從羅馬共和國到羅馬帝國：屋大維奧古斯都（西元前31年-西元14年）
在為期 20 週的課程中，學生將深入研究屋大維奧古斯都和提比略作為前兩位羅馬皇帝的生活和事蹟，以及他們那個時代的物質文化、藝術表現和社會/宗教信仰
Spyridon (Spiros) Loumakis
平均評分：
4.9
評論數量：(781)
包含什麼
20 現場會議
20 上課時間作業
每週 1-2 小時. Homework, designed to take no more than an hour in total per week, will be assigned in three forms: (a) Before some of the sixteen 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 quiz based on Augustus (days 1 to 12) and a final quiz based on Tiberius (days 13 to 16). (c) An optional essay on a topic to be arranged.評估
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.等級
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課堂經歷
英語程度 - 未知
美國 7 - 9 年級
Intermediate 等級
(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. N.B.: The students do not necessarily need to take first "Roman Republican History" or "Late Roman Republic" (offered also as multi-day courses) in order to sign up for this class. The material of "Early Imperial Rome" is based on the works and days of the Julio-Claudian emperors. So, anyone interested in learning about the first dynasty of Roman emperors is welcomed in the classroom. (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: Octavian as Restorer of Order / Apollo the Healer and Octavian the Healer / Octavian's House on the Palatine Hill (the first "palace") 2nd day: Augustus Contested (Crassus - Taurus - Gallus - Plancus - Sosianus - Balbus) 3th day: First Constitutional Settlement (27 CE) - Octavian becomes Augustus / Second Constitutional Settlement (23 CE) - Octavian Augustus becomes Princeps / Augustus is awarded the Corona Civica 4th day: Augustus honors Deified Julius Caesar (Temples - Monuments - Coins - Festivals) 5th day: Military Reforms - Bellona and Mars ultor - Relations with Parthia 6th day: Restoring the "Good Old Days" - Moral Legislation - Marriage Scandals - Livia his New Wife 7th day: Ludi Saeculares - Religious Reforms - Augustus as Pontifex Maximus - Theatre of Marcellus 8th day: Augustus as Pater Patriae (2 BCE) - Rome as the Center of the World - Th Altar of Augustan Piece (Ara Pacis) 9th day: Literary Circle of Maecenas (Virigl - Livy - Ovid) - Augustus as Controler of Myth and History 10th and 11th day: Octavia - Marcellus - Agrippa 12th day: Drusus the Elder and Tiberius under Augustus - Tiberius in Self-Exile 13th day: Julia - Caius and Lucius Caesar - Agrippa Postumus - Return of Tiberius 14th day: Augiustan italy and Roman Acculturation 15th day: Augustan Gaul 16th day: Augustan Spain and North Africa 17th day: Augustus in the East 18th day: Temples of Augustus in the East 19th day: From Augustus to Tiberius - Mausoleum of Augustus - Augustus' Death, Funeral and Will 20th day: Res Gestae divi Augusti (the self-praising auto-biography of Augustus) A Fourth Part of this series of Multi-Day Roman History Classes is offered focused on the Julio-Claudian Dynasty from 14 to ca. 54 CE
學習目標
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.
其他詳情
父母的引導和規範
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.
先決條件
This class is the sequence of “Late Republican History: From Julius Caesar to Octavian Augustus (Ca. 78-31 BCE)”. Students are advised (but not obliged) to have taken this class in advance, unless they are already strong students of history
外部資源
學習者無需使用標準 Outschool 工具以外的任何應用程式或網站。
來源
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
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
已加入 March, 2020
4.9
781評論
教師專業知識和證書
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. 評論
現場團體小班課程
US$25
每週或US$500 用於 20 課程每週1次，共 20 週
60 分鐘
有17 位學習者完成此課程
即時視訊會議
年齡: 11-15
3-7 每班學員人數
