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JOHN CABOT UNIVERSITY

COURSE CODE: "CL/HS-RS 399"
COURSE NAME: "Special Topics in Classical Studies and History: The Expansion of Republican Rome"
SEMESTER & YEAR: Fall 2025
SYLLABUS

INSTRUCTOR: Emily Hurt
EMAIL: [email protected]
HOURS: TTH 11:30-12:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Co-requisites: EN 110; Recommended: Junior Standing, One previous classical studies or history course
OFFICE HOURS:

COURSE DESCRIPTION:
History Research Seminar: 300-level history courses designated by the prefix HS-RS indicate courses being offered as Research Seminars. These courses are writing-intensive and help to train students to carry out original research by guiding them through the preparation of a significant research paper. History majors are encouraged to take these before their senior year, and especially before the semester in which they prepare their thesis. An in-depth treatment of a current area of special concern within the fields of Classical Studies and History, with an emphasis on research and writing. Topics may vary. May be taken more than once for credit with different topics. Topics taught in the past include Roman Africa, Ethnicity and Identity in the Ancient Mediterranean World, Ancient Imperialism: Persia, Athens, Rome, Classical Athens in the Age of Socrates, and Ancient Empires: Persia, Athens, and Macedonia.
SUMMARY OF COURSE CONTENT:

 

This course examines Roman conquest in the Mediterranean from the third century BCE onwards, when Republican Rome expanded into North Africa, Spain, Greece, and Asia Minor, among other regions. Scholars have debated the reasons for this expansion and its success since the second century BCE, with explanations ranging widely from Roman cultural practices to the political and economic relationships of Mediterranean states. Students will engage with some of these explanatory frameworks, applying them to some of the major areas of conflict and conquest and across political, economic, and cultural spheres. Students will engage with contemporary historical arguments in dialogue with their readings of ancient historians such as Polybius, Livy and Appian. All readings will be in translation.

LEARNING OUTCOMES:

Upon completion of this course, students will be able to:

 

-Evaluate and analyse scholarly arguments

 

-Think critically about how when theory and terminology can be applied to varying historical contexts.

 

-Understand how context and audience contribute to shape historical narratives

 

-Formulate a research question about a historical topic

 

-Assemble and critically evaluate primary and secondary sources

 

-Effectively communicate information and ideas orally and in writing

 

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Roman Imperialism: Readings and Sources. C. ChampionBlackwellISBN 13: 978-0-631-23118-9     
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
War, Warlords, and Interstate Relations in the Ancient Mediterranean RichBrillISBN: 978-90-04-35405-0  
Mediterranean Anarchy, Interstate War, and the Rise of RomeEcksteinUC California PressISBN-10 ‏ : ‎ 0520246187  
Spain and the Development of Roman Imperialism, 218-82 BCERichCambridgeISBN-10 ‏ : ‎ 0521321832  
Conquerors and SlavesHopkinsCmbridgeisbn: 9780521281812  

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Participation and occasional 'homework'Preparedness, contribution to class discussions, and occasional additional homework assignments. Assignments are listed under readings. Instructions for completion will be posted on Moodle and are due the day of the class under which they are listed.30
Short Position Paper1000-1500 words20
Final Research PaperA final paper (3000-3500 words) on a related topic of choice is intended to develop skills of independent research, evaluation of diverse source materials, and writing. The paper must make an argument based on the study of primary sources from the Roman Mediterranean and in conversation with the academic work of other scholars. This should be a formal essay that demonstrates skills developed and honed during the semester. It will be done in stages—abstract (10%), annotated bibliography (20%), presentation/peer review (20%), and final (50%).50

-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 course.
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 REQUIREMENTS AND EXAMINATION POLICY

You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend 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 who will be absent from a major exam must notify the Dean’s Office prior to that 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 should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. 

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.
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.

SCHEDULE

Week 1: Introduction

What is Empire?

 

Week 2: Polybius, Symploke, and Roman Conquest Culture

 

Secondary Readings:

-Walbank F.W. and Kagan D. “Symploke: its role in Polybius’ Histories.” In Studies in the Greek Historians. Cambridge University Press (1975): 197-212.

-Rich, J. “Warlords and the Roman Republic.” In War, Warlords, and Interstate Relations in the Ancient Mediterranean (2017): 266-294.

 

Sources:

Polybius 1.1-13

 

Week 3: Metrocentric

 

Secondary Readings:

-Rich, J. “Greed Fear, Greed, and Glory: The Causes of Roman War Making in the Middle Republic.” In War and Society in the Roman World (1993): 38-68.

-Harris, “On War and Greed in the Second Century BC” The American Historical Review, Vol. 76, No. 5 (1971): 1371-1385.

 

Sources:

Champion, Roman Imperialism (selections)

 

Week 4: Pericentric

 

Secondary Readings:

-Champion, G. “Empire by Invitation: Greek Political Strategies and Roman Imperial Interventions in the Second Century B.C.E.” TAPA Vol. 137 No. 2 (2007): 255-275.

-Burton, P.J. Friendship and Empire: Roman Diplomacy and Imperialism in the Middle Republic (353–146 BC). Cambridge University Press; (2011): selections

 

Sources:

Champion, Roman Imperialism (selections)

 

Week 5: Realist

 

Secondary Readings:

-Eckstein, A. Mediterranean Anarchy, Interstate War, and the Rise of Rome. University of California Press (2009): selections

-Crawford, M. “Rome and the Greek World: Economic Relationships” The Economic History Review, Vol. 30, No. 1 (1977): 42-52.

 

Sources:

Champion, Roman Imperialism (selections)

 

Week 6: Spain, Rome’s Imperial Experiment

Short Response paper due

 

Secondary Readings:

- Sánchez Moreno, E. “Imperialism and Multipolarity in the Far West: Beyond the Lusitanians (237–146 BC)” War, Warlords, and Interstate Relations in the Ancient Mediterranean (2017): 326-350.

- Ñaco del Hoyo, T. and Principal, J. “Q. Sertorius: A Warlord in Hispania?” In War, Warlords, and Interstate Relations in the Ancient Mediterranean (2017): 380-414.

 

Sources: Plutarch, Life of Sertorius

            Appian, Spanish Wars

 

Week 7: The Hannibalic Wars and the Conquest of Southern Italy and North Africa

 

-Neville, M. “‘Carthage Must Be Destroyed’: The Dynamics of Roman Imperialism.” The Roman Empire: Roots of Imperialism, Pluto Press, 2010: 14–37.

-Fronda, M.P. and Gauthier, F. “Italy and Sicily in the Second Punic War: Multipolarity, Minor Powers, and Local Military Entrepreneurialism” In War, Warlords, and Interstate Relations in the Ancient Mediterranean (2017): 308-325.

 

Sources:

Livy, Books 21-30 (selections)

Plutarch, Life of Cato the Elder (selections)

Appian, Punic Wars (selections)

 

Week 8: The Macedonian Wars and the Conquest of Greece

 

Secondary Readings:

-Champion, G. “Conquest, Liberation, Protectionism, or Enslavement? Mid-Republican Rome from a Greek Perspective” In War, Warlords, and Interstate Relations in the Ancient Mediterranean (2017): 254-265.

-Eckstein, A. “T. Quinctius Flamininus and the Campaign against Philip in 198 B. C.” Phoenix Vol. 30, No. 2 (1976) 119–42.

 

Sources:

Livy, Book 45 (selections)

Plutarch, Life of Flamininus (selections)

Polybius, Book 18 (selections)

 

Week 9: The Wars for Coele-Syria and Roman Entrance into Asia 

 

Sources:

Polybius, Book 16 (selections)

 

Week 10: Consequences of Expansion: Land, Labor, and the crisis of 133

 

Secondary Readings:

-Hopkins K. Conquerors and Slaves. (1981) Cambridge University Press: Chapter 1: The Impact of Conquering an Empire on the Political Economy of Italy.

 

Sources:

Plutarch, Life of T. Gracchus (selections)

Plutarch, Life of G. Gracchus (selections)

Appian, Civil Wars, Book 1 (selections)

 

Week 11: Subject peoples

 

Readings:

Erskine, Roman Imperialism, Chapter 4 and selected sources (appendix)

 

 

Week 12

Presentations and Peer Review

 

Week 13

Presentations and Peer Review

 

Week 14

Presentations and Peer Review