HISTORY 3361 

HELLENISM & THE COMING OF ROME      

Fall 2014: (16892)

Business 301

 

 

                    

 

MW 3:00 to 4:20

                                                                                   Dr. Ronald J. Weber 

Office: 223D Kelly Hall Hours 1:30 to 3:00 MW  CLASS PHILOSOPHY:  There have been many comparisons of America's

destiny with the turmoil of the Hellenistic age and the problems of ancient Rome. But

any close examination of the supposed parallels reveals discrepancies, and each

society ultimately suffers from misrepresentation. It is perhaps better to attempt to

appreciate ancient cultures on their own merits. This course deals with the history of

Rome from its formation in the Hellenistic era to the first century BCE.       

     There are three fundamental problems of interpretation in the history of the Roman

Republic: (1) Why and how did the Romans conquer the Italian peninsula and then

the entire Mediterranean basin during the early and middle years of the Republic?

(2) What caused the failure of the

Roman Republic shortly after the

conquest of the Mediterranean? (3)

How did these changes shape the

social, cultural, and political forces

which gave rise to the institutions of the

Roman Empire? All of the study,

research, and discussion questions in

this course center on these basic

problems, and the student should

always keep them in mind.

  Class Objective  

This class seeks to stimulate students and to educate them in the intelligent collection and use of historical material. Students are required to participate in the evaluation of ancient documents and materials. Lectures by the professor will be held to a minimum. Class time will concentrate on the assessment of historical material through dialogue among students an associated librarian and the professor. Dialogue will be based on daily "tickets to class," conferences with the librarian, and student reports.   

The goal of this course is for every student, with the professor's guidance, to research and to complete a fully developed historiographical analysis of a significant historical person, event, or issue in Roman history. Each analysis shall include a formal classroom presentation and a formal written analysis.

      

Temple of Fortuna; Praeneste

Achieving the Class Objective       

Students can successfully achieve the class objective by preparing for class, participating in classroom activities such as the tickets to class and class discussions, and completing their historiographical analysis on time in four progressive steps: (1) research proposal, (2) oral report, (3) critiques of oral reports, and (4) final paper.

The purpose of the research proposals, the oral reports, the report critiques, and the final research paper shall be to improve the information literacy of students. In doing this, students will identify and discuss how primary and secondary source materials deal with the topic assigned to each student. The discussion of historical source material shall include: (1) A discussion of the assigned primary sources for each topic; (2) What the primary sources reveal about ancient history and culture; (3) The strengths and weaknesses of the primary sources; (4) Besides the sources in the assigned readings, what other primary source materials help to illuminate the assigned topic; (5) The methods and approaches of the different secondary interpretations of the assigned topic and its relevant primary sources. (6) How to organize the material into a coherent and useful course for presentation.

Over the course of the semester students will work to achieve the course goal (the final paper) through a series of progressive steps. Students will be graded at each step. 

Step one will be the selection of a topic and the preparation of an initial 500 word research proposal that presents a thesis, gives a concise prospective of the material that illuminates the thesis, explains the method for researching the topic, provides an outline for the project, and cites a bibliography of at least two primary and eight secondary sources to be consulted in the course of the project (at least one of the secondary sources must be an article from a scholarly historical journal). Topic and proposal preparation will be accomplished in consultation with an associated librarian. Initial proposals are due September 21. 

Following the submission of the initial proposal on September 21, each student must schedule a conference with the professor and an associated librarian to discuss her/his research project. Failure to confer with the professor and librarian will lower the grade for the project. 

 

Step two in the project will be for every student to revise and improve their proposal. All students wishing to gain credit must revise their entire proposal by October 1. Submission of the initial proposal by September 21 will be worth 100 points toward the student's final grade if it is revised by October 1 to the professor's satisfaction. Ten points will be deducted for every day either the initial or revised proposals are late. Both the initial and revised proposals must be typewritten.

Step three in the research project will be the preparation and presentation of an oral report to the class. Oral reports will explain the progress and results of each student's research into the documentary evidence concerning their topic. (Reports must be a minimum of fifteen minutes in length and not longer than twenty minutes.) Oral reports shall count 100 points toward the final grade. Oral reports will begin on Oct. 6. For the first oral report, every student must compose a typed written critique of the quality of the research explained in the oral report. For every other oral report one non-reporting student will be assigned to critique the quality of the research. (Critiques must be a minimum of 250 words) They are due at the class meeting one week after each oral report. Each critique shall count 50 points toward the final grade. Assignments of reports will be made by the professor in the first week of the semester. 

 

Step four in the research project will be the completion of a thoroughly researched and correctly written, 15 page, final paper. (Completed papers are worth 300 points.) Paper must contain proper footnote citations of information sources and a correctly presented bibliography of sources consulted in the student's research. In researching and writing the final paper, students must use and correctly cite at least two primary and eight secondary sources (at least one of the secondary sources must be an article from a scholarly historical journal). Final papers must be typewritten. Papers are due on

December 7, without exception

The purpose of the research proposals, the oral reports, the report critiques, and the final research paper shall be to identify and discuss how the primary and secondary source materials deal with the topic assigned to each student. The discussion of historical source material shall include: (1) A discussion of the assigned primary sources for each topic; (2) What the primary sources reveal about ancient history and culture; (3) The strengths and weaknesses of the primary sources; (4) Besides the sources in the assigned readings, what other primary source materials help to illuminate the assigned topic; (5) The methods and approaches of the different secondary interpretations of the assigned topic and its relevant primary sources.  

Final paper must include a developed lesson plan designed to present the research material to a class of High School or college level students. Lesson plans are due December 7.  

Graded Participation

Student participation in the discussions among the professor and students plus discussions generated by the oral reports shall be considered in the assignment of final grades. Since the success of discussion depends upon student preparation and the free and open discussion of various opinions, all students must do the assigned readings before class meetings, participate in discussions, and act in a considerate manner when assessing the ideas of classmates. A lack of tolerance shall be considered cause for dismissal from the class.

On class days when there are not student reports, to stimulate student preparation for every class, students will be required to answer an electronic question about the day's readings before each class. Electronic answers are due by 8:00 am the day of class. (Each electronic answer is worth 30 points.) 

On class days when students report, non-reporting and non-critiquing students must complete a written evaluation of the day's report. Evaluations must assess the quality of the report's research, the quality and relevance of assigned readings, how well the report utilizes class readings and research readings, in addition to the the overall quality of the report. (Each survey is worth 15 points.) 

Electronic questions, report critiques and oral report surveys are designed to evaluate student readiness to engage the material. Student readiness depends upon the extent of the student's reading and research.   

Final Grades: Activities related to the research project make up slightly more than two thirds of the final grade: research proposal = 100 pts.; oral report = 100 pts.; one developed written critique of an oral report = 50 pts; final paper = 300 pts. (550 pts.) The other portion of the grade will be based on student participation in the Tickets to Class and the Report Evaluations. Based on the number of students in the class there will be five Tickets to Class for 30 pts. each = 150 pts., and 11 graded report evaluations at 15 points each = 165 pts. (310 pts.)  Based on a total of 860 total points for the semester 100% to 90% of the available points ( at least 774) = A; 89% to 80% ( at least 680) = B; 79% to 70% (at least 602) = C; 69% to 60% = (at least 516) = D: 514 or lower = F. 

  Sample Research Project 

The Greek historian Polybius (second century BCE.) presents the following capsule assessment of Rome's overseas conquest during the third and second centuries BCE:    

It was because of their defeat of the Carthaginians in the Hannibalic War that the Romans, thinking that the chief and most essential step in their scheme of universal aggression had been taken, were first emboldened to reach out their hands to grasp the rest, and to cross with an army to Greece and Asia.

What does this passage tell us about Polybius' method of writing history? Who was he? Who was he writing for? Where did he get his information? Did he handle his information in a sound manner? How do modern historians judge his assertion that the Roman conquest was a fore ordained and planned accomplishment? Justify your conclusion.

REQUIRED TEXTS

       M. Boatwright, D. J. Gargola, R. J. A. Talbert,        The Romans From Village to Empire

      R. M. Errington, A History of the Hellenistic World

     K. Turabian, A Manual for Writers

      

All of the above are available through the UTEP bookstore. Copies of other selections will be provided electronically throughout the semester.

  CLASS MEETINGS    

Classes meet two times each week from 1:30 to 2:50 PM in the Liberal Arts Building, Room 301. CLASS ATTENDANCE IS REQUIRED. Each student will be allowed a maximum of two absences without penalty. For each absence beyond the maximum, ten points will be deducted from the student's final grade up to a maximum of seven absences. More than seven absences will result in  a failing grade

    Syllabus     

Date         

Topic                                             Readings

Aug.    25 Introduction   27 What is Roman History?  Livy, “Prologue” BL  

Errington, 1-9; Brundage, 1-25 BL; Boatwright, 1-31, 37-40.  

Sept.

1 Meet in Library:  Room  204B

Brundage,26-79 BL

  3 Rome's First Centuries

Select research topics

Livy;  Boatwright, 32-57.

   8 Roman Values Livy, Bk. I.24-26, Bk . I.57-60, Bk . II.10 BL;

   10 Struggle for Italy Livy, Bk. VII BL; Boatwright, 53-96.

   15 Roman Social Order  Livy “Prologue”, Bk. VI BL; Boatwright, 58-96.

   17 Conflict of the Orders Livy, Bk. VIII BL; Boatwright, 58-96.  

   22 Alexander & Formation of the Hellenistic World 

Errington, 13-76; Livy, Bk. IX BL  

     Research Proposals and Outlines Due

   24 Hellenistic Kingdoms Errington, 77-162   29 Politics and Economics

Librarian modeling research strategies to class

Errington, 163-246

Oct.     1 Effects of Empire  Boatwright, 97-126; 

Plutarch, L. of CatoRevised Proposals and Outlines Due

    6 Hellenistic Culture & Society in the Mediterranean

Plautus, "Swaggering Soldier" 

    8 Culture of the Conquerors Errington, 247-308; Boatwright, 127-153

   13 Governing an Empire? Plutarch, L. of Cato

   15 Rome in 2nd Cent. BCE  Plautus, "Brothers Menaechmus" 

   20  Roman Culture

Student Reports Begin

Plautus, "Pot of Gold"

   22 The Gracchi Plutarch, Life of G. Gracchus Boatwright, 154-165

   27 Marius Sallust, "Jugurthine War" Boatwright, 166-175

29 N. Africa   Boatwright, 176-192Nov.     3 Sulla Boatwright, 193-206     5   Italian Wars

Failure to Restore the Senate Plutarch, L. of SertoriusBoatwright, 207-221

    10   Politics of the First Century BCE Sallust, "Conspiracy of Cataline"

    12 Military Dynasts: Caesar Boatwright, 225-266    17 Roman Art    19 Economies of Slavery  Plutarch, L. of Antony    24 Roman Religion       26 Roman WomenDec. 1 Catch Up Day 3 Last Temptation

     10   Final Paper Due (4 PM)  17 Final Grades Due

 Report Topics 

Date                     Topic 

 

Demographic changes in country and city (200 to 100 BCE)Economic Impact of Conquest (200 to 100 BCE)Provincial Administration (200 to 100 BCE)

Romans in Spain Romans in Greece and Macedonia Romans in Egypt Structure of Provincial Administration

Scipio Aemilianus

Effects of Hellenistic Culture on Rome: Plautus & Roman Comedy Growth of Slavery

Changes to the City of Rome (200 to 100 BCE) Theater construction Roman fora

Tiberius Gracchus and land reformGaius Gracchus and political reform

G. Marius Changes nature of political offices Effect on army tactics and training

Roman Senate (200 to 100 BCE) Gens Metelli: Changing nature of the nobilesGrowing power of the equitesJugurtha: Roman Politics in the Provinces

91 BCE: Livius Drusus and the evolution of the tribuni plebisSocial War (91 – 87 BCE)Dilemma of the Roman Allies

Italian military colonies.Mithradates of Pontus: Rome in the East

L. Cornelius SullaCelebrating a military triumph

Sertorius

CiceroCataline Pompey

Spartacus and the problems of slaveryJulius Caesar

Conquest of Gaul Reformer or Demogogue First Triumvirate

Crasus: Richest man in Rome

Marc Antony Cleopatra

     

Roman ArtRoman Architecture Roman Life:

Women Family

Roman Religion Vestal Virgins Pontifex Maximus Augury

Roman Literature and Rhetoric Catulus Cicero: Oratory

Secondary   Sources      N. F. Cantor, How to Study History

   P. Veyne, A History of Private Life, vol. I

       J. Carcopino, Daily Life in Ancient Rome

     M. Cary & H. H. Scullard, A History of Rome

     T. Frank, An Economic History of Rome

     E. Gruen, The Hellenistic World and the Coming of Rome

     A. H. M. Jones, The Roman Economy

     S. Pomeroy, Goddesses, Whores, Wives, and Slaves

     A. Fraschetti, Roman Women

     M. Rostovzeff, Social and Economic History of the Roman Empire, 2 vols . 

     H. H. Scullard, From the Gracchi to Nero

     Scullard et al. Cambridge Ancient History, vols. VII to XI

     R. Seager, The Crisis of the Roman Republic

     A. N. Sherwin-White, The Roman Citizenship

     B. H. Warmington, Carthage

     J. Ferguson, Greek and Roman Religion: A Source Book

     E. Badian, Foreign Clientelae

Roman Imperialism

     T. R. S. Broughton, Magistrates of the Roman Republic, 2 vols.

Primary Sources:   In the Loeb Classical Series

     Cicero, Letters to Atticus, vols. II, III

     Plutarch, Lives of Noble Greeks and Romans,vols. I, II, & V to XI

     Polybius, Histories, vols. I to VI

     Sallust, The Jugurthine War & Conspiracy of Cataline

     Dio Cassius, Roman History, vols. I to IX

     Appian, Roman History, vol. I, II, III, IV

USEFUL REFERENCE WORKS

 Reference Works: 

     L' Annee Philologique

     Der Kleine Pauly, vols. I to V

     Oxford Classical Dictionary

     The Oxford History of the Classical World

 Useful Periodicals:

      Archaeology Biblical Archaeology Review

      Smithsonian National Geographic

     Journal of Hellenic Studies Classical Journal

     Greek Roman and Byzantine Studies         Classical Philology

     Journal of Roman Studies