$14
per class
The Grand Strategy of the Roman Principate
Ages 14-18
Live One-Time Class
Live video meetings
Meets once
3-4 learners per class
35 min
What's included
1 live meeting
35 mins in-class hoursClass Experience
US Grade 8 - 11
We will be going over the military strategy of the Roman Empire from the reign of Augustus to roughly 69 AD. This is not an in-depth analysis, but rather a survey of key details, dates, and ideas so that students are provided a strong foundation to build on. Our class will be structured around a powerpoint with numerous maps and illustrations with multiple pauses for questions, comments, and exciting discussions about (but not limited to); 1. The invasion of Britain in 43 AD 2. The rise of Augustus and what that meant for Rome 3. The Julio-Claudian dynasty and why they were so successful for so long Preexisting knowledge of the Romans, while helpful, is not required.
Learning Goals
Students will learn about this immensely impressive system devised by Augustus and his successors. Studying the ancient Romans is important because their society in so many ways remains the foundation of our own societies the westRome was a constantly warring and expanding culture, so no discussion is complete without at least some time spent to how it operated militarily.Other Details
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
We will be leaning heavily on Edward N. Luttwak's work, "The Grand Strategy of the Roman Empire", first published in 1977. It remains a foundational work on the subject, and is readily available online. While challenged in recent years by modern scholarship, I believe the book still holds its own very well and contains much relevant information on actual military policy as best we can understand it separated from the Romans by over 1,000 years.
Furthermore, we will be referencing briefly the chief primary source written by Augustus himself during the period: Res Gestae Divi Augusti (Eng. “The Deeds of the Divine Augustus”) to better understand how the founder of the Julio-Claudian dynasty viewed his project and carefully crafted his policies, policies which his successors struggled with greatly and could not, ultimately, carry through.
Time will also be spent on less traditional primary sources. We will be looking in detail at the Augustus of Prima Porta, a statue (a copy of which is in the class thumbnail) currently in the Vatican that holds overwhelming historical significance. This statue says far, far more about the Romans than most literary primary sources do and is as close to required "reading" as one can get when studying the Julio-Claudian period. In particular we will be looking at unspoken themes and motifs that Augustus chose to promote, and what that says about the period immediately after the decline and fall of the Roman Republic.
Meet the teacher
Teacher expertise and credentials
With a passion for literature and history, I teach classes in Classical History and English Literature, helping students engage deeply with the stories, ideas, and cultures that have shaped our world.
I hold a Bachelor's degree in English with a minor in History, along with TEFL certification. As an AmeriCorps alumnus, I worked in a parochial school providing PreK-8th grade tutoring in English, reading, and English as a Second Language. My experience spans diverse age groups and learning needs, reinforcing my commitment to accessible and meaningful education. I am currently working towards pursuing a Masters in English Education and state licensure to teach in public schools in my state.
I believe that every student deserves the opportunity to learn, and that educators should approach teaching with humility and compassion. Learning is a shared journey, and I strive to create an environment where curiosity is encouraged, challenges are met with patience, and knowledge is a tool for empowerment.Reviews
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