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CS 3550E (FALL 2018 & WINTER 2019) THE ARCHAEOLOGY OF AND

WELCOME to CS 3550E! was one of the most dynamic, powerful, and accomplished societies to have ever existed. In a mere five centuries, Rome grew from a small hilltop village (ca. 900 – 700 BC) to a vast empire that controlled the entire Mediterranean (146 BC). Did you know that the at its largest extent (ca. AD 115) covered areas that now comprise at least forty-eight modern countries? Or, that the primary sewer still used today in Rome was constructed by a king of Rome almost 3,000 years ago? This course will look at the archaeological remains from the entire span of Roman history beginning with its life as a small monarchy (ca. 753-509 BC), to its long run as a hierarchical Republic (509-31 BC), to its transition into a vast empire ruled by a single imperial figure (31 BC onward). We will explore the remains of houses, temples, warehouses, bars, bathhouses, and apartment buildings in the major cities of Italy such as Rome, Ostia and , as well as the major civilizations of the Etruscans in northern Italy and the cities of Magna Graecia in the south. We will consider the role of monumentality, symbolism and artistic representation in public and private complexes throughout Rome and Italy. The small artifacts that were used in daily life will be investigated towards understanding their role in the creation and maintenance of power and individual identity. The course focuses on the art, architecture and artifacts from Italy and discusses how these are interpreted today to reconstruct all aspects of life in the past.

I am Dr. Elizabeth Greene and I will be your instructor for this course. I am Associate Professor of Roman Archaeology in the Department of Classical Studies. I teach on all aspects of Classical Archaeology (primarily Greek and Roman), particularly the archaeology of the Roman world and the Roman provinces in Europe, North Africa and the Middle East. I have worked on archaeological excavations in Tuscany and Rome, and on various military forts along the Roman frontier in England. Currently, I am involved in an on-going excavation project at a site called Vindolanda near ’s Wall, where I co-direct a field school for Western students to train in excavation technique and the history and archaeology of Roman Britain. Please feel free to discuss with me any aspect of archaeology, how to get involved with archaeological projects, or just come introduce yourself.

1 CONTACT INFO

INSTRUCTOR: Dr. Elizabeth Greene Department of Classical Studies Lawson Hall, Room 3208 519-661-2111, ext. 84571

OFFICE HOURS: Tuesday, 3:30-4:30 and Thursday, 9:30-10:30 (or by appt. [email protected])

Teaching Assistant: Shereen Fayed Office Hours:

CLASS INFO

CLASS TIMES: Tuesday, 1:30-3:30; Thursday, 1:30-2:30 LOCATION: AHB 1B06 (Arts & Humanities Building)

ASSIGNMENTS and ASSESSMENT

FALL 2018 Test 1 (Visual identification and short answers, 2 hours) November 15 15%

Short Paper (see assignment for details) Final Draft December 7 20%

WINTER 2019 Test 2 (Visual identification and short answers, 2 hours) February 7 15% Final exam (As scheduled by registrar) 25%

Short Paper (5 pages, see assignment for details) 20% Proposal and Annotated bibliography (mandatory) March 1 Rough Draft (optional) March 22 Final Draft April 9

Class participation On-going 5%

REQUIRED COURSE MATERIAL Claridge, Amanda. 2010. Rome: An Oxford Archaeological Guide, 2nd edition (Oxford) (Indicated as “Rome” in readings lists).

Ramage, Andrew and Nancy Ramage. 2015. : to Constantine, 6th edition (Pearson Prentice Hall) (Indicated by “R&R” in readings lists). **I did not order this from the bookstore because it is very expensive. Please buy this used online**

Sear, Frank. 1998. Roman Architecture, 2nd edition (Routledge) (Indicated as “Sear” in readings lists).

Consult MLA (or similar) writing guides online.

**Further readings will be posted to the course website on OWL and will be available on the course reserves from the library. These will be listed in the weekly reading with author and chapter title**

2 NOTE FROM THE DEAN OF ARTS and HUMANITIES: You are responsible for ensuring that you have successfully completed all course prerequisites and that you have not taken an antirequisite course. Lack of prerequisites may not be used as basis of appeal. If you are not eligible for a course, you may be removed from it at any time, and you will receive no adjustment to your fees. These decisions cannot be appealed.

PLAGIARISM: Students must write their essays and assignments in their own words. Whenever students take an idea, or a passage of text from another author, they must acknowledge their debt both by using quotation marks where appropriate and by proper referencing such as footnotes or citations. Plagiarism is a major academic offence (see Scholastic Offence Policy in the Western Academic Calendar).

POLICY ON ACCOMMODATION FOR MEDICAL ILLNESS: http://www.uwo.ca/univsec/handbook/appeals/accommodation_medical.pdf [downloadable Student Medical Certificate (SMC): student.uwo.ca [under the Medical Documentation heading]

Students seeking academic accommodation on medical grounds for any missed tests, exams and/or assignments worth 10% or more of their final grade must apply to the Office of the Dean of their home faculty and provide documentation.

ACADEMIC ACCOMMODATION CANNOT BE GRANTED BY THE INSTRUCTOR OR DEPARTMENT.

WESTERN ACCESSIBILITY POLICY. Western has many services and programs that support the personal, physical, social and academic needs of students with disabilities. For more information and links to these services: http://accessibility.uwo.ca/

WESTERN SUPPORT SERVICES: Students who are in emotional/mental distress should refer to Mental Health @ Western http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help.

COURSE DESCRIPTION The Archaeology of Rome and Italy will trace the evolution of the Roman world from the earliest cultural groups found in Italy through the Roman imperial period (ca. 1000 BC – AD 300). The course focuses primarily on the archaeological remains from this time period (architecture, sculpture, artifacts, etc.) and how we use them today to understand and interpret social, political, economic and historical phenomena of the Roman world.

We begin by looking at some of the original cultural groups that existed in Italy (Villanovans, Etruscans, Greeks) and how these people influenced the growth and direction of early Roman society. The earliest archaeological remains in and around the city of Rome will be the backdrop for our investigation of the initial power struggles in central Italy during the period of the monarchy (753 BC – 509 AD). We will examine the primitive hut settlements on the Capitoline and Palatine Hills and debate theories about the earliest city wall to be found near the Palatine, argued by some archaeologists to have been the “wall of Romulus”, the mythical founder and namesake of the city (753 BC). We will then explore the conquest of “the people” over kingship and the establishment of the in 509 BC, and further, how we can understand these socio-political changes from the material record. This period takes us through a major part of the establishment of Rome as the dominant power in the Italian peninsula, first by the conquest of neighboring Etruscan cities and eventually by dominating and assimilating all cultural groups 3 in Italy. The period of the Republic also saw conquest overseas with the subjugation of the Carthaginians and Greeks finally in 146 BC, resulting in dominance over Spain, North Africa, and Greece and its surrounding areas.

We will explore the shifting and changing power struggles and social organization through the material expression of both the State and individuals during this time. We will look at the houses, temples, public monuments, governmental structures and spaces, and objects of daily use in order to understand how the incorporation of so many cultural entities changed the face of Rome and Italy to create a multicultural State. The first term ends by looking at the transition from Republic to Empire (31 BC) and will focus particularly on the city of Rome as a landscape to demonstrate and legitimize power. This phenomenon can be traced particularly well in the buildings and artistic program of the Late Republican city (ca. 100- 31 BC) and that of the early empire under the first emperor (31 BC – AD 14). We will consider how past motifs and styles from Italy and elsewhere were employed in the power struggles of this shifting and changing world.

The second term picks up with the Roman Empire and follows it through to the abandonment of the West. We will trace the progression of dynasties and the different roles material culture played in the dominance and legitimization of these various groups. The second term sees the full-grown Roman Empire that spanned what now comprises 48 modern countries from Britain to Syria and from Romania to Sudan. With such a vast empire comes the integration of so many cultural groups, which we will investigate towards an understanding of concepts such as “romanization” and “cultural imperialism.” We will see how the incorporation of these groups and the influence the came from the periphery changed what it meant to be “Roman.” These and many other concepts will be introduced and discussed while we explore the monumental and awe-inspiring remains of the center of the Roman Empire: Italy and its at Rome.

LEARNING OBJECTIVES

On successful completion of this course students are expected to be able to:

I. Understand basic archaeological terms relating to the architecture, art and artifacts of the Roman world. II. Understand the basic historical timeline, geographical layout and the physical components of the Roman world from its beginnings as a small village in ca. 1000 BC to about AD 500. III. Identify characteristics of specific Roman sites by reading an archaeological plan or with images of a site’s specific features (e.g. temples, houses, defenses, sculpture). IV. Articulate how buildings, city plans, and monuments reflect social and political organization and how these features were used to push political agendas and make broader statements to their audience. V. Understand how artifacts and other material culture played a role in the creation and maintenance of one’s identity such as ethnicity, sex/gender, religion, class, etc. VI. In turn, understand the limitations and biases inherent in the archaeological record and what effect this has on our understanding of life in the past.

LEARNING OUTCOMES/TRANSFERABLE SKILLS

Students completing this course are expected to have acquired:

I. historical perspective: An understanding that the cultural, political and social phenomena of any historical period needs to be understood within the historical context of which it is a part. The long duration of time covered in this course allows a broad understanding of change and evolution of a culture. II. appreciation of the physical environment: How the monuments, buildings, street layout, etc. in any historical period may signify important ideals such as status, identity, and power, on both the civic and

4 individual level. Throughout the course both lectures and discussions will emphasize the messages present in the physical appearance of a city and its monuments. III. the ability to analyze primary evidence (archaeological, documentary, artistic, etc.): Students should gain a developed understanding of the potential, as well as limits and restrictions, of our evidence in the reconstruction of past societies. Our class discussions will provide practice and guidance in this interpretation and the research paper will give an opportunity to investigate archaeological material closely and to reach conclusions independently. IV. writing skills: Students will learn to synthesize material and present their thoughts clearly and concisely within prescribed limits, to present a thesis statement with clear objectives and approach, and to cogently argue a point in written format. Students will have these opportunities in two research papers that will be written in stages over the course of the entire year. Emphasis is put on acquiring and honing skills in writing and research, rather than on the ability to produce a long paper. V. communication skills: The ability to present succinct thoughts in oral discussion is important. Students will practice communicating by stating their opinions and posing questions to their peers towards advancing in- class discussion. It is hoped that students will learn to be inquisitive, to question presumed “fact,” and to learn to craft an argument for oral presentation. This should not only involve the repetition of learned knowledge but analysis and conclusions about newly acquired knowledge.

COLLABORATION AND INDIVIDUAL WORK Any learning experience is highly enhanced by group discussion, teaching your peers, and asking questions of me and your classmates. I encourage you throughout the course to create study groups, to quiz each other on historical and aesthetic details learned in the course, and to help each other with difficult topics when necessary. These efforts will always create lively discussion in class and ultimately help you remember information and utilize facts towards a greater understanding of our subject matter and better performance on assignments.

It is expected, however, that all of your tests, exams, and written assignments (i.e. things that are passed into me for course assessment) will be your own original work that you have completed by yourself and in your own words. As an example, it is always very useful to study with a group for an upcoming test or exam and this is highly encouraged. What you will want to avoid, however, is creating “sample” or “practice” essays together on topics that you think might end up on the exam and then use those words exactly or even roughly in an exam essay. You want to discuss ideas, quiz each other on facts, and learn from each other. You DO NOT want to take each other’s words and original ideas and present them as your own in a paper or on a test or exam. This would be considered plagiarism and is an academic offence on the part of all involved. This is only one example, so please, if you have any questions about what does and does not constitute an academic offence, please come discuss this with me and see the Academic Handbook section on scholastic offences: http://www.uwo.ca/univsec/handbook/appeals/scholastic_discipline_undergrad.pdf

CLASSROOM TECHNOLOGY USE I will post PowerPoint lectures in advance of the class. It is perfectly acceptable for you to download these and have them on your laptop for class (in fact, I suggest this). You will be able to follow along with the lecture and not waste efforts writing down what is written on the slide. Sometimes the lecture will only appear the morning of the class. This is unavoidable for me as I reserve the right to make last minute changes and additions to the PowerPoint before it is covered in class. PowerPoint presentations will be based on a complete subject (e.g. Early Italy) and the same file may be used for several lectures. I will label files accordingly to minimize any confusion.

I expect that laptops will be used in class for academic purposes. If you choose to spend the hour doing other things on your computer not related to class you will be disturbing your peers around you. Please be conscious of this and respect others in the class. Laptops, phones, and other electronic devices or study aids are NOT allowed in tests or exams.

5 COURSE COMPONENTS

LECTURES AND ATTENDANCE: I will not take regular attendance in this course (some class meetings will have expected participation, see below), but it is highly recommended that you attend all lectures. The most important part of this course is class meeting. Lectures will use the assigned reading as background and will build on these topics as well as introduce new material. Exams will be based on lectures and the reading material together, but it is a good sign that if a particular topic is prominent in the reading and discussed at length in lecture, that this is an important issue and will be found on the tests and exam.

Attendance will be taken during the class periods focusing on writing and research projects. These dates are specified in the daily schedule below. You will learn how to write a good, clear, concise paper in this class if you put in the effort. I will give you every opportunity to hone your writing skills and to learn common mistakes of young writers and researchers. There will also be opportunities to have a rough draft critiqued and perfected for final submission. See more on this aspect of the course in the assignments below.

The lectures will always have accompanying PowerPoint presentations and they will be posted on the OWL site for this course. Since this is an archaeology class, there will be many images that you will be expected to recognize and analyze throughout the course. Images will appear in the PowerPoint presentation for the week’s discussions, labeled with their identification and date, but there will be highly relevant information discussed that will only be accessible in the class lecture, including formal presentation by me and informal student participation and discussion. If you miss a class, it is advised that you obtain notes from a fellow student and the images from OWL, and I encourage you to utilize office hours with questions after you have familiarized yourself with the material. It is not possible to simply replace the class lecture with the PowerPoint without attending lecture.

MID-SEMESTER TESTS Tests are meant to show your comprehension of concepts and ideas, as well as your ability to remember buildings, sites and historical events that are important for the study of Roman archaeology (you will indeed need to memorize information in this course, such as historical dates or building types, to create a solid base of knowledge). Exam questions will require you to understand conceptual ideas, as well as specific dates and features of important buildings and events (e.g.: What symbolic importance is present in the iconography found in the upper story of the Augustan Forum complex?). I am not looking for you to spend lots of time on tiny details that have little consequence on broader concepts (e.g.: How many arches are there on the not including the main entrances?). The questions are not out to trick you, but they will require knowledge, thought and reflection to answer correctly.

Mid-semester tests are non-cumulative (e.g. test #1 will cover from the beginning of the semester until the class before the test. Then test #2 will include the material covered from the class after Test #1 to the class before Test #2, etc.). In other words, they only include material covered between each test (Final exam is cumulative from the whole year). They are meant to allow you to synthesize the material and assess your knowledge throughout the semester. Tests will help you identify any problems or gaps before being overwhelmed with the final exam at the end of the year. See below for information on the Final Exam, but please note that the final exam in April is cumulative of the entire year.

Tests will be taken in one class period and take 1-2 hours to complete (see specific test date). They will consist of short identifications and/or short answer questions, and will also include images for assessment that were encountered in the PowerPoint presentations. I will choose the most important images seen throughout the course and each week I will put around 10 images in a folder on OWL marked, “Test 1 review images” (i.e. you will not be asked to memorize and recall every image that is shown in class!). Students will be responsible for knowing the place and general date represented in the image, the cultural association, and for understanding why these

6 examples are important for our study of Roman archaeology. I will ask you to identify the image and provide a rough date for its construction/use, its location and one or two further details of its importance (e.g. if I show a picture of the first temple to Jupiter Optimus Maximus on the in Rome you will be expected to know what building it is and where it is located, when it was constructed, and I might ask further, e.g. to what god/s the structure was dedicated. Or, from what culture did the Romans borrow this building type?). The short answer questions will require more thought and will generally take about one or two paragraphs to answer. For example, a question could ask: Briefly discuss the cultural components that were present in Italy during the formation of the city of Rome.

I will also provide review sheets on OWL with important terms and questions to guide your review. These are meant to aid students in understanding major terms and concepts in the course and to help you begin formulating answers. These sheets are meant to help students organize review of the material, NOT as a replacement for lectures or as a “practice exam”, or as a comprehensive list of everything that might be on the exam.

**No books, notes, laptops or any other electronic devices are allowed to be used during tests**

FINAL EXAM The final exam (April only, no exam in the December exam period) will be cumulative and will focus on overall concepts in Roman archaeology that we have looked at throughout the year. You will need to refer to the material we have examined in class (e.g. sites, buildings, sculpture and other art, artifacts) that illustrates your argument within the essay answer. For example, a conceptual exam question might be: Discuss how the city of Rome became an arena for the physical expression of elite competition at particular points in the history of the city. You would discuss briefly the historical background of your chosen answer and cite specific buildings within Rome, e.g. for the late Republic you might discuss the Theater of , as an important example and why this complex illustrates your point particularly well. The exam questions will allow you to show that you understand broad concepts while also using specific material from the entirety of the course.

The exam will consist of written essays, all of medium length (i.e. take 40-60 minutes per essay for planning, writing and re-reading, ca. 5 pages of an exam booklet). This will give students the ability to show their strengths in various topics and not rely on only one essay for the final exam grade. The last few class meetings are designed to synthesize the material we have covered and help you study for the final exam. These class meetings will be thematic and will use material from the entire semester in a discussion of major themes and concepts. These will be interactive sessions and you will be expected to have thought in advance about the topics and be ready to discuss and elaborate on questions and discussion.

**No books, notes, laptops or any other electronic devices are allowed to be used during final exams**

**Make-up tests and exams will only be given with a Dean’s approval. If you miss a test it is not up to me to decide if your case warrants a make-up. Please take all such concerns to the dean’s office. Please take note now of all test and assignment dates listed at the top of the syllabus and confirm that you are available for test and assignment due dates. The final exam date is set by the registrar and is non-negotiable. Please do not schedule travel during the exam period.

CLASS PARTICIPATION AND READING ASSIGNMENTS I will spend much of the time lecturing, but I will also pose questions to the class and we will have discussions during which participation is expected. I will present questions or topics, sometimes spontaneously, sometimes by distribution in advance, and will utilize reading material and past lectures. It is hoped that these discussions will help students use the knowledge that they have gained and to solidify concepts before we move onto new material. For instance, before jumping into the complexity of Augustan Rome, we will stop and discuss the Late Republic and the environment from which Augustus emerged as emperor of Rome. At times we will also do small activities that require discussion with peers or group organization and these will not be voluntary tasks. You do not need to speak or take part in discussion every day, but I do expect that throughout the semester students will

7 be an active member of the class. This is a good (and relatively easy!) way to gain 5% of your final grade and will also be helpful to synthesize information when studying for tests and exams. Please note that just showing up to class regularly does not equal “participation,” though this will obviously help. I encourage you to come speak to me if you are unsure if your participation is sufficient or if you have any serious issues with this aspect of the course.

RESEARCH PAPERS (Please see the separate assignment sheet in OWL with FULL directions and considerations for both research assignments. This gives the general outline and some helpful resources). We will be working throughout each semester on perfecting a succinct, clear, understandable piece of writing. These will both be short papers, 5 pages in length. In order to make this an exercise in learning writing skills, we will have class periods specifically focused on research and writing. You will also have the opportunity to work through a rough draft with me, in order to present a top-notch final paper. These papers are only 5 pages because we will focus on the quality of the paper, rather than your ability to produce a long piece of writing. We will work together on presenting ideas in clear, strong, grammatically and syntactically correct sentences. You will learn how to construct an argument, use evidence to support your argument and to present all ideas in a way that your reader will understand. Therefore, in marking I will have high expectations for the quality of the paper, rather than on the ability to provide a lengthy work.

Short Paper #1: This paper will be a prescribed topic with 3-4 sources already set out for you to use. It will focus closely on prominent debated topics in Roman archaeology. You will choose from the topics given by me which one you will write on. The paper will be 5 pages long and I do not expect it to go longer. Part of the exercise is that you are able to present a clear and concise argument, giving the appropriate time to each aspect of the argument as necessary. Because of the short length requirement, I will also expect more time to be spent on the quality of the writing in these 5 pages. Sentences should be grammatically and syntactically correct. Paragraphs should be well organized and the whole paper should follow a rational organization with relevant information.

**Please see the more detailed paper assignment for further clarification, directions, checklist of paper sections and grading rubric.

Short Paper #2: The second short paper (done in the 2nd semester) will be very similar to the first paper, but this time you will choose a topic from a longer list given by me and you will find your own sources for the paper. This paper will include the submission of a brief proposal for the work and an annotated bibliography of at least 7 sources that will be used in the paper. You will again have the opportunity to review a first draft with me, in order to produce a stellar final draft. Please see the paper assignment for more details.

**Please see the more detailed paper assignment for further clarification, directions, checklist of paper sections and grading rubric.

Writing Sessions (attendance will be taken):

October 4: Creating arguments in Classics and Classical Archaeology—Reading critically, using evidence and inserting your own opinion

October 23: Strong sentences, clear points and proper syntax—how to present a perfect paper

January 17: Resources for independent research in Classical Archaeology (Library and online) and discovering what is useful for your topic (e.g. how to put together an annotated bibliography).

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Steps of Research and Writing The steps you are asked to take and the graded elements (in bold) of the assignment are as follows:

Short Paper #1 (1st term): The short paper in the first term focuses on writing quality and ability to understand the evidence presented to you in scholarly articles, as well as inserting your opinion into your paper. I will provide the class with 4 sets of articles that present material and arguments about a specific problem in Roman archaeology. You will choose one of these options to deal with in your paper. The paper will essentially be an article response, in which you summarize the arguments of each scholar, presenting the evidence they use and how they construct their argument. You will insert your opinion into this paper by critically evaluating their argument: Was the evidence used appropriate? Was the argument strong and believable? Do you agree or disagree with the author? Why or why not?

The point of this paper is to perfect your writing skills, not to write to length. To that end, the paper is short, not going over 5 pages; however, because of this I hold very high expectations for the presentation of this paper in its use of correct grammar and punctuation, smooth writing style, good (and correct) choice of words, and general presentation of a perfected final draft.

The only graded component of this assignment is the final draft. I am happy to look over a rough draft for you at any time during the semester as long as it is submitted to me before November 13th. After that date I will not have the time to read and provide critical feedback before the final draft is due.

Short Paper #2 (2nd term): This assignment requires you to search out your own topic (from a list I provide) and to gather your own sources on a topic in Roman archaeology. We will work together through steps of research helping you along the way to develop your ideas, find appropriate resources and write a high quality final paper. This paper is also short, therefore I again expect near perfection in the use of correct grammar and punctuation, smooth writing style, good (and correct) choice of words, and general presentation of a perfected final draft. You will be asked to take the following research steps:

A proposal and annotated bibliography (Graded portion of assignment):

I. Proposal (mandatory): You will write a one-paragraph proposal of how you plan to approach your topic. This task is meant for you to focus your thinking and to begin planning the organization of the paper. At this point you will have chosen your topic and sources and read them once in order to have a basic sense of the topic. The proposal should indicate the basic info about the project, including your primary research question, how you plan to investigate this question, what types of archaeological evidence you might look at to answer research your question, and any potential hypotheses you may already have about the topic. The organization of the proposal should basically mirror the proposed organization of the paper. In other words, don’t explain first what you think you might conclude from your research, but rather start with a strong thesis statement that incorporates your research question, then present some possible evidence to be used, then a potential hypothesis or conclusion. You are not held to exactly what you write in the proposal and your ideas may change later, but this is meant to give you a starting point and get you working on the assignment.

II. Annotated bibliography (mandatory): This is a bibliography of sources that you will use to investigate your topic (please provide 7 specific sources, not websites, but written sources either in the library or on databases such as JSTOR). You should look for relevant books and articles on your subject. Unless absolutely necessary, you should use sources that are from the last thirty or so years and always use the most recent source available on a subject. You will annotate this list, meaning that you will provide a very brief note after each source that describes what it is about and why it will be useful for your paper topic. Example:

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Beard, M., 2002. The (). A general review of the building and sculpture of the Parthenon. Good for background information and images. They present all arguments about the interpretation of the frieze and its figures. They believe the frieze depicts… Boardman, J. and D. Finn. 1985. The Parthenon and its Sculptures (Austin). A general study of the decoration of the Parthenon. They strongly believe the frieze is representative of Marathon, democracy, and the major festival in Athens. Systematic discussion of evidence and why they interpret it this way, as well as showing why they feel other arguments are wrong.

These annotations are as much to help you as they are for me to assess your progress and the appropriateness of a source. This is a very helpful way to organize your thoughts and remember why you need various sources. You may include anything on this list including books, journal articles, and webpages. You must be very careful with internet sources and it is best that you discuss these with me beforehand so we can determine the academic quality of the proposed source. Please do not use Wikipedia and do not include the text books in this list (though it is okay to cite textbooks in the paper if necessary when making a general point). The bibliography is part of the graded portion of the paper for first term and is.

III. First Draft (optional, not graded): This is not mandatory, but if you would like you may submit a first draft of the paper for comment by me and suggestions to make the work better. This will need to be submitted to me (electronically), by March 12th. The first draft should be a complete written paper. This draft should not include any sections still in outline format, nor should you have extensive notes to yourself to check this and double check that (though a few notes, perhaps questions of opinion for me, or minimal notes to yourself are okay and encouraged). It should be written out in good English and essentially a complete paper with footnotes and a bibliography. This way you will get the most benefit out of my comments and how I think you can improve the research or the writing for the final draft. The first draft needs to be submitted to me by March 22 for me to be able to comment thoroughly on all papers.

IV. Meeting : Consultation for final draft. This is an optional meeting to discuss the feedback offered on the rough draft. This meeting will give you a chance to discuss with me the comments I have provided and how you plan to utilize them to improve the work for the final draft. This is important to avoid any miscommunication with feedback before the final draft of the paper is done. You may request a meeting with me at any point during your research to help you along with resources or to gain better insight into the work or chosen topic. Please don’t hesitate to discuss any problems!

V. Final Draft (mandatory): This is the final version of the paper and is DUE ON APRIL 9. Please submit an electronic version in the OWL Assignments folder. After this point there will be no re-writes and no additions to the paper. This project is meant to guide you through the steps of research and should be a valuable experience for students in many fields.

**Late Papers. It is not fair to your peers if you have extra time to write your paper but are assessed in the same manner. Late papers will lose 10% of the grade every day they are late. If you need accommodations this is a matter for the dean’s office and you must receive approval from the dean.

HELP WITH WRITING SKILLS During the writing process you are encouraged to utilize the many resources on campus that are available to students for research and writing papers. I do not require a visit to the writing center as part of your grade and I will not check up on those that have done this, but there is no doubt about the correlation between higher quality written work and utilization of campus resources. Here are some easy ways to access information about the resources available to you at Western:

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LIBRARY WRITING AND RESEARCH TUTORIALS (online): There are several useful tutorials on the Western Libraries website. Please look through and utilize as many as you find useful and use the examples from Social Sciences or Arts and Humanities if available (rather than Health of Physical Sciences).

WRITING SUPPORT CENTER: http://www.sdc.uwo.ca/writing/ “Writing Resources” (lists of useful sources by field; very useful handouts on syntax and writing styles): You are able to get writing help through email at the writing center, but I highly recommend that you make an appointment to work with someone in person at the center. Personal discussion about the goals for your writing project will always help the final paper enormously. Also, more than one trip to the writing center throughout this project will be useful as your progress and experience with research and writing grows.

WEEKLY SCHEDULE: LECTURES, READING, ASSIGNMENTS, TEST and PAPER DATES

Resources to consult throughout the semester: Ramage and Ramage (R&R): Timeline, pp. 10-11; Emperors, Gods and Goddesses, cover overleaf; Maps--Roman world in the early 2nd century AD, pp. 14-15; Italy, page 16; Rome, pp. 18-19; Glossary of art and architecture terms, pp. 367-371; Ancient Authors, page 366. Sear, Frank (Sear): Glossary, pp. 277-279 (more detailed architectural terms). Claridge, A. (Rome): Documentary sources, pp. 33-38; Glossary 39-61; Chronological table, pp. 494-496.

If you have little background (or have forgotten everything!) in Roman civilization, or would like to explore an aspect of Roman history in more detail, a good book to consult is: Boatwright, M.T., D.J. Gargola, and R.J.A. Talbert. 2004. The Romans: From Village to Empire (Oxford University Press). Weldon Library DG209.B58. ebook available in Weldon catalogue: http://lib.myilibrary.com.proxy2.lib.uwo.ca:2048/Open.aspx?id=47120&loc=&srch=undefined&src=0

**DO NOT WORRY ABOUT THE AMOUNT OF READING LISTED BELOW IN TERMS OF PAGE LENGTHS: THESE ARE ART AND ARCHAEOLOGY BOOKS AND THEY ARE FULL OF PICTURES, MAPS, PLANS, AND HELPFUL CHARTS!**

FALL 2018 SEMESTER

UNIT 1: COURSE INTRODUCTION AND INTRODUCTION TO MEDITERRANEAN ARCHAEOLOGY

SEPTEMBER 6: Course Introduction.

WEEK 1 (September 11-13): Introduction to Studying Mediterranean archaeology

Reading (please read ahead of the week’s lectures): R&R, “Introduction” (introduction to Roman art and the subject of studying art and archaeology) Rome, Historical Overview, pp. 4-38 (overview of Roman history and our sources)

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UNIT 2: EARLY ITALY--THE ETRUSCANS, GREEKS AND ROMANS in EARLY ITALY

WEEK 2 (Sept. 18-20): Setting the Scene Italian landscape; Villanovans (early groups in Italy); Coalescentium (settlements coming together); emergence of urban spaces in Italy; Magna Graecia (Greek colonies in Italy): Pithekoussai, /Poseidonia

Reading: Library course reserves, Boethius, Chapter 2, “The Early Iron Age” Weldon, e-books, Boatwright, Gargola, Talbert, Chapter 1, “Early Italy” pp. 1-31. http://lib.myilibrary.com.proxy2.lib.uwo.ca:2048/Open.aspx?id=47120&loc=&srch=undefined&src=0

WEEK 3 (Sept. 25-27): Etruscans: Origins and places in Italy Poggio Civitate-Murlo, Acquarossa, Chiusi, Cervetri (Caere), Veii (Portonaccio temple), Pyrgi (temple complex and bilingual tablets), Tarquinia (tombs), Marzabotto (Etruscan colony). Etruscan Terracottas: Revetment plaques, Veii , Murlo and Acquarossa palace decoration

Reading: R&R, Chapter 1, “The Etruscans: 1000-50 BC.” Library course reserves, Boethius, Chapter 3, “Etruscan Architecture” (lots of pictures!).

WEEK 4 (Oct. 2-4): Early Rome and Latium, Part I Landscape of Rome and Latium Earliest settlements in Rome: Capitoline and Palatine huts, burials in Forum area. Burials on Esquiline Sources for understanding early Italy

Reading: e-books, Boatwright, Gargola, Talbert, “Rome’s First Centuries” http://lib.myilibrary.com.proxy2.lib.uwo.ca:2048/Open.aspx?id=47120&loc=&srch=undefined&src=0 Rome, “Hut of Romulus,” pp. 131-134.

OCTOBER 4: WRITING SESSION Creating arguments in Classics and Classical Archaeology—Reading critically, using evidence and inserting your own opinion

OCTOBER 9-11: READING WEEK NO CLASS MEETINGS

WEEK 5 (Oct. 16-18): Early Rome and Latium, Part II Monarchy: in 753 BC, Period of Etruscan kingship, Draining of Forum, Earliest Political and religious spaces: , Vestals, ‘Hut of Romulus’ on Palatine, Sant’Omobono sanctuary site

Reading: Library course reserves, Boethius, Chapter 4, “Etruscan Rome” pp. 103-113.

12 Rome, “Capitoline Hill” pp. 259-262 and 268-270 (about Temple of Jupiter Best and Greatest Capitolinus); “Archaic and Republican Temples (Sant’Omobono)” pp. 282-285; “Regia” pp. 109- 111; “” and “House of the Vestal Virgins” pp. 105-109; “Precinct of Victory”

UNIT 3: THE ROMAN REPUBLICAN PERIOD IN ROME AND ITALY—BUILDING AND EMPIRE AND A CAPITAL CITY

WEEK 6 (Oct. 23-25): The Roman Republic (and Writing and Research session) Start the Roman Republic (Intro to the historical period) Political and Religious spaces: Capitolium, , , . Republican temple building: Temple of , Temple of Concordia, Temple of Castor, Largo Argentina, , Temple of , Temple of Hercules, ,

Reading: R&R, Chapter 2, “The Roman Republic 509-27 BC.” Sear, Chapter 1, “Republican Rome,” pp. 10-28. Rome, “Senate House (Curia)” and “The Comitium” pp. 71-77; “Rostra” pp. 85-86; “Republican victory- temples (Largo Argentina)” pp. 241-246; “Republican victory-temples (in the Vegetable market “forum holitorium”)” pp. 279-282; “” and “Round temple” (possibly to Hercules) pp. 285-288; “Tabularium” pp. 271-272; “Temple of Concordia Augusta” pp. 80-81; “Temple of Castor” pp. 94-95.

OCTOBER 23: WRITING SESSION—Strong sentences, clear points and proper syntax. i.e. How to present a perfect paper.

WEEK 7 (Oct. 30-Nov. 1): The Republican period in Italy (outside Rome) Colonization: Cosa—political interests, Ostia—military interest, Alba Fucens—defensive-economic interests, Po Valley—defensive interest, centuriation (“making the land Roman”). Citizenship and privileges in Italy: making them loyal to Rome. Ostia—A growing port for a growing capital

Reading: Sear, Chapter 2, “Roman Building Types,” pp. 29-48. Library course reserves, Boethius, Chapter 5, “Rome during the struggle for supremacy in Italy” pp. 114- 135.

WEEK 8 (Nov. 6-8): The Late Republic in Rome City of Rome as landscape of aristocratic competition: Theater of Pompey, Theater of Marcellus, Forum of , Tomb of Caecilia Metella, of Cestius, Tomb of Eurysaces (“the baker”). Veristic Portraiture Republican building: Roman Construction techniques and Concrete; Praeneste () Temple of Primigenia, Sanctuary of Hercules at Tivoli.

Reading: (Review) R&R, “Verism”, pp. 90-92. Library course reserves, Zanker, “Conflict and Contradiction in the Imagery of the Dying Republic” pp. 5-31. Sear, Chapter 4, “Roman Architects, Building Techniques and Materials” pp. 69-85. Rome, “” pp. 163-169; “Theatre and Porticus of Pompey” pp. 239-241; “” pp. 275-277; “Tomb of the baker Eurysaces” pp. 385-387; “” pp. 397-

13 401; “Tomb of Caecilia Metella” pp. 430-432; “ Julia” pp. 92-3; “Building techniques” pp. 46-52.

WEEK 9 (Nov. 13-15): Finish course material from previous weeks, Test #1 Tuesday, Nov. 13: Catch up and finish subjects from above Thursday, November 15, Test #1: Visual Identification and short answers on everything through Week 8.

UNIT 4: THE ROMAN EMPIRE—THE CENTER OF THE KNOWN WORLD AND THE IMPERIAL CAPITAL

WEEK 10 (Nov. 20-22): Augustus and the City of Rome--Renewal of the City Emperor and Empire: Visual Propaganda, Augustus’ relationship with Apollo (Palatine) Portraiture of Augustus: “cultural renewal,” Pietas, fecundity. Augustus of Prima PortaTemple of Divus Iulius, , of Augustus, and Horologium complex. Houses of Augustus and on the Palatine and relationship to the Temple of Apollo Relationship with the gods and Importance of family (fecundity)

Reading: R&R, Chapter 3, “Augustus and the Imperial Idea: 27 BC-AD14.” Sear, Chapter 3, “The Age of Augustus” pp. 49-68. Rome, “Temple of Divus Julius” pp. 100-101; “Forum of Augustus” pp. 177-180; “Field of ” pp. 197-216; “Houses of Livia and Augustus-Temple of Apollo” pp. 135-144.

WEEK 11 (Nov. 27-29): Augustan Rome—An Imperial Capital Lecture and Discussion: How did Augustus make the city of Rome his own? How did he give the city a new identity? What was different about the imperial idea from what had come before? How was this expressed visually?

Reading: Library course reserves, Zanker, “Rival Images: Octavian, Antony, and the Struggle for Sole Power” pp.33-77. “The Great Turning Point: Intimation of a new Imperial Style” pp. 79-100.

WEEK 12 (Dec. 4-6): Finish Augustan Rome Finish Rome and Italy in the Augustan period. Augustus and his heirs in the Southern . Augustan Portraiture and Sculpture. Smaller art: Gemma Augustea and Boscoreale cups

December 7: FINAL DRAFT of first term short paper is due. Please submit an electronic copy into the “Assignments” box on OWL.

14 WINTER 2015 SEMESTER (Unit 4 continued)

WEEK 1 (Jan. 8-10): Finish Augustan Rome Review Augustan Rome and finish material not completed in Semester 1

Reading: Review/skim reading from last semester that covers Augustus

WEEK 2 (January 15-17): Discuss Augustan Rome and Writing Session January 15: Wrap-up discussion about the Roman Republic and Augustus

January 17: Resources for independent research in Classical Archaeology (Library and online) and discovering what is useful for your topic (e.g. how to put together an annotated bibliography).

WEEK 3 (January 22-24): The First Century AD: The Julio-Claudians (, , ) Tiberius: The Jovis on (Bay of ) and the Villa at Sperlonga Caligula: Caligula’s pleasure ships at Lake Nemi. Caligula’s portraiture. Claudius: Temple of deified Claudius, and Claudian aqueducts. and Decadence: The fire of Rome (64 AD); The (Golden House); Nero’s Nymphaeum. The development of Imperial portraiture

Reading: R&R, Chapter 4, “The Julio-Claudians AD 14-68.” Sear, Chapter 5, “The Julio-Claudians” pp. 86-102. Rome, “Temple of Deified Claudius” pp. 349-350; “Porta Maggiore” pp. 383-385

WEEK 4 (Jan. 29-31): Nero and rising Decadence in Rome Nero and Decadence: The fire of Rome (64 AD) The Domus Aurea (Golden House); Nero’s Nymphaeum. The development of Imperial portraiture

Reading: Rome, “Nero’s Golden House” pp. 326-328; “Nero’s Nymphaeum” and “Nero’s Aqueduct” pp. 343-344.

WEEK 5 (Feb. 5-7): Finish Julio-Claudians, Nero and Review for exam Finish material and Review February 7: TEST #2 Includes material covered after last test. Test will include image identifications and short answers.

WEEK 6 (Feb. 12-14): Imperial transition—The Flavian Dynasty Breaking away from Julio-Claudian visual imagery The , the Colosseum, Temple of and . The Forum-Temple of Peace The Forum of ‘’ (a.k.a The Forum of or The Forum Transitorium) The Domitian’s Palace on the Palatine

Reading: R&R, Chapter 5, “The Flavians: Savior to Despot, AD 69-98” pp. 169-188 only. Sear, Chapter 7, “The Flavians” pp. 134-153.

15 Rome, “” and “Forum-Temple of Peace”, pp. 169-176; “-Stadium of Domitan” pp. 234-239; “Colosseum” pp. 312-319; “Arch of Titus” pp. 121-123; “Domitian’s Palace” pp. 145-158; “Temple of Vespasian and Titus and the Precinct of the Harmonius Gods” pp. 82-83.

FEB. 18-22: READING WEEK -- NO CLASS

WEEK 7 (February 26-28): The Bay of Naples: The Eruption of Mount Vesuvius Pompeii and the Bay of Naples

Reading: R&R, Pompeii and , pp. 189-205. Sear, Chapter 6, “Two Roman towns: Pompeii and Ostia” read Pompeii part of chapter Pdf on OWL, Berry, “The People of Pompeii” pp. 86-119. Pdf on OWL, Berry, “Economic life in a Roman Town” pp. 210-233.

WEEK 8 (March 5-7): Finish the Bay of Naples Finish Pompeii Herculaneum and in the Bay of Naples (, Baiae, )

March 1: Proposal and annotated bibliography due for semester 2 research paper. Please submit electronically on OWL in “Assignments” folder.

WEEK 9 (March 12-14): in Rome and Italy Trajan and the city of Rome: Forum of Trajan, Trajan’s and historical , Markets of Trajan, . Trajan in Italy: Arch at (south of Rome). Art in the Trajanic period.

Reading: R&R, Chapter 6, “Trajan, Optimus Princeps AD 98-117.” Sear, Chapter 8, “Trajan and Hadrian” pp. 154-165 only. Rome, “Forum of Trajan” pp. 180-196; “Baths of Trajan” pp. 324-326.

WEEK 10 (March 19-21): Hadrian in Rome and Italy Feats of Roman Architecture: The Pantheon and the Villa at Tivoli Temple of and Mausoleum of Hadrian-Castel S. Angelo

Reading: R&R, Chapter 7, “Hadrian and the Classical Revival: AD 117-138.” Sear, Chapter 8, “Trajan and Hadrian” pp. 165-184 only. Rome, “Temple of Deified Hadrian” and “The Pantheon” pp. 223-234; “Temple of Roma and Venus” pp. 118-121; “Mausoleum of Hadrian” pp. 410-415.

MARCH 22: Last day to submit rough draft of Paper #2

WEEK 11 (March 26-28): The Antonine Emperors—, , Commodus Commemorating the past: Temple of the Divine Hadrian Column base of Antoninus Pius; Temple of Divus Antoninus Pius and Diva Faustina; Column of Marcus Aurelius and Faustina.

16 Imperial portraiture of the Antonines: Equestrian statue of M. Aurelius, Commodus as Hercules.

Reading: R&R, Chapter 8, “The Antonines: AD 138-193.” Rome, “Temple of Deified Hadrian (Hadrianeum)” pp. 223-226; “Temple of Divus Antoninus Pius and Diva Faustina” pp. 111-112; “Column of Marcus Aurelius and Faustina” pp. 219-221; “bronze statue of the emperor Marcus Aurelius on horseback” p. 266.

WEEK 12 (April 2-4): The Severan Period , civil war and legitimization of imperial rule Severan period in Rome: Arch of Septimius Severus, Arch of the Argentarii. Severans (and others) in North Africa: Lepcis (or Leptis) Magna. in Rome.

Reading: R&R, Chapter 9, “The Severans: AD 193-235.” Sear, Chapter 9, “North Africa” pp. 185-209. Rome, “Arch of Septimius Severus” pp. 78-79; “Arch of the Argentarii” pp. 292-293; “Baths of Caracalla” pp. 357-365.

WEEK 13 (April 9): Focus review sessions to go over material from entire year and Course wrap- up

SUBMIT PAPERS ON APRIL 9: Please submit an electronic copy to the OWL folder “Assignments.”

FOCUS SUBJECTS FOR STUDY FOR FINAL EXAM

Expansion and conquest in Italy (and elsewhere when relevant to this class) How did the Romans expand and eventually control all of Italy? How did this change the physical organization of Italy? What remained in Roman culture of the architecture and art from non-Roman elements in early Italy? What is “Roman culture”?

Forum complexes Fully developed or “Forum Romanum” Review pre-cursors to the form of : Public spaces in the Republic Imperial Fora in Rome: Forum of Augustus, Forum of Peace, Forum Transitorium, Forum of Trajan Fora outside of Rome: Ostia, Pompeii.

Imperial Palaces and elite houses Review imperial houses in early Empire: , elite housing in Republic and Empire Domus Aurea of Nero; Flavian Palace (Palace of Domitian); Bay of Naples Villas; Hadrian’s Villa at Tivoli; Palace at Piazza Armerina.

Burial and commemoration in the Roman World How were people buried in Rome and Italy and how did this change through time? Who was given burial that is now archaeologically visible? Who is missing from the archaeological record?

17 Infrastructure and city planning How is a Roman city organized? What buildings are constant in Roman cities throughout Italy? What types of buildings are found and where are they usually located? What innovations through the time allowed cities to evolve and change dramatically?

Roman Sculpture and art What categories of existed? What role did imperial portraiture (or elite images) play in the broader Roman world? How was public art used in the political machinations of the Roman capital?

Roman Religion How was religion controlled and used by various constituents in Roman cities? What is the difference between public and private religion? How do we see each of these archaeologically? How did religion alter the physical appearance of the city of Rome (or elsewhere)?

Roman Villas What types of Roman villas existed in Italy? What purpose did they serve for various groups of people? What did their architecture and decoration look like?

Final exam will be scheduled by registrar and held during the official exam period from April 11- 30. Please see above under “Final Exam” for details of format and expectations. Please do not plan travel or other activities away from campus during this time until we know the exact date of the exam.

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