CLS_HIS_258_01_FA_1_20_MCummins

1 CLASSICS/HISTORY 258: THE ROMAN EMPIRE 31 BCE — 337 CE: Augustus to Constantine Fall 2020 Prima Porta Augustus (photo, J. Cummins) Constantine (Jean-Christophe Benoist, CC, Wikimedia) M. F. Cummins, HSSC N3166 Office Hours: cumminsm@grinnell.edu MTWThF: 4:45 – 5:45 PM & by appointment "History is a study of power in human systems: how it is managed, seized, lost, used, and occasionally even shared." Gordon S. Shrimpton, History and Memory in Ancient Greece , McGill-Queen's UP, 1997, p. 3. CLASS MEETING TIMES MTWTh: 10:00 – 11:15 AM — Allow 15 minutes directly after class each day for an online quiz, though there will not be quizzes every day and in most cases they will take only a few minutes to complete. F: 10 – 10:50, OR 11 – 11:50 AM — Class will be divided into two discussion groups, and each student will be assigned to ONE 50-minute session. I reserve the right to alter meeting times if necessary, so leave available in your schedule the entire assigned meeting periods: MWF: 10:00 – 11:50 AM, and TTh: 10:00 – 11:15 AM.

2 SUBJECT and PURPOSE The subject of this course is the history of the Roman Empire from 31 BCE to 337 CE. We will focus on the evolution of the Roman emperor’s position, on the means by which he ruled a vast territorial empire, on his imperial family, and on human life in various parts of this empire. We will analyze the difficulties of maintaining this extensive empire and its gradual unraveling. Attention will be paid to the state religion/imperial cult and to the rise of Christianity. The purpose of this course is not simply to learn a sequence of events from a past time, but to consider carefully how those events are known to us now: to learn about sources — material and written — and how, in spite of their distinct limitations, they can be pieced together to yield a narrative. We will learn to appreciate that there are different kinds of narrative and that any narrative is subject to criticism and revision. TEXTS: Potter, David. Ancient Rome: A New History . 3 rd ed. Thames & Hudson, 2018 . Suetonius. Lives of the Caesars . Tr. Catharine Edwards. Oxford World’s Classics, 2009 . (Course Reserves in course area on Pweb) Tacitus. Annals of Imperial Rome . Tr. Michael Grant. Penguin, 2003. COURSE OBJECTIVES and MEANS OF ASSESSMENT The Department of Classics regards the following list as the competencies which students should acquire in a 200-level course on ancient history: 1) Knowledge of chronological framework of events (quizzes and exams) 2) Knowledge of geographical context (quizzes) 3) Knowledge of significant military, political and social events and their causal connections (class discussion, exams and papers) 4) Knowledge of primary sources, whether material or literary; their nature, limitations, and synthesis (class discussion, exams and papers) 5) Limited knowledge of scholarship so that students are exposed to effective argumentation from evidence (class discussion, exams and papers) In addition, students should improve academic skills through analytical reading, writing, and oral presentations.

4 beginning of class and, except for necessity, do not leave the room during class and do not eat during class (drinks are fine). It is a good practice in general to arrive a few minutes before class, if possible, and to review your notes. During class leave your video on, unless instructed to do otherwise, and mute yourself, unless you are speaking, in order to cut down on background noise. Feel welcome to visit with one another before class begins. I will not use the chat feature during class and I ask you not to chat privately. Cellphones should be silenced and out of sight, and the screen for class should be the only screen that you have open during class. Because we are physically distant from one another, it is all the more important for us to treat each other respectfully and with careful attention so that we can successfully carry out a shared intellectual enterprise. Absences . At times absence from class may be unavoidable: in cases of illness, injury, observance of religious holydays, or other conflicts. I grant two absences without direct penalty, unless an absence occurs on a day on which you are assigned an oral report. More than two absences, because of the material that you will miss, are detrimental to your class performance and grade. You should notify me in advance of scheduled absences and, if possible, of unexpected absences due to illness or emergency (I do not need to know details, just to be informed of your absence). Email notification is fine. I also impose a penalty for tardiness. Penalties for late written work. Detailed directions for papers will be provided separately. The normal penalty for late submission of any written assignment is one-third of a letter- grade per day (for example, A → A-; C+ → C), weekends included, up to a maximum of two full letter-grades (seven days). Late papers should be submitted by email attachment with a doc or docx extension. Final essays MUST be turned in by the due date. There are no extensions for the final written assignment in the course. Missed oral reports. There are no make- ups for missed recorder’s reports or oral reports. If you miss class on a day on which you have a recorder’s report or oral presentation due, you forfeit the opportunity to give that report or presentation. Academic honesty. The college's academic honesty policy obviously applies to this course. In addition, students are expected to prepare for class on their own and not to collaborate with other students on any written assignments, and in their preparation for the mid-term and final exams. Informal discussion, however, of the content of the course, outside of class, is fine. Writing, Reading, and Speaking Center . I will provide feedback on your writing and on your oral presentations. Please feel welcome to make an appointment with the Writing, Reading, and Speaking Center for additional help with either your papers or your oral presentations.

1 CLS/HIS 258: The Roman Empire Fall 2020 ASSIGNMENT SHEET I WEEK I Monday, August 31 Introduction to Course Roman Expansion in the Mediterranean (753 – 100 BCE) Gaius Julius Caesar Octavianus ( Octavian ) in 31 BCE Recorder (3 minutes): Fitsum Getahun QUIZ #1 (given after class, 11:15 –11:30 AM, located in file, “Quizzes,” under “Assignments” in the course area on Pweb) : Know the dates for the Regal Period, Republic and Empire: Regal Period: 753 – 509 BCE Republican Period: 509 – 31 BCE Imperial Period: 31 BCE – 476 CE — BCE: Before Common Era — CE: Common Era ASSIGNMENT: Discussion of the Roman Empire at the time of Octavian’s accession (based on students’ observations of the maps in the Power Point , “Roman Empire Under Augustus,” in “Written Assignments” under “Assignments” in the course area on Pioneer Web) Tuesday, September 1 Constitution of the Roman Republic Recorder (3 minutes): Jeremy Traw QUIZ #2 (given after class, 11:15 –11:30 AM, located in file, “Quizzes,” under “Assignments” in the course area on Pweb) : Be able to locate the Republican provinces on a blank map — Use the map, “Roman Empire, 100 BC E ” (posted in course area under “Documents” and in the folder “Handouts”) in order to memorize the location and names of the following provinces: Sicily Corsica and Sardinia (named Sardinia on map) Nearer Spain Further Spain Macedonia Africa Asia Narbonese Gaul Cilicia Reading: Potter, Ancient Rome , p. 64 ( “The Early Republican Army,” which was responsible for Roman expansion) North, John A. “Constitution of Roman Republic” in A Companion to the Roman Republic (Blackwell, 2006) 256 – 267, 268 (just the chart, study it carefully!), 269 –70 (“The functioning of the system”); under “Course Reserves” in the course area on Pweb.

3 Reading Potter, Ancient Rome , Chapter 4: “The Transition from Republic to Principate,” pp. 146–74 (“Culture in the Age of Caesar,” 151– 55, is optional). Friday, September 4 The Principate of Augustus (con’d) The Res Gestae Divi Augusti Recorders (3 minutes): 10 AM 11 AM Emily Barber Britney He (report on Monday to the whole class) Reading: Potter, Ancient Rome, “The House of Augustus (31 BC–AD 14),” 174– 189. Brunt, P. A. and J. M. Moore. Res Gestae Divi Augusti . The Achievements of the Divine Augustus. Oxford UP, 1969. Text online at: http://droitromain.upmf-grenoble.fr/Anglica/resgest_engl.htm In the search bar enter “Res Gestae Divi Augusti;” click on the second item that this search turns up: “Res Gestae Divi Augusti;” this will take you to a Latin text of the document; scroll down and click on the “English” tab; now you should be at the translation by Brunt and Moore. “Introduction” ( PDF) Oral Reports (up to 6 minutes) and one-page paper (due at start of class on Monday) 10 AM 11 AM The Res Gestae Divi Augusti Analyze Augustus’ inscription, which summarizes the achievements of his reign. What achievements does he claim and how does he present his actions? What does he suppress? What kind of portrait of Augustus emerges from this analysis? Alex Mickus Oliver Willett