This syllabus supercedes all previous versions of this autostudy. (Adapted from Prof. Frances Harmon’s original syllabus.)

HIS 410Z ROMAN HISTORY

 

Instructor: Michael R. Klabunde, Ph.D.

Office: ADM 25

Phone/Voicemail: 513-244-4241

Email: michael_klabunde@mail.msj.edu

Fax: 513-244-4211

 

Course Objectives (with associated baccalaureate Learning Outcomes/Performance Indicators):

  1. To explain in writing the distinctive character of ancient Rome (LO/PI: D2-3)
  2. To document how Roman history changed through the centuries (LO/PI: A3,D4,F2)
  3. To evaluate and appreciate Roman contributions to western civilization (LO/PI: C2, E1-2,F3-4)

 

Required Texts: The following textbooks are easily available in paperback reprints for purchase. All ancient titles mentioned in the reading assignments below are readily available from the MSJ library (third floor stacks in the 870s and 880s), OhioLINK, or any public library.

Barrow, R. H., The Romans (Penguin 1949)

Rostovtzeff, M., Rome (Oxford 1960)

Wiesner, et al., Discovering the Western Past vol. 1 chap. 3 (Houghton-Mifflin 1989) - to be used as the basis for the final project of the course. (See instructor.)

Overview of Course Content: The history of Rome traditionally begins with its founding in the mid-eighth century BCE when it was a small city-state politically and culturally dominated by the nearby Etruscans. At the end of the sixth century BCE the Etruscan monarchy was ousted in favor of a republican form of government ruled by Roman aristocrats. Rome then embarked on a long process of military and economic expansion first throughout Italy and southwestern Europe, then northern Africa and Greece, and after that western Europe and the Middle East. Rome eventually found itself ruler of the entire Mediterranean basin at the end of the first century BCE. But by this point Rome had been thoroughly transformed socially by the influence of non-aristocrats and the power of the army, culturally by the infusion of ideas from Greece and the east, and politically by the emergence of an imperial style of government under the emperors. By the beginning of the fourth century CE this process of transformation even included the adoption of Christianity as the emperor’s personal religion and the founding of a "new Rome," Constantinople, as co-capital in the east. The fifth century CE saw the fall of the city of Rome and the collapse of its empire in the west.

Course Format and Student Responsibilities: The student should be aware that autostudies require a great deal of self-discipline to complete the reading and writing assignments for the course. It is for this reason that this autostudy is not open at all to traditional-aged freshmen or sophomores. Traditional-aged juniors and seniors may take it for elective credit only. Adult learners can use it to fulfill Liberal Arts and Sciences requirements in Humanities. Enrollment is limited to a maximum of two students per term. All assignments are to be completed by the Monday of final exam week. No grades of incomplete will be given.

The student will read the two works by Rostovtzeff and Barrow as basic texts. Both are generally considered classics in the field of ancient Roman studies and remain useful despite their age. (If desired, the student may find material to update the early chapters of Rostovtzeff in Cornell, T. J., The Beginnings of Rome: Italy and Rome from the Bronze Age to the Punic Wars c. 1000-264 BC (Routledge 1995).) These two texts will be supplemented by readings from ancient sources in translation. Most of these primary sources have been chosen with a biographical focus in mind.

All written assignments are to be typed in a double-spaced, 12-point font with standard margins, and will be of two kinds, as follows: 1) Below, the student will find three sets of questions to be answered covering the reading materials. The written response to each numbered question in a set should be about one full page in length. As these constitute the majority of the student’s written output, it is suggested that the student hand in one set every three or four weeks to maintain a manageable pace for completing assignments. 2) The final project based on Wiesner chapter 3, "The Achievements of Augustus," is an exercise in historiography which should be about five pages in length and begun well before the end of the term. (See below.)  Do not turn in your assignments all at once at the end of term. Submit them as you complete them.

Reading Assignments: The following readings have been arranged in 15 groups roughly corresponding to a week’s worth of reading over a semester.

  1. Barrow chapters 1 and 2 for an introduction to the idealized Roman character and values, and an introductory sketch of Roman history. Livy book I.1-31 for the traditional tale of Rome’s founding and monarchy (originally written in Latin).
  2. Rostovtzeff chapters 1 and 2 for a discussion of our sources and a modern view of Rome’s beginnings (originally written in Russian). Livy book I.32-60 for the conclusion of the traditional tale of the period of the kings and their overthrow.
  3. Rostovtzeff chapters 3 and 4 for developments within early republican Rome and relations with its Italian neighbors. Dionysius Halicarnassus book X.5-8, 16-19, 24-25, 27, 30; book XI.2-4.1 for the life of Lucius Quintius Cincinnatus (originally written in Greek).
  4. Rostovtzeff chapter 5 and 6 for Rome’s entrance into the wider Mediterranean area. Cornelius Nepos, Hannibal, and Cato for profiles of Rome’s greatest enemy and staunchest defender (originally written in Latin).
  5. Rostovtzeff chapters 7 and 8 for how Rome’s overseas conquests were affecting Roman culture. Polybius book VI.1-18, 43-58 for a description of the Roman republican constitution and a comparison of it with others (originally written in Greek).
  6. Barrow chapter 3 for the effect foreign—especially Greek—influences in the growing empire were having at Rome. Polybius book VI.19-42 for the Roman military practices which were the source of Rome’s strength.
  7. Rostovtzeff chapters 9 and 10 for the growing social and political chaos at Rome and the rise of strongman politics. Plutarch, Life of Tiberius Gracchus, and Life of Gaius Gracchus for profiles of two would-be reformers (originally written in Greek).
  8. Rostovtzeff chapters 11 and 12 for the period of the first and second triumvirates and the death of the republic. Sallust, Conspiracy of Catiline for an account of a nasty, ultimately thwarted revolutionary (originally written in Latin).
  9. Rostovtzeff chapters 13 and 14, and Barrow chapter 4 for the restoration of peace and the birth of the principate. Dio Cassius book XLII.34-45.1; book XLIII.27; book XLVIII.24, 27-28; book XLIX.31-34, 40-41; book L.1-6.1, 15, 23-26; book LI.5-6, 10-16 for Cleopatra, her relations with Caesar and Antony, and final downfall (originally written in Greek).
  10. Rostovtzeff chapter 15, and Barrow chapters 5 through 7 for Roman culture at the time of Augustus. Tacitus, Annals book I for the transition to the reign of Tiberius upon the death of Augustus (originally written in Latin).
  11. Rostovtzeff chapter 16 for period of the Julio-Claudian dynasty after Augustus. Suetonius, Life of Nero for the scandalous end of the Julio-Claudians (originally written in Latin).
  12. Rostovtzeff chapters 17 through 19 for the period of the Flavian and Antonine imperial dynasties. Scriptores Historiae Augustae, Hadrian for a biography of this period’s most outstanding emperor (originally written in Latin).
  13. Rostovtzeff chapters 20 and 21 for the social history of the Flavian and Antonine periods and the anarchy of the third century CE. Herodian book I for the profligate life of the emperor Commodus (originally written in Greek).
  14. Rostovtzeff chapters 22 and 23, and Barrow chapters 8 and 9 for the radical transformation and orientalization of the empire after the period of anarchy. Eusebius, Life of Constantine book I.1-32 for a profile of Constantine and his insertion of Christianity into Roman politics (originally written in Greek).
  15. Rostovtzeff chapters 24 and 25, and Barrow chapters 10 and 11 for the final Christianization of the empire and the barbarian capture of Rome. Eusebius, Life of Constantine book I.33-59 for the continuation of Constantine’s early reign.

Questions on Reading Assignments 1-6: Answer these after reading Rostovtzeff chapters 1 through 8, Barrow chapters 1 through 3, and ancient selections from Livy, Dionysius Halicarnassus, Cornelius Nepos, and Polybius.

  1. How do Rostovtzeff and Barrow describe the founding of Rome and how do they differ from Livy’s version? Who is more credible? Why?
  2. Both Rostovtzeff and Barrow are more favorable toward Etruscan contributions to Roman civilization than Livy. What is Livy’s account of the Etruscan expulsion from Rome? Contrast Livy’s story with Rostovtzeff and Barrow and also list some Etruscan contributions to Rome.
  3. What was the nature of Roman religion originally? How was it influenced by the Etruscans? By the Greeks?
  4. What enemies did the Roman republic face in Italy? What policies did Rome enact regarding defeated territories? What consequences did these policies eventually have on Rome? On conquered lands?
  5. Describe the checks and balances in the Roman constitution which made it workable for centuries and admired today. What impressed Polybius about it?
  6. Describe the difference between a patrician and a plebeian. What concessions were eventually made to the plebeian class and why?
  7. How does Cincinnatus exhibit traditional Roman values? Illustrate with examples from Dionysius Halicarnassus. What was his appeal to later generations?
  8. What were the major differences between the Roman and Carthaginian civilizations? Why was the Second Punic War so decisive for western history?
  9. How was Scipio Africanus not a traditional Roman general? Compare the personalities of Scipio Africanus, Hannibal, and Cato the Elder. Use, in part, Cornelius Nepos’ biography in your answer. Who or what gets the blame for Hannibal’s ultimate defeat?
  10. What was the Roman rationale for becoming involved in Greek politics? What were the consequences of this involvement? Give specific examples.
  11. Give two reasons why the year 146 BCE is so decisive in Roman history.
  12. After reading Livy’s book I, what is your impression of the role and status of the Roman and non-Roman women he describes?

Questions on Reading Assignments 7-10: Answer these after reading Rostovtzeff chapters 9 through 15, Barrow chapters 4 through 7, and the ancient selections from Plutarch, Sallust, and Dio Cassius.

  1. Discuss the changing nature of agricultural policy in Italy as a result of Roman expansionism. What consequences did these changes have on the average Roman citizen? The army? The wealthier citizen?
  2. Who were the Gracchi brothers and what were their intended reforms? How successful were they? What were the far-reaching consequences of their actions? Use, in part, Plutarch’s biography of them in your answer.
  3. Why is Marius’ appointment as consul in 107 BCE significant? How was Marius’ army different from Roman armies of the past? Why is this a turning point in the history of the republic?
  4. Compare Marius and Sulla in personality and political views and discuss the nature and extent of their conflict with each other.
  5. What is your opinion of the threat that Catiline posed to the republic? Use, in part, Sallust’s history in your answer. How is Catiline a symbol of his time?
  6. How was the second triumvirate unlike the first triumvirate? What caused its demise?
  7. Discuss the personality and role of Cicero in the politics of the late republic. What was his relationship with Julius Caesar? What was the cause of his death? What makes him so well known even today?
  8. Compare Augustus Caesar with Julius Caesar and give reasons why Augustus succeeded where Julius failed.
  9. What was the reason why Cleopatra was so vilified by Augustus Caesar and most Romans? Was this justified? What was the nature of her involvement with Julius Caesar and then Antony? Use, in part, Dio Cassius’ history in your answer.
  10. Describe what you see as the best part of Roman literary and philosophical life during the late republic and early principate. Explain your reasoning. What effect did this have on later western civilization?

Questions on Reading Assignments 11-15: Answer these after reading Rostovtzeff chapters 16-25, Barrow chapters 8 through 11, and the ancient selections from Tacitus, Suetonius, Scriptores Historiae Augustae, Herodian, and Eusebius.

  1. Discuss the competence of the Julio-Claudian emperors who succeeded Augustus. How do they compare to Augustus? Would you consider any of them successful as emperors? Explain.
  2. What was the role of the praetorian guard in governing the empire and choosing the emperors? Give examples.
  3. What qualities did the five "good emperors" of the Antonine age possess that the Julio-Claudians and Flavians after Augustus lacked? How did they deal with the succession problem? Use, in part, Hadrian's biography in the Scriptores Historiae Augustae in your answer.
  4. Compare and contrast the lives of middle and upper class Romans living in the first two centuries of the Roman empire with the Romans of the early republic.
  5. What spiritual vacuum did the mystery religions fill that the established state religion of Rome could not? What did the mystery religions have in common with Christianity?
  6. The pax romana, or Roman peace, began with Augustus and ended with the death of the last Severan emperor. Why? What parallels do you see between the period of the early third-century CE and the last century of the Roman republic? Use, in part, Herodian’s history in your answer.
  7. What were the political, economic, and social problems of the third-century CE that caused such turmoil? How were they interrelated?
  8. Why is Diocletian considered to have been the savior of the empire? What were some of his reforms? Were they effective? Explain.
  9. How did Constantine and Diocletian differ on religious policy? What is the significance of Constantine’s conversion? Use, in part, Eusebius in your answer.
  10. What are some of the various theories given for the fall of the Roman empire? What is the significance of the date 476 CE?
  11. Why did the eastern part of the Roman empire survive to become the Byzantine empire?
  12. Why is Roman law considered so significant a contribution to western civilization?

Final Written Project (at least five pages): For this exercise in historiography (the writing of history), read through Wiesner vol. 1 chap. 3 "The Achievements of Augustus" with this thought in mind:

"Augustus Caesar is remembered for having worked a change in the Roman state so fundamental that historians refer to the Roman republic before him and to the Roman empire after him."

Your task is to evaluate what the above statement means. What were Augustus’ main achievements? How did he transform the republic into empire? How did he use Roman tradition, his political power, public opinion?

Also, how objective are our sources? How do we reconcile conflicting opinions? When analyzing historical change, how important is the process of analysis to the results?