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JOHN CABOT UNIVERSITY

COURSE CODE: "CL/HS 255"
COURSE NAME: "Peoples of the Roman World: Ethnic, Social and Cultural Identities"
SEMESTER & YEAR: Spring 2026
SYLLABUS

INSTRUCTOR: Alice Poletto
EMAIL: [email protected]
 HOURS: MW 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:
COURSE DESCRIPTION:
This course explores the multi-ethnic dimensions of the Roman world with a particular emphasis on the Imperial period (31BCE-476 CE). From Rome's beginnings, its population was characterized by cultural diversity, and one of the Empire's greatest strengths was its ability to integrate diverse peoples into Roman political, social and cultural life. Nevertheless, as the Empire expanded into Europe and the Mediterranean, many peoples who came under Roman rule continued to maintain distinctive ethnic, social and cultural identities. In this course, we will explore the complex processes of social and cultural negotiation between local identities and Romanization that resulted from Roman expansion. In doing so, we will seek a better understanding not only of how and why the cultural identities of such groups differed from mainstream Romanitas, but also the ways in which these interactions contributed to the shaping of Roman identity.
SUMMARY OF COURSE CONTENT:

The Roman world in its imperial phase encompassed all the territories that encircled the Mediterranean Sea, and it even reached the British islands in the Atlantic Ocean. What can we understand about all the populations and cultures that ended up into the orbit of Rome? How did they identify themselves? Moreover, Roman culture was not walled within the political boundaries of the Roman state, but it spilled into that of its neighbours and enemies who influenced and were influenced by the “Romanitas”. After a review of Roman history, the course will defining key terms (identity, ethnicity, race, stereotyping, Romanization/acculturation). Guidelines for the interpretation of ancient evidence (literary, epigraphic, material) will be provided, to enable the students to understand ancient ideas and beliefs concerning the diversity of human beings such as mythical theories, genetic determinism, and climatic determinism. 

 

This is a discussion-forward course, combining lectures, debates, and students’ individual work.
LEARNING OUTCOMES:

After successful completion of the course, students will be able to: 

  • Discuss key terminology and debates used when talking about identity in the ancient Mediterranean and Roman worlds. 

  • Summarise the different ancient theories about human creation and modifications. 

  • Analyse how ancient texts, inscriptions, and objects produce categories of belonging. 

  • Argue about the identities of the discussed groups using literary and archaeological evidence. 

  • Identify the different components that were used to talk and create identities in the past. 

  • Consider the temporal evolution of the discussed groups using literary and archaeological evidence. 

  • Evaluate stereotypes critical and identify their political/social functions. 
TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
Creating Ethnicities in the Roman World​Gardner - Herring - LomasUniversity of London Press9781905670796     
Rethinking the Other in Antiquity​GruenPrinceton University Press9780691148526     
Globalizing Roman Culture. Unity, Diversity and EmpireHingleyRoutledge978-0415351768     
Race and Ethnicity in the Classical World. An Anthology of Primary Sources in Translation​Kennedy - Roy - Goldman978-1603849944Hackett Publishing Company     
A Companion to Ethnicity in the Ancient Mediterranean​McInerneyWiley9781118834312      
Rome. An Empire of Many Nations. New Perspectives on Ethnic Diversity and Cultural Identity​Price - Finkelberg - ShaharCambridge University Press9781009256223     
REQUIRED RESERVED READING:
NONE

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Midterm The topics tested will be those of the first half of the course. It will include identification questions (image to identify and discuss) and essay questions.25%
FinalThe topics tested will be mainly those of the second half of the course, but key themes will also be part of the exam. It will include identification questions (image to identify and discuss) and essay questions.30%
QuizzesThese short quizzes 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, dates, peoples etc.), but some questions may be about concepts. Format: multiple-choice questions.10% each
AssignmentsStudents will receive readings and videos to watch in preparation of each class. All the assignments are expected to be completed before each class. The assignments will be available through Perusall, an online platform that evaluates the students’ engagement with the assigned content. 10%
Project Each student will prepare an individual research on one of the themes discussed during the course, to be presented to the class.10%
ParticipationParticipation will be evaluated during every class. Students are expected to be punctual, not leave the classroom during the lecture (unless specific needs arise), participate in the class discussion, behave and dress respectfully. The use of electronic devices (laptops, tablets, phones, headphones/earphones) is not permitted; exceptions may be made for students with specific conditions. Please be advised that garments such as pyjamas, slippers/flip flops, tops, hats/beanies/caps are not appropriate for the classroom environment.5%

-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 will be taken at every class (except during the add-and-drop period). Each student is allowed up to five unexcused absences; more than five unexcused absences will result in course failure. Excused absences do not include trips or travel difficulties, job interviews, visits of friends or family members, fingerprint appointments, student misunderstanding or personal convenience. In case of extraordinary circumstances, students can fill the “Excused Absences Request Form” in the webpage of the Registrar office.  
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 01

L1 — Introduction: what we will study; expectations and assignments. Course themes; evidence types; how we will work with sources.

L2 — Review of Roman History (1 of 2): Foundation → Fall of the Republic Expansion; allies; Social War background; late Republic as identity turning point.

 

Week 02

L3 — Review of Roman History (2 of 2): Imperial period Provinces, army, mobility, citizenship, imperial governance.

L4 — Race and Ethnicity in the Greek and Roman Worlds (methods + vocabulary) Ethnos/gens/barbaros; stereotypes; genre; anachronism control 

 

Week 03

L5 — Being Roman: Romanitas as status + practice + rhetoric

L6 — Romanization debate (1 of 2): models + vocabulary; language and identity

 

Week 04

L7 — Romanization debate (2 of 2): archaeology and material culture Adoption vs negotiation; objects/cities/burial/consumption.

L8 — The Etruscans (1 of 2) + QUIZ 1. Identity through language, ritual, elite display; Roman interaction.

 

Week 05

L9 — The Etruscans (2 of 2) Incorporation, memory, and afterlives of difference.

L10 — Italian Peoples I: Samnites and the politics of resistance/integration Rome’s “Italian laboratory”: war → alliance → incorporation.  

 

Week 06

L11 — Italian Peoples II: Lucanians, Campanians, and regional Romanitas Patchwork Roman-ness: local elites, institutions, negotiation.

L12 — Italian Peoples III: language shift and identity (“becoming Roman” in Italy) Evidence and limits: bilingualism, names, epigraphy, education 

 

Week 07

L13 — Rome and incorporation: Italians, allies, citizenship, Social War memory (Italy capstone; connects directly to midterm)

L14 — MIDTERM EXAM

 

Week 08

L15 — Africa “beyond”: exploration, marvels, edges of the known world

L16 — The Phoenicians 

 

Week 09

L17 — Egypt and the Mediterranean imagination (Hellenistic Egypt).

L18 — Roman Egypt

 

Week 10

L19 — Gauls: Caesar and the Gauls (ethnography in conquest narratives).

L20 — Germans and Britons: Tacitus and “mirror” ethnography.

 

Week 11

L21 — Persia/Parthia as Rome’s “other East”.

L22 — Greek Identity in the Roman World + QUIZ 2. Greekness as imperial cultural capital (Second Sophistic).  

 

Week 12

L23 — Religious communities in the Republic (comparative framework). Community boundaries, diplomacy, identity through cult and practice.  

L24 — Religious diversity in the Empire (pluralism + translation + hybridity).

 

Week 13

L25 — Economy and identity at frontiers (Dura Europos + Petra) Contact zones; trade + army + multilingualism; layered identities.  

L26 — Christians pre-Constantine: Community formation, practice, perception; identity boundaries (analytical frame).  

 

Week 14

L27 — Christians post-Constantine: identity shift when status changes

L28 — Presentations - Q&A Final synthesis: “What is a people in the Roman world?”