms, Caesar's social and economic reforms, Caesar's reform of the calendar EQ: Find whatever similarities and differences you find interesting and important in Plutarch and Suetonius' accounts on Caesar's assassination -- you can focus on the details of the conspiracy, his actual murder, the aftermath of his murder, how different people felt about the murder or Caesar in general, etc. GROUPS I and J Read through the selection of Cicero's letters and discuss what they add to our knowledge of events surrounding the murder of Caesar as presented by Plutarch and Suetonius.
W 10/13	TEST #1
F 10/15	Reading: HRP p.217-230; Eulogy of Turia; sling bullets from the Perusine war; coin issued by Augustus. SQ: What is the historical significance of: triumvirate of Octavian/Antony/Lepidus, the proscriptions, battle of Philippi, Livia, Octavia, Cleopatra, the battle of Actium The HRP chapter sets out the events from 44 BC to 30 BC, concentrating especially on the fortunes of Octavian, the future emperor Augustus. Read over the euology of Turia to get a description of what the proscriptions meant for someone who was on the list to be killed. Take a look at the the lead sling bullets which were found near the site of the ancient city of Perusia which suffered horribly in 40 BC -- we will translate some of these in class. Finally, look at the coin that Octavian/Augustus issued in 30 BC towards the end of this period of civil war -- what is he trying to communicate with this coin depicting Venus (what is she doing and what does Octavian/Augustus want us to take away from this?) that reads "Caesar (i.e. Octavian/Augustus), son of a god."
M 10/18	Reading: HRP p.231-250; a selection of Catullus' poems SQ: What was a taberna and officina? What sorts of entertainment happened at the ludi circenses? What were collegia? Briefly outline the Roman system of education in the first century BC. Briefly outline the important ideas behind Stoicism and Epicureanism. Briefly describe the different types of writings that have come down to us from Cicero. EQ: Read over the poems of Catullus, pick 3 that are your favorite, and describe the different ways in which a modern historian (whose field of study is ancient Rome) might find them historically valuable.
W 10/20	Reading: HRP p.251-260; Cassius Dio's description of the imperial form of government; pages 561-565 (through paragraph #10) of Augustus' Res Gestae (the autobiographical summary of his achievements) SQ: Briefly describe the problems Octavian/Augustus faced after in 29 BC. What sorts of honors and powers were given to Octavian/Augustus even before he returned from Egypt having conquered all his enemies? What names and titles were given to Octavian/Augustus and what do they mean? In January of 27 BC when he appeared before the senate, what did Octavian/Augustus offer to do and what actually happened? In 23 BC what position does Augustus resign and what power is he given? Briefly describe why succession (who would be the next emperor) was a problem for Augustus? Though Question (think about it, but you don't have to write it up and pass it in): Read over Cassius Dio's description of the imeprial form of Government and the first 4 pages of Augustus' Res Gestae and discuss whether Augustus would have agreed with Cassius Dio's decription.
F10/22	Reading: HRP p.261-270; All of Augustus' Res Gestae (the autobiographical summary of his achievements) Thought Question: How does Augustus' account of his rule in his Res Gestae compare with what we have read in HRP 251-270? What has Augustus sought to emphasize less (or perhaps even omit) or emphasize more in his version of his career? What sort of picture do you get about Augustus (as a person, as a leader) from his summing up of his deeds?
W 10/27	Reading: The following excerpts from 2 Roman poets (Horace and Virgil) writing during the rule of Augustus reveal their hopes for the peace that Augustus seems to be offering the world. What similarities do you see between the vision of peace as expressed in (#1) Horace's Ode IV.XV, (#2) Virgil's epic poem the Aeneid (at this point in the poem Anchises, the father of the Trojan hero Aeneas, is telling his son what the future holds for Rome), and (#3) Virgil's Georgics, a poem about farming and the rural life, AND this sculptural relief from the Altar of Peace (Ara Pacis) -- put cursor over the lower right corner and click to make the picture even larger.
R 10/28	Kathleen Coleman, professor of Classics at Harvard University, will be giving a lecture entitled "Mosaics from A to Z: Antioch, Zeugma, and Floor Decoration in Late Roman Syria," 7:30-8:30 in Confer 127.
F 10/29	No Class
M 11/1	Introduction to Petronius' Satyricon
W 11/3	Reading: Petronius Satyricon, p.1-17; Sexual poems and graffiti Read Petronius and the poems and graffiti and think about the various attitudes towards sex that are expressed in these sources. Be aware that this material is quite graphic and refers to various sexual activity with obscene terms.
F 11/5	No class
W 11/10	Reading: Petronius' Satyricon, p.17-28 Read this opening section from the dinner of Trimalchio and pay close attention to Trimalchio's house and the food he serves at the banquet.
F 11/12	Reading: Petronius' Satyricon, p.28-44 Read this section from Trimalchio's dinner and concentrate especially on the slaves and freedmen -- what sorts of occupations and experiences do they have/have they had in their lives, what sorts of attitudes (about freedmen, slaves, life in general) do they display, is Petronius making fun of them or is there something we are supposed to admire about them?
M 11/15	Reading: Petronius' Satyricon, p.44-60 After reading this last section of Trimalchio's dinner, think back over the entire dinner of Trimalchio and gather some ideas about how the freedmen are depicted.
W 11/17	Reading: Petronius Satyricon, p.54-55; Roman epitaphs For tomorrow read over the attached document which includes a number of epitaphs, most of them epitaphs of freedmen, and compare them with Trimalchio's epitaph and account of his funeral monument on p.54-55 of Petronius' Satyricon -- what sorts of things do real epitaphs say, how do they present the deceased, in comparison with Trimalchio's epitaph.
F 11/19	Reading: Graffiti from Pompeii For tomorrow read the Pompeian graffiti in the attached document and come up with some similarities and differences between modern and ancient graffiti.
M 11/22	Take home exam passed out and Pompeii video