Texas Wesleyan University
Course Syllabus Fall 2018 |
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Course: HIS 4328-40 Ancient Greece and Rome |
Instructor: Christopher
Ohan |
Meeting: Tuesdays 7-9:30
p.m. in EJW B26 |
Phone: 817-531-4913 |
Office: PMC 244 |
E-mail: cohan@txwes.edu |
Office Hours: Mon/Wed 11-1
(in ASC), Tue 9-12, 4-6, Thurs 9-12, or by appointment |
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“I declare
That later on,
Even in an age unlike our own,
Someone will remember who we are.”
―Sappho, Come
Close
Course description: “The course surveys the history of Ancient Greece
and Rome from the Bronze Age to approximately 500 B.C. The goal of this course
is to provide the student with an appreciation of the major events, personages,
and historical trends that shaped what has been called "the climax of
antiquity.”
Learning Outcomes: Upon
successful completion of this class, you should be able to demonstrate a basic
understanding of the history and significance of various ancient civilizations
considered over the semester. You should
be able to trace the origin of various ideological concepts (whether
philosophical or religious) from this period and compare, analytically, events
and issues from this period to various issues in the contemporary world. To make these comparisons, you will become
familiar with various types of sources from the period, including text, art and
artifact. Through the exam essays, book
reviews and the research paper, you should be able to employ basic historical
methods of research. Through the
readings, in-class discussions and writing assignments, you should acquire the
ability to distinguish between and use primary and secondary sources for the
period.
Course Learning Objectives Degree
Program Goals
Objective 1: Students
completing this course will develop a basic understanding of the interplay of
events and ideology as both shaped the history of Ancient Greece and Rome. |
1. Develop a general knowledge of human history, including a basic
chronology of both western and non-western societies covering time periods
from the ancient to the modern. |
Objective 2: a. Students will
understand how different historical interpretations pertaining to this period.
b. They will understand the
influential intellectual trends within Greek and Roman history. |
2. Understand Historical Interpretation and Historiography. |
Objective 3: They will also be
introduced to the historian’s craft and the important of sources in
formulating sound arguments. Students should
appreciate and interpret multiple forms of evidence (textual, visual, oral,
statistical, artifacts from material culture); differentiate between primary
and secondary sources and understand how each is used via
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3. Learn the various skills associated with the craft of history.
These skills include: a. Reading Comprehension and Cognitive Skills b. Historical Thinking Skills c. Research Skills d. Written Communication Skills e. Oral Communication Skills f. Computer Literacy |
Objective 4: This course will prepare those students seeking
secondary certification to perform well on the history and social studies
content exams. |
4. Students completing a major in the Department of History will be
prepared to enter graduate programs in History, teach History in secondary or
middle schools, or enter other careers open to graduates with degrees in the
Liberal Arts. |
Required Texts: |
Winks, Ancient Mediterranean World (Oxford, 2004) Bailkey, Readings in Ancient History (7th
ed., Cengage, 2012) Strauss, Battle of Salamis (Simon &
Schuster, 2004) |
Instructional
Methods/Class Format: Most classes will consist of some lecture but
should be primarily discussions of primary sources. Do not hesitate to bring up relevant questions
and comments. On the university level,
and especially in an upper-level class, I assume that you will complete the
assigned readings for each week. It is
also assumed that you will attend all classes.
Student Workload
Expectation: Each class is 2.5 hours in
duration. Most classes have chapter reading
amounting to 20-25 pages and 15-20 pages from the primary source reader or
online. I expect that you spend enough
time with the primary sources so that we can discuss them in class. Your research will rely on your finding and
examining source material (primary and secondary), developing a research
question, formulating a thesis, and drafting a paper; this process requires
diligence, discipline and time for reflection.
Any written assignments (book review, take-home exams, and research
paper) should be grammatical, logical and adhere to assignment guidelines. If you have trouble with grammar/writing,
please take advantage of the Academic Success Center.
Grading:
Class
Participation |
10% |
Strauss
Review Research
Paper |
25% 30% |
Midterm Exam |
15% |
Final Exam |
20% |
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------- |
|
100% |
Grades will be assigned
according to the following percentages: 90-100=A; 80-89=B; 70-79=C; 60-69=D;
0-59=F
Exams: Exams
will out-of-class written essays that respond to a question prompt. The midterm essay is due on 9 October. The final exam is due 11 December. Both must be turned in via Blackboard by 7 pm
on those dates.
Strauss Review: You are responsible for completing one
critical book review on the Strauss text.
The review will be turned in via Blackboard by 7 pm on 2 October. See
guidelines/formal below. We will be discussing some of the text in class on 18
September.
Research Paper:
The largest chunk of your grade is the research paper. You should have an idea of what you’d like to
research by 18 September and a
working thesis by 16 October.
You may choose almost any topic dealing with ancient history but
you must first clear the topic with me.
Stop by my office during regular office hours, or make an appointment to
talk about your topic. Before coming,
explore your topic idea a bit. Think of
something in ancient history (egs: Egypt, Israel, Babylon, Assyria, Persia,
Greece, Rome, Byzantium, Early Islam) that interests you and do a bit of
investigation. Look up that topic in the
Library’s catalog and then go to that area of the stacks and see what books are
there for the topic. Pull them off the
shelf and spend some time understanding your topic. It should narrow. (Note: If there is a whole book on what you’d
like to research, it’s too big!) Even if you’ve just been interested in
something you saw in a movie, begin (but don’t end) there. Under no circumstances should you come by and
say, “I don’t know what to do for my research.”
You
must meet with me before 18 September to discuss/finalize your topic. (Please do not wait until the last minute;
this displays a lack of discipline and organization.) The class will then be
divided into 3 person reading groups.
These groups will read each other’s final drafts, providing critique and
constructive feedback for each. (This
aspect of collaboration at the beginning of a research project and then at the
end is common among academics.) Students
will save their drafts to their OneDrive by 7 pm on 16 November, sharing it with the instructor and the members of
their group. Group members will provide
comments by accessing the paper and using the comment feature in Word not later
than 7 pm on 21 November. The final paper is due 30 November, to be submitted in Blackboard by 7 pm. See more formal paper guidelines below.
**Please
note that your critique and feedback on your group members’ work will determine
half of your participation grade in this course. (I will distribute guidelines
for peer reviewing.)
Class
Participation: The majority of class time will be devoted to
discussion. Discussions will draw
primarily on the readings. Half of your
class participation grade will consist of my evaluation of your preparedness
and the level of your participation in these discussions. Obviously, if you are consistently absent or
don’t speak, your participation will not be very effective.
Attendance is mandatory.
If you miss more than 1 class (for us, the equivalent of one week) consider
the effect on your grade. Should you
miss more, please do not offer excuses, notes or request special
consideration. Keep in mind a) that “dropping
a course” is perfectly legitimate when circumstances arise that prevent you
from completion, and b) that I should not be expected to change class
expectations based on your circumstances.
You are responsible for all class assignments regardless of
attendance. Quizzes covering assigned
readings may be given at any time and factored into the course grade at the discretion
of the instructor. If you are unable to
complete this course, you must withdraw from it. The last date to withdraw with a W is 13
November.
If you want mercy, pray; grace, see the Department of
Philosophy and Religion located on the third floor of PUMC.
Internet/Blackboard: Feel free to
send email to the address above. Keep in
mind that I will not entertain discussion about grades, missed classes,
philosophy, &etc over email or any other electronic medium. In addition, this syllabus, the
lecture/reading schedule, some of the course readings and any other class
handouts will be posted on the above web address. All assignments will be submitted via
Blackboard.
Texas
Wesleyan University Policies:
Academic Integrity
Familiarize yourself with
Wesleyan’s Student Code of Conduct.
Academics are not only devoted to learning, research, and the
advancement of knowledge, but also to the development of ethically sensitive
and responsible persons. By accepting membership in this class, you are joining
a community characterized by free expression, free inquiry, honesty, respect
for others, and participation in constructive change. All rights and responsibilities exercised
within this academic environment shall be compatible with these
principles.
Academic Dishonesty is a
breach of the Student Code of Conduct.
Dishonesty includes:
1. Plagiarism, representing the
work of another as one's own work;
2. Preparing work for another
that is to be used as that person's own work;
3. Cheating by any method or
means;
4. Knowingly and willfully
falsifying or manufacturing scientific or educational data and representing the
same to be the result of scientific or scholarly experiment or research;
5. Knowingly furnishing false
information to a university official relative to academic matters;
6. Soliciting, aiding,
abetting, concealing, or attempting conduct in violation of this code.
Academic Dishonesty will not be tolerated in this
course. Any offense will result in an F in the class (not simply on the assignment)
and be referred to the appropriate academic officials for adjudication. If you
have any questions regarding this subject please see me. For a detailed description and further
clarification, please see the link for “Plagiarism and Academic Dishonesty” on
my website, the 2017-2019 Wesleyan Catalog (p. 84-86), or the Student Handbook.
Americans
with Disabilities Act (ADA)
·
Texas Wesleyan
University adheres to a disability policy which is in keeping with relevant
federal law. The University will provide appropriate accommodation as
determined by the Director of the Counseling Center, Dr. Michael Ellison.
Students must notify instructors of any permanent or temporary disabilities and
must provide documentation regarding those disabilities prior to the granting
of an accommodation. For assistance, students should consult with Dr. Ellison
at mellison@txwes.edu
or via phone at (817) 531-7565.
·
Course syllabi
are intended to provide students with basic information concerning the course.
The syllabus can be viewed as a 'blueprint' for the course; changes in the
syllabus can be made and students will be informed of any substantive changes
concerning examinations, the grading or attendance policies and changes in
project assignments.
Unified
Discrimination and Harassment Reporting (Including Title IX)
As noted in the catalog under the Unified Discrimination
and Harassment Policy, Texas Wesleyan University is committed to providing an
environment free of all forms of prohibited discrimination and sexual
harassment. If you have experienced any
such discrimination or harassment, including gender- or sex-based forms, know
that help and support are available from the following resources:
• Complete
online incident report at https://txwes.edu/incident-report-form/
• Contact
Campus Conduct Hotline (24 hours a day): (866) 943-5787
• Campus
security (24 hours a day): (817) 531-4911
• Dean
of Students: deanofstudents@txwes.edu OR (817) 531-4872
• Please
be aware that all Texas Wesleyan University employees, other than designated
confidential resources (i.e., Community Counseling Center) are required to
report credible evidence of prohibited discrimination or harassment to the
University’s Title IX Coordinator, or to one of the Title IX Assistant
Coordinators. If you wish to speak to
someone confidentially, please contact the Community Counseling Center at (817)
531-4859 to schedule an appointment.
Note: Course syllabi are intended to provide students with
basic information concerning the course. The syllabus can be viewed as a
“blueprint” for the course; changes in the syllabus can be made and students
will be informed of any substantive changes concerning examinations, the
grading or attendance policies and changes in project assignments.
Writing for this course should employ standard academic formatting—double
spaced, typed—with citations following either MLA or Chicago style—this latter
style is required if you are a history major.
If you need help with this see the guides on the links page of the class
website, the Wesleyan library or the instructor. Correct use of source information and
citations is assumed on the college level.
Failure to cite or format in the appropriate style will result in a
lower grade. See Grading Guidelines on
the class webpage for specific grading criteria regarding written work.
Statement
of Understanding:
As a professional, I follow
the American or western model of higher education. According to this model the instructor
encourages the students to think critically.
This is not merely the expression of an opinion, but well-thought,
structured and supported arguments. Do
not be surprised if I voice an unconventional argument—particularly as we relate
much of the course content to current events.
My purpose is not to express my own opinion but to challenge you to
think critically about the topics being considered. If you find yourself offended by something
said in the classroom, consider than in the Humanities and Social Sciences
“Truth” is at best elusive and tolerance essential.
A valid method of instruction
that has been used in the east and west for centuries, since 500 BCE, was
founded in Greece; the Socratic method is based on rhetorical
argumentation. Rhetorical argument, in
the classical sense, means the following: to inform, to convince, to explore,
to make decisions, and even to meditate, as odd that may sound. Although arguments may at times “pique” you
emotionally, as an educated person you must learn to weigh ideas and use logic and
not emotion to counter the argument. Scholars of pedagogy agree that we learn best
when we are confronted with a problem or, put another way, when we are humbled
or taken out of our comfort zones; this, by the way, is the essence of the term
offendere. Therefore you should not consider a critique
from me or anyone else in the class to be a negative attack or an occasion for
anger and vengeance, but an opportunity for critical thought and
reflection. Moreover, and most
importantly, education requires us to be tolerant of ideas that we may not
understand and to consider values that we do not embrace. Tolerance means that we allow others to
believe a certain way even though we do not believe it; it does not mean that
we have to embrace that belief. If,
however, we do not open our minds enough to understand ideas that we might
disagree with, then we all will live in shallow, ignorant worlds of like minds
and never come to agreement about anything except among people who thing just
like us. The latter is not
characteristic of a university and as a member of Wesleyan’s academic
community, I assume that you agree.
I respect students who
respect learning, so please do not show disrespect to me or your fellow
students by asking to submit papers late or by asking for extra credit when you
couldn’t meet the credit standards laid out in this syllabus. Also, if you turn in writing that does not
meet the standards set for class, you will receive the grade you deserve. That grade does not reflect anything
personal; it is strictly a professional assessment of academic work. I have many years of experience on the
university level, so I am fully aware of how to score historical writing. Although I am always happy to explain why you
earned a particular grade on an assignment, please think carefully before
asking me to change a grade; to do so is tantamount to asking me to undermine
the integrity and professional standards to which I try to adhere. It is also an insult to the students who
earned a higher grade. I will protect
the students who earned those grades.
My Goal in teaching this class is that you develop an
understanding of the history of ancient Greece and Rome from multiple
perspectives. In our class, ideas will
hold precedence over facts, dates, and the like. History is NOT about memorization of factual
information but a discipline that analyzes, interprets and creates an account
of the past. It is important that you
consider the classroom an open forum for discussion—of anything related to the
themes and topics of the course. (Of
course, any argument—whether spoken or written—must be supported.) While I (or other students) may challenge
beliefs/perspectives, realize that the purpose is not to change them. That said, an open/tolerant attitude is
essential in this class. Remember—this is
a college course where you ought to be able to discuss things openly and
intelligently. If you choose to be
intolerant and interrupt class discussion, I reserve the right to you to leave
the classroom.
As a goal, historians strive
to be objective. Therefore, for the
purposes of this class regarding the religious and political beliefs that are
held by the various groups we will examine, all
are equally valid. That is, while faith
and organized religion as well as political beliefs certainly affected the
period, we will avoid arguments that suggest one group or religion has any more
claim to absolute “Truth” than another.
1. 5-6
pages typewritten, double-spaced. Title
page, if used, does NOT count. Observe
the normal rules of writing such as standard one-inch margins, page numbering,
etc.
2. Full
bibliographic citation on the title page or at the top of the first page. (Consult an MLA or Chicago style guide if
you’ve forgotten how to do this. Do NOT
make up your own form.)
3. Brief
introduction to the topic or subject of the book. Why is this topic or subject important to the
period of history being covered?
4. Summarize
the author’s thesis (argument) and main points concisely but fully. (What do you think the author is trying to
accomplish by writing the book?)
5. Briefly
say something regarding the author’s qualifications.
6. Critique
the book. (What you’re doing is
analogous to what happens in a courtroom. Consider yourself the judge and the
author a lawyer who has presented an argument/case. It’s up to you, having read his/her
argument/case to decide whether or not her claims have validity.) Based on your answer to #4 do you find
his/her arguments and conclusions convincing?
How does s/he do in terms of accomplishing his purpose for writing? Do not walk fences or resort to elementary
tactics such as pleading ignorance.
(This should be about one-half of your paper.)
(6a.
If the book is a work of literature, you’ll still consider what the author is
trying to accomplish, but you’ll need to think about what the work says about
the time period or place in which it’s set, the characters, the environment, etc. For example, you’d look at it the same way an
historian would look at More’s Utopia or
possibly Stowe’s Uncle Tom’s Cabin. Those works are good literature but say a lot
about the time period in which they were written.)
7. While a
review does not usually include the readers own opinion, you may provide a
brief personal evaluation of no more than one paragraph. Be sure to explain and support your opinion
carefully and coherently. At this point
in your academic career, you ought to have an informed opinion. “Informed” suggests that you’re offering
specific evidence as to how and why you agree or disagree.
8. This is
not a research paper, so formal footnoting is not necessary. If you do quote or draw on information that
is not your own, simply use a parenthetical reference according to
Turabian/Chicago style.
9. Papers
which are turned in after the time they are due will be penalized one letter
grade for each day. No papers which are
more than four days late will be accepted.
If you or someone close to you is looking like they’re coming down with
the latest disease or that they might need emergency surgery, turn it in
early. If you want mercy or grace, see
above.
2. Begin with an overview of your specific topic. Then move into a discussion of your
argument/thesis. Explain it carefully
and concisely. This should be about 1-2
pages.
3. The bulk of your paper will be a presentation of your
sources/evidence and how they support your argument. Specifically, which of the documents will you
be using to support your argument and how?
Remember that while secondary sources are important, the strongest
arguments are based on primary sources. You
should also consider which of the other sources might possibly refute your
thesis and how you will address such conflicts.
4-7 pages should be about right.
4. Next you will want to consider if your argument/thesis
has already been considered by historians.
(It’s unlikely, nor it is expected that you will come up with something
original.) Who are these historians,
when did they write, and what were their conclusions? How does your thesis differ from theirs (if
at all)?
5. Conclusion.
6. When you quote or draw on information that is not your
own, use either Chicago (History majors) or MLA style. (Consult a guide if you’ve forgotten—DO NOT
make up your own style of formatting.)
7. Late papers are penalized one letter grade per day
after the due date. No papers which are more than four days late will be
accepted.
Tentative Class Topic and Reading Schedule
(This schedule may change based on the learning needs of the class. Check
the website periodically for updates/changes.)
Aug 21 |
Course Introduction |
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Myth and the Ancient Near
East Readings: Winks 1; Bailkey 1.1, 1.2; The Myth-making Outlook
of the Ancient Near East |
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Aug 28 |
Readings: Winks 1; Bailkey 1.3, 1.4 |
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Eqypt Readings: Winks 1 ; Bailkey 1.5, 1.6, 1.8, 1.9, 1.11, 1.12,
1.13 |
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Sept 4 |
Persia and Israel Readings: Winks 1; Bailkey 1.10, 1.14, 1.15 |
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Sept 11 |
Readings: Winks 2; Bailkey 2.16, 2.17, 2.18, 2.19 |
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Sept 18 |
The Rise of Readings: Winks 2; Bailkey 2.20,
2.21, 2.22, 2.23; Xenophon, “A Spartan Childhood”,
“The Role of an Athenian Wife”
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Greek Unity and the Persian
Wars Humanism Readings: Winks 2; Strauss, Battle of Salamis; Bailkey 2.24; “Pursuit of Excellence”;
Sophocles, “Antigone” |
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Sept 25 |
The Peloponnesian War Readings: Winks 2; Bailkey 2.25,
2.26, 2.27 Classical
Athens Readings: Winks; Bailkey 2.28, 2.29 |
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Oct 2 |
The Philosophical Legacy of
Classical Greece Readings: Winks 2; Bailkey 2.30,
2.31, 2.32, 2.33 |
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Oct 9 |
Midterm Exam Due @7pm |
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Oct 9 |
Alexander the Great and the
Spread of Hellenistic Culture Readings: Winks 2; Bailkey
2.34, 3.35, 3.37, 3.43, 3.44, 3.46 |
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Oct 16 |
The Rise of Roman Republican Values Readings: Winks 3; Bailkey
4.48, 4.49, 4.50, 4.51 |
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Oct 23 |
Growth and the Punic Wars Readings: Winks 3; Bailkey 4.55, Livy,
“The Second Punic War” |
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Oct 30 |
The End of the Readings: Winks 3; Bailkey
4.53, 4.54, 4.60, 4.61, 4.62, 5.64A; Sallust, Catiline’s War, The Jugurthine War, Histories; Dio Cassius, “In Defense of Caesar and Monarchy” |
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Nov 6 |
The Augustan Reforms and the
Imperial Administration Readings: Winks 3; Bailkey
5.63, 5.64, 5.73, 5.74; Plutarch, “Dialogue on Love” The
Pax Romana Readings: Winks 3; Bailkey
5.65, 5.68, 5.69, 5.72 |
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Nov 13 |
Diocletian Constantine and
The Fall of Readings: Winks 3; Bailkey 6.78, 6.79, 6.80 |
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Justinian Readings: Winks 3; Bailkey 6.83 |
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Nov 27 |
Early Christianity Readings: Winks 4; Bailkey 6.75,
6.76, 6.77, 6.81, 6.82 |
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Dec 4 |
Rome’s Legacy Readings: Winks 4; Bailkey 6.84, 6.85, 6.86, 6.87 |
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Dec 11 |
Final Exam Due @7pm |