History 130 "The Ancient World"

Fall 2004

2:40 pm even days Quad 252
Instructor: Margaret L. Cook
Office Quad 255A
Phone 363-3103

Office Hours:
11 AM – noon  Odd days,
1PM–- 2  Even days,
or by appointment
(Actually, I'm in my office most of the time; feel free to drop in)

NEW: excellent source of maps

Syllabus Policies and Expectations Study Questions for exams (available one week before exams) Margaret's pet peeves Stone Age Mesopotamia Egypt Ancient Near East Greece Rome A source of maps Historical Maps Ancient World Mapping Center Cross cultural time line

Reading and Web Work Schedule: (note: AW: The Ancient World: A Social and Cultural History; AWR: The Ancient World: Readings in Social and Cultural History) Day Date Topic, Readings, and Web Work Wed 8/26 Introduction; demonstration of the History 130 web page Discussion: What is history?  Why study it? Mon 8/30 Evolution and the Origins of Man Web work You will be using the Stone Age section of the course page. Spend some time on at least one of the first four links under Evolution. Then go to the Neanderthal section and and examine enough links to answer the following questions. (no reading assignment) Pre-class question: Was Neanderthal man human? Was he our ancestor? (How do we know?) Was he intelligent? Why do so many people think of him as stupid?    Now explore the Cro-Magnon links, and answer the following questions: What were the significant differences between Neanderthal man and Cro-Magnon man? How was Cro-Magnon similar to or different from us? Student Name Wed 9/1 The Agricultural Revolution Readings: AW 1 - 9 Pre-Class Question: Explore the Neolithic links. What were the results of  "Neolithic Revolution"?  Did it make life easier than for hunter/gatherers?    Look at some of the links to arguments about whether the Neolithic revolution is connected to the rise of patriarchy. Does this argument make sense to you? What are the assumptions? What do the "Venus" figures have to do with this argument? . Student Name Fri 9/3 Early Mesopotamia Readings: AW 9 – 21, AWR 6 -7 "The Flood in Genesis", 10-12 "Sacred Marriage" and "Sacred Prostitution", 37-38 "Sumerian Intercity Wars"; The Epic of Gilgamesh. Web work: on Mesopotamia: There are a number of collections of images and some useful chronologies. You may find the link to Sumerian mythology helpful in reading Gilgamesh. There are also a number of links to summaries, study questions, and relevant images  in the Gilgamesh section.  You can see (and virtually build) a ziggurat, which is what the original tower of Babel was. Pre-Class question: Why was this story popular enough to be translated into several languages and written down in very inconvenient forms of writing? What are the implications of the similarity of the Flood myth in Genesis and the Flood myth in Gilgamesh? Student Name Wed 9/8 Early Egypt   Readings: AW 21 – 35  AWR 8 -10 "Divinity and its Limitations Web work: on Egypt . Quite a lot of information and physical remains have survived to tell us about the Egyptians. Not only do we have the pyramids, mummies and many grave goods, we also have texts that tell us about Egyptian beliefs. Spend some time with the web resources to be able to answer at least three of the following questions: Pre-class questions: What is distinctive about the Egyptians? (How are they different from Mesopotamians, for instance.) What did they value most? What did they dedicate most of their resources to? What are their greatest intellectual achievements? What do we know about their social hierarchy? Student Name Fri 9/10 Early Empires, Mesopotamia & Hittites Readings: AW 35 –43 AWR 38 –39 "Sargon of Akkad", 43-44 "POWs and MIAs", 47 – 49 "Hammurapi's Justice", 53 -59 (Selections from the Code of Hammurapi) Web Work: Most of the assigned reading in AWR consists of selections from the Code of Hammurabi. The full text, if you are interested, is available at several sites on the Web, and there are also a number of websites related to the Code. The one called "Hammurabi's Managed Health Care" is especially interesting. Pre-class question:  What has to happen before a society has a written law code? Why is it so important? Student Name There is less material available for the Hittites, but you can get some idea of the power of the Hittite state, and the rather technical article on the Hittites' use of metals helps to explain that power. Treaties that the Hittites made with other great states are the earliest treaties to survive. Tues 9/14 Egyptian Empire and Decline  Readings: AW 43 –55 AWR 19– 23 "The Great Hymn to the Aten", 24 - 28 "Tombs and Immortality", 29 -32 "Loyalty to the King" and "But if Pharoah Fails?", 39-40 "Egyptian Imperialism and Terror", 49 – 50 "The Justice of the Pharoah"; 60 -62 "A bureaucrat's View of Life" and Exodus chapters 1 - 14 (Exodus is the second book of the Old Testament.  If you do not have a Bible, you can read it on line: Book of Exodus ) Web work: In connection with AWR 60-62, look also at the British Museum site's section on writing and view the rather lavish tomb of a scribe. Pre-class question: Why is the role of the scribe so important to Egypt? Student Name Thurs 9/16 Study Questions for the first exam available here New Peoples  of the Near East, Readings: Assyria & Babylon AW 55 –70 AWR 40 – 43 "Assyrian Use of Terror," "Fall of Jerusalem" "The Horrors of Siege", 44 - 46 "A Palace of Cedar," "An Imperial Coup D'Etat" Web work: Surviving Assyrian inscriptions will tell you a lot about the way Assyrians viewed other nations, and why they were hated so much. The book of Nahum, in the Old Testament, preserves a celebration at the fall of Nineva in 612 BC.. Pre-class question: Browse through enough of the sections on Babylon, the Canaanites and Phoenicians, to site to learn what the nature of that culture was, and in what ways they influenced the history of the Mediterranean. What have been their greatest contributions to us? Student Name Mon 9/20 The Persians and the Israelites Readings: AW 70 – 87  AWR 12 –19 "Covenant and Consequences", 41 – 42, 50-52,  63 -68 and Exodus, chapters 15 - 40. Pre-class question: consider today's readings and the brief history of Israel. Do today's problems between Israel and the Palestinians have anything to do with ancient history? Student Name Wed 9/22 half hour exam; slides of Minoan/Mycenean civilization The exam includes map quiz: See map "The Ancient Near East" (AW pg 2) Be able to locate: Egypt, the Nile, the Delta, the Tigris and Euphrates rivers, Babylon, Phoenicia, Assyria, Mesopotamia, and the Hittites. (no reading, web assignments or pre-class questions today.) Fri 9/24 Bronze Age Greece  Readings: AW 88 –99, AWR 101 - 105 "The Chariot Race at Patroclus' Funeral Games," handout with the text of some Linear B tablets Web Work: Have a look at Knossos in the Minoan section of the "Greece" web page, then use the Mycenean section to  look at Mycenae and Pylos. If you prefer, one of the best sources for all Greek periods will be the Perseus database, much of which is available on the Web as well as on the campus  network. For the Bronze Age, go to the Browser, choose "site", and choose to search by Period. This will give you a list of the sites at which there are remains from that period. Click on "view thumbnails," then click on the name of the site. Mycenae and Pylos have the most Bronze Age remains still intact, because those sites were not leveled and rebuilt in later periods.  Perseus does not have pictures of Knossos. The Linear B tablets at Pylos were accidentally preserved by a fire, which gives us access to palace records. Pre-class question: What does the existence of the Linear B records tell us about the culture?  What are some of the things the content of the tablets tell us? Student Name Tues 9/28 Dark Ages, Archaic Period Readings: AW 99 –109, AWR 75-82 "Hesiod's Works and Days,"; 88-91 "Warfare in the Polis,"  "The Aristocratic Warrior," 106 - 107 "An Athletic Dynasty," "Athletics and the Polis: A Philosophical Critique," 108 - 110 "Crisis of the Archaic Polis, Crisis of the Aristocracy 1" Web work: the Olympic Games were founded in the Archaic period. In class: selections from a DVD on the Olympics Pre-class question: Why were the Olympics so important to the Greeks? How were they similar and different from the modern games? Student Name Thurs 9/30 The Polis         Readings: AW 109 –132; AWR 69 - 72 "The Origin and Spread of the Polis System," "A Greek Definition of the Polis,"  91-101 "The Hoplite Revolution and the Citizen Soldier" and "The Hoplite Polis: Sparta" Web work: There is not a lot about Sparta on the web, and in particular there are few pictures because Sparta did not build large buildings which lasted.  There are some written sources in addition to those in AWR, and the Perseus website (or the networked version) does have some photographs. In Class: some selections from a DVD about Sparta Pre-class question:  In what  ways was Sparta unusual among the Greek poleis?  What were the advantages and disadvantages of their choices? Student Name Mon 10/4 The Persian Wars and the Delian League Readings: AW 133 –142; AWR 138 - 149 "Empire and Democracy: The Classical Polis, "The Golden Age: A Greek View," "The Athenian Empire," "Imperial Democracy: A Critical View," "Athens and her Subjects: The Case of Erythrae" and "Imperial Democacy: a Favorable View." Web Work: start with the Persia section of the Ancient Near East page. Look at the Map of Persia under Darius and the royal inscriptions, particularly DPe, listing the lands Darius claimed. In class, video segment from "War and Civilization:" recreations of the battles of Marathon and of Salamis. (Warning: the Pheidippides story is apocryphal; the real story is actually more impressive. And Greek hoplites did not fight barefoot!) Pre-class question: How in the world did the Greeks manage to defeat so large a force? Who deserves the credit? Student Name Wed 10/6 Readings: Start reading The Last of the Wine (to be finished by next Tuesday.) In class, I will give you a presentation on the finances of the Athenian Empire (the Athenian Tribute Lists) and the financing of public works such as the Parthenon. Fri 10/8 The Peloponnesian War and aftermath Reading: AW 143 –153; AWR 153 - 170 "The Plague at Athens," "War and Politics: the  Case of Corcyra," "War is a Harsh Master: the Melian Dialogue," "Religion in the Classical Polis, the Affair of the Herms," "Defeat and Hard Times: Athens after the Peloponnesian War." Web Work:   Color map of the Athenian Empire in 450 BC: you can see a picture of a Herm in the Agora of Athens. (click on the small square on the inside of the NW corner.) Look at the Perseus web site's pictures of a trireme and, if you haven't already done so, look at some hoplite armor. (There are also many images of hoplites in Perseus. Whether in the networked version or the web version, go to the Browser, then choose Vases, index by Keywords, and choose "Weapons.") Since the strength of the Athenians was in their navy, and the strength of the Spartans was in their army, what would you expect a war between them to be like? Pre-class question: Was the Athenian Empire an inevitable result of their success in the Persian War?  Was their defeat in the Peloponnesian War just as inevitable? Student Name Tues 10/12 Classical Athens Reading: AW 154 –165 , Last Of The Wine No assigned web work, but looking at the networked Perseus or the web-based Perseus Browser (site: Athens, region Attica) will let you follow Alexias and Lysis around Athens. Renault translates place names with a view to their meaning: "High City" means the Acropolis, the Agora is the market. and Aigospotami is "Goat's Creek." Slides, and possibly some images from Perseus, in class Pre-class questions: what years does this novel cover?  What was going on in those years which led Mary Renault to give it the title "Last of the Wine"? Name:       Long Weekend Mon 10/18 Classical Athens Map Quiz:  using the map on AW p. 137, be prepared to locate Athens, Sparta, Corinth, Thebes, Salamis, Marathon, Thermopylae, the gulf of Corinth, the Aegean and Ionian Seas, the Hellespont and Bosporus, Troy, and Pylos. Readings: AW 165  - 186; AWR 120 - 128 "Husbands, Wives and Slaves," "The Education of a Wife," "The Short Sad Life of a Good Woman," "If Only We Could Reproduce Without  Women," Web work: This would be a good time to explore the site of Athens and some of the art of the Athenian Acropolis. You can do this through the networked Perseus or through some of the links in the Athens section of the Greece page.  There is also quite a lot of sculpture in the Perseus database. If you set the sculpture index to "Period," and choose "late classical," you will find many relief sculptures from various honorary or other decrees. This reflects the value placed on public actions being publicly known. Frequently there are personified versions of Democracy, or Demos (the people as a whole.) Pre-class question: There were many Greeks who blamed the Athenians for using money from the allies to fund the Periklean Building Program.  Do you agree? Student Name Wed   10/20   Athenian Society Reading: AW 186 - 200 AWR 128 - 137 "Slaves: the Best and Most Necessary of Possessions," "We have Mistresses for Our Pleasure," "Freedom and Its Problems: the Life of Neaera," "The Slave Trade: A Eunuch's Revenge" 171 - 172 "Personal Religion in Classical Greece" Web work:  look at the evidence for literacy and the links to depictions of daily life in the "Miscellanous" section of the web page on Greece. Also, view  The Structure of the Athenian Government . Pre-class questions: Where is the real power in Athens? How would someone gain political power?  Is it more or less democratic than our own government? Student Name In class: a short segment of a video "War and Civilization" concerning Alexander and the Macedonian army. Fri 10/22 Philip and Alexander the Great Reading: AW 201 – 216, AWR 173 - 178, "the Hellenistic Age," "Alexander the Great: Two Contrasting Views: an Idealistic View, and a Jaundiced View" Map Quiz: From the map "Campaigns of Alexander" ( AW 206), be able to trace (approximately) the route of Alexander the Great, noting the sites of  Issus, Tyre, Alexandria, the Oracle of Amnon, Gaza, Gaugamela, Babylon, Susa, Persepolis, Ecbatana,  and Alexandria Eschate. (Include the Tigris , Euphrates, and Indus rivers) Web work: Look at Alexander the Great's Home Page . Try to understand what it would take to move that many men, on foot, so far from home. Consider the question of what Alexander would have done had he lived longer. Some historians believe that Alexander had a vision of a united state without prejudice concerning ethnic groups (i.e. without the assumed superiority of Greek & Macedonian over Persian and other foreigners) Can you find any evidence for or against this? Pre-class question: Was Demosthenes' hatred of Philip justified? Was there any way the Greeks could have successfully resisted him? Do you take the Idealistic or the Jaundiced view of Alexander? Student Name Tues 10/26 The Hellenistic World         Reading: AW 212 – 234,  AWR 178 - 179 "A Hellenistic Metropolis," 182 - 193 "Take Particular Care that No Fraud Occur," "Administrative Oppression in Ptolemaic Egypt," "Culture Contact, Culture Clash: Religion and Society in the Hellenistic World," "Origin of Sarapis," "Praises of Isis," "How Sarapis Came to Delos," "Jewish Resistence to Hellenism" Web Work:  Alexandria in Egypt was the first of several cities of that name, founded by Alexander, and became one of the most important centers of civilization for many centuries to come after one of Alexander's generals and successors chose to use it as the capital of Egypt. The library founded there was the greatest in the world, and scholars came from all over the ancient world to work there. Look at the Ancient Library of Alexandria and its destruction (Hellenistic section of the Greece page). Map of the world as Alexander would have imagined it (Look at the Eratosthenes/Strabo map.) Pre-class question:  How does the military and political history of Alexandria and the Hellenistic world affect Hellenistic culture? Student Name Thurs 10/28 The Hellenistic World Reading: AW 234 - 252, AWR 193 - 201 "Ptolemy is a Good Paymaster," "An Athenian Boy Makes Good," "The Dangerous Life of a Soldier of Fortune, "Recommendation for a Government Job," "A woman in Politics," "A Woman Philosopher," "A Professional Woman: Phanostrate,"  "A Professional Woman: the Theban Harpist," "The Romance of Prince Antiochus," "The Marriage Contract of Heracleides and Demetria" Web Work: look at the resources on Greek mathematics in the Hellenistic section. You might also look at the Archimedes site; though he did not work at Alexandria, he was a great Hellenistic mathematician, and an inventor of a number of engineering marvels. He also invented a number of defensive weapons, but failed to save his city from the Romans. Pre-class question: How do the political and social conditions of the Hellenistic period encourage the flourishing of science and mathematics at Alexandria? Student Name Mon 11/1 Hour-long Exam on Greek History (study questions will be available here one week before exam.) Wed 11/3 Early Rome        Readings: AW 253 –274  AWR 202 - 215 "Political Culture of the Roman Republic," "Order and Liberty," "The Importance of Concord," "Values that Made Rome Great,"  "All Things Went Well When We Obeyed the Gods," "The Glory of Rome Before All Else,"  "The Laws of War and Peace," "Fame, Family and Self-Promotion," "Money-making, Religion, Bribery" Web work: Legends of Rome told very simply, but includes Romulus and Remus, the Capitoline Geese, etc. Read at least Romulus and Remus and the Rape of the Sabines. Very soon after the establishment of the Roman Republic, The Laws of the Twelve Tables were set down. Look at the laws relating to the power of the father, and the laws concerning women. They are quite similar in spirit to the laws attributed to Romulus and Numa. Pre-class question: Many cultures have "foundation myths" which tell us something about their values. We, for instance have the story of George Washington and the cherry tree.  What do you think is the significance that Rome's foundation myth involves fratricide and rape? Student Name Fri 11/5 Building of an Empire Readings: AW 275 -294, AWR 215-236 "Getting Elected" "War and Warfare," "The Enemy: A Roman View," "Celtic Ferocity," "the Samnite Enemy," "Roman Ferocity," "Steadiness of the Romans," "The Complexities of War," "The Sack of Carthage," "The Triumphal Parade of Aemilius Paullus," "War as Personal Vengeance" Web work:  Polybius compares Rome and Carthage Hannibal and the Second Punic War an excellent and extensive site with maps, battle plans, etc. Scipio Africanus, victor of the Second Punic War  Quiz on Map 4.2 ( AW pg 292) Be able to locate Rome, Sicily, Sardinia, Corsica, and Carthage Pre-class question: As the Romans expanded to forcibly occupy first all of Italy, and then the Mediterranean basin, they claimed that in every case the wars were forced on them.  Do you think they really believed this? student name Tues 11/9 Roman Republican Culture       Readings: AW 295 – 314, AWR  237 -249 "Society and Culture in the Republic," "Secret Rites Performed at Night," "Patricians and Plebeians," "Patria Potestas," "Marriage: Legalities and Realities," "The Rape of Chiomara," "A Wife Without a Dowry is Under Her Husband's Thumb," "Sell Worn-out oxen," "Economics of Farming."  Web work: The Roman Republican "Constitution" gives further details of the structure of the magistrates. Senate, and other institutions of government beyond what I will cover in class. Read Polybius's description of Roman Republican Government. Polybius (c. 200 - 118 BC) was a Greek who was detained indefinitely in Rome after serving as diplomat on the wrong side in the war between Rome and the Achaean League in Greece. He came to be a great admirer of Rome, and wrote a history of their rise to power in the Mediterranean. Note that Polybius believes that there was some sense in which the government of Rome was democratic. To some extent this reflects his philosophical background, with an admiration of the so-called "mixed constitution" going back to Aristotle. The basis for Roman power as it expanded beyond Italy was her army. Spend some time looking at the sources for the army on the web page. Pre-class question:  In what ways is the situation of the Roman soldier similar to and different from the Greek hoplite in Athens? (We say that the "hoplite revolution" in Greece let to extending political power to the hoplites, and Athens also gave full rights to those men who rowed the triremes.  Is anything similar true in Rome?) Student name: In class: video segment from "War and Civilization" about the Roman army. Thurs 11/11 Transformation of the Republic      Readings:AW 314 – 324 AWR 250-252 "The Roman Revolution," "Greed, Unlimited and Unrestrained,"  257 -262 "Social and Cultural Changes: the Beginnings of Foreign Luxury," "He Mocked All Greek Culture," "In Defense of Public Service," "Cicero on the Decadence of the Roman Elite," "Women of the Late Republic" Begin reading Catalina's Riddle Web work Explore the sources for daily life and women's life in Rome.  It's important to understand the power held by the "paterfamilias," the head of the family, not only within the home, but also for forming political alliances. The heads of a handful of families in Rome had tremendous power as Rome advanced from a town on the Tiber to a world power. If you have time, look at The Roman Name , a short explanation of how Romans were identified -- by your name, you are placed into a family which either did or did not have "clout." Note that the woman's name merely identifies her as a member of the clan, interchangeable (as far as her name goes) with any other women of that clan. A marriage, among the powerful families, was an agreement between men, with the woman serving as the link. Pre-class Question: How did the successes of Rome in building an empire affect the everyday men and women of Rome? Student name Mon 11/15 Gracchan Reforms and the Roman Revolution Readings: AW – 324 – 338 AWR  252-258 "Social and Economic Conditions: the Gracchi," Politicians and Generals Out of Control" Extra credit assignment: For up to 10% extra credit added to your grade, write up a summary of the public events in Catalina's riddle and note how they differ from the "official version."  Which one do you think is most likely, and why? (due by the last day of classes.) Web work: Appian’s account of the Gracchi Marius and Sulla Sources on the Catalinarian Conspiracy: A short bio of Cicero “Anatomy of a conspiracy”  (the background for the Catalinarian Conspiracy) If you are feeling ambitious, or want to do this for your paper, you might want to look at Cicero's speeches Against Catalina.  It's quite a different version of Catalina!   Pre-class question: What do you think caused the collapse of the Roman Republic? Was it anyone's fault? Could anyone have prevented it? Student name: Wed 11/17 Fall of the Republic Readings: AW 338 – 349, Catalina's Riddle Web work: read Cicero's comments about Octavian. in his letters, mostly to his brother. Pre-class questions: 1.) Did Cicero judge Octavian/Augustus' character correctly? 2.) Can you form a judgment of Cicero's character and wisdom (or lack of it)? Student name: Fri 11/19 Reforms of Augustus and the Early Empire Readings: AW 350 – 366 AWR 262 -267 "The Augustan Settlement," "The Reforms of Augustus," "Reactions to Augustus' Moral Reforms" Handouts: copy of part of Virgil's Aeneid, a selection from Ovid, and Horace's "Cleopatra" Ode, and the preface to Livy's history of Rome Web work: Octavian (later called Augustus) brought an end to many years of civil war, and some contemporaries admired him greatly. You have read in AW 235-240 Suetonius' generally positive account. For some contrary views, read Select Testimonia on the Emperor Augustus particularly the comments of Tacitus. For Augustus' own account of his career, read Selections from the Acts of the Divine Augustus. You can read some of the details of The Lex Julia: Marriage Laws in which Augustus attempted some moral reforms. A list of all Augustan legislation is also available. Another way that Augustus put forth a positive picture of his career is through art (have a look at Augustus: Images of Power, particularly the Ara Pacis and the Statue of Augustus at Prima Porta.) Pre-class question: 1. What is your judgment of Augustus? Was he a power-hungry tyrant who seized control by killing off all his opponents, or was he the savior of Rome doing the only thing that could stop the endless wars? 2.  It appears that  Augustus put some pressure (or at least offered some bribes) to Roman literary figures to write works supporting his vision of his re-organization of Rome.  Was this a good idea? Did it work? Does it make their work propaganda rather than literature? student name Tues 11/23 Rise Of Christianity, Readings: read Acts Of The Apostles (the fifth book of the New Testament) and the letter of Pliny about the Christians, AWR 293 - 301 "Jesus of Nazareth, "Paul of Tarsus," "Christian Practice," and especially  "Pliny's Encounter with Christianity") Pre-class question: What was the appeal of Christianity? Are there particular segments of the population who would be especially attracted to this new religion?  Who would you expect not to respond to it, and why? student name: Thanksgiving Recess Tues 11/30 the Pax Romana AW 367 – 387 AWR 284 - 293 "Society and Culture in the Roman Empire," "Obligations of the Rich," "Imperial Obligations," Religions and Moralities: Civic Religion," "The Divine Emperor," "Rural Religions and Superstitions," "A Holy Man Stops a Plague at Ephesus" 301 - 308 "Rabbinic Judaism," Judaism of the Diaspora," "Divination, Astrology, Magic," "Moral Behavior" Web work: Web work:  One of Christianity's major competitors in the first few centuries was Mithraism, a religion with Eastern origins, which was very popular among the soldiers. Find out a little about it on the web:  the Mithraism site will tell you something about the history, the myth, and archaeological remains, and The Cosmic Mysteries of Mithras explains a theory linking Mithraism with astronomical or astrological ideas. You can even Visit a Virtual Mithraeum. There are a couple of other sites in the UK and in Persia. Go to the Pompeii and Herculaneum section of the resource page. This is a chance to get some picture of everyday life in a Roman town. Look also at Roman sources on the Jews  and Dii Consentes . If you haven't already done so, visit Roman Arena:  Gladiatorial games, Roman Baths, and Roman Technology. Pre-class question: It has been argued that for ordinary people, the Pax Romana was the best time to live out of all the ancient world. Would you agree? student name Thurs 12/2 Pax Romana: Government, Army and Society Readings: AW 387 - 402,  AWR  268 -283 "The Roman Peace," "They Make a Desert and Call it Peace," "Foreigners in the Roman Army," "The Alternative," "A Roman View of Foreign Competition," "Nations by the Thousands," "Making it at Rome," "Provincial Administration," "Getting Along together," "The Role of Law Map quiz: Using the (corrected) map distributed in class, be able to locate at least 20 of the provinces on an outline map: Mauretania, Africa, Numidia, Cyrenaica, Libya, Egypt, Arabia Petraea, Palestine, Syria, Mesopotamia, Assyria, Armenia, Cappadocia, Cilicia, Galatia, Pontus, Bithynia, Asia, Greece, Illyria, Achaea, Crete, Cyprus, Thrace, Macedonia, Noricium, Rhaetai, Gaul (extra credit for subdivisions Cisalpine, Narbonensis, Aquitania, Lugdunensis),  Baetica, Lusitania, Tarraconensis,  Balaearic Islands, Corsica, Sardinia, and Britain,  Dalmatia, upper (sub.) and lower (inf.) Pannonia, Noricum, Raetia, Lower and Upper Moesia and Dacia. Extra Credit for more than 20. Web work:  One of the ways that the Romans left their mark on their huge empire is in the building of baths, roads, aquaducts, theaters, and so on. Go to the Art and Archaeology of Rome section of the course page and spend some time looking at Roman remains in Britain, Luxembourg, and in the Virtual tours of Colonia Ulpia Traiana , a colony of Germany, and Caistor, a Roman town in England. Look at the site on Hadrian's Wall in Great Britain, a huge undertaking. Have a look at Trajan’s column, which depicted his conquests. (See items #46-54). If you are curious about some other Roman province, try Romarch: A Resource for the Art and Archeology of Ancient Italy and the Provinces of Rome , where you can click on a map of the Empire to find resources for that province. Pre-class question: The Romans have put enormous resources, including money and manpower, in making the whole Mediterranean Basin into one state, larger than any ever known (see Map of the Roman Empire at its Largest Extent). How did they manage that, and what are the costs and dangers of this policy? Student name Mon 12/6 Third Century Crisis, Anarchy, Diocletian and Constantine 4-6 page Paper Due Some guidelines on vocabulary and punctuation to keep in mind when writing your papers. The kinds of things which put professors in a bad mood when grading papers. My personal pet peeves in student papers   Readings: AW 403 – 411, AWR  333 -34 "New Founders of Rome," 335 - 341 "The Majesty of Emperors," "Entry of Constantius," "The Emperor, the Truth, and Corruption," "The Emperor and the Barbarians" Web Work: By the time of Constantine, Roman culture has changed and in many ways declined. You can see in Art and Architecture of Constantine the Great that his triumphal arch in Rome is partly decorated with bits of sculpture from earlier arches -- Rome no longer had the sculptors needed to make a new one. Diocletian (summary of reign) Diocletian's Edict on prices  (preamble) Diocletian's attempts to unify the empire Pre-class question: Diocletian was faced with some terrible problems -- out-of-control inflation, a black market, inadequate manpower in the army, and an empire that was falling apart. What is your judgment of his attempts to solve it. (Leaving out, until the next class, his persecution of the Christians.) student name: Wed 12/8 Collapse of the Western Empire, Rise of the Byzantine Empire, New Religious Environment Readings: AW 411-414, 420-433, AWR 334 -335 "Constantine and Christianity,"  341-354 "Christianity, Rome, and Classical Culture: A Different Vision," "Organization and Ideology," "The Pagan Response," "When the Shoe Was on the Other Foot," "The Hellenization and Romanization of Christianity," "The Fall of Rome" The Study Questions for the Final Exam will be available here Web Work: Constantine is most famous for the fact that he stopped the persecution of the Christians, and eventually converted to Christianity himself, although it is not clear how whole-hearted he was about this until he was on his deathbed. Look at a little bit of Eusebius's biography of Constantine, and consider how reliable it seems as a primary source. After Constantine converted, and then made Christianity the official state religion, he called a council to resolve some religious disputes. Read sections 5-14 of Book 3 (the Council of Nicea) and consider whether or not you think having an official state religion is a good thing. There is a considerably less emotional article about Constantine in De Imperatoribus Romanis A quick list of theories about the cause of the fall of Rome Diocletian's edicts against the Christians Galerius's Edict on Toleration Constantine's laws in favor of the Christians Lactantius, One the manner of death of the persecutors   Pre-class question:  Was making Christianity the official state religion a good thing for the church or the empire? student name: Fri 12/10 Transformed Empire: Administration, Army, Barbarians  AW 415 – 419 and 433 – 444 Web work: Ammianus Marcellinus on the luxury of the Rich in Rome, c. 400 AD Procopius's account of Alaric's sack of Rome, 410 AD Procopius's Secret History of Justinian and Theodora A Christian view of Romans and Barbarians, c. 440 AD The Hymns of Prudentius (it even plays the music for you)   Pre-class question: What is your theory about the fall of the Roman Empire in the west? With the fall, Europe fell into the Dark Ages, where life was far worse for everyone than under the Empire. Was there any way it could have turned out differently? student name Wed 12/15 Final exam   8 - 10 AM