Social Studies

Roman History Part 3: The Empire of Octavian Augustus and the Julio-Claudians

In this 13-weeks class the students will delve into the lives and deeds of Octavian Augustus and Tiberius as the first two Roman emperors, as well as the material culture, artistic expression and social/religious beliefs of their time
669 total reviews for this teacher
1 review for this class
Completed by 7 learners
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Class

60 minutes

per class

Once per week

over 13 weeks

10-15

year olds

3-7

learners per class

per learner - per class

How does aMulti-Daycourse work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Description

Class Experience

In this class students will be able to appreciate the beauty and importance of the study of history. Having studied myself history at a graduate and postgraduate level, and trained in archaeological excavations, ancient languages (Greek, Latin), and the use of various aspects of ancient material culture (art, architecture, coins etc), I want to bring this full picture to my classes. 

The students will discuss in class under my guidance about major Roman monuments, Roman art, the Roman gods, Roman society, and classical Latin texts in English translation, so as to understand Roman history in its entirety. The epistemological approach according to which History means facts based on reliable primary sources, remains still relevant for me, if not necessary today.
 
Ancient History means also appreciating ancient cultures, respecting them, learning from their mistakes, and admiring them for their accompishments. History can be also used as a point of reference or a measure of comparison between an ancient pre-modern society and our contemporary post-modern world. 

For students who are taking Roman History classes at their school, this class can be used as a supplementary class to refresh their memory, strengthen their knowledge, advance their understading and sharpen their critical thinking.   
I have a B.A. and M.A. in Ancient Greek and Roman History and Archaeology, as well as an M.A. in History and Philosophy of Religions. I have excavated in ancient Greek sites, I speak Latin and ancient Greek and I am currently finishing my PhD. 
Homework, designed to take no more than an hour in total per week, will be assigned in three forms: 

(a) Before some of the thirteen meetings students will be asked to study a Source Sheet which will contain primary sources from ancient Roman authors in English translation, related to each class, and able to stir up class discussion. This source sheet will be distributed in advance as part of class preparation (each Source Sheet will be uploaded a few days in advance).
 
(b) Two optional quizzes: a mid-term quiz based on Augustus  (days 1 to 8) and a final quiz based on Tiberius (days 9 to 13).

(c) An optional essay on a topic to be arranged.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
I do not believe that a letter grade is meaningful for an on-going class on ancient history at OutSchool. However, as I often do with my one-time classes, which are always small classes (up to 7 students), I communicate with the parents and the children directly, providing my personal comments, private feedback and an informal assessment.
1 hour per week in class, and an estimated 1 - 2 hours per week outside of class.
In the ancient Roman art gods are sometimes depicted naked. This being said, any artistic reproduction in ancient art should be expected to show nude gods. I try to use as less as possible, but it is not always within my hands since this is the nature of the ancient Greek art itself. Since, it is an art that comes from an era where there were no photographs, or videos, the art is found only on painted vases, wall paintings and sculpture. Nudity was never meant to provoke, but to tell to the ancient viewer that gods are not mortal humans and, thus, they do not need clothes. As you may very well understand, I cannot change the history of art, nor my preference as teacher of mythology to show students the original art from ancient times.
Throughout the class and in the form of homework, students will discuss in class under my guidance and read at home before class illuminating chapters in important sources by major authors that servive in the Greek and the Latin language (Plutarch, Cassius Dio, Tacitus, Suetonius, Pliny the Elder). They are all provided by me in English translations by the excellent series of Oxford World's Classics and/or Penguin Classics. 

A great online source is Perseus Digital Library (section Collections/Texts), under the auspices of Tufts University, available here: http://www.perseus.tufts.edu/hopper/collections 

In addition, literature, archaeology, art, architecture, epigraphy and numismatics will be used, whenever relevant, to enlighten aspects of ancient Roman history that are not so apparent in the classical historical accounts listed above. My background in all these fields will guide students through these peculiar sub-fields of history, in order to be abe to "read" them.

Finally, the class is based on my 20-years of experience in the scientific study of this era, as well as in a long list of modern sources, of which a small sample is the following one:

The Cambridge Companion to the Age of Augustus ed Karl Galinsky
Tiberius by Robin Seager
Caligula: The Corruption of Power by Anthony A. Barrett
Claudius by Barbara Levick
The Emperor Nero: A Guide to the Ancient Sources by Anthony A. Barrett, Elaine Fantham and John C. Yardley
69 AD by Gwyn Morgan
From the Gracchi to Nero: A History of Rome 133 BC to AD 68 by H.H. Scullard
The Succession of Imperial Power under the Julio-Claudian Dynasty (30 BC - AD 68) by Pawel Sawinski
The Cambridge Companion to the Roman Economy by Walter Scheidel 
Coinage in the Roman Economy, 300 B.C. to A.D. 700 by Kenneth W Harl
The Romans: From Village to Empire by Mary Boatwright, Daniel Gargola, et al.
The Roman Empire: Augustus to Hadrian by Robert K. Sherk

Teacher

Spyridon (Spiros) LoumakisPhD Candidate, Professional Researcher, Active Scholar, Happy Father
669 total reviews
437 completed classes

About Me

As a father of two young kids, I put a lot of effort so as to entertain them in a productive, and educational way, making sure I feed their natural curiosity and encourage them to keep asking questions. Undoubtedly,  television and video games... 
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