Dr.
Richard R. Heiser
HIST 371 – ANCIENT WESTERN CIVILIZATIONS
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Pyramids of Giza |
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Colosseum in Rome |
COURSE OBJECTIVES:
READINGS:
Primary Text:
Hollister, Roots of the Western Tradition
Collateral Readings:
Bailkey, Readings in Ancient History (will be distributed to the class as needed)
Benko, Pagan Rome and the Early Christians
D'Ambra, Roman Women
Eck, The Age of Augustus
Pollock, Ancient Mesopotamia
Southern, Augustus
Starr, Aristocratic Temper
Thomas, Alexander the Great in His World
Van de Mieroop, King Hammurabi of Babylon
While the collateral readings are discussed below, it is expected that students will stay current in their reading of the primary text by keeping pace with the daily lectures.
COURSE REQUIREMENTS: Your mark in this course will be based on the following points.
Do you see the one who excels in their work? That one will stand before rulers.
~ Solomon
1. Tests: A final exam will be administered at the end of the semester on the date noted below. It will consist of essay questions, and a study guide will be provided prior to the exam. The exam will count for 25% of the final grade.
2. Written Assignments: Students are advised to read and follow the instructions found in Writing History Research Papers. These papers are to be typed, double-spaced, 12-point font, and 1" margins. Due dates are listed below. Each paper accounts for 25% of the final grade.
a. For the first paper, read chaps. 6-8 of the Pollock book on Mesopotamia (on 1-hour reserve in the library). Having read the chapters, identify the author's principle argument(s). How does she see writing and the other arts of these ancient peoples? What does she conclude from the evidence uncovered by archeologists? Are these conclusions plausible? What would you like to know about these matters that cannot be discerned by the archeologists' trawls?
b. For this assignment, I will give to you primary documents on an aspect of ancient culture. After reading the documents, write a paper that analyzes the readings by discerning the tone and intent of the work, noting how they represent the human experience in general, and delineating what unique characteristics emerge because of the different cultural traditions.
c. Taking the books by Van de Mieroop and Thomas, write a paper that compares the methodologies used in the historical analyses. Each author wrote on a particular historical figure from the ancient period. Explain the historians' approaches to their subject matter (how did they try to understand their subject), note strengths and weaknesses of that approach (provide evidence for both), and argue for the approach that produced the most compelling and therefore the stronger outcome for understanding the subject of the book.
d. Read the Eck and Southern books on Augustus with an eye to discerning the authors' values and biases and how those find their way into their respective accounts of the princeps. While similar to assignment 'b' above, this differs in that you are not looking for the tools historians employ to understand history but rather the presuppositions they bring to the study of history and how those things color the outcome of their work. For instance, do moral judgments surface in these studies? Do the authors value the lives and careers of great men?
3. Book/Reading Assignments: The class will read and discuss five books in class. For each book, students will submit a well-written, 1-page synopsis that highlights a particularly interesting theme or fascinating revelation about the subject matter as discovered in the reading assigned that day. These will be brought to the class the day(s) the book is discussed and serve as catalysts for class discussion. The paper shall conform to the guidelines noted above and shall be submitted for a grade of 'check' or 'check +'. This component of the course will be graded as participation and the grade will be earned through a combination of student involvement in discussion and the quality of the written synopses. It will count for 25% of the grade.
4. The student's three best grades from the papers and final exam will be combined with the participation grade for determining the final mark in the course.
COURSE POLICIES: Here you will find the attendance policy, make-up exam policy, office hours, etc.
GENERAL COURSE OUTLINE:
I. Cradle of Civilization
A. Mesopotamia
B. Egypt
II. Expansion of Civilization
A. Eastern Mediterranean Coast
B. Hebrews
III. Early Ancient Empires
A. Assyria
B. Persia
IV. The Greeks
A. City-State Development
B. Rise of Democracy
C. Athens and Sparta
D. Persian Wars
E. Peloponnesian Wars
F. Hellenic Culture
V. Hellenistic World
A. Alexander the Great
B. Hellenistic Culture
VI. The Romans
A. The Republic
B. The Empire
C. Roman Culture
D. Rise of Christianity
E. Fall of the Roman Empire
BIBLIOGRAPHY
Additional reading in areas or aspects of history that interest you is an excellent way to expand your knowledge. The main text has suggested reading lists that I would recommend. Should you desire more books and articles on a particular topic than listed there, see me and visit the library.
DATES TO REMEMBER:
PURSUE EXCELLENCE!
Excellence is Sorriness Leaving Your Life!
