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JOHN CABOT UNIVERSITY

COURSE CODE: "CL/HS 231-2"
COURSE NAME: "History of Ancient Rome and Italy"
SEMESTER & YEAR: Spring 2015
SYLLABUS

INSTRUCTOR: Massimo Betello
EMAIL: [email protected]
HOURS: MW 4:30 PM 5:45 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS: Wednesday after class or by appointment

COURSE DESCRIPTION:

“Who controls the past controls the future: who controls the present controls the past.”
George Orwell, Nineteen-eighty-four.

“Not to know what happened before you were born is to remain forever a child.”
Cicero Orator.

“What experience and history teach is this — that nations and governments have never learned anything from history, or acted upon any lessons they might have drawn from it.”
Georg Wilhelm Friedrich Hegel, Lectures on the Philosophy of History.

The history of ancient Rome and Italy is an interesting field to investigate, understand and evaluate how history is “created”, and how it still matters in our modern society (politics, tv series, historical novels, journalism, architecture, literature, etc.).
The course mainly aims at:
·         presenting the students with a detailed overview of the history of ancient Italy and Rome from the Etruscan time to the end of the Western Roman Empire;
·         presenting and discussing archeological, epigraphical, numismatic and literary sources of Roman history;
·         illustrating the geography of Europe and the Mediterranean basin;
·         developing an interest in Roman history and civilization that will help to better appreciate the city of Rome and may possibly guide towards future reading, research, studies;
·         showing some of the living effects of Roman civilization.

This course is composed of both of passive and active learning: the students will be asked to learn Roman history as portrayed in the textbook, and at the same time will be requested to analyze important historical sources. This will allow the students not only to master the sequence of people and historical events that made Rome the great empire it was, but also to develop an ability in critically evaluating the methods used to “create” history.
SUMMARY OF COURSE CONTENT:
This course surveys the history of ancient Rome and Italy.
We will follow the development of the Roman State, from the monarchic phase to the rise and collapse of the Roman Empire, ending with the deposition of the last emperor of the Western Roman Empire in 476 AD. The time encompassed is vast and the events numerous: we will emphasize both fundamental facts and key topics such as the changes in Roman politics, the causes of the misgovernment which brought down the Republic, how the hollow skeleton of the Republic was used to house the Principate of Augustus, the rise of the Roman Empire, and the success of Christianity, to mention just a few.
Readings will include writings from ancient authors (i.e. Polybius, Cicero, Livy, Suetonius, Tacitus, Caesar, Augustus), from modern historians and archaeologists (i.e. Boatwright, Carandini, Montesquieu), made at times more significant by the use of art, architecture and archaeology.
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.

TEXTBOOK:
Book TitleAuthorPublisherISBN numberLibrary Call NumberCommentsFormatLocal BookstoreOnline Purchase
A Brief History of the RomansBoatwright, Mary Taliaferro, Daniel J Gargola, Noel Emmanuel Lenski, and Richard J. A TalbertOxford University Press 2nd ed. (2013)9780199987559 The second edition is not owned by the JCU library.   
The Historians of Ancient Rome. An anthology of the major writings.Mellor Ronald Routlegde 3rd ed. (2012)978-0-415-52716-3E-BOOKE-BOOK (freely available from JCU library)   
REQUIRED RESERVED READING:
Book TitleAuthorPublisherISBN numberLibrary Call NumberComments
Considerations on the causes of the greatness of the Romans and their declineMontesquieu CharlesHackett Publishing Company (1999)0-87220-496-0DG210 .M778Available 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 oneCarandini AndreaPrinceton University Press (2011)9780691139227DG233.3 .C375 
As the Romans did: a sourcebook in Roman Social HistoryShelton Jo-AnnOxford University Press (1988)9780195089738HN10.R7 S45 

RECOMMENDED RESERVED READING:
NONE
GRADING POLICY
-ASSESSMENT METHODS:
AssignmentGuidelinesWeight
Readings, classroom participation and assignmentsThe 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 testsDates 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 examDate 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 examDate 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 projectFrom week 4 onwards. Each student/ group of students will need to select and complete a project by the date assigned. The provisional guidelines are as follow: A) the project needs to be relevant for 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 a student starts working on it, D) the project can be of several types: 1) a group presentation, 2) a Google Sketch-up rendering of a Roman building, 3) completion/creation of a wikipedia entry following the wikipedia guidelines, 4) a video production (JCU has a video lab which can be used for this purpose), 5) a research paper. These guidelines can be subject to change before the beginning of the semester. Students are welcome to suggest projects they may be interested in.10
10 Extra Credit AssigmentsVoluntary and not requested. Most of them will be personal visits to archeological remains pertinent to the weekly topics. Students will be asked to take pictures and write a very short paragraph about them. Some may request the payment of a ticket, others may not. Students do not need to complete these extra credit assignments to get the final grade of A. Each assignment will be singularly evaluated. Students are allowed to do only 10 extra credit assignments, no more.5% total (0.5 % each of them)

-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 cours
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.

Students are allowed THREE unexcused absence. Each other unexcused absence beyond three will sadly result in the lowering of the final grade by one degree (e.g. from A to A-).

More than 6 unexcused absences will have you fail the class. As from the university catalog:

“When the student misses more than the maximum number of classes allowed by the syllabus, the instructor refers the student to the Assistant Dean for Student Academic Affairs.

Absences due to illness, hospitalization, death in the family, or other situations of similar gravity will normally be excused. Absences due to travel difficulties, misunderstanding on the part of the student, or personal convenience will not be excused.

Absence from a class session does not exempt a student from the completion of all the required work for a course.  The student is responsible for making up any missed work, and for covering the material covered in any missed class session.

A student absent from a class meeting in which a final examination, mid-term or other major examination has been scheduled will be officially excused only if the student:

1. notifies the Office of the Assistant Dean for Student Academic Affairs of his/her inability to attend before the beginning of the class meeting for which the examination is scheduled;

2. subsequently presents to the same office documented evidence of a serious difficulty preventing attendance.”

Please, refer to the university catalog for any other doubts regarding attendance policy

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

N.B: the page numbers in Italic correspond to those of the 2nd edition of Boatwright’s book.

Week 1

 

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).

 

Monday

BOATWRIGHT:none

Other readings: none

Questions: none

Wednesday

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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- According to Roman historians, which were generally the most important reasons for writing history?

- Why does Polybius think that studying history is important? And what is instead the position of Livy?

- Between Polybius and Livy, which of the two is more interested in the moral lessons that history can give?


 

Week 2

 

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

 

Monday

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).

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- What is an archaeologist, according to Carandini?

- What was the rite that Romulus used to physically found the city of Rome?

- Human sacrifices in Ancient Rome? Which is the archaeological evidence that Carandini thinks he has found for such cruel acts? And to which events do these sacrifices seem to refer?

- The two Tullias and Lucretia: their significance within Livy’s aims. Compare them.

- Who raped Lucretia?

Wednesday

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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Which is your favorite of the 12 laws?

- Why does Polybius think that the Roman Constitution is the best?

- Create a chart showing the sequence of the different constitutions-polities as described by P.

- Which are the characteristics of the worst form of constitution according to Polybius?

- Polybius: Cyclical history or unpredictable history? Why?

- Polybius: Religion or not? What is religion for?

- According to Montesquieu, which was the only source for the Romans of old to enrich themselves?

- According to Montesquieu, why did the Romans become the masters of the world?

- Different representation of characters: Tarquinius Superbus as described by Livy and Montesquieu. Why these differences?


 

Week 3

 

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)

 

Monday

 

BOATWRIGHT: 32-44 (Chapter 3) / 30-41 (Chapter 2)

Other readings:

- Mellor: Livy 167-80 (V.34-49)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Which are the reasons that Livy adduces for the defeat of the Romans against the Gauls?

- In which city did the Vestal Virgins take refuge?

- Who saved the Citadel from being taken by the Gauls?

- Which are the reasons (not the persons) that Livy adduces for the comeback of the Romans against the Gauls?

Wednesday

BOATWRIGHT : 44-53 (Chapter 3) / 41-49 (Chapter 2)

Other readings:

- Montesquieu 39-41 (chapter 3)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- According to Montesquieu, which is the reason that brought Rome to become so powerful during the early phases of the Republic?

Week 4

How Rome dealt with her newly conquered Mediterranean empire.

 

A new way of doing politics: the assassination of the Gracchi.

 

Monday

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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- What kind of animals does Hannibal have in his journey to Italy?

- What is Hannibal crossing to get to Italy?

- Which two forces does Hannibal mention as his possible guides? Which one does he favor and why?

Wednesday

BOATWRIGHT : 78-98 (Chapter 5 all) / 74-92 (Chapter 4 all)

Other readings: NONE

Questions:

- Summary of Boatwright’s pages (max 5 lines).

Test 1 (20 minute long): chapters 1-3 (chapters 1-2)

Week 5

 

 

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.

 

Monday

BOATWRIGHT : 99-112(Chapter 6) / 94-110 (Chapter 5)

Other readings:

-Mellor: Appian, pages 478-90 (book I, chapters 1-2;6-26)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Does Appian have different opinions about Tiberius Gracchus and his brother Gaius Gracchus?

- Where are the supporters of Tiberius from? How are they different from the plebeians that Tiberius courted while he was trying to get elected tribune for the second time?

- Is Appian pro or against the Gracchi brothers?

- Are there any historical figures of the modern times which remind you of the Gracchi brothers? Why?

- Why does Appian say that his history is worth of attention?

Wednesday

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).

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Which form of state is more fortunate, according to M?

- Which are the two causes of the ruin of the Roman Republic, according to M?

Week 6

Feb 17-23

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.

 

Monday 17

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).

Questions about Sallust’s reading:

- Summary of Boatwright’s pages (max 5 lines).

- According to Sallust, why did the Romans have lack of good writers of history?

- According to Sallust, which country is the “root of all evils”?

- What would be the ideal world of Sallust? What kind of nobiles and poor would live in that?

- Which is the problem in Rome at the time of Catiline, as suggested by Sallust? It is mainly one thing, I think.

Wednesday 19

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),

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Why is Sulla comparing Caesar to Marius?

- Why did Caesar used the expression “Iacta alea est”?

- According to Suetonius, which acts by Caesar caused him to be killed?


 

Week 7

Feb 24-Mar 2

The last chapter in the history of the Roman Republic: the second Triumvirate and yet another civil war.

 

Monday 24

BOATWRIGHT : 154-166 (Chapter 8) / 148-159 (Chapter 7)

Other readings:

- Montesquieu: Chapter 11 (Sulla. Pompey and Caesar)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- What do you think is Montesquieu’s judgment of Sulla and why?

- Find the passage in which M explains why the Republic was crushed

- Find the passage where M explains what was the proverbial “straw which broke the camel’s back” of the Senate against Caesar.

 

Wednesday 26

MIDTERM (Chapters 1-7) (Chapters 1-6)

Week 8

Mar 3-9

Octavian Augustus: the establishment of new order within the hollowed out Republican institutions.

 

Monday 43

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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Why do you think that Augustus distributed so much money and appeared so much in public?

- What is the word “Augustus”? What does it mean?

- Where was Augustus buried?

Wednesday 5

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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Divide the Res Gestae in sections according to the themes treated.

- Whose names did not Augustus mention in the Res Gestae? Why so?

- Find the lines where Tacitus refers the various judgments about Augustus.

- What is Tacitus’s judgment on Augustus and his rule?

Week 9

 

The Julio-Claudian Emperors: Tiberius, Caligula, Claudius and Nero.

 

The Flavians Emperors and the Age of the Adopted Emperors (the five good emperors: part one): a new golden age for humanity?

 

Pompeii and Herculaneum: how were they obliterated by the eruption of the Vesuvius of 79 AD?

Monday

BOATWRIGHT : 201-213 (Chapter 10) / 193-204 (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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Why was Agrippina, Nero’s mother, kept “out of sight, but not out of hearing”? Book 13.5

- What are the features of the Golden House, as described by Tacitus?

- How is Nero planning to rebuild Rome after the fire of 64 AD? What is the reason for those plans?

- Christians: first persecution. Why?

- Why was the temple of IOM burnt? Who did it?

Wednesday

BOATWRIGHT : 220-221 ( only “Imperial Cult” Chapter 10), 222-237 (Chapter 11) / 211-212 (only “Imperial Cult” Chapter 9), 213-227 (Chapter 10)

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),

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- How old was the practice of deification among Romans?

- Who was the first Roman to be deified?

- Who was the second Roman to be deified?

- How can the patronage system be applied to the new imperial system? How would it work?

- Is Pliny the Elder killed by lava? How was he killed?

- Why did Pliny the Elder have the possibility to use a boat to see the eruption of Mount Vesuvius?

Week 10

Entertainment during the Imperial age: the Colosseum, the Amphitheaters, horse racing, Roman Baths.

 

The five good emperors: part two.

 

The Severan Emperors.

 

Monday

BOATWRIGHT : 237-245 (Chapter 11) / 228-235 (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)

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Can you find modern activates and locations which are similar to those described in the reading? Where are the similarities? And the differences?

Wednesday

BOATWRIGHT : 247-260 (Chapter 12) / 237-247 (Chapter 11)

Other readings:

- None

Questions:

- Summary of Boatwright’s pages (max 5 lines).

TEST 2 (30 minute long) (8-10) / (7-9)

Week 11

Citizenship granted to all the free inhabitants of the Empire.

 

Christianity and the Romans

 

The Tetrarchy

 

Monday

BOATWRIGHT : 260-271 (Chapter 12) / 247-260 (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

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Think about Roman reaction to Christianity. How did Christianity differ from the other religions?

- Was Christianity considered different from Judaism, in the eyes of the Romans?

- Which religion seemed more tolerant? The official Roman religion or Christianity? Why so?

 

Wednesday

BOATWRIGHT : 273-284 (Chapter 13) / 261-270 (Chapter 12)

Other readings:

- None

WEEK 12

  SPRINGBREAK


Week 13

The dissolution of the tetrarchy

 

Consequences of the acts of Constantine.

 

Monday

BOATWRIGHT : 284-296 (Chapter 13) / 270-285 (Chapter 12)

Other readings:

- Montesquieu: Chapter 17th (Change in the State), Chapter 18th (New Maxims adopted by the Romans).

Questions:

- Summary of Boatwright’s pages (max 5 lines).

- Montesquieu’s judgment on Constantine. Is it good or bad? Which are the things which Montesquieu analyzes on Constantine?

-What actions weakened Rome, as the Capital of the Western Roman Empire, according to M?

- The Roman army had become a burden from being originally an asset. How did it happen, according to M?

Wednesday

CARY AND SCHULLARD: 536-41; 546-49 (Chapter 43)

Other readings:

Mellor : Eusebius 537-541 (Life of Constantine I.26-38)

Mellor :Ammianus Marcellinus pages 565-6, 569-572 (Julian the ApostateXXV 1 and 4)

Questions:

- Summary of Cary and Schullard’s pages (max 5 lines).

- How does the description of the life of Constantine by Eusebius differ from the lives of previous emperors and in general by older authors?

- What is the role of the deity in Constantine’s life, according to Eusebius? Is it similar to the role of other deities in the lives of previous emperors?

- There seem to be a contradiction in what Ammianus write about Julian. Can you find it?

 

Week 14

 

Economy, culture and religion during the late Empire.

 

The fall of the Roman Empire: causes.

 

Monday

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).

Questions:

- Summary of Cary and Schullard’s pages (max 5 lines).

- What is Montesquieu’s judgment on Attila?

- According to Montesquieu, how did the strategy “Divide and rule” came to be used first in favor of the Romans, and then later against them?

- Why did the Western Empire fall first?

- What was an effective way of dealing with the barbarians once there was nothing left to pillage?

Wednesday

CARY AND SCHULLARD: 553-558 (Chapter 44)

Other readings: none

Questions:

- Summary of Cary and Schullard’s pages (max 5 lines).

Week 15

 

 

Review.

 

Monday

Review and final questions.

 

Wednesday

Review and final questions

Week 16

FINAL EXAM

TBA

FINAL EXAM

TBA

Do not make travel plan for this week