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JOHN CABOT UNIVERSITY
COURSE CODE: "CL/HS 231-2"
COURSE NAME: "History of Ancient Rome and Italy"
SEMESTER & YEAR:
Fall 2017
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SYLLABUS
INSTRUCTOR:
Massimo Betello
EMAIL: [email protected]
HOURS:
MW 4:30-5:45 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
OFFICE HOURS:
Wednesday after class or by appointment
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COURSE DESCRIPTION:
This course surveys the history of ancient Rome and Italy, focusing on the origins and metamorphoses of Rome from its archaic foundations as an Italic-Latinate kingship to an imperial city. The course examines the establishment, expansion, and conflicts of the Republican period; the political and cultural revolution of the Augustan ‘Principate’; the innovations of the High Empire; and the transition into Late Antiquity. Course materials include the writings of ancient authors in translation (these may include Polybius, Sallust, Cicero, Livy, Augustus, Suetonius, and/or Tacitus) as well as modern historians and archaeologists, along with considerations of Roman art, architecture, and archaeology.
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SUMMARY OF COURSE CONTENT:
This course is designed to allow students to reach a solid knowledge of the main phases of ancient Roman history, with a special focus on political and social changes, not only via our textbook, but also by discussing the most significant Roman archaeology, monuments, coins, sculptures, epigraphs and selected historical passages. Some emphasis will also be placed on how such history still influences our modern society (politics, tv series, historical novels, journalism, architecture, literature, etc.).
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LEARNING OUTCOMES:
Taking this course will allow students:
1) to have at their fingertips the facts and personalities that make Roman History and Culture one of the most studied and fascinating fields of study;
2) to become aware of the geography and topography of the Mediterranean basin and of the city of Rome;
3) to be able to employ critical thinking to contextualize, discuss and evaluate how Roman history was created and justified:
a. Which/Who are the sources used in creating history?
b. Have these sources changed over time?
c. Are they reliable?
d. Is/was there an “occult” power trying to mold the narration of history to serve its scopes? If so, what are these scopes?
4) to have reached an understanding of some Roman archeological remains and understood their connection and importance with the history of the city of Rome;
5) to have the ability to illustrate and discuss some of the traits of the living legacy of Rome: for an attentive mind Roman history is not the empty study of old facts, but a source of inspiration for European and American culture.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| The Historians of Ancient Rome | Mellor Ronald | Routlegde 3rd ed. (2012) | 978-0-415-52716-3 | EBOOK | 3rd edition | | | |
| A Brief History of the Romans. | Boatwright, Mary Taliaferro, Daniel J Gargola, Noel Emmanuel Lenski, and Richard J. A Talbert | Oxford University Press 2nd ed. (2013). | 9780199987559 | DG209 .B582 | 2nd edition | | | |
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REQUIRED RESERVED READING:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments |
| A history of Rome down to the reign of Constantine | Cary and Schullard | Bedford/St. Martin’s, Third Edition (1976) | 978-0312383954 | 978-0312383954 | |
| Considerations on the causes of the greatness of the Romans and their decline. | Montesquieu Charles | Hackett Publishing Company (1999) | 0-87220-496-0 | 0-87220-496-0 | Available on line at the address: http://www.constitution.org/cm/ccgrd_l.htm. A similar translation is available at the address https://archive.org/details/cu31924028288722 |
| Rome: day one | Carandini Andrea | Princeton University Press (2011) | 9780691139227 | DG233.3 .C375 | |
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Readings, classroom participation and assignments | The students are asked to complete the readings before coming to class: in this way they will get the most out of this course, and the time of the exams will be much less stressful.
The students are welcome to participate appropriately to class discussion and to express their problems, ideas and perplexities about the readings.
During the semester students will be asked to complete assignments based on the assigned readings. | 10 |
| 2 tests | Dates TBA.
These short tests (20 minutes) are intended to foster a regular study of the subject and get the students ready for the exams. Most questions will test factual knowledge (events, date, people etc.), but some questions may be about concepts.
Format: short answers, multiple choices, true-false, identifications, map questions etc. | 20 (10% each) |
| Midterm exam | Date TBA.
The topics tested will be those of the first half of the semester.
It will be made up by two parts:
• one testing the student’s factual knowledge (events, date, people etc) using identifications, multiple choices, true-false, etc.;
• the other testing the student’s understanding and knowledge of the concepts explained using open questions, essays, etc.
More specific details will be given during the semester. | 30 |
| Final exam | Date TBA
The topics tested will be those of the second half of the semester.
The format will follow that of the midterm exam.
More specific details will be given during the semester.
Please, do not make travel plans until the dates of the final exams will be released. | 30 |
| One project | The project can take the shape of either a group presentation or a paper. Each group needs to be of either 2 or 3 students.
Project proposals need to be emailed to the professor by the beginning of the 5th class: failure to do so will result in a zero for this whole portion of your final grade. Proposals need to describe both the subject and the format of the project (paper or presentation with a list of group members). A list of suggestions is available on Moodle. The guidelines are as follow: A) the project needs to be relevant to the field of Roman history, B) the project needs to be original (using the same project for more than one class is considered cheating), C) the project needs to be approved by the professor before starting to work on it, D) the project can follow one of the following two formats: 1) a group presentation, or an exploratory paper. Students are welcome to suggest topics they may be interested in.
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-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the co
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
Attendance will be taken at every class.
More than 6 absences regardless of the reason (that is missing more than 20% of the course) will have you fail the class.
Every student who has accumulated ONE or less absences (regardless of the reason) by the day of the midterm will be allowed to answer to the extra credit questions on the midterm. Every students who has accumulated THREE or less absences (regardless of the reason) by the day of the final exam will be allowed to answer to the extra credit questions on the final exam.
As from the university catalog:
Attendance Policy
Specific requirements for attendance in any given course, except as described below, are the prerogative of the instructor and will be stated in the course syllabus distributed by the instructor at the beginning of the term.
The Dean’s Office may grant exemptions from specific attendance policies in the case of a chronic medical condition or other serious problem. Students seeking such an exemption must ask a Dean as soon as they are aware of a situation impeding their required attendance. Students who cannot meet the attendance requirements for a particular class may be advised to withdraw from it.
Absences from major examinations require a Dean’s Office excuse, insofar as the student may seek to take a make-up exam. The Dean’s Office will only excuse such absences when they are caused by serious impediments, such as a student’s own illness, hospitalization or death in the immediate family (in which the student is attending the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students seeking such an excuse must notify their instructor, or the Dean’s Office, as soon as possible, and no later than the beginning of the exam.
Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday must notify their instructors by the end of the Add/Drop period (during the first week of classes). Students missing a class for this reason also must make prior arrangements with their instructor to make up any work
Exams - Absences and Makeups
Instructors may, at their discretion, give makeups on quizzes or other less important graded work to students absent without an official excuse. However, because make-up exams require new exams to be prepared, written and proctored at times outside the regular class period, major examinations (midterms, finals) may only be re-administered with approval from the Dean’s Office.
A student absent from a class meeting in which a major examination has been scheduled, who wishes to make-up that exam, must ask the Dean’s Office for an official excuse. Such absence will be excused only if the student:
- has notified the Dean’s Office or his or her instructor of his or her inability to attend before the beginning of the class meeting in which the examination was scheduled;
- subsequently presents to the Dean’s Office with documented evidence of a serious difficulty preventing attendance.
A serious difficulty entitling a student to make-up a missed exam includes a student’s own illness, hospitalization or death in the immediate family (in which the student is attending the funeral) or other situations of similar gravity. Missed exams owing to other meaningful conflicts, such as job interviews, family celebrations, travel plans or difficulties, student misunderstandings, alarm clock failure, or personal convenience, will not be excused.”
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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N.B: the page numbers in Italic correspond to those of the 2nd edition of Boatwright’s book.
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Week 1
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Introduction to the course: syllabus, assessments, logistics, textbooks.
What are we going to deal with in this class? Roman History: What is history? How to write history. Philosophy of History. Cyclical vs Unpredictable nature of History. A quick general outlook to all Roman History.
How do we know what we know? Our main sources: ancient historians, archaeology, epigraphy, numismatics.
At the beginning it was just Early Italy (Latins, Etruscans, Greeks in Italy).
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Monday
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BOATWRIGHT:none
Other readings: none
Questions: none
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Wednesday
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BOATWRIGHT: 1-14 (Chapter 1) / 1-14 (Chapter 1)
Other readings:
- Mellor: Intro pages xvi-xxx
- Mellor: Polybius pages 10-15 (introduction and I.1-4)
- Mellor: Livy pages 118-21 (to the end of the Preface)
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Week 2
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Mythical and archaeological origins of the city of Rome.
Monarchy and the 7 mythical kings.
The deposition of the last king and the Early Republic.
The Struggle of the Orders
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Monday
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BOATWRIGHT: 15-23 (Chapter 2) / 15-21 (Chapter 1)
Other readings:
- Carandini 1-15, 50-63 [Extra 64-100]. Also, check all IMAGES in this book: they are very useful to visualize Rome’s surroundings and the religious operations used to found a new city.
- Mellor: Livy 121-129 (I.4-13), 143-151 (I.48-60).
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Wednesday
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BOATWRIGHT: 23-31 (Chapter 2) / 21-30 (Chapters 1 and 2)
Other readings:
- Mellor: The laws of the 12 tables, pages 1-4 (only in the 3rd edition)
- Mellor: Polybius 30-40, 48-49 (VI.1-9,11-18, 56-57)
- Montesquieu: 23-30 (Chapter 1)
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Week 3
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Conquest of Veii, and the sack of Rome in the fourth century
Roman political institutions in the fourth century
The conquest of Italy (Samnite-Latin wars, and wars with the Greeks of Italy)
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Monday
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BOATWRIGHT: 32-44 (Chapter 3) / 30-41 (Chapter 2)
Other readings:
- Mellor: Livy 167-80 (V.34-49)
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Wednesday
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BOATWRIGHT : 44-53 (Chapter 3) / 41-49 (Chapter 2)
Other readings:
- Montesquieu 39-41 (chapter 3)
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Week 4
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How Rome dealt with her newly conquered Mediterranean empire.
A new way of doing politics: the assassination of the Gracchi.
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Monday
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BOATWRIGHT : 54-70 (Chapter 4, only its first part) / 50-66 (Chapter 3)
Other readings:
- Mellor: Livy 198-200, 212-16(XXI.35-8; XXX.30-7)
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Wednesday
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BOATWRIGHT : 78-98 (Chapter 5 all) / 74-92 (Chapter 4 all)
Other readings: NONE
Test 1 (20 minute long): chapters 1-3 (chapters 1-2)
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Week 5
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External forces attack the Republic: the war with Numidia, and the menace of the German populations Cimbri and Teutones
The first of a series of civil wars: the clash between the generals Marius and Sulla.
The end of Sulla, the beginning of Pompey.
Slave revolts, pirate wars, Catiline’s attempted revolution.
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Monday
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BOATWRIGHT : 99-112(Chapter 6) / 94-110 (Chapter 5)
Other readings:
-Mellor: Appian, pages 478-90 (book I, chapters 1-2;6-26)
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Wednesday
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BOATWRIGHT : 112-118 (Chapter 6) AND 132-4 (Chapter 7) / 11-115 (Chapter 5) and 126-128 (Chapter 6)
Other readings:
- Montesquieu: Chapter 8 up to page 85 (The dissention what always existed in the City), 9 (Two causes of Rome’s ruin).
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Week 6
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The penultimate chapter in the history of the Roman Republic: the first Triumvirate and another civil war.
Gaius Iulius Caesar: his rising, assassination and his dream of a new order for Rome.
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Monday
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BOATWRIGHT : 119-140 (Chapter 7 ALL, apart from the pages assigned yesterday) / 116-135 (Chapter 6 all, apart from the pages assigned yesterday)
Other readings:
Mellor: Sallust, pages 50-57 (The Catilinarian Conspiracy 1-16).
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Wednesday
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BOATWRIGHT : 142-154( Chapter 8) / 136-148 (Chapter 7)
Other readings:
Mellor: Suetonius, pages 396, 398-99, 404, 418-424 (Life of Iulius Caesar 1,18,19,20,31,32,76-89),
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Week 7
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The last chapter in the history of the Roman Republic: the second Triumvirate and yet another civil war.
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Monday
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BOATWRIGHT : 154-166 (Chapter 8) / 148-159 (Chapter 7)
Other readings:
- Montesquieu: Chapter 11 (Sulla. Pompey and Caesar)
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Wednesday
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MIDTERM (Chapters 1-7) (Chapters 1-6)
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Week 8
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Octavian Augustus: the establishment of new order within the hollowed out Republican institutions.
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Monday |
BOATWRIGHT : 167-184 (Chapter 9) / 160-179 (Chapter 8)
Other readings:
-Mellor : Suetonius pages 424,425,427,429,437-439,459-60 (Life of Augustus 5-7,13,17,41-43,99,100,101)
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Wednesday
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BOATWRIGHT : 184-199 (Chapter 9) / 179-192 (Chapter 8)
Other readings:
-Mellor: Augustus pages 255-62 (Introduction plus Res Gestae), Tacitus pages 306-311 (I.1-10)
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Week 9
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The Julio-Claudian Emperors: Tiberius, Caligula, Claudius and Nero.
The Flavians Emperors
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Monday
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BOATWRIGHT : 201-211 (Chapter 10) / 193-200 (Chapter 9)
Other readings:
-Mellor: Tacitus pages 351-4, 360-3 (XII 65-69, XIII1-5, XV 37-44: death of Claudius, Accession of Nero, Great Fire),Tacitus pages 374-378 (III.66-72. Year 69 AD: burning of the temple of IOM)
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Wednesday
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BOATWRIGHT : 211-221 (Chapter 10) / 201-212 (Chapter 9)
Other readings:
- Shelton Jo-Ann: Deification pages 386-388, Patronage pages 12-3 (Patrician and Plebeian, Patrons and Clients in Republican Rome, Patrons and Clients in Imperial Rome)
- Mellor: Pliny the Younger pages 388-392 (Letter to Tacitus on the Vesuvius),
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Week 10
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The five good emperors.
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Monday
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BOATWRIGHT : 222-227 (Chapter 11) / 213-217 (Chapter 10)
Other readings:
- Shelton Jo-Ann: Leisure activities pages 307-8, Circus events pages 337-343 (up to Cursing one’s opponent), Arena events pages 348-354 (up to rounding up the animals)
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Wednesday
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BOATWRIGHT : 227-237 (Chapter 11) / 217-227 (Chapter 10)
Other readings:
- None
TEST 2 (30 minute long) (8-10) / (7-9)
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Week 11
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The Severan Emperors.
Citizenship granted to all the free inhabitants of the Empire.
Christianity and the Romans
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Monday
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BOATWRIGHT : 247-260 (Chapter 12) / 237-247 (Chapter 11)
Other readings:
- Mellor: Pliny the Younger pages 392-4 (Letters between Pliny and Trajan on the Christians)
- Shelton Jo-Ann: Judaism pages 404-6, Christianity pages 406-416, Syncretism page 417
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Wednesday
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BOATWRIGHT : 260-262, 268-271 (Chapter 12) / 247-251, 256-260 (Chapter 11)
Other readings:
- None
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Week 12
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The soldier emperors
The Tetrarchy
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Monday
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BOATWRIGHT : 261-266 (Chapter 12)
Other readings:
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Wednesday
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BOATRWRIGHT: 266-270, 273-279 ('Administrative reorganization) (Chapter 12)
Other readings:
- Montesquieu: Chapter 17th (Change in the State), Chapter 18th (New Maxims adopted by the Romans).
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Week 13
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Constantine: the first Christian emperor
The fall of the Roman Empire: part one.
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Monday
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BOATWRIGHT: 270-273, 281-285 (Chapter 12)
Other readings:
Mellor : Eusebius 537-541 (Life of Constantine I.26-38)
Mellor :Lactanctius 525-526 (On the death of the persecutors)
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Wednesday
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BOATWRIGT: 290-291
CARY AND SCHULLARD: 550-553 (Chapter 44)
Other readings:
- Montesquieu: Chapter 19 (Attila’s greatness, Cause of the settlement of the barbarians, Reasons why the Western Empire was the first to fall).
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Week 14
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The fall of the Roman Empire: part two
Review.
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Monday
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CART AND SCHULLARD: 552-558 (Chapter 44)
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Wednesday
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Review and final questions
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Week 15
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FINAL EXAM
TBA
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FINAL EXAM
TBA
Do not make travel plan for this week
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