Immorality and Political Revolution in Ancient Rome
CLAS 225/HIST 206
Spring 2011
MW 2:30 – 3:55, Adams 208
Michael Nerdahl
[email protected]
Sills 11
(207) 725-3403
Office Hours: after class or make request/appointment at
http://michaelnerdahl.youcanbook.me
“We’re in a fight for our principles and our first responsibility is to live by them.”
- George W. Bush
“It is essential to understand that battles are primarily won in the hearts of men.”
- Vince Lombardi
Course Description:
The class falls into three phases: (1) First, we’ll acquire a working knowledge of Roman
history and what occurred from 753 to 27 BC, with special focus on the time period from
201 to 123 BC. (2) Then, we’ll look at how this period is portrayed by Roman historians
of the time period. (3) Lastly, we will examine how ideological and biased views of
Roman history specifically affected the culture and society of Rome and how similar
views are promoted in many cases in modern American culture.
Thus, we will be learning about the Roman Republic, looking at its character and
qualities, how it fell, and, most importantly, how the Romans interpreted its
transformation into a monarchy. The Roman historians particularly put great store on
good moral character as a condition for their state’s success and stability. By the end of
the course we will see how this Roman point of view reflects contemporary cultural
values and discuss the validity of comparing Rome and America.
Student Learning Objectives:
By the end of the course, you should be able to:
1. recall the major historical events of 3rd century to 1st century BC Rome;
2. understand the workings of the Republic and form and elaborate upon a valid
hypothesis as to how it became a monarchy;
3. know and discuss the famous historical authors who describe the abovementioned period;
4. discuss with confidence the cultural, social, and political atmosphere that
pervaded in Rome during this time as well as the overall portrait of Rome left to
us by extent Roman and Greek history of the period;
5. argue for and against the validity of comparisons between ancient Rome and
modern society;
6. analyze the role of class, ethnicity, gender, status, and power in the cultural
depiction of a nation-state.
Required Textbooks:
Scott-Kilvert, Ian, trans. Polybius: The Rise of the Roman Empire. Penguin. ISBN: 9780140443622
Warner, Rex, trans. Plutarch: Fall of the Roman Republic. Penguin. ISBN: 9780140449341
Woodman, Anthony J., trans. Sallust: Catiline’s War, the Jugurthine War, Histories.
Penguin. ISBN: 978-0140449488
Yardley, C. J., trans. Livy: The Dawn of the Roman Empire. Oxford. ISBN: 9780199555680
Blackboard Readings:
In addition to the texts detailed above, you will be responsible for the readings posted on
the course’s Blackboard site. These selections supplement the textbook readings and will
be part of lectures, in-class discussions and individual assignments.
Grade Breakdown:
15% Attendance and Participation
15% Reading Reports
25% Part I and II Take-Home Exams
15% Presentations
30% Final Paper or Take Home Exam
Course Requirements:
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Attendance and Participation: The class will engage with different methods in
order to analyze the material. Sometimes we will employ group or class
discussion, sometimes lecture, and oftentimes volunteered student presentations.
Out of respect for your fellow students, you are required to attend and are
subsequently graded on attendance and participation.
•
Reading Reports: Readings are to be completed before the date as listed in the
chart below. Most readings come from class texts, but there will also be readings
posted on Blackboard, which will all be in Blackboard > Course Documents >
Week (X) Readings. Reading Reports consist of a summary-outline of the
material with two additional bits of critical thinking expressed on your own part.
The requirements for each assignment are detailed on a separate sheet. I will
request your Reading Reports at the end of class, and you are to get electronic
versions to me within an hour after class ends (~5pm).
•
Part I & II Take-Home Exams: There will be two “mid-term” take-home
exams, one on the structure and events of the Roman Republic until roughly 44
BC, the other on evaluation and discussion of the ancient historians and their
historical-literary context. The first exam will be handed out Wednesday,
February 9th and turned in in-class, Wednesday, February 16th. The other will be
distributed Wednesday, April 6th and turned in in-class by Wednesday, April 13th.
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Presentations: I will assign student presentations both on an ad hoc basis and
sometimes well in advance. Each of you should expect to present, either formally
or informally, on at least two topics this semester. Each presentation will have
different requirements as to media, content, and presentation type, and you will
discuss your effort with me after class (along with any other of the day’s
presenters) for no more than 5 to 10 minutes. There will also be a one-time Pundit
Assignment, the guidelines of which are listed at the end of this document, which
will count for half of your Presentation grade.
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Final Paper or Essay Exam: For a final evaluation, you will have the choice of
taking a final paper or essay exam. Expectations for each will be distributed just
after Spring Break. You must choose which you will opt for by Monday, April
18th. The Final exam will be given Thursday, May 19th at 9am, and the Final
paper is due by that time as well.
Make-Up Work:
Absolutely no make-up work or extra credit will be assigned or accepted in lieu of
assignments, on-line work, or papers.
Special Needs:
Anyone who has a special need that may require some modification of seating, testing, or
other class requirements should talk to me as soon as possible. I will be pleased to make
the appropriate arrangements in consultation with you. Whatever the modification, you
will need to be registered with the Dean of Student Affairs (2nd floor, Moulton Union).
Academic Misconduct:
Bowdoin has an Academic Honor Code and Social Code. It is detailed in the Student
Handbook which is available on line at (http://www.bowdoin.edu/studentaffairs/studenthandbook). It is your responsibility to abide by this Code, and any instances of academic
misconduct will be referred to the Dean of Student Affairs.
Percentage/Grade Equivalents:
93%+ = A; 90-92 = A-; 87-89 = B+; 83-86 = B; 80-82 = B-; 77-79 = C+; 73-76 = C; 7072 = C-; 60-69 = D; 59 and below = F.
Class Schedule, Topics and Readings:
You are required to plan ahead. All dates listed below are due dates. Please
refer to this schedule (also posted on Blackboard) frequently in order to
assist in your study plan.
** Nota Bene **
If a reading is marked (BB), it is located on Blackboard and you are expected to
read the entire selection.
wk
1
2
3
Monday
1/24
Intro: Roman Legend and Character
Wednesday
1/26
Characteristics of the Republic to 264 BC
Reading:
N/A
1/31
Iustum Piumque Bellum: Punic Wars
Reading 1:
MacKay (BB) pp. 10-22
2/2
Roman Imperialism
Reading 2:
History Text (BB)
2/7
Internal Revolt & Civil War
Reading 3:
MacKay (BB) pp. 22-35, Roman Economy
(BB)
2/9
Warlords & the End of the Republic
Reading 4:
Mackay, Gracchi (BB)
Reading 5:
History Text 2 (BB)
Start Part II: The Historians
4
5
2/14
The Aims of Ancient Historiography
2/16
Polybius: A Greek on Roman Politics
Reading 6:
Livy Handout (from 2/9)
Sallust, pp. 1-12
Polybius pp. 41-46, 178-183
2/21
Polybius: Why Rome Won
Reading 7:
Polybius pp. 197-208, 244-276
Reading 8:
Polybius pp. 338-352, 404-423, 464-482
Reading 9:
Polybius pp. 526-541
Polybius 18.35 Handout (from 2/21)
2/23
Polybius: Why Rome Fell
6
7
2/28
A Roman: After the Punic Wars
3/2
Roman-ness Personified: Cato the Elder
Reading 8:
Livy Book 31, ch. 1; Book 33
3/7
National Heroes and Villains Revisited
Reading 9:
Livy Book 34
3/9
New Enemies, Into Asia
Reading 10:
Livy Book 35-36
Reading 11:
Livy Book 37
Saturday, March 12
to
Sunday, March 27
Spring Break
No Class
8
9
10
11
3/28
War time Rhetoric
3/30
The Seeds of Immorality
Reading 12:
Livy 38
4/4
Shape of things to come
Reading 13:
Livy 39
4/6
Morals of a Corrupted Senator: Sallust
Reading 14:
Livy 40
4/11
The New Rome at War: War with
Jugurtha
Reading 15:
Sallust, The Jugurthine War pp. 51-85
4/13
A Greek Moralist on a Roman Warlord
Reading 16:
Sallust, The Jugurthine War pp. 85-138
4/18
A Greek Moralist & Pompey
Reading 17:
Plutarch: Marius
4/20
A Greek Moralist & Caesar
Reading 18:
Plutarch: Pompey
Reading 19:
Plutarch, Caesar
Plutarch, Moralia handout from 4/13
Start Part III: Political Impact of Morality
12
13
14
4/25
Political Invective
4/27
Sex and Decline
Reading 20:
Cicero, Pro Caelio (BB)
5/2
Halcyon Days
Reading 21:
Edwards (BB), Bennett (BB)
5/4
Nationalism: Creating “Us” and “Them”
Reading 23:
Jendrysik (BB)
5/9
Morals as Causative
Reading 22:
Guibernau (BB)
5/11
Coda: The Benefits and Dangers of Using
Rome as an Example
Reading 24:
Olasky (BB)
Reading 25:
Goodman-Soni (BB)
Final Paper Due Date or Final Exam Date: Thursday, May 19, 9 am
Pundit Assignment Guidelines
Description: Each Discussion Group will enact a Roman Pundit show based on those existing in
modern media. The goal is to show your familiarity with Roman methods of political discourse,
especially praise and blame, and to translate these methods from the ancient historiographical
page into a modern forum. The reenactments will be performed (or shown if pre-recorded should
you so choose) during the last three weeks of class (Monday 4/25 to Wednesday 5/11).
Preferably there will be one enactment per session, but two per session may be allowed.
Requirements: The members of each group will meet outside of class to select a topic, create an
outline or written transcript of it, and then perform it.
1) Your group is to choose a topic related to something we’ve discussed in class at some
point during the semester. It does not have to be related to the topic of the day on which
you are presenting. Let me know as soon as possible what the topic is, but by Monday,
April 18th at the very latest. If you have a preferred date, let me know, otherwise I will
assign one by April 20th.
2) Meet ahead of time with your group to discuss your method of enacting your “show” on
an aspect of Roman Politics and Immorality.
a. In creating your enactment, you should model it on a modern show like “The
O’Reilly Factor”, “Meet the Press,” or “Around the Horn.” I do strongly suggest
that you avoid satire.
b. You will be playing the parts of Romans. These may be actual figures (Cato the
Elder, Julius Caesar, etc.) or fabricated figures who represent moral/political
stances that are clearly identified to the audience. They may be Romans of
different time periods, made up characters who represent a certain “type” of
Roman, etc. The host may be non-Roman.
c. You may further include other bits that appear in such shows, such as callers
asking specific questions of the participants, emails read from “viewers,”
questions taken from the “studio audience” (which may be genuine questions from
students not involved OR planted questions).
d. Note that everyone in the group is to have a speaking role.
3) When you have your topic and general outline of how you will enact it ready, select a
date at least several days in advance of your performance to meet with me. (Free slots
are easy to find at http://michaelnerdahl.youcanbook.me) Not all members of the group
must be present, but the more present the better.
4) In terms of content, your characters will discuss relationships between the state and its
people’s moral conduct. That is essentially the only limit for your discussion. You may
consider alternative viewpoints through the view of aristocrats, populists, commoners, etc.
5) If you are the first group to enact your “Pundit Show,” your grade will receive a 10% bonus.
6) Groups who present in costume may receive a further bonus.
Grade and Follow-up:
I will submit an electronic evaluation of your performance. You will be graded on:
• Clarity (15%) = you must be easily understood in terms of who each person is portraying,
you must speak clearly, and the flow of discussion should not be without clear transitions.
• Accuracy of Content/Portrayals (50%) = Your portraits should reflect topics and areas that
have come up and that are Roman concerns over this period. If you make Cato the Elder a
booster for immoral behavior, that is the kind of paradox that, while cute, will not be reflected
positively in your grade. (Hence my wish that you avoid satire.)
Effort (25%) = the most subjective of your evaluative areas. The less stumbling, pauses, and
hesitation you have, the clearness of the information and smoothness of your reenactment
will all be factored in. Rehearsal and practice is quite likely to boost your score here.
• Timeliness/Meeting Requirements (10%) = The goal is ten minutes, but anything up to 13
minutes will be acceptable; beyond that is -1 point per minute (up to 20 minutes, when I will
end it unilaterally and dock you the full 10 points). Every minute under 10 will cost you two
points/minute.
Nota Bene: The grade for this assignment will make up one-half of your Presentation Grade.
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