• MQ (Spielvogel p. 45) – Persian empire, Susa, Persis, Sardis, Ionian coast. MQ(Spielvogel p. 53) – Attica, Peloponnesus, Boeotia, Thessaly, Macedonia, Ionia, Lesbos, Crete, Athens, Sparta, Corinth, Delphi, Troy, Halicarnassus
• SQ – (From Spielvogel) Briefly outline the historical significance of Cyrus, Cambyses, Darius, satrapy, Zoroaster, Minoan civilization, Mycenae, arete, polis, hoplite, Cleisthenes, kouros

EQ – Solon was an important political figure in the history of Athens. The sources in the PDF file include several poems by him as well as one later source, Aristotle, on Solon's rule. Using these sources answer 1 (ONE) of the following questions:

1. Using at least 2 of Solon's own poems and the excerpt from Aristotle, discuss Solon's view of Athenian society and the problems facing it. If you were writing Spievogel's textbook would there be anything you would add given your knowledge of these poems, or has Spielvogel's section on Solon and Athens captured the most important information and ideas that you found in the poems?

2. Using at least 2 of Solon's poems, what do we learn about Greek society? If you were writing Spievogel's textbook would there be anything you would add given your knowledge of these poems, or has Spielvogel's section on Solon and Athens captured the most important information and ideas that you found in the poems?

EQ – Answer the following question after reading today’s section of Herodotus. If Herodotus had been in class on the first day, how would he have answered the question, ‘What is history?’ (what stories should it tell and how should it tell them, what is its purpose, what is its relation to “reality”, etc.)?

Reading: Herodotus 1.26-92 – PDF file

• SQ – Briefly outline the historical significance of: Croesus, Solon, Pisistratus, Lycurgus

EQ – How do riddles such as the question posed by Croesus to Solon in 1.30 help Herodotus write his history?

Reading: Herodotus 3.61-87, 3.118-119 – PDF file

The Behistun Text and Paper #1 Topic – PDF file

Professor Dugdale's "Writing Strategies" – PDF file

For this class, and in preparation for your papers, read through this selection from Herodotus about the rise to power of Darius. It is a complex story involving the Persian king Cambyses, his brother Smerdis whom Cambyses murdered, a man who impersonates Cambyses' brother Smerdis and takes power for a short time, and finally a group of Persians who, in conjunction with Darius, remove this impersonator from power. Darius then becomes king.

Try as best you can to know who does what to whom, when, and for what reasons -- untangle all the elements of this story and come into class with any questions you might have about the details of this story.

EQ – Choose your favorite fantastic story, and briefly explain why you chose it. Why do you think Herodotus includes these fantastic stories as part of his history?

• MQ (p.65) – Miletus, Hellespont, Thermopylae, Attica, Athens, Salamis, Delphi, isthmus of Corinth, Peloponnesus
• SQ – Describe briefly the historical significance of the following people, places, events, and terms: (from Spielvogel) Darius, battle of Marathon, battle of Salamis, battle of Plataea, Xerxes; (from Herodotus) Themistocles, Leonidas, Ephialtes

EQ – What do you think Herodotus is trying to show his readers about the different nature of the Persians and the Greeks (what sort of people their leaders and soldiers are, how they think and act, etc.) in these sections from book 7 and why?

First draft of paper 1 is due!

We will meet at 7PM in SSC 101 for a reading of Aristophanes' Lysistrata. Print your part of the Lysistrata PDF file and bring it to our dramatic reading in the evening.

• MQ (p.5 of Thucydides) – Attica, Peloponnesus, Crete, Cyclades, Sparta, Athens, Corinth, Troy
• SQ – What is important to know about Thucydides' life in order to better understand and judge his history? Describe briefly the historical significance of the following people, places, events, and terms: Delian league, Pericles, strategoi, ostracism, Alcibiades, Parthenon, Sophists, Socrates, Plato

EQ – Answer 1 (ONE) of the following questions:

1. How does Thucydides (1.1-11) differ from Herodotus (1.1-15) in the beginning of their histories: What do they say about the writing of history, and what sort of ancient stories about Greece do they choose to tell and for what purpose?

2. From your reading of Thucydides 1.66-88 what are the differences in character between the Athenians and the Spartans and who seems more likely to be able to win this war?

Reading: Thucydides 2.1-25, 2.34-54 (p.89-107, 110-121)

• MQ (Thucydides p.92, 102) – Plataea, Thebes, Acharnae, Piraeus
• SQ – Briefly outline the historical significance of: Parthenon, Pericles, plague

EQ– What do you think is the most important point Pericles makes, during the funeral speech (2.35-46), in his optimistic analysis of Athens, and do you think that Thucydides intended to cast doubt on this optimism with his account of the plague?

• MQ (Thucydides p.162) – Lesbos, Mytilene
• SQ – Briefly describe the historical significance of: Cleon

EQ – Imagine that you are in the assembly at Athens and have just finished listening to the speeches of Cleon and Diodotus. You next will speak. You have been assigned to argue one side (for or against) of the proposition: "It is in the best interests of Athens to punish harshly any ally who revolts." I want you to build on the arguments of either Cleon or Diodotus (in other words you can refer to their ideas, but don't simply summarize what they say) by using things said in other speeches or events that we have already read about in Thucydides in order to help prove your side of the proposition. Outline in one page the sorts of arguments and proof (other events or ideas from speeches related earlier in Thucydides) you would use in your speech

Reading: Thucydides 5.84-116, 6.1, 6.6-52, 6.61 (p.350-357, 361, 365-390, 395)

• MQ (Thucydides p.349, 363) – Melos, Sicily, Syracuse, Egesta
• SQ – Briefly outline the historical significance of: the Egestaeans, Nicias, the mutilation of the Hermae

EQ – Who or what was most responsible (i.e. who/what played the most crucial role) for the Athenian invasion of Sicily?

• MQ (Thucydides p.454) – Epipolae, Syracuse, Athenian camp, Great Harbor

EQ – Should Thucydides' history be read as a protest against the war? If so, is it more or less persuasive as a protest than Aristophanes' Lysistrata?

Final draft of paper #1 is due!

• MQ (Spielvogel p.86) – Macedonia, Pergamum, Issus, Gaugamela, Bucephala, Seleucia, Alexandria (in Egypt)
• SQ – Briefly outline the historical significance of: Philip II, Demosthenes, battle of Chaeronea, Alexander the Great, Darius III, battle of Issus, battle of Gaugamela, battle of the Hydaspes river, 323 B.C., Antigonid dynasty, Seleucid dynasty, Attalid dynasty, Ptolemaic dynasty, Alexandria, Aristarchus of Samos, Euclid, Archimedes, Epicurus, Zeno, cult of Isis

• SQ – Briefly outline the historical significance of: Aeneas, Mars, Romulus, the rape of the Sabine women, Numa, Tarquinius Priscus, Tanaquil, Servius Tullius, Tarquinius Superbus

EQ – Choose 1 (ONE) of the following questions:

1. From Livy's preface and the stories in book 1, what would you say are the most important similarities and differences between his idea of history and that of his Greek predecessors?

2. Is Livy's story of the foundation of Rome surprising in any way? Has he left things out or included things which seem unusual for the legendary story of the founding of a country?

3. What role(s) do women play in these stories about early Rome?

Reading: Spielvogel pp.106-136

• MQ (Spielvogel p.108, 133) – Appenine Mts., Alps, Tyrrhenian sea, Adriatic sea, Rome, Veii, Brindisium, Carthage, Latium, Etruria, Campania, Sabines, Samnites, Italy, Cisalpine Gaul, (Transalpine) Gaul, Spain, Africa, Achaea, Asia, Parthia
• SQ – Briefly outline the historical significance of: Etruscans, 753 B.C., fasces, Lucretia, imperium, consul, praetor, senate, centuriate assembly, struggle of the orders, tribunes of the plebs, Hannibal, Cannae, the auspices, paterfamilias, nobiles, equites, Tiberius Gracchus, Marius, Sulla, Cicero, Julius Caesar, Antony.

• SQ – Briefly outline the historical significance of: Brutus, Horatius Cocles, Gaius Mucius, Cloelia, Cincinnatus, Coriolanus

EQ – In today's reading we learn about many of the most famous heroes of the Roman republic: Lucretia (her death brings about the birth of the 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?

• SQ Briefly outline the historical significance of: Veii, Camillus, Gauls, sacred geese

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.

Reading Day – No class

Reading: Spielvogel p.137-164

• MQ (Spielvogel p.146) – On a blank map of the Mediterranean region, be able to draw the boundaries of the Roman empire in 117 A.D.
• SQ – Octavian, 31 B.C, princeps, Res Gestae, praetorian guard, Virgil, Seneca, Pantheon, Colosseum, Diocletian, Constantine, 476 A.D.
• EQ – Student reports on: Caligula (article, biography), Claudius (article, biography), Nero (article, biography), Domitian (article, biography), Trajan (article, biography), Hadrian (article, biography)

Each of you has been assigned to a group which is responsible for one emperor. Summarize the most important things you learned from the article on your emperor and then pick out 1 or 2 anecdotes from the biography that are both fun and illustrate an important historical truth about him.

Introduction to play and to the Cities trip.

Reading: Spielvogel p.165-192

• MQ (Spielvogel p.186) – Constantinople, Milan
• SQ – Briefly outline the historical significance of: Visigoths, Vandals, Theodoric, Franks, Clovis, wergeld, ordeal, Donatism, Arianism, Ambrose, Gregory I, Benedict, Augustine, Jerome, Cassiodorus, Justinian, Constantinople, Hagia Sophia

• EQ – Which rule (or part of a rule) is your favorite and why?

Reading: Spielvogel p.198-218

• MQ (Spielvogel p.202) – Saxony, Papal States, Burgundy, Aquitaine, Brittany, Aachen
• SQ – Briefly outline the historical significance of: Charlemagne, Christmas day 800 A.D., scriptoria, Treaty of Verdun, Vikings, vassal, serf

Reading: Spielvogel p.192-195, 222-224

• MQ (Spielvogel p.195) – Medina, Mecca, Jersualem
• SQ – Briefly outline the historical significance of: Muhammad, Qur'an, Five Pillars of Islam, hajj, Shari'a, jihad, Ummayad dynasty, Abbasid dynasty, Ibn Sina (Avicenna)

Reading: The introduction on Einhard (p.12-15) and Einhard's Life of Charlemagne p. 51-90

• SQ – Briefly outline the facts about Einhard which are most important to know in evaluating his biography of Charlemagne.

EQ – How would you evaluate Charlemagne as a leader?

Reading: The introduction on Notker (p.21-27) and Notker's Life of Charlemagne p. 93-172

• SQ – Briefly outline the facts about Notker which are most important to know in evaluating his biography of Charlemagne.

EQ– Most readers judge Notker's biography of Charlemagne as more fictional than historical. In what ways do you think Notker's biography could be viewed as historically valuable?

Final draft of paper #2 due!

Meet at the library for a session on research papers.

Reading: Spielvogel p.227-253

• SQ – Briefly describe the historical significance of: carruca, knights, chivalry, Flanders, scholasticism, Abelard, Aquinas, Romanesque architecture, Gothic cathedral

• SQ – Briefly descibe the historical significance of: William of Normandy/1066, Henry II, Magna Carta, parliament, Philip II, Frederick I, Frederick II, Pope Gregory VII, Concordat of Worms, Pope Innocent III, Cistercian order, Hildegard of Bingen, Saint Francis of Assisi, Saint Dominic, Catharism, Pope Urban II, Saint Bernard of Clairvaux, Saladin

EQ – Compare closely the five sources on Pope Urban's speech and come up with those aspects and details of the speech which you feel are most historically reliable (think about how and why you decide a certain aspect or detail is historically reliable). Then consider the following question: What was the most important cause of the First Crusade?

EQ – How would you evaluate Abelard’s responses to Eloise’s anxieties?

Reading: Spielvogel, p.283-312

• SQ – Briefly describe the historical significance of: Black Death, flagellants, Jacquerie, Hundred Years War, battle of Crecy, battle of Agincourt, Joan of Arc, Edward III, condottieri, Pope Boniface VIII, papacy at Avignon, Catherine of Siena, Great Schism, Meister Eckhart, William of Occam, Dante, Chaucer, theory of the four humors

• EQ – After the introduction there are 3 main chapters in this book. Which chapter do you find most persuasive and compelling (most sound argument, best use of evidence, most interesting) and why? Which chapter do you find the least persuasive and compelling (shakiest argument, questionable use of evidence, least interesting) and why?

Reading: Spielvogel p.313-345

• SQ – Medici family, Isabella d'Este, Machiavelli, Petrarch, humanism, printing press, Donatello, Michelangelo, Jan van Eyck, King Louis XI, Henry VII, Ferdinand and Isabella, John Wyclif, John Hus, Pope Julius II

EQ – In what ways do Petrarch's letters display the new spirit of the Renaissance as was discussed in yesterday's lecture.

Reading: This short biography of Machiavelli and selections from his work, Discourses on Livy.

EQ – Do you think that Machiavelli has anything to teach us about our own human nature, society, or government (i.e. do you agree with any of Machiavelli's analysis of human nature, society or government and do you think any of it could be applied to our own circumstances)?

Reading: Selections from the letters of Marsilio Ficino

• EQ – One of the great virtues of Renaissance writers, artists, and intellectuals is that they used their rediscovery of the Greeks and Romans as a foundation for the creation of new art, literature, and ideas. Your assignment for today is as follows: Read through these letters of Marsilio Ficino (a Renaissance philosopher, scholar of Plato and Greek Philosophy, translator and commentator of Plato's Symposium, teacher and intellectual in Florence during the rule of the Medici family) and react to one of them IN ANY WAY YOU WANT. At the top of the page write "This is in response to/ inspired by/takes off from letter # _____of Ficino and THEN DO ANYTHING YOU WANT. You can do something conventional like an analysis of the way Ficino fits in with the spirit of the Renaissance OR create something completely different like a poem, painting, song, portion of a play, idea, advertisement, you can make a tape, ETC. -- ANYTHING GOES (so long as it is something inspired, even in the smallest way, by the Ficino letter).

EQ: Develop your own essay question for this reading and answer it.

Presentations of student research (everyone must participate either in this presentation or the presentations next Tuesday, or both if you wish)