Classics 2202 Classical Civilization: Rome

Spring 2015 | MWF 8-8:55 a.m. | Hayes Hall 006

Instructor: Dr. Lipp
Office: University Hall 450 | Email: lipp.14@osu.edu
Office Hours: MWF 10:15-11am (and some days right after class)
Course Description & Goals: This course is an introductory level inquiry into the Romans and their civilization.
Considered as a narrative, the story of Roman civilization is the story of empire. From their hilly-village home in
Italy, the Romans went on to conquer, administer, and incorporate not only their neighbors on the Italian
peninsula, but also peoples as far flung as the British isles and the Euphrates River.
The course, focusing on developments from roughly 100BC to 400AD and covering the period several times in
different ways, will introduce students to Roman civilization through the following units:
Unit 1: art & architecture (weeks 1-2)
Unit 2: spotlights on the use of Roman history (week 3)
Unit 3: close readings of whole ancient literary texts (weeks 4-5)
Unit 4: extended reading of the most influential historian of Rome, Edward Gibbon (weeks 6-12)
Unit 5: readings & lectures on topics of interest in the modern academic discourse (weeks 13-14)
Of all the themes to be read out of Romes imperial story, this course will pay particular attention to a cluster of
ideas centered on citizenship and despotism. Citizenship is broadly understood as active participation in a groups
cooperative decision-making and acting, while despotism denotes a power arrangement where one individual (or
small group) makes the decisions on behalf of the subject-slaves. Questions to ask include: What does it mean to
be a citizen - of ancient Rome, of modern America, of the contemporary world? What about freedom: what are
citizens free to do that non-citizens arent? What is and ought to be the role of religion in a communitys
cooperative decision-making? What kind of leaders do citizens want and need, what kind of leaders are
potentially harmful to the civic enterprise, and where is the boundary between a citizen-leader and a despot?
The study of citizens and despots through the lens of Roman civilization is particularly apt for students at an
institution of higher learning in modern America because of the notably Roman architecture and terminology of
American politics. And beyond America, all Europeans inherited aspects of the Roman civic vocabulary: civility,
civilization, citizen. (They inherited this Roman civic vocabulary along with the Greek political vocabulary, but
thats another course.) Even The Ohio State Universitys crest contains this civic language, in Latin (!): Disciplina
in civitatem Education for citizenship. A lingering question, then, will concern these ancient and modern
categories: politically and as citizens, how Roman are we?
The courses highest aim is to make these live issues in the minds of the students. Using this basic awareness,
students will evaluate the Romans achievements on these topics, and will also become better participants and
critics of their own communitys contemporary challenges.

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Aside from this broad thematic interest, the course has three pedagogical goals regarding knowledge and skills:
1. students will learn fundamental events, figures, and developments in Roman history, ca. 100BC-400AD
2. students will learn about different types of ancient remains (including literary works, monumental
architecture, and visual arts), and how to analyze them using various interpretive strategies
3. students will learn how to argue, i.e., how to develop compelling theses, structure logical arguments, and
effectively use evidence in debate
Assessments: Students will complete the following assignments as part of their grade for the course
1. Reading Quizzes: Always announced ahead of time, these quizzes will consist of four or five short
answer questions about that days homework assignment. Pedagogically, reading quizzes address
preparation at the day level. The purpose is not to police students reading (i.e., to catch students
unprepared) but to help them read and prepare effectively. It is hoped that students will apply the lessons
learned from the prep they do for the reading quizzes to their preparation for days not featuring a reading
quiz.
2. SPQR Debates: Students will participate in a debate at the end of most units. Pedagogically, these debates
address material at the unit level. The debates will help students to (a) build skills in synthesizing material
and (b) develop core capacities in arguing on paper and out loud. Format-wise, for each debate one group
of students (the Senate for that unit) will prepare and present before the rest of the class (the People
for that unit) a pro and con response to a pre-announced question. The People will then vote. Both groups
will be assessed, but in different ways (details to follow). The questions for debate will require students to
connect the units content to the courses overall interest in citizenship.
3. Tests on Key Terms: Students will take a test on key terms in the fourth week of the semester. The terms
will be distributed on the first day of class. The test will be short answer format and assessed according to
a mastery principle: students must earn at least a 90% to pass, and will take the test over and over until
they do so. Failing to earn a 90% on the test will result in an E for the course, no matter the students
performance on the other assessments.
4. Final Exam: Students will take a final exam consisting of two parts. Part one will be an essay question What is the most important aspect of this course for citizens? Details will follow in due time, but at the
very least a complete answer will have to list candidates to be considered most important and then
argue for one. Part two will be a miniature version of the test on key terms, consisting of a selection of the
terms.

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Overall Grading Structure: Using OSUs standard scheme (A 100-93, A- 92-90, B+ 89-87, B 86-83, B- 82-80,
C+ 79-77, C 76-73, C- 72-70, D+ 69-67, D 66-60, E 59-0)
Quizzes
Debates
Test
Final Exam

13.5% (9 at 1.5% each)

32% (4 at 8% each)
30%
24.5%

Attendance Policy: Students are required to attend every class and to arrive on time. Accordingly, the instructor
will take attendance at the beginning of every class period using a seating chart established in the first week of
class. But attendance is not an official part of the students grade. Instead, the instructor will keep records on hand
to use when necessaryif, for example, a student requests extensive review help before the final exam, the
instructor will determine the level of help to give partly based on the students attendance. Students should further
be aware that the instructor may offer extra credit assignments whose completion are contingent on certain
attendance records (for example, missing fewer than four days of class).
Required Books: Students should be prepared to discuss the assignments from the following books:
1. Cicero, The Republic and The Laws, translated by J. Powell (Oxford Worlds Classics, 2009, ISBN 13:
978-0199540112).
2. Tacitus, Agricola and Germany, translated by A. Birley (Oxford Worlds Classics, 2009, ISBN 13: 9780199539260).
3. Edward Gibbon, The History of the Decline and Fall of the Roman Empire, Vol. 1., edited by D.
Womersley (Penguin Books, 1994 or 1996, ISBN 13: 978-0140433937).
4. Christopher Kelly, The Roman Empire: A Very Short Introduction (Oxford University Press, ISBN 13:
978-019803917).
Optional Resources - for extra help or to satisfy various curiosities (an asterisk [*] indicates that the resource is
on reserve at Thompson Library):
1. *Handbook to Life in Ancient Rome (by Adkins & Adkins, 1998).
2. *As the Romans Did: A Sourcebook in Roman Social History (by J. Shelton, 1998).
3. *The Roman Republic: A Very Short Introduction (by D. Gwynn, 2012).
4. Dictionary: The Oxford Classical Dictionary (available on-line via OSU Libraries).
5. Encyclopedia: Brills New Pauly (available on-line via OSU Libraries).
Technology - in and out of the Classroom
IN: Students may not use laptops, smart phones, tablets, and similar electronic devices during class,
unless the instructor has approved. Any student who violates this rule will earn an absence for that day;
however, the student will be allowed to remain in class to complete that days work.
OUT: A note regarding email - the instructor will respond to an email from a student within 24 hours.
Students are thus advised to use email judiciously, i.e., not as a source for last-minute questions before an
assignment is due, etc. Most, if not all, communication should be done either around or in class, or during
office hours.

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Academic Honesty & Plagiarism: It is the responsibility of the Committee on Academic Misconduct to
investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The
term academic misconduct includes all forms of student academic misconduct wherever committed; illustrated
by, but not limited to, cases of plagiarism and dishonest practices in connection with examination. Instructors
shall report all instances of alleged academic misconduct to the committee (Faculty Rule 3335-5-487). For
additional information, see the Code of Student Conduct (http://studentlife.osu.edu/csc/).
Procedures for Students with Disabilities: Students with disabilities that have been certified by the Office for
Disability Services will be appropriately accommodated and should inform the instructor as soon as possible of
their needs. The Office for Disability Services is located at 150 Pomerene Hall, 1760 Neil Avenue; telephone 614292-3307, TDD 614-292-0901; http://www.ods.ohio-state.edu/.
General Education (GE) Requirements: This course meets the requirements for the following GE categories in
the College of the Arts & Sciences at The Ohio State University:
Cultures and Ideas
Goals: Students evaluate significant cultural phenomena and ideas in order to develop
capacities for aesthetic and historical response and judgment, and interpretation and evaluation.
Expected Learning Outcomes:
Students analyze and interpret major forms of human thought, culture, and expression.
Students evaluate how ideas influence the character of human beliefs, the perception of reality,
and the norms which guide human behavior.
Diversity: Global Studies
Goals: Students understand the pluralistic nature of institutions, society, and culture in the
United States and across the world in order to become educated, productive, and principled
citizens.
Expected Learning Outcomes:
Students understand some of the political, economic, cultural, physical, social, and
philosophical aspects of one or more of the worlds nations, peoples and cultures outside the
U.S.
Students recognize the role of national and international diversity in shaping their own attitudes
and values as global citizens.
Syllabus Subject to Change: The syllabus is subject to change at the instructors discretion. Should this occur, the
instructor will duly notify the students in writing and in class.

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SCHEDULE OF TOPICS & ASSIGNMENTS

An asterisk (*) indicates a homework assignment either on Carmen or distributed in class.
HW indicates tasks to be done before that days class.

Week 1

PART I: ANCIENT WITNESSES ON ROMAN CIVILIZATION

M Jan 12
Course Introduction via Syllabus
Time & Space: Context - Mediterranean & Mesopotamian World
Course Theme: Roman Civilization for Citizens

W Jan 14

Week 2

Week 3

Unit 1: Art & Architecture

Topic: Art & Architecture - Republic & Vesuvius
HW: *Gardner (13th ed.), Ch 10, pp. 236-253
Watch this video: http://vimeo.com/32038695

F Jan 16

Topic: Art & Architecture - Early Empire

HW: *Gardner (13th ed.), Ch 10, pp. 254-263

M Jan 19

NO CLASS for Martin Luther King Day

W Jan 21

Topic: Art & Architecture - High & Late Empire

HW: *Gardner (13th ed.), Ch 10, pp. 263-276; 276-287

F Jan 23

Topic: Art & Architecture - Late Antiquity

HW: *Gardner (13th ed.), Ch 11, pp. 288-309

M Jan 26

Unit 2: Spotlight on the Use of Roman Histories

Topic: Spotlight on the Use of Roman Histories Republic
HW: *Polybius, Histories 6.11-18
Cicero, Republic 1

W Jan 28

Topic: Spotlight on the Use of Roman Histories Early Empire

HW: *Augustus, Res Gestae (selections)
*Tacitus, Annals 1.1-3

F Jan 30

Topic: Spotlight on the Use of Roman Histories Later Empire

HW: *Diocletians Edict on Maximum Prices

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Week 4

Week 5

M Feb 2

Unit 3: Close Readings of Whole Literary Works

Topic: Close Reading 1 - Roman Philosophical Literature
HW: Cicero, On the Laws 1 & 2

W Feb 4

Topic: Close Reading 1 - Roman Philosophical Literature

HW: Cicero, On the Laws 3

F Feb 6

Test on Key Terms

M Feb 9

Topic: Close Reading 2 - Roman Historical Literature

HW: Tacitus, Agricola (first half)
*Tacitus, Annals 1.1-6

W Feb 11

Topic: Close Reading 2 - Roman Historical Literature

HW: Tacitus, Agricola (second half)

F Feb 13

Test on Key Terms

PART II: EDWARD GIBBON ON ROMAN CIVILIZATION

Week 6

Week 7

Week 8

M Feb 16

Unit 4: Extended Reading of Gibbons History

Topic: Gibbon - History as Literature & Thematic Orientations
The Roman Empire & Army under the Antonines
HW: Gibbon, Ch 1

W Feb 18
F Feb 20

SNOW DAY
SNOW DAY

M Feb 23

SPQR Debate for Unit 3: Citizens & Their Literatures

W Feb 25

Topic: The Happy Period & The Modern Historian

HW: Gibbon, Chs 1-3

F Feb 27

Topic: The End of a Happy Period

HW: Gibbon, Chs 4 & 5

M Mar 2

Topic: Military Despotism, Universal Citizenship, Domestic Revolutions

HW: Gibbon, Chs 6 & 7

W Mar 4

Topic: Persians, Germans, & the Decline of the Roman Empire

HW: Gibbon, Chs 8 & 9

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Week 9

F Mar 6

Topic: Barbarians & 3rd c. Crisis by Gibbon & MappingHistory

HW: Gibbon, Ch 10

M Mar 9

Topic: Gibbon as Literary Historian 3 Examples from Chs 12 & 13:

Superstition, Leaders for Citizens, & Political Tranquility
HW: Gibbon, Chs 11-12

W Mar 11

Topic: Diocletians New Empire & An 18-Year Civil War

HW: Gibbon, Chs 13-14

F Mar 13

SPQR Debate for Unit 4a: Gibbons History for Citizens?

Mar 16-20

Spring Break

Week 10

M Mar 23

Topic: The Progress of the Christian Religion

HW: Gibbon, Ch 15

W Mar 25

Topic: The Christians as the Romans and a Philosophic Historian Saw Them
HW: Gibbon, Ch 16

F Mar 27

Topic: Constantine the Conqueror & His Empire

HW: Gibbon, Ch 17

M Mar 30

Topic: Wars, Civil Wars, and Wars From Constantine to Julian

HW: Gibbon, Chs 18-19

W Apr 1

Topic: Constantine the (Christian?) Conqueror & His (Christian?) Empire

HW: Gibbon, Ch 20

F Apr 3

Topic: Christian Heretics, Christian Schisms, Pagan Peace

HW: Gibbon, Ch 21

M Apr 6

No Class

W Apr 8

Topic: Julian the (Pagan) Conqueror & His (Pagan) Empire

HW: Gibbon, Ch 22 & 23

F Apr 10

Topic: Julians End Plato, Caesar, and the History of Princes

HW: Gibbon, Ch 24

Week 11

Week 12

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PART III: MODERN WITNESSES ON ROMAN CIVILIZATION

Unit 5: Modern Academic Discourse
Week 13

M Apr 13

Topic: Roman Conquest

HW: VSI Ch 1

W Apr 15

Topic: Parading & Writing Imperial Power

HW: VSI Ch 2

F Apr 17

SPQR Debate for Unit 4b: Citizens & Their Religions

M Apr 20

Topic: Ruling the Roman Empire: Small Town Society & the Limits of Loyalty
HW: VSI Ch 3

W Apr 22

Topic: Being Ruled in the Roman Empire: Who Writes the History?
HW: VSI Chs 3 & 4

F Apr 24

Topic: Living & Dying in the Roman Empire: Games, Christians, & Daily Life
HW: VSI Ch 5 & 6

Week 15

M Apr 27

SPQR Debate for Unit 5: Citizens & Their Dreams Dressed Up in Togas

Final Exam

Th Apr 30, 8:00-9:45am

Week 14

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