His 130 Western Civilization DCCC Spring 2004

Western Civilization I
Spring 2004
Delaware County Community College
Department of Social Sciences
and Public Service
INSTRUCTOR: Dr. G. Mick Smith
OFFICE HOURS: Immediately before or after class TR 9:35 am – 11 am

E-MAIL: [email protected]
Course “blog” site:
http://gmicksmith-westernciv-dccc.joeuser.com

The Western Experience Online Learning Center:
www.mhhe.com/chamber8

PercyWalk2 on AOL IM
Nem499 on Windows Messenger
tsih.rm on Yahoo! Messenger
eFax: 18016506599
COURSE NO.: Hist 130
REQUIRED TEXTBOOK
Mortimer Chambers, The Western Experience, Volume I: To the Eighteenth Century, 8th edition (McGraw Hill)

Supplemental Texts:
Donald S. Gochberg, Classics of Western Thought, The Ancient World, (Harcourt Brace Jovanovich)
Karl F. Thompson, Classics of Western Thought, Middle Ages, Renaissance, and Reformation, (Harcourt Brace Jovanovich)

HIS 130 Western Civilization I Course Description
An evaluation of the history of the Western world from its beginnings to the Renaissance and Reformation. Examines the civilizations of the ancients, early Christian times, the feudal world, the European Middle Ages, the Renaissance and Reformation.

Upon successful completion of this course, students should be able to:
• Evaluate the impact of the ancient near Eastern cultures on the development of Western civilization.
• Analyze the political, social, philosophical and artistic achievements of the Greco-Roman civilization.
• Explicate the cultural dynamic that shaped Western Europe between the 5th and 15th centuries.
• Explain the impact of the Renaissance and the Reformation on the evolution of Western culture.
3 hours each week 3 credits

COURSE REQUIREMENTS:
Historical Analysis Paper I = 20% of grade
Historical Analysis Paper II = 20% of grade
Class Participation = 20% of grade
Mid-Term = 20% of grade
Final = 20% of grade

SEMESTER WORK
Semester work consists of class participation, which leads to quality Papers; and, the Mid-Term and Final are directly related to and supportive of the specific work of the course. You cannot make up class participation; however, you may redeem yourself with more helpful comments or by volunteering where others fail. Late homework is frowned upon but will always be accepted given the caveat that you may be penalized up to a letter grade for each day late.

ATTENDANCE POLICY:
Class attendance is taken based on class participation that is required or you may volunteer for; therefore, both for your grade and for the effective conducting of a class session, you must attend class. Attendance is the student's responsibility. Students should not assume that that they will be dropped from the class if they stop attending class. It is the student’s responsibility to withdraw from the class; it is the student’s responsibility to ensure they are enrolled in the class for credit. Missing class is not an excuse for being unprepared for class. If you miss a class, it is your responsibility to be prepared for the next class and to check the class “blog” site for information.

TARDINESS:
Students arriving to class after role is taken are considered absent. Role is taken at the beginning of class. Habitual tardiness is unacceptable, not to mention annoying and disruptive of class sessions.

MAKEUPS:
There is no make up per se; however, there are two exceptions. If you have a prior engagement, you may pre-arrange a makeup before the Mid-term and Final exam. If you have a pressing and unusual condition, such as a medical problem that requires treatment from a physician, you may schedule a makeup. If three of your grandmothers pass away within this one semester; this is not a pressing condition, nor is it credible.

WRITING STANDARD:
Students enrolled in this course are expected to write literate English. All papers submitted must be well written; grades on written work (including examinations) will be based on expression as well as content. Students may not write papers that are marred by errors in grammar, punctuation, spelling, or organization. Any writing done outside of class must be typed and double-spaced. You are required to use a standard style guide of your choice—e.g., the standard of your academic discipline (APA style otherwise) where appropriate. Any information that you acquire from a source that is not common knowledge should be documented. Do not plagiarize.

PLAGIARISM AND CHEATING:
Plagiarism is the deliberate use of another person's writing and claiming it as one's own. A paper is plagiarized if passages more than 3 consecutive words long or an exact quote have been taken from other sources without the use of quotation marks and a proper citation.
If a student is caught cheating or plagiarizing they will receive an "F" on that work. I run checks with sophisticated anti-plagiarism software (http://www.canexus.com/): don’t plagiarize.

THE CONTRACT:
In taking this course and teaching this course, we are entering into a contract with each other. This is your part of the contract. You agree to do the work, attend class, participate in class with questions and comments, be diplomatic and courteous, and strive to make the course a success for you and your peers. Your job as a student is to challenge yourself. You agree to be a consumer: you are paying for this course with both your money and, more importantly, your time, so it is your responsibility to make known to me diplomatically and maturely your problems and difficulties in the course, your needs, your interests, what succeeds for you and what doesn’t; generally, people who speak out diplomatically succeed in life and people who don't speak out, or do so immaturely, fail in life.
This is my part of the contract: I will treat you with respect and honesty. I will strive to challenge you but not so far that you get lost. I will strive to make the course interesting and intellectually challenging and devote my time to making you understand what you are learning and what I'm saying. My concern is to make each student smarter, more creative, more confident, more intellectual, more independent, and more successful.

SPECIAL NEEDS:
Students with learning, physical or psychological disabilities who require accommodations for this course must contact Ann Binder, Director of Special Needs Services, in room 1320 in the Career and Counseling Center or call 610-325-2748.

SCHEDULE:
Readings should be completed prior to each class.

GRADING CRITERIA FOR WRITTEN WORK.
The objective of written work is to analyze historical information to create an argumentative essay. In analysis, the writer should not simply report on the subject, but should structure ideas in a new and original way. To develop an argument, the writer must structure the essay to be persuasive. Write to convince the reader to accept your points.
You receive 0 for a plagiarized work.
Evaluation

1. Thesis
25 points = thesis is clear, addresses the questions, and is supported by evidence
20 points = thesis is clearly stated, addresses question, but is weakly supported
10 points = thesis is vague and unsupported
05 points = paper lacks a clear thesis and merely summarizes information, or fails to
address the assignment.
00 points = paper has no thesis and fails to address the assignment

2. Organization.
25 points = essay demonstrates a clear, effective organization in which transitions direct the course of the argument, each paragraph argues a clear point and each paragraph is logically ordered.
20 points = paper is well organized, but a point in the argument is misplaced, or paragraph conflicts with the thesis, or the transitions are weak.
15 points = essays lacks unity between the paragraphs, and the transitions are ineffective.
10 points = overall structure of the essay is difficult to discern and the paragraphs are not effectively structured.
05 points = essay lacks overall structure and there is no paragraph unity.
00 points = paragraphs fail to support the thesis.

3. Sentence level writing.
25 points = sentences are clear and are unmarred by grammatical errors.
20 points = sentences are clear, but are weakened by several grammatical errors or faulty sentence structure.
15 points = frequent writing errors or poor sentence structure appear throughout the essay.
10 points = grammatical errors or poor sentence structure affect much of the essay.
5 points = grammatical errors or poor sentence structure
00 points = incomprehensible essay.

4. Strength of Argument.
25 points = essay states a clear argument that is based on sound historical facts and common sense, and shows creativity and original thinking.
20 points = essay makes an argument, but this argument is vague or requires additional factual support.
15 points = essay takes a position but this position is inadequately defended
10 points = essay fails to take a position and simply lists, narrates, or describes historical data, and fails to analyze it.
05 points = summary, outline
00 points = presents no argument

5. Historical Insight.
You will receive a “+” if your essay presents a superior understanding of the historical issues involved.

Academic Calendar
Spring, 2004
Faculty Report January 6
Faculty In-Service Days January 6-9
Walk-in Registration January 7
Classes Begin January 12
Martin Luther King Day January 19
Holiday for Students, Administrators and Support Staff
(Faculty Personal Professional Development Day)
Faculty Professional Development Days
(no classes) February 12-13
President’s Day February 16
Holiday for Students, Administrators and Support Staff
(Faculty Personal Professional Development Day)
Mid-term Grade Warning Date March 5
Deadline for Student Withdrawals March 12
Spring Break March 15-21
Faculty Personal Professional Development Day April 9
Holiday for Students, Administrators and Support Staff
(Faculty Personal Professional Development Day)
No classes April 9-11
Classes End May 9
Final Examinations May 10-16

http://www.cnn.com/2004/TECH/science/01/14/lion.mummy.ap/index.html

First lion mummy found in tomb near King Tut
Wednesday, January 14, 2004 Posted: 3:14 PM EST (2014 GMT)



The skeleton of the once-mummified lion was found in a tomb south of Cairo, Egypt.

--------------------------------------------------------------------------------

(AP) -- For the first time, archaeologists have discovered a preserved lion skeleton in an ancient Egyptian tomb, demonstrating the exalted reputation enjoyed by the king of beasts more than 3,000 years ago.

A research team led by French archaeologist Alain Zivie found the lion's remains in 2001 as they excavated the tomb of Maia, wet nurse to Tutankhamun, the "boy king" popular with museum visitors today for his opulent gold funeral relics. He ruled for 10 years and died around 1323 B.C.

"It confirms the status of the lion as a sacred animal," Zivie reported in Thursday's issue of the journal Nature.

Inscriptions in ancient Egypt mention the breeding and burial of lions, but no lion remains previously had been found, said Zivie, who is with the French Archaeological Mission of the Bubasteion.

The tombs associated with King Tut are situated in a burial ground south of Cairo, across the Nile River from Memphis, ancient Egypt's first capital. Zivie found Maia's elaborate tomb in 1996.

The complete and undisturbed lion skeleton was found in an area of the tomb dedicated to the cat goddess Bastet. The section also contained vast quantities of bones of humans and animals, including many cats.

The lion's bones were not wrapped in linen bandages familiar to human mummies. But the bones' position, along with their coloration and mineral deposits on their surface, are similar to those of other mummified cats discovered elsewhere at the burial ground.

Zivie said the worn condition of the bones and teeth suggest it lived to an old age and was kept in captivity. The lion is not believed to have belonged to Maia.

The lion may have been considered an incarnation of the god Mahes, the son of Bastet, Zivie said.

Hunters nearly exterminated regional lion populations by 1100 B.C. Commemorative artwork has been found telling of how the pharaoh Amenhotep III killed more than 100 lions during a single hunt. Ramses the Great had a pet lion named Slayer of his Foes.

An Egyptologist who did not work on the specimen said the discovery is an important addition to knowledge of ancient ritual.

Archaeologists previously have found vast cemeteries for baboons, ibis, fish, smaller cats, dogs and crocodiles. Mummifying a large animal like a lion would have been an expensive and elaborate task.

"This is not any old lion. It's an important lion," said Emily Teeter, an Egyptologist at the University of Chicago.

Other researchers said Zivie's report leaves several questions unanswered.

Robert Pickering, a forensic anthropologist with the Buffalo Bill Historical Center in Cody, Wyoming, said the bones' discoloration is irrelevant because they would have been affected by the tomb's environment over thousands of years. The lack of linen wrapping and soft tissue preservation also does not support mummification, he said.

"It seems to be treated different from other animals that were entombed as part of ritual," Pickering said. "Maybe this lion's importance is as a family pet rather than as a representative of a god. The context doesn't seem to fit."

15 January 2004, Class Outline

Review
What is history?

Documents
Primary
SecondaryCategories
1. Social
2. Political
3. Technology
4. Family/Gender
5. War
6. Religion
7. Culture

Chapter 1. The First Civilizations, p. 5

I. The Earliest Humans
II. The First Civilizations in Mesopotamia
III. Egypt
IV. Palestine
V. The Near Eastern States

Periodization
the Ancient World
the Middle Ages
the Renaissance and Reformation
the Early Modern Period
the nineteenth century (1789 - 1914)
the twentieth century (1914 - present)

The Historical Method
Process
1. Search for Sources
2. External Criticism
3. Internal Criticism
4. Synthesis

Homework
Read Chapter 1, Chambers

This is for January 15, 2004. Due to weather, all DAY classes are cancelled at locations in both Delaware and Chester County.

Will there be anything due on the 20th.

Nothing due on the 20th.

20 January 2004

THE FIRST CIVILIZATIONS LECTURE

Multiple Choice Questions

The page numbers listed below indicate the correct answers and their locations in the text.
1. People turned from hunting and gathering to food producing about
a. 11,000 B.C.
b. 1000 B.C.
c. 35,000 B.C.
d. 1000 A.D
e. 100,000 B.C.

2. The earliest known agricultural settlements are located in
a. the lower Tigris and Euphrates River area
b. the Nile River delta
c. southern Turkey and northern Iraq
d. Palestine

3. Which was not an innovation of early agricultural life?
a. weaving
b. pottery
c. the mutually profitable exchange of goods
d. iron metal work
e. the wheel

4. The beginnings of the Bronze Age can be dated to
a. 200 B.C.
b. 30,000 B.C.
c. 3000 B.C.
d. 300,000 B.C.
e. 2000 B.C.

5. The Mesopotamians’ advances in mathematics
a. were partly a product of their advanced commercial life
b. often used the number 60 as a base
c. included multiplication tables, exponents, and computations of interest
d. laid the foundations for many conventional measurements today, such as the 60 minutes of an hour.
e. all of the above

6. The Sumerians’ pessimistic view of the human dependence upon divine intervention and beneficence derived from
a. the Epic of Gilgamesh
b. the fertile soil and predictable rainfall of the plain between the Tigris and the Euphrates rivers
c. Sargon’s brutal rule
d. the lack of certainty due to the threat of floods
e. Semitic invasions

7. Hammurabi’s law code favored women and children by
a. requiring widowed fathers to spend their deceased wives dowries on their sons
b. requiring men to support their first wife, even if they remarried
c. allowing women to keep their dowries if they left their husbands
d. allowing widows to keep their dowries
e. all of the above

8. The greatest feats of engineering in the ancient world, the pyramids, were built approximately
a. between 2600 and 2500 B.C.
b. in 1500 B.C.
c. between 1000 and 900 B.C.
d. in 500 B.C.

9. The Egyptian concept of maat
a. asserts that one should act correctly in order to go on to the afterlife
b. asserts that a kind of cosmic harmonizing places all things in the right relationship
c. argues that kings who disturb natural order should be punished by their subjects
d. was associated with worship of aton
e. all of the above

10. When Akhnaton reformed Egyptian religious practices, Egyptians
a. ceased to worship the pharaoh
b. were forced to worship Amen-Re
c. became monotheistic
d. continued to worship the pharaoh

11. In ancient Egyptian society women
a. were confined to home and the fields
b. could own and inherit property
c. dominated the priesthood
d. were unable to own property

12. The Phoenicians’ greatest contribution to Western culture was
a. the simplified alphabet
b. purple cloth
c. seafaring skills
d. urban civilization

13. The Israelites were
a. a matriarchal society
b. a patriarchal society
c. a seafaring society
d. a polytheistic society

14. The books of the Old Testament were collected and arranged by scholars
a. before 1500 B.C.
b. between 1500 and 1000 B.C.
c. between 1000 and 500 B.C.
d. after 445 B.C.

15. The religion of the Jewish people
a. was the first indisputably monotheistic religion
b. required ritual observances but demanded little in terms of daily ethical behavior
c. gave a prominent place to women as prophets and law-givers
d. required Jewish missionaries to convert nonbelievers

16. The major accomplishment of the Assyrians was
a. monotheism
b. the development of a law code
c. the political unification of the ancient Near East
d. the introduction of Semitic languages
e. the establishment of patriarchy

17. The Assyrians successfully administered their empires through the following methods except
a. militarism
b. language
c. art
d. the deportation of troublesome peoples

18. The satrapies subject to the authority of Darius
a. were delegated little authority
b. enjoyed considerable independence
c. administered independently except in matters of foreign policy
d. were not permitted to collect revenue

19. The principal feature of Zoroastrianism was
a. the divine authority of the Persian king
b. monotheism
c. sacrifice of animals
d. the idea of conflict between a god of good and a god of evil

20. Which of the following languages are descended from the Indo-European language?
a. German and English
b. Russian
c. languages spoken in India, Pakistan, and Iran
d. Romance languages
e. all of the above

Critical Analysis
Hammurabi's Law Code
33. What is the relationship between Marduk and Hammurabi and what are the wider implications of this relationship for the king and for Babylonian law and society?

34. How would you characterize the punishments meted out for various crimes discussed in these excerpts? What do these crimes and their punishments reveal about the values of this society?

The Salvation of Israel
35. What kind of a god does this passage describe? How different is this religious figure from the gods of Egypt or Mesopotamia?

36. What kind of a relationship does the passage reveal between God and the people of Israel?

Jeremiah Reproaches Israel
37. What historical events does this passage refer to?

38. How does this passage illustrate that monotheism took hold slowly? How did political and historical circumstances complicate the emergence of monotheism?


Identifications

39. Paleolithic Age
40. Bronze Age
41. ziggurat
42. Marduk
43. Sargon
44. Third Dynasty of Ur
45. Hammurabi
46. Osiris
47. hieroglyphics
48. Rosetta stone
49. New Kingdom
50. Hatshepsut
51. aton
52. Phoenicians
53. Old Testament
54. Moses
55. monotheism
56. Ten Commandments
57. Judah
58. the prophets
59. messiah
60. Assyrians
61. Ninevah
62. Indo-Europeans
63. Darius
64. Zoroaster
65. Neolithic Revolution
66. Sumer
67. cuneiform
68. Gilgamesh
69. Semites
70. Babylon
71. Giza
72. maat
73. papyrus
74. the Hyksos
75. pharaoh
76. Akhnaton
77. Ramses II
78. Palestine
79. Jacob

Mathematics of the Ancient World

http://www.psinvention.com/zoetic/basenumb.htm
Base-value numbers (hunter-gatherers)

http://www.psinvention.com/zoetic/base60.htm
Sumerican Base 60 (Sexagesimal) Numbering system

http://www.psinvention.com/zoetic/tr_egypt.htm
Egyptian numbering

Reply By: gmicksmith/His130WesternCiv/DC Posted: Tuesday, January 20, 2004
Primary Text Interpretation

The purpose of interpretation is to allow you to act as a historian, confront a primary document yourself, and come to some conclusions based on the document. I hope that by doing this you will gain a better sense of how historians work. I would like to encourage you to use your imagination.

Analyze the document addressing some of the following sorts of questions:

1) Who wrote the document? What kind of a perspective does it represent? Who was its intended audience?

2) Why was the document written? What sort of function did it serve? Was it perhaps written in response to a particular kind of problem? If you suspect that it was, what might the problem have been?

3) What can the document tell us about society at the time it was written? (Be sure to pay attention to perspective here – is the document written from the perspective of and "insider" or and "outsider" to the society in question? What relationship does the author have to the society being described?) What can it tell us about social norms and expectations of the time of its composition?

I do not expect you to do extra research to interpret the document. But I do expect you to make use of my lectures, class discussion, and assigned readings in interpreting the document. Read between the lines of the document -- use your imagination. Good luck and have fun.

Source:

Maynes, Mary Jo and Ann Waltner. Primary Document Interpretation, History 1012: Introduction to World History. 2002. History Department, University of Minnesota. 28 Jan. 2003.

22 January 2004 Class Outline

Earliest Civilizations Lecture
Multiple Choice Questions, Chapter 1
Primary Text Interpretation

Chaper Two Study Materials

MULTIPLE CHOICE QUESTIONS

1. Minoan civilization reached its height
a. between 2600 and 2200 B.C.
b. around 1900 B.C.
c. between 1550 and 1400 B.C.
d. between 1300 and 1100 B.C.

2. Our best information about Mycenaean Civilization comes from
a. archaeological evidence
b. the works of Homer
c. the writings of later Greek historians
d. tablets discovered in Troy

3. Between 1300 and 1200 B.C. Mycenaean Greece was gradually destroyed by
a. the Egyptians
b. the Minoans
c. the Trojans
d. invasions by sea and land

4. The gods of the Greeks were
a. transcendent and remote
b. anthropomorphic and potentially benevolent
c. mortal
d. ethical

5. The period of Greek colonization from 750-550 B.C.
a. made Greece the dominant power in the ancient Near East
b. resulted from firm alliances among the Greek city-states
c. resulted in a tight-knit empire in which mother cities controlled the colonies
d. helped to spread Greek culture throughout the Mediterranean
e. all of the above

6. The Iliad
a. provides an historically accurate account of an actual Greek war against Troy
b. is probably the work of a single author named Homer
c. glorifies a warrior aristocracy
d. emphasizes the role of the gods in human affairs

7. In comparison with Egyptian or Near Eastern civilizations, the Greek polis was distinctive in which of the following ways?
a. women participated in politics
b. slaves participated in politics
c. free male citizens participated in politics
d. all residents participated in politics


8. Hesiod’s Works and Days celebrates
a. warfare
b. rural life
c. urban life
d. the Trojan War

9. The basic means of livelihood for citizens of the Greek city-state was
a. the trade and crafts of the middle class
b. industry and technology
c. public works and warfare
d. agriculture

10. The Spartan state
a. emphasized the role of women in political affairs
b. was designed to favor the commercial class
c. gave unprecedented personal freedom to male warriors
d. subordinated the family to the state

11. Sparta's "mixed constitution" included
a. kings, an oligarchic council, and a public assembly
b. shared rule between elite citizens and the king
c. elected kings responsible to a powerful citizen assembly
d. a council of elders who chose citizens to serve as advisers for a year

12. Which was not among the important reforms carried out by Solon in the 570s BCE?
a. measures to encourage the cultivation and export of olive oil
b. canceling the enormous debts of poor farmers
c. allowing all male citizens to hold government office
d. reducing the political power of the wealthiest families

13. In the Athenian demokratia most public offices were filled by
a. election
b. the drawing of lots
c. appointment by the archons
d. rotation among the ten tribes

14. The Persian king Darius decided to invade Greece in 490 B.C. because
a. Athens had aided Greek cities in Asia Minor in an attempted revolt against Persian rule
b. Persia wished to aid Sparta
c. Persia wished to acquire the vast wealth of Athens
d. Persia wished to destroy Athenian trade

15. The brilliant age of Pericles rested on
a. a sudden flowering of artistic and literary genius
b. defeat in battle of Athens' great rival Sparta
c. the Athenians' decision to limit trade and create a self-sufficient economy
d. the Athenians' tendency to neglect the arts and concentrate on developing military skills


16. The Peloponnesian War was fought from
a. 431-404 B.C.
b. 451-444 B.C.
c. 499-479 B.C.
d. 404-390 B.C.

17. Athens was ultimately defeated in the Peloponnesian War because
a. a plague killed thousands of her people
b. a major expedition to Syracuse ended in failure
c. her navy was defeated and she was unable to import food
d. all her allies in the Delian League turned against her

18. The Parthenon was built to revere
a. Athena
b. the warriors lost during the Peloponnesian War
c. Pericles
d. Phidias

19. Thucydides argued that the outbreak of war between Sparta and Athens was due to
a. Coryca’s appeal to Sparta for help
b. the destruction of Potidaea
c. the invasion of Attica by the Spartans
d. Spartan fears of Athenian power

20. With the conclusion of the Peloponnesian War
a. Athens experienced a cultural rebirth
b. democracy survived in Athens
c. Lysander became the tyrant of Athens
d. Athens continued to expand its empire

ESSAY QUESTIONS

21. Compare Greek religion and one of the ancient Near Eastern religions discussed in the previous chapter with respect to ethical standards, priesthood, the nature of the gods, and personal morality.
22. What were the social roles of women in the Greek polis? What rights and privileges did they enjoy? How were their roles in the life of the city-state limited?
23. To modern eyes, Athens is clearly a more appealing polis than Sparta. Yet many observers of the ancient world felt otherwise. Why might writers living in the last quarter of the fifth century have admired Sparta in comparison to Athens?
24. What kinds of problems did reformers have to overcome to establish democracy in Athens? What economic, social, and political factors allowed Athenian male citizens the leisure to participate in public affairs?
25. The Persian Wars are often considered to have been crucial to the course of Western history. Why? They were also crucial for the development of Athens. How did the Persian Wars affect Athens in the decades that followed?
26. Explain how the seeds of the Peloponnesian War (431-404 B.C.), which led to disaster for Athens, were sown during the "Golden Age of Athens" (490?-429 B.C.). Should historians reassess the "Golden Age"?
27. From the text and from the selection "They Have a Master Called Law," Sparta rather than Athens appears to be the primary defender of Greece and embodiment of Greek ideals. Yet in the modern period Athens represents classical Greece. Explain this apparent paradox.
28. Much of what we know about "Dark Age" Greek culture (1100-800 B.C.) comes from Homer. But Homer wrote during the Greek Renaissance (800-600 B.C.). Can historians therefore rely on Homer as a guide to Greek history for the centuries surrounding the Trojan War? What is the relation between literature and history?

CRITICAL THINKING

Evaluating Evidence
29. Using Maps 2.1 and 2.3, how did the geography of Greece contribute to the development of the poleis?

30. Consider the marble statuette on page 40. Why would artifacts like this convince some historians that Cretan society was a matriarchy?

31. What aspects of the “Lion Gate” on page 45 indicate its defensive purposes?

32. The vases on pages 51 and p.52 depict scenes from Homer's The Odyssey. Speculate on the method of dissemination and reason for the popularity of the story throughout the ancient Mediterranean region.

33. How does the Attic kouros portrayed on page 57 embody Greek ideals of humanity?

34. Study Map 2.5, which portrays classical Athens. How do the public spaces within the city reflect the democratic and participatory nature of Athenian political life?

Critical Analysis
Sappho's Love Poetry
35. Why do the mood and feelings expressed in this ancient poetry continue to evoke surprise from readers today?

36. What is Sappho trying to convey to the young woman to whom this poem is addressed? What is the role of the man in the poem?

“They Have a Master Called Law”
37. How accurately do you think Herodotus, a Greek author, portrays Greek law and society in this passage?

38. What, according to Herodotus, distinguishes Greek law from Persian law?


IDENTIFICATIONS


39. Knossos
40. King Minos
41. Linear B
42. Mycenae
43. Hellas/Hellene
44. Troy
45. Cleisthenes
46. demos
47. ostracism
48. the Odyssey
49. Ionia
50. Marathon
51. Archilochus
52. polis/poleis
53. acropolis
54. agora
55. tyrant
56. Sparta
57. Parthenon
58. Messenians
59. Alcibiades
60. Attica
61. Draco
62. Solon
63. Lycurgus
64. Psistratus
65. Dorian Greeks
66. Mount Olympus
67. Nemesis
68. the Iliad
69. Darius
70. Hesiod of Boeotia
71. Sappho of Lesbos
72. Xerxes
73. Thistocles
74. Thermopylae
75. Plataea
76. hoplite
77. Athens
78. Peloponnesian War
79. Melian Dialogue
80. archons

http://www.fordham.edu/halsall/ancient/pericles-funeralspeech.html
Ancient History Sourcebook:
Thucydides (c.460/455-c.399 BCE): Pericles' Funeral Oration
from the Peloponnesian War (Book 2.34-46)

LECTURE AND DISCUSSION TOPICS

1. Investigate the changes from the Classical to the Hellenistic periods in sculpture and architecture.
2. Ask students to read the first book of Plato’s Republic and then to discuss how Socrates would have viewed the Athenians’ arguments as presented in the “Melian Dialogue” insert.
3. Research the opportunities and roles available to women in the Hellenistic world.
4. Assign students Aristotle’s Politics and discuss the strengths and weaknesses of the different forms of government he describes.
5. Consider the life of Alexander the Great’s life, and describe how he has been viewed and interpreted in history.
6. Discuss what scientists in the era of Ptolemy understood about nature and the universe.
7. Compare the different themes that informed Greek tragedy and comedy. How did both forms of theater provide its viewers with insight into their own problems?
8. Investigate the cultural and intellectual life of Alexandria in the Hellenistic period.
9. Compare the new philosophies of Epicureanism and Stoicism. How did these philosophies provide solace to individuals?
10. Discuss the aspects of Greek life that were carried throughout the Hellenistic kingdoms formed on the heels of Alexander’s death. Why were these aspects of Greek life so easily retained and transmitted?

SUPPLEMENTAL FILMS

Antigone. 88 min. B/W. 1962. Fleetwood. English subtitles with Sophocles’ play.

Aristotle’s Ethics: The Theory of Happiness. 29 min. Color. 1962. Encyclopedia Britannica Educational Corporation. Stoicism and Aristotle.

Classical Comedy. 60 min. color. 1976. Films for the Humanities. Excerpts from Aristophanes and Plautus. Plato’s Apology: The Life and Teachings of Socrates.

Plato’s Drinking Party. 40 min. B/W. 1969. Time-Life Films. Plato’s dialogue on love, presented as after-dinner discussion at a college reunion.

Rise of Greek Tragedy. 45 min. Color. 1975. Films for the Humanities. Athens Classical Theater Company performs excerpt from Oedipus Rex.

MULTIPLE CHOICE QUESTIONS

1. Classical Greek tragedians derived most of their plots from
a. Greek history
b. Greek politics
c. Athenian hegemony
d. Egypt and the Near East
e. Greek mythology

2. Greek tragedies of the fifth century
a. presented individuals in complex moral dilemmas in relation to the gods
b. were concerned to show meaning in the common activities of daily life
c. made the actions of women distinctly subordinate to those of men
d. all of the above

3. The Sophists
a. preached adherence to social norms
b. believed in knowledge for knowledge’s sake
c. human laws were superior to natural ones
d. challenged most accepted rules and morals

4. According to the text, the comedies of Aristophanes
a. avoided criticizing major political figures in Athens
b. involved fantasy and escapism from contemporary problems
c. often revealed his anti-war sentiments
d. offer little insight to contemporary Athenian life

5. Our best historical sources for the Persian and Peloponnesian Wars are
a. Sophocles and Euripides
b. Herodotus and Thucydides
c. Aeschylus and Aristophanes
d. Hesiod and Sappho
e. Medea and Lysistrata

6. In the fifth century, the Greeks invented a way of writing history that
a. presented human events as part of a great drama enacted by the gods
b. required the careful use of sources
c. considered human motivations
d. b and c
e. all of the above

7. Philosophy as new way of thinking
a. relied on the use of reason to answer profound questions of human existence
b. welcomed argument and debate
c. provided ways of understanding change
d. argues that in only the gods can alter the universe

8. Socrates was concerned that the young men of Athens examine their lives in pursuit of
a. answers to guestions concerning the nature of life and death
b. factual information concerning the material universe
c. morality and ethical behavior
d. successful political careers

9. In comparison with Socrates, Plato was
a. a greater believer in democracy
b. less concerned with questions of moral conduct
c. more interested in theories of matter
d. less willing to believe that people could consult their consciences to discover what is right

10. The work of Aristotle
a. involved fields of knowledge from physics, astronomy, and biology to politics and ethics
b. shared the assumption of Plato that order exists in the universe
c. stressed moderation in human behavior and in politics
d. a and c
e. all of the above


11. The Athenians’ defeat by Sparta in 404 BCE was followed by
a. their permanent eclipse as a powerful city-state
b. a period in which Sparta assumed the supremacy of the Greek world for fifty years
c. the immediate destruction of all the city-states by Philip of Macedon
d. decades of war between shifting alliances of city-states

12. Alexander’s imperial ambitions were
a. the product of his courage, leadership, and strategy
b. fueled by his vision of the brotherhood of different peoples
c. devoid of any scientific or scholarly curiosity
d. subordinated to his concern for ruling his subjects

13. Alexander’s empire collapsed after his death because
a. he was murdered
b. he had been an ineffective administrator
c. he had murdered his closest allies
d. he had not designated an heir

14. Following the death of Alexander the Great in 323 B.C., the Near East was influenced by Greek culture in a process we call
a. Sophism
b. Platonism
c. Athenianization
d. Hellenization
e. Dissolution

15. In the large kingdoms that followed the break-up of Alexander’s empire
a. cities were given some autonomy in local affairs
b. semi-divine monarchs ruled with the aid of large bureaucracies
c. Greeks served as officials and military leaders
d. b and c
e. all of the above

16. In comparison with the world of the polis, Hellenistic civilization was
a. less wealthy
b. marked by a more equitable distribution of wealth
c. characterized by economic activity on a larger scale
d. hampered in trade relations by lack of a common language

17. Greek women were
a. allowed to participate in the intellectual life of the polis
b. subject to the same sexual norms as men
c. restricted both sexually and socially in comparison to men
d. not considered citizens

18. In the Hellenistic world, trade and commerce
a. flourished
b. led to an increasing disparity in wealth
c. stimulated banking
d. all of the above

19. The philosophy of Stoicism
a. argued that one should withdraw from the world to avoid pain and anxiety
b. believed that slavery was wrong because it corrupted the soul of the slave
c. believed that what constitutes justice depends on the society
d. rested on the idea that the world was governed by a single divine plan

20. The Epicureans advocated
a. withdrawal from the pain and disappointment of the world
b. the acceptance of anxiety and suffering
c. virtuous living
d. the cultivation of self-discipline

ESSAY QUESTIONS

21. What common themes and approaches did the giants of classical Greek literature and philosophy address? Make specific use of the authors discussed in your text.
22. Compare and contrast the norms regulating the lives of men and women in Greek society. How widely to these norms differ from our own?
23. Contrast life in a polis to life in a major Hellenistic city in terms of economic activity, political structure, social relations, and daily life of the citizens.
24. What kinds of assumptions about humanity and its relationship to the universe were shared by Socrates, Plato, Aristotle, and the stoics?
25. Why is Alexander III often referred to as Alexander the Great? Does he deserve the title?
26. Place the growing popularity of mystery cults in the Hellenistic kingdoms into the historic context of that era. What political, economic, social, or intellectual developments might account for this development?
27. What comprises "Hellenistic" culture? How does it differ from "Greek" culture?
28. How can Alexander the Great be considered the perfect example of Hellenism?

CRITICAL THINKING

Evaluating Evidence
29. How does the scene portraying Medea's murder of her children on page 84 reflect a theme at once typical of Greek tragedy and antithetical to Greek culture?

30. How does the Temple of Concord, pictured on page 80 reflect the Greek ideal of harmony and balance?

31. Describe the transformations in Greek ideals of the human body seen in the depictions of the human form on pages 85, 88, 91, and 97. Why might those transformations have occurred?

32. Consider the parameters of Alexander’s empire as outlined in Map 3.2. How did he attain such a large empire in such a short period of time?

Critical Analysis
Socrates Is Sentenced to Death
33. Plato was one of Socrates' students and believed that a philosopher-king could provide the best form of government, not democracy. Do you think, therefore, that this account is biased?

34. How do you think Socrates defines "the important things"?

35. What is the proper function of the individual in this life according to Socrates?


Oedipus' Self-Mutilation
36. Why does Sophocles write, at the end of this passage, that “all ills that there are name for—all are here”? How do the events described in this passage conform to the ideals of Greek tragedy?

37. How are the transgressions of Oedipus punished? Are the punishments just?

Thucydides: The Melian Dialogue
38. Thucydides was more pro-Pericles than pro-democracy. Given his biases, can the reader trust the accuracy of the Melian Dialogue? On the other hand, what themes are present that support the reliability of the passage?

39. How does the Melian Dialogue represent a version of the idea that “might makes right”? Why does western civilization glorify Athens as the birthplace of democracy yet ignore episodes such as the one portrayed here?

40. Explain how this passage could also be entitled “The Melian Tragedy.”

The Training of A Wife
41. What, judging from this passage, is the status of a wife in Athenian society? What roles and responsibilities must the wife assume in a marriage?

42. Xenophon was a soldier himself. How might his profession influence his ideals of marriage and the duties of wives?

IDENTIFICATIONS


43. Dionysus
44. Oresteia
45. Aeschylus
46. Sophocles
47. Kyrios
48. Oedipus the King
49. Euripides
50. Aristophanes
51. Herodotus
52. Thucydides
53. Milesians
54. Pythagoras of Samos
55. Democritus
56. Sophists
57. Socrates
58. Socratic method
59. Plato
60. ideal forms
61. Zeno of Cyprus
62. The Republic
63. Aristotle
64. the Lyceum
65. teleological
66. furies
67. Macedonia
68. Philip II
69. League of Corinth
70. Alexander the Great
71. Alexandria
72. Hellenization
73. koinè
74. Pergamum
75. Euclid
76. Archimedes
77. the Almagest
78. Epicurus
79. stoicism
80. mystery cults

http://www.msnusers.com/WesternCivilizationI
Additional resources for Western Civ I TR 9:35 - 11 am

CHAPTER FOUR THE ROMAN REPUBLIC

LECTURE AND DISCUSSION TOPICS

1. Explain the Roman system of clients and patrons. How did this system unify the very distinct layers of Roman society?
2. How did the struggle of the orders result in a compromise between patrician and plebeian power. Compare the outcome of this struggle to Athenian democracy.
3. Consider the lives of women in the early and late Republics. Why did the norms governing women’s lives change over time?
4. How did the Romans conquer and govern their vast empire? How did their techniques compare to the methods used by previous expansionist powers? Consider the Assyrians, Alexander the Great, and even the colonizing Greeks.
5. Present a detailed study of the Roman military during the Punic Wars.
6. How did various leaders attempt to resolve the social tensions created by landlessness among farmers? Evaluate the consequences of their policies.
7. Compare the dictatorships of Sulla and Julius Caesar. What were the goals of their respective reforms?
8. Examine in detail the administration of one Roman province (Palestine might be a possibility) during the era of the civil wars.
9. Consider Augustus’ ascent to power. How did he lay the foundations for empire during his rule?
10. Trace the history of the republic and how some republican institutions survived the onslaughts of various dictators and other threats to its integrity.

SUPPLEMENTAL FILMS

Carthage. 30 min. Color. Films for the Humanities. History of Carthage including the Punic Wars.

Caesar's Nightmare: An Ambush in the Forest. 28 min. Color. Films for the Humanities. Defeat of Publius Varus by the Germans in 9 CE.

The Etruscans. 27 min. Color. Films for the Humanities. Art and culture of Etruria.

Greek and Roman Legends. 35 min. Color. Films for the Humanities. Contrasts the values stressed in Greek and Roman legends.

Julius Caesar: The Rise of the Roman Empire. 22 min. Color. 1962. Encyclopedia Britannica Educational Corporation. Examines the successes of Julius Caesar.

Pompeii: Daily Life of the Ancient Romans. 45 min. Color. Films for the Humanities. Uses artifacts from Pompeii to recreate Roman life.

Spartacus. 196 min. Color. 1960. Universal. Kirk Douglas as leader of the first century B.C. slave revolt.

Spirit of Rome. 29 min. Color. Encyclopedia Britannica Educational Corporation. Portrait of the grandeur of Rome.

MULTIPLE CHOICE QUESTIONS

The page numbers listed below indicate the correct answers and their locations in the text.
1. Which of the following best describes the political system of the Roman Republic before the era of the civil wars?
a. it was a limited monarchy
b. the military controlled the state
c. it had three main components: the consuls, the Senate, and the Assemblies
d. it had two main components: the Senate and the army

2. The Roman constitution was
a. a written document
b. a set of procedures and customs
c. a frequently appended document
d. determined by the power of certain clans

3. In comparison with the Greeks, the Romans in the fifth through the third centuries
a. demonstrated greater skill in dealing with internal and external political conflicts
b. developed a political system in which common people had more power
c. relied more on naval power
d. were unwilling to adopt the phonetic alphabet

4. Rome controlled all of the Italian peninsula except the Po valley by
a. 350 B.C.
b. 300 B.C.
c. 250 B.C.
d. 200 B.C.
e. 150 B.C.

5. In the Punic Wars, Rome defeated
a. Sicily
b. Phoenicia
c. Etruria
d. Carthage
e. the Gauls

6. Hannibal's goal in invading Italy during the Second Punic War was to
a. keep Roman forces from extending the war to Spain
b. prove himself a greater general than Alexander the Great
c. persuade Rome's allies on the peninsula to switch allegiances
d. destroy the Roman navy

7. As the republic developed, Roman women
a. lost the ability to choose their own husbands
b. came to be treated as the Romans saw the Greeks treat women
c. exercised far greater behind-the-scenes influence than Greek women ever had
d. were prevented from divorcing or handling property

8. Polybius believed that Rome’s successes stemmed from
a. its constitution and mixed government
b. conservative Roman values
c. its geographical diversity
d. all of the above

9. Expansion into the eastern Mediterranean
a. inadvertently led to the decline of the Republic
b. triggered policies of accommodation in Pergamum
c. brought the Greeks under Roman control
d. all of the above

10. Which of the following is not true? Gaius Gracchus was responsible for
a. extending the powers of the Senate
b. founding several colonies for retired soldiers
c. proposing an extension of citizenship
d. challenging traditional political practices

11. In the first century B.C., as Roman imperialism brought the state into further wars, the political situation was dominated by
a. repeated invasions of Germanic barbarians
b. repeated rebellion of the Greek city-states
c. continual warfare in Asia Minor
d. a series of plebeian revolts
e. attempts of powerful generals to achieve supremacy in Rome through use of the army

12. The crisis of the first century B.C. Italian War centered around
a. territorial ambition
b. trade policies
c. citizenship
d. threat of Germanic invasion
e. military obligation

13. All are correct matches except
a. Marius: first to allow landless citizens to become soldiers
b. Sulla: first general to seize Rome and name himself dictator without time limit
c. Pompey: member of the First Triumvirate
d. Cicero: led campaign against pirates in the Mediterranean
e. Julius Caesar: extended Roman rule to France and Belgium

14. Which was not one of the reforms of Julius Caesar?
a. reduced the power of the Senate by enlarging it
b. reduced the size of the army
c. allied with the Senate to defeat Pompey
d. established a new calendar

15. Which of the following is not true? Caesar gained popularity by defending the rights of
a. tribunes
b. slaves
c. common citizens
d. soldiers

16. The Second Triumvirate of Mark Antony, Octavian, and Lepidus captured Rome by challenging the authority of the
a. Assembly of Tribunes
b. army
c. Senate
d. Praetorian Guard

17. Which of the following is not correct? Augustus' legislation in favor of the Roman family was designed to
a. repopulate Italy following the civil wars
b. grant special privileges to families with more than three children
c. legislate against adultery
d. allow more legal freedoms to women within the family structure

18. Romans believed that their gods
a. could be appeased through sacrifices
b. could not be satisfied
c. behaved immorally
d. all of the above

ESSAY QUESTIONS

19. What factors allowed Rome to become a successful empire builder? Compare the history of the Republic to that of the city-states of Greece in the fifth century B.C. What political, geographic, social, or other factors help explain Rome's success?
20. Consider the empires established by Athens after taking over the Delian League and Rome. What were the positive and negative consequences of ancient empire building?
21. Discuss the role of the citizen-soldier-farmer in Rome's history from the era of the Punic Wars to the collapse of the Republic.
22. Why did the Roman Republic collapse? Who is to blame for this collapse?
23. How did Octavian manage to hold power in Rome for over four decades, when violence and assassination had been the fate of ambitious politicians for the previous century?
24. Was Roman expansion in Italy and throughout the Mediterranean the result of self-determination and ambition or a response to external threats?
25. How did the struggle between plebeians and patricians reflect the complexities of the patron-client relationship as well as the Roman ideal of the paterfamilias?
26. Did Julius Caesar embody a conscious attempt to overthrow the Roman Republic or did his actions merely represent the logical continuation of a trend begun earlier in the Roman Revolution?
27. How did Augustus Caesar (27 B.C.-14 A.D.) use the forms of Republican government to create an imperial government?
28. How did women’s experiences in the Roman Republic differ from women’s lives in the Greek city-states?


CRITICAL THINKING

Evaluating Evidence
29. How does the Etruscan sarcophagus on page 105 reveal Greek influences in the Italian peninsula?

30. What does Map 4.1 of the city of Rome indicate about Roman culture and society during the Republic?

31. What does the gravestone on page 112 indicate about the status of women and children in Roman society?

32. Consider the statue on page 122. Why would Romans portray the general Cornelius Sulla as a classical orator and dignified statesmen?

33. Study the photograph on page 127. How did architecture contribute to the identity and cohesiveness of the Roman Empire?

Critical Analysis
The Murder of Julius Caesar
34. Plutarch wrote the Life of Caesar more than 150 years after Caesar's death. What aspects of this account seem contrived or too coincidental to consider the passage a completely accurate narrative of Caesar's assassination?

35. Explain the symbolic significance of the statue of Pompey in this account of Caesar’s murder.

IDENTIFICATIONS


36. Apennines
37. Po River
38. Tiber River
39. the Forum
40. Etruscans
41. consuls
42. Pompey
43. Cicero
44. patricians
45. First Triumvirate
46. Julius Caesar
47. Licinian-Sextian Laws
48. Carthage
49. Punic Wars
50. Mark Antony
51. Octavian
52. Augustus
53. equestrians
54. paterfamilias
55. Vestal Virgins
56. Gauls
57. Polybius
58. the Gracchi
59. Marius
60. Sulla
61. assemblies
62. imperium
63. Senate
64. plebeians
65. tribunes
66. Carthage
67. Gallic War
68. Second Triumvirate
69. Hannibal
70. Scipio Africanus
71. proconsul
72. Cleopatra
73. Pontifex Maximus
74. Praetorian Guard
75. publican

First Historical Analysis Paper Due:
Thursday February 26, 2004
4 Pages double-spaced, 12 point font

WRITING STANDARD:
Students enrolled in this course are expected to write literate English. All papers submitted must be well written; grades on written work (including examinations) will be based on expression as well as content. Students may not write papers that are marred by errors in grammar, punctuation, spelling, or organization. Any writing done outside of class must be typed and double-spaced. You are required to use a standard style guide of your choice—e.g., the standard of your academic discipline (APA style otherwise) where appropriate. Any information that you acquire from a source that is not common knowledge should be documented. Do not plagiarize.

GRADING CRITERIA FOR WRITTEN WORK.
The objective of written work is to analyze historical information to create an argumentative essay. In analysis, the writer should not simply report on the subject, but should structure ideas in a new and original way. To develop an argument, the writer must structure the essay to be persuasive. Write to convince the reader to accept your points.
You receive 0 for a plagiarized work.
Evaluation

1. Thesis
25 points = thesis is clear, addresses the questions, and is supported by evidence
20 points = thesis is clearly stated, addresses question, but is weakly supported
10 points = thesis is vague and unsupported
05 points = paper lacks a clear thesis and merely summarizes information, or fails to
address the assignment.
00 points = paper has no thesis and fails to address the assignment

2. Organization.
25 points = essay demonstrates a clear, effective organization in which transitions direct the course of the argument, each paragraph argues a clear point and each paragraph is logically ordered.
20 points = paper is well organized, but a point in the argument is misplaced, or paragraph conflicts with the thesis, or the transitions are weak.
15 points = essays lacks unity between the paragraphs, and the transitions are ineffective.
10 points = overall structure of the essay is difficult to discern and the paragraphs are not effectively structured.
05 points = essay lacks overall structure and there is no paragraph unity.
00 points = paragraphs fail to support the thesis.

3. Sentence level writing.
25 points = sentences are clear and are unmarred by grammatical errors.
20 points = sentences are clear, but are weakened by several grammatical errors or faulty sentence structure.
15 points = frequent writing errors or poor sentence structure appear throughout the essay.
10 points = grammatical errors or poor sentence structure affect much of the essay.
5 points = grammatical errors or poor sentence structure
00 points = incomprehensible essay.

4. Strength of Argument.
25 points = essay states a clear argument that is based on sound historical facts and common sense, and shows creativity and original thinking.
20 points = essay makes an argument, but this argument is vague or requires additional factual support.
15 points = essay takes a position but this position is inadequately defended
10 points = essay fails to take a position and simply lists, narrates, or describes historical data, and fails to analyze it.
05 points = summary, outline
00 points = presents no argument

5. Historical Insight.
You will receive a “+” if your essay presents a superior understanding of the historical issues involved.

Reply By: gmicksmith/His130WesternCiv/DC
Posted: Tuesday, January 20, 2004
Reply By: gmicksmith/His130WesternCiv/DC Posted: Tuesday, January 20, 2004
Primary Text Interpretation

The purpose of interpretation is to allow you to act as a historian, confront a primary document yourself, and come to some conclusions based on the document. I hope that by doing this you will gain a better sense of how historians work. I would like to encourage you to use your imagination.

Analyze the document addressing some of the following sorts of questions:

1) Who wrote the document? What kind of a perspective does it represent? Who was its intended audience?

2) Why was the document written? What sort of function did it serve? Was it perhaps written in response to a particular kind of problem? If you suspect that it was, what might the problem have been?

3) What can the document tell us about society at the time it was written? (Be sure to pay attention to perspective here – is the document written from the perspective of and "insider" or and "outsider" to the society in question? What relationship does the author have to the society being described?) What can it tell us about social norms and expectations of the time of its composition?

I do not expect you to do extra research to interpret the document. But I do expect you to make use of my lectures, class discussion, and assigned readings in interpreting the document. Read between the lines of the document -- use your imagination. Good luck and have fun.

Source:

Maynes, Mary Jo and Ann Waltner. Primary Document Interpretation, History 1012: Introduction to World History. 2002. History Department, University of Minnesota. 28 Jan. 2003.

I'll answer essay question #28.

I will answer essay # 23

Ill give #24 a shot.

I will answer number twenty-five.

I'll take #34

Hey here is a site where alot on indepth information about Rome If you might be looking for information for your essay.
http://www.barca.fsnet.co.uk/rome.htm

Thursday, Chapter Four, The Roman Republic

23. How did Octavian manage to hold power in Rome for over four decades, when violence and assassination had been the fate of ambitious politicians for the previous century?
Pauline
24. Was Roman expansion in Italy and throughout the Mediterranean the result of self-determination and ambition or a response to external threats?
Bill
25. How did the struggle between plebeians and patricians reflect the complexities of the patron-client relationship as well as the Roman ideal of the paterfamilias?
Oyindamola
28. How did women’s experiences in the Roman Republic differ from women’s lives in the Greek city-states?
Julianne
34. Plutarch wrote the Life of Caesar more than 150 years after Caesar's death. What aspects of this account seem contrived or too coincidental to consider the passage a completely accurate narrative of Caesar's assassination?
Darlene

Chapter Five The Empire and Christianity

LECTURE AND DISCUSSION TOPICS

1. How did the successors of Augustus retain the strength of the empire? Where did they fall short in comparison to Augustus?
2. Imagine journey of the Roman empire by a first century A.D. merchant or professional. How would he have traveled, where would he have stayed, what would he have seen?
3. Describe the Roman army, its organization, functions, and role in politics, society and “Romanization.”
4. Compare rural and urban life in Roman imperial civilization.
5. Research the institution of slavery in the Roman empire. Consider the social and economic implications of the widespread use of slaves.
6. Organize a debate on the decline of the Roman empire.
7. Discuss how Christianity differed from the mystery religions of the Roman empire, including the nature of its appeal to different groups and the reasons why it eventually surpassed all rivals. Use the reading from Augustine to explore the personal psychology of Christian conversion.
8. How did the rulers of Rome deal with the variety of religions under their jurisdiction? How did they cope with the new religion of Christianity?
9. Consider the origins of Christianity and compare it to the origins of the other major religions.
10. Discuss the evolving role of women in the Christian community from the first century A.D. to the time of Augustine.
11. Have students contrast the views of Augustine or Benedict with those of Aristotle regarding the nature of man and what constitutes the good life.
12. Outline the issues that provoked accusations of heresy within early Christianity. Why did those issues cause such vigorous debate?

SUPPLEMENTAL FILMS

Archaeology: Mysteries of the Holy Land. 75 min. 1994. Learning Channel. Use of archaeological evidence in understanding events described in the Bible.

I , Claudius. 12 hrs. 21 min. Color. 1996. (7 cassettes). CBS/Fox Video. Wonderful adaptation of Robert Graves' novel. Excellent depiction of the role of women among Rome's ruling elite, as well as court and family intrigue and the power of the army.

Jerusalem: City of Heaven. 75 min. Discovery Channel.

Life of Jesus. 3 hrs. 48 min. Color. 1982. (4 cassettes) Good Times Video.

Ben Hur. 217 min. Color. 1959. Chariot races, naval battle, and massive spectacle, set in the time of Christ.

The City of God. 29 min. Color. Films for the Humanities. Christian world of Augustine, Benedict, and Gregory the Great.

Intimate Details of Roman Life. 27 min. Color. Films for the Humanities. Everyday life in the early Empire.

The Myth of Nasada. 28 min. Color. Films for the Humanities. Herod’s great fortress and the Jewish rebellion of 74 CE.

Roman Britain. 27 min. Color. Films for the Humanities. Buildings and artifacts from four centuries of Roman rule in Britain.

Roman City. 60 min. Color. 1994. Unicorn Projects, Inc. David Macaulay’s depiction of the construction of a typical frontier city at the height of the Empire.

Testament: Gospel Truth. 52 min. Color. Films for the Humanities. Historical evidence for the life of Jesus and writing of the Gospels.

Testament: Thine Is The Kingdom. 52 min. Color. Films for the Humanities. Christianity under Diocletian and Constantine.

MULTIPLE CHOICE QUESTIONS

The page numbers listed below indicate the correct answers and their locations in the text.
1. The three unifying elements that allowed the Roman empire to survive and work were
a. the Senate, the Consuls, and the Assemblies
b. the emperor, the family, and the army
c. the emperor, the Senate, and the army
d. the emperor, the army, and civil servants and town councils
e. the emperor, the army, and the Assemblies

2. The following is not true of the military during the Julio-Claudian period. The military
a. interfered more and more with civil authority
b. supported their own candidates for emperor
c. became increasingly subject to the emperor’s wishes
d. became increasingly subject to the dictates of the Senate

3. The period of the five good emperors was characterized by
a. dynastic succession within the royal line
b. stability and prosperity
c. the establishment of Christianity as the state religion
d. more democratic institutions

4. During the period of the Pax Romana
a. agriculture in Italy was carried out on small peasant farms
b. cities in the western part of the empire were larger and wealthier than those in the east
c. Italian manufactures surpassed those of other provinces
d. deforestation and over-grazing may have harmed the economy of Italy

5. Which was not true of cities in the first centuries of the Roman empire?
a. many citizens lived in poor housing
b. good systems of water supply and waste disposal existed
c. people could not rely on the protection of the law outside of the urban areas
d. many cities also had suburbs

6. The Roman legal system
a. distinguished between citizens and non-citizens
b. allowed subjects of the empire to maintain their own customs
c. served as a model for many subsequent law codes in Western Europe
d. all of the above


7. Which best describes Roman literature during the centuries of the Pax Romana?
a. it frequently used Greek works as models
b. it seldom criticized politicians or people in authority
c. it dealt with escapist themes rather than everyday life
d. it was reluctant to study the era of the Roman Republic

8. The breakdown of the Pax Romana led to a shift in power favoring
a. the plebeians
b. the Senate
c. the patricians
d. the emperor
e. the consuls

9. In the third century A.D. the Roman empire suffered from
a. reluctance on the part of citizens to perform unpaid civic duties
b. heavier defense costs
c. a series of long-term and capable emperors
d. a and b
e. all of the above

10. Slavery in the Roman empire was
a. based on race
b. unproductive in the long term because it gave little incentive for hard work
c. a factor leading to technological innovation in agriculture because slaves were so expensive
d. confined to workers in agriculture
e. responsible for the overpopulation of the empire

11. Diocletian’s reforms included
a. the creation of the Tetrarchy
b. the elimination of taxes on land
c. the reduction of taxes on trade
d. the elimination of the Tetrarchy

12. Which factors did not contribute to the disintegration of Roman control in western Europe?
a. the area was less defensible
b. the area was less populous
c. the emperors opposed the explosion of Christianity in the west
d. local elites undermined the policies of the imperial administration

13. Which statement is not true of the Jewish experience under Roman rule?
a. the Jewish religion was outlawed by the Romans
b. a strain of Jewish thought believed in the coming of a Messiah
c. several Jewish rebellions against Roman rule soured relations between Jews and Rome
d. there were conflicts among the Jews over whether Gentiles could convert to Judaism

14. Regarding the issue of conversion, Paul advocated
a. circumcision as a condition of conversion
b. conversion on the basis of personal faith
c. conversion based on observation of Mosaic law
d. conversion on the basis of ethnic identity

15. The Edict of Milan issued by Constantine in 313 A.D.
a. made Christianity the official state religion
b. legalized Christianity in Italy alone
c. extended freedom of worship to Christians and ended the age of persecutions
d. ordered all pagans to convert to Christianity and closed pagan temples

16. Christianity became the only religion tolerated in the Roman empire in approximately
a. 100 A.D.
b. 200 A.D.
c. 300 A.D.
d. 400 A.D.

17. The Donatist heresy was repudiated when the orthodox church declared that
a. Jesus was of the same substance as God
b. Jesus was the son of a virgin
c. the sacraments confer grace regardless of the spiritual state of the priest administering them
d. any true believer may receive revelations from God

18. Women in early Christianity
a. were given ever greater roles in church affairs over time
b. were often viewed in a contradictory light
c. played an important role in conversion
d. all of the above
e. none of the above

19. Which is not correctly matched?
a. St. Paul: inclusion of Gentiles in the Christian religion
b. St. Ambrose: assertion that emperors control the church
c. St. Jerome: translation of the Old and New Testaments into the Latin version of the Bible called the Vulgate
d. St. Augustine: argument that humans are predestined to salvation or damnation

20. In his writings, Augustine of Hippo addressed issues of
a. sexual morality
b. celibacy for all Christians
c. the work of grace
d. the nature of God and salvation
e. all of the above

ESSAY QUESTIONS

21. Describe social conditions in the Roman empire. What class divisions existed? How did these divisions manifest themselves in daily life?
22. It is certainly true that the Romans borrowed much of their philosophy and artistic forms from the Greeks. What were the major contributions of the Romans themselves to the heritage of the West?
23. How did the reforms undertaken by Diocletian and his successors lead possibly lead to the collapse of the empire rather than its salvation?
24. Most observers now agree that in the first and second centuries A.D., the Roman empire faced serious economic and social problems. What were these weaknesses, and why might they have taken two centuries to become apparent?
25. Did Christianity pose a challenge to the Roman state? How?
26. When Diocletian decided that the Empire was too large to be ruled by one individual, the Empire had been effectively ruled by one Emperor for almost two centuries. What factors explain Diocletian's decision to share rule? What had changed internally and externally between the time of the "Five Good Emperors" and the time of Diocletian?
27. Discuss the various explanations for the "decline" of the Roman Empire. Which one do you find most compelling?
28. How important do you think the anti-Christian attitude of Edward Gibbon was in shaping his arguments about the decline of Rome because of the influence of Christianity? Does this negate Gibbon's contributions to the study of Rome?
29. Explain the link between the decline of Rome and the rise of persecution of Christians up to and especially during the emperorship of Diocletian.
30. What aspects distinguish Christianity and Judaism from the "mystery religions," and how do these distinctions help explain the survival of these two religions and the disappearance of the "mystery religions"?

CRITICAL THINKING

Evaluating Evidence
31. How does the statute of Gaius Octavius on page 136 convey leadership and military prowess, but also the paternalism of the paterfamilias? What devices are used in the statute to portray this image?

32. How does the column on page 140 communicate the power and magnificence of Rome over the barbarians? How does the monumental column glorify Rome? Compare it to the arch on page 143.

33. How does Map 5.2 reveal the engineering and architectural sophistication that ancient Rome? What provisions for commercial success and social pleasures can you find?

34. How does the Sacred Way, pictured on page 147 reflect the culture of early Imperial Rome?

35. Consider Map 5.4. How could historians use such a map to justify the claim that huge military expenses contributed to the "fall" of the Roman Empire?

36. Early Christianity has often been characterized as an urban religion. Use Maps 5.3, 5.5, and 5.6 to argue for or against this assessment.

37. What does the mosaic on page 171 indicate about attitudes towards women in the early Christian Church?

Critical Analysis
Tacitus on the Power of Augustus
38. Can the historian trust Tacitus's account of Augustus given his disillusionment with Rome? Or should the historian consider the Annals a critical but objective commentary?

39. How would you interpret the measures of Augustus? Did he intend to enhance his own power or restore the Republic?

Augustine is Brought to His Faith
40. What examples of pagan views on morality and chastity appear in this selection? How did these pagan views influence Augustine's Christian theology?

41. How might Augustine's pre-conversion search for spirituality have predisposed him to convert to Christianity? Do you find this account of his conversion convincing?


IDENTIFICATIONS


42. Pax Romana
43. Trajan
44. Hadrian’s Wall
45. latifundia
46. Colosseum
47. ius gentium
48. Virgil
49. the Aeneid
50. Horace
51. St. Perpetua
52. bishops
53. the pope
54. Donatus
55. Arianism
56. curia
57. Constantine
58. Ambrose of Milan
59. Jerome
60. the Vulgate
61. Augustine
62. Herod the Great
63. Jewish Wars
64. Sadducees
65. Pharisees
66. Essenes
67. Julio-Claudians
68. Sermon on the Mount
69. Eucharist
70. Paul
71. Theodosius
72. Juvenal
73. Livy
74. Tacitus
75. colonus/coloni
76. Diocletian
77. Nicene Creed
78. Origen
79. Byzantine Empire
80. Edward Gibbon
81. Mithraism
82. Jesus of Nazareth
83. City of God

Tuesday Class Outline

Questions from Ch. 4, The Roman Republic
25. How did the struggle between plebeians and patricians reflect the complexities of the patron-client relationship as well as the Roman ideal of the paterfamilias?
Oyindamola
28. How did women’s experiences in the Roman Republic differ from women’s lives in the Greek city-states?
Julianne
34. Plutarch wrote the Life of Caesar more than 150 years after Caesar's death. What aspects of this account seem contrived or too coincidental to consider the passage a completely accurate narrative of Caesar's assassination?
Darlene

Chapter 5 The Empire and Christianity
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7. Discuss how Christianity differed from the mystery religions of the Roman empire, including the nature of its appeal to different groups and the reasons why it eventually surpassed all rivals. Use the reading from Augustine to explore the personal psychology of Christian conversion.
8. How did the rulers of Rome deal with the variety of religions under their jurisdiction? How did they cope with the new religion of Christianity?
10. Discuss the evolving role of women in the Christian community from the first century A.D. to the time of Augustine.
11. Have students contrast the views of Augustine or Benedict with those of Aristotle regarding the nature of man and what constitutes the good life.
12. Outline the issues that provoked accusations of heresy within early Christianity. Why did those issues cause such vigorous debate?
24. Most observers now agree that in the first and second centuries A.D., the Roman empire faced serious economic and social problems. What were these weaknesses, and why might they have taken two centuries to become apparent?
Augustine is Brought to His Faith
40. What examples of pagan views on morality and chastity appear in this selection? How did these pagan views influence Augustine's Christian theology?
Anyone wanted to lead a critical, academic discussion of "The Passion" is welcome. If someone views the movie, please report back to the class. There are resources listed below:

"The Passion of the Christ"
The National Council of Churches Interfaith Relations Commission
The NCC Reflection Guide
to Mel Gibson's Film
“The Passion of the Christ”
and Some Related Resources
http://www.ncccusa.org/interfaith/passionfilmresources.html

Critical analysis of the Passion:
www.adl.org
Anti-Defamation League
http://www.adl.org/PresRele/ASUS_12/4454_12.htm
ADL Poll: One in Four Americans Believe Jews Were Responsible for the Death of Christ

http://www.ajc.org/InTheMedia/PressReleases.asp?did=1062
American-Jewish Committee
Gibson Film "A Disturbing Setback to Christian-Jewish Relations"

www.muhlenberg.edu/cultural/ijcu/
The Christian Scholars Group on Christian-Jewish Relations
Facts, Faith, and Film-Making:
Jesus’ Passion and Its Portrayal

The Four Gospels
Why there are four Gospels

Chapter Five The Empire and Christianity