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La República romana: desde su nacimiento hasta el ascenso de los dictadores (509-79 a. C.)

En esta clase de 19 semanas, los estudiantes profundizarán en la historia romana (509-79 a. C.), discutirán en detalle las principales ideas y eventos, y los combinarán con la cultura material, la expresión artística y las creencias sociales y religiosas de los romanos.
Spyridon (Spiros) Loumakis
Puntuación media:
4.9
Número de reseñas:
(776)
Clase

Qué está incluido

19 reuniones en vivo
19 horas presenciales
Tarea
1-2 horas por semana. (I) Homework, designed to take no more than an hour in total per week, will be assigned in three forms: (a) Before each 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) After class I will also circulate in a pdf form a detailed power-point presentation of that week's class to be used by students before next class, in order to refresh their memory. The reason for doing this is because I want students to pay attention in class, and in our discussion, instead of taking notes. (c) An optional mid-term quiz (weeks 1 to 9) and an optional final quiz (weeks 10 to 19) will be sent to test students' ability to sythesize what they will have learned in class and from their class preparation. They can do the quizzes always with the help of the class notes and the recorded classes. The quizzes will entail some multi-choice questions, as well as some short-answer questions. Upon request, I can always assign a short essay to be prepared by the students.
Evaluación
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 6 or 7 students maximum), I communicate with the parents and the children directly, providing my personal comments, private feedback and an informal assessment.
Calificación
incluido

Experiencia de clase

Nivel de inglés: desconocido
Grado de EE. UU. 7 - 9
Nivel Intermediate
(A) Required Experience: 

This is a mutli-day class addressed to students who already have a background on ancient civilizations, and a special interest in the Roman History. 

(B) Teaching style and students interaction:

The learning process of this class is based on a combination of a power-point presentation, a lecture that asks students to participate, class dialogue, questions based on the ongoing lecture, and new ideas based on the participants. There is not one universal solution to teach. Rather I combine techniques to achieve the maximum of my strengths and of my students. Having taught so far young kids, teenagers, University students and mature learners, I know that teachers need to approach students with understanding. After all, such a small class has the advantage of making the combined technique of ppt presentation-lecture-dialogue feasible and efficient. Thanks to Zoom, engaging students and interacting with them is always possible. 

(C) Topics to be covered, and class structure: 

1st day: The beginnings of Rome - Archaic Rome beyond Mythology and through Archaeology

2nd day: The Etruscan Rise and Fall - Power Vacuum in Latium and Campania

3rd day: Battle of Lake Regillus - Conflicts and Shifting Alliances in Central Italy in the 5th and 4th c. BCE - War with the Veii  

4th day:  Sack of Rome by the Gauls - War with neighbouring people (e.g. Aequi, Volsci) - Lex Sextia/Licinia - Rome's stone wall (Servian Wall)

5th day: Leges Genuciae - Latin War (341-338 BCE) - First Samnitan War 

6th day: Second Samnite War (326-304 BCE) - Lex Ogulnia (ca. 300 BCE) - Third Samnite War (299 - 290 BCE)

7th day: Rome and the Greek World of South Italy - War Against king Pyrrhos of Epirus - Conquest of Taras (272 BCE) - Conquest of Syracuse (264 BCE)

8th day: Carthage, Syracuse and Rome - First Punic War (264-241 BCE)

9th day: The Aftermath of the Punic War - Rome takes Corsica, Sardenia and Illyria (230s and 220s BCE) - the Great Gallic War (228-225 BCE) 

10th day: Second Punic War and the Great Clash with Hannibal of Carthage (218-201 BCE) 

11th Day: Overview to the Roman Republic - The Basic Constituents of the Roman Republic

12th day: First Macedonian War (215-205 BCE) - Second Macedonian War (200-197 BCE) - Antiochene War (192-188 BCE) 

13th day: Third Macedonian War (171-167 BCE) - Political and Economic Consequences of Roman Expansion - Northern Frontier: Gaul and Liguria - Spain becomes a Roman province 

14th day: Political and Economic Consequences of Roman Expansion - Third Punic War (149-146 BCE) - Fourth Macedonian War (150-148 BCE)  - Lusitanian Wars and Numantian War in Spain (until 133 BCE) - Expansion in South France 

15th and 16th days: First Slave Revolt in the 130s BCE - The Gracchi and their Political Environment (133-123 BCE) - the Rise of Populares
 
17th day: Jugurthine War (112-105 BCE) – Cimbrian Wars (113-101 BCE) - Rise of Gaius Marius (157-86 BC)

18th day: Second Slave Revolt in the 110s BCE - The Social War (91-88 BCE) - First Mithridatic War (89-85 BCE) 

19th day: The Dominion of Marius and Cinna - Civil War between Sulla and Marius' supporters - Sulla as Dictator (81-79 BE)

A Second Part of this Series of Roman History Classes is offered on the period from the dominance of Julius Caesar to the sole rule of the first emperor, Octavian Augustus.
Metas de aprendizaje
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.
objetivo de aprendizaje

Otros detalles

Orientación para padres
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.
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Fuentes
Throughout the class and in the form of homework, the student will discuss in class under my guidance and read at home before class illuminating sources by major authors that servive in the Latin and Greek language (Plutarch, Diodorus Siculus, Polybius, Livy). 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 which I personally use and recommend, is Perseus Digital Library (section Collections/Texts), under the auspices of Tufts University, available here: http://www.perseus.tufts.edu/hopper/collections In addition, 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 the student through these peculiar sub-fields of history, in order to be abe to "read" them and complete their knowledge. The goal is to apprehend the bigger picture of ancient history in the eastern Mediterranean, and open the mind of modern learners by including aspects of the Roman, Italian, Celtic, Carthaginian and Greek culture and civilization. Some of them did not left behind but a few literary traces. With my scientific knowledge and University training of the ancient civilizations I will guide the student through the traces ancient people left in architecture and art. Finally, the class is not only based on my 20-years of experience in the scientific study of this era, but also on a long list of modern sources, of which a small sample is the following one: The Rise of Rome: From the Iron Age to the Punic Wars by Kathryn Lomas (Harvard University Press, 2018) A Critical History of Early Rome: From Prehistory to the First Punic War by Gary Forsythe (University of California Press, 2006) Livy: Reconstructing Early Rome by Gary B. Miles (Cornell University Press, 1997) The Early Roman Expansion into Italy: Elite Negotiation and Family Agendas by Nicola Terrenato (Cambridge University Press, 2020) State, Society and Popular Leaders in Mid-Republican Rome 241-167 B.C. by Rachel Feig Vishnia (Routledge, 2011) Hannibal's Dynasty: Power and Politics in the Western Mediterranean, 247-183 BC by Dexter Hoyos (Routledge, 2005) A Companion to the Punic Wars, edited by Dexter Hoyos (Wiley-Blackwell, 2015) Rome and the Mediterranean 290 to 146 BC: The Imperial Republic by Nathan Rosenstein (Edinburgh University Press, 2012) Coinage in the Roman Economy, 300 B.C. to A.D. 700 by Kenneth W Harl (The Johns Hopkins University Press, 1996) Roman Art (5th Edition) by Nancy H. Ramage and Andrew Ramage (Pearson publ. 2008) The Architecture of Roman Temples: The Republic to the Middle Empire by John W. Stamper (Cambridge University Press, 2008) Architecture and Politics in Republican Rome by Penelope J. E. Davies (Cambridge University Press, 2020)
Se unió el March, 2020
4.9
776reseñas
Perfil
Experiencia y certificaciones del docente
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 phiosophy of religions. I have excavated in ancient Greek sites, I speak latin and ancient Greek and I am currently finishing my PhD. 

Reseñas

Clase grupal
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22 US$

semanalmente o 418 US$ por 19 clases
1 x por semana, 19 semanas
60 min

Completado por 50 alumnos
Videoconferencias en vivo
Edades: 12-15
3-7 alumnos por clase

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