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Week 1
Course Overview
Lecture 1: Introduction
OUTLINE
‣Description of course expectations and outcomes
‣Who am I?
‣What are we going to achieve in this course and how?
‣What are the assignments and evaluation system?
‣What is expected from you and from me?
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Lecture 1: Introduction
WHO AM I?
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Lecture 1: Introduction
Who Am I?
The Roman Empire has long held pride of place in the collective
memory of scholars, politicians, and the general public in the
western world. In Money, Culture, and Well-Being in Rome’s Economic
Development, 0–275 CE, Daniel Hoyer offers a new approach to explain
Rome's remarkable development.
Hoyer surveys a broad selection of material to see how this diverse
body of evidence can be reconciled to produce a single, coherent
picture of the Roman economy. Engaging with social scientific and
economic theory, Hoyer highlights key issues in economic history,
placing the Roman Empire in its rightful place as a special—but not
wholly unique—example of a successful preindustrial state.
DANIEL HOYER, Ph.D. (2014), is Project Manager of the Evolution
Institute’s Seshat: Global History Databank and Visiting Scholar at
the University of Toronto. He has published extensively on a wide
range of historical topics, notably concerning the epigraphic and
numismatic evidence from imperial Rome.
Money, Culture,
and Well-Being
in Rome’s Economic
Development,
0–275 CE
This book is volume 412 in the series
MNEMOSYNE SUPPLEMENTS.
ISSN 2352-8656
brill.com/mns-haca
DANIEL HOYER
9 789004 358270
MNEMOSYNE SUPPLEMENTS HISTORY A ND ARCHAEOLOGY OF CLASSICAL A NTIQUITY
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MnS
HACA
412
DANIEL HOYER
‣email: Daniel.Hoyer@georgebrown.ca
‣of ce: SJA#408B (by appointment)
31 mm
Money, Culture, and Well-Being in
Rome’s Economic Development, 0–275 CE
‣Historian and Social Scientist
‣PhD in Ancient History (cultural and economic history in
ancient Rome)
‣Recent work on global cultural history, comparative
religion, and well-being
‣work with Seshat: Global History Databank project
‣large research project on dynamics of well-being
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Studying in a College
environment
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Studying in a College Environment
>>What this course IS
‣Treat all identity groups and social justice issues
as part of complex, evolving, living socio-cultural
systems to be understood and respected
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Studying in a College Environment
>> What this course is NOT
‣Judging the merits or rights of different groups
‣Evaluating ’truth claims’
‣Debating value of different identity groups or
communities
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Studying in a College Environment
>> What this course is NOT
‣Pit or rank any person’s identity or experiences
against others or judge anyone's personal beliefs and
practices, or treat our fellow students with
disrespect in any way whatsoever!
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Expectations and Outcomes
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Why are we here?
Course Description
The onset of globalization has coincided with the emergence of a variety of
calls for “global justice”, reform and alternative forms of globalization. The
OpenStax College, Sociology. OpenStax CNX
philschatz.com/so
desire for global justice and alternative globalizations emerges from
economic, cultural, ecological and political trends. This course is
World
Religions
interdisciplinary in nature, combining perspectives from history, sociology,
anthropology, political science, economics, philosophy and civil society to
explore the meanings of global justice and alternative globalization, their
central policy proposals, institutional structures and the new forms of social
experience that are producing the desire for greater transnational and
international equality. The course focuses on the intersection between
appeals for economic redistribution, cultural recognition, environmental
sustainability, and political representation.
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Why are we here?
>>What this course IS
‣ Analyze the multiple interpretations of globalization
‣ Explain the relationship between the global economic,
cultural, environmental and political calls for reforms to
globalization
‣ Evaluate the strengths and weaknesses of the various
proposals for global justice
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‣ Critique the impact of new emerging forms of global
inequality and strati cation on our daily lives
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Ok, but why are we really here?
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Ok, but why are we really here?
>>Because they’re making you!
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General Education and Liberal Studies courses are a vital component of all
post-secondary certi cate, diploma and degree programs.
Electives are designed to enable students to enhance their critical thinking and
analytic reasoning skills and to broaden their knowledge and experience
through the study of arts and humanities, social sciences and natural sciences.
By learning and collaborating with peers in a variety of programs, students
develop communication, teamwork and problem-solving skills that are essential
in their personal and social lives and highly valued in all career elds
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Ok, but why are we really here?
Essential Employability Skills
EES 1 COMMUNICATION: Communicate clearly, concisely and correctly in the written, spoken and visual form that ful lls the purpose
and meets the needs of the audience. (T, P, E,)
EES 2 COMMUNICATION: Respond to written, spoken or visual messages in a manner that ensures effective communication. (P, E,)
EES 4 CRITICAL THINKING & PROBLEM SOLVING: Apply a systematic approach to solve problems. (T, P, E,)
EES 5 CRITICAL THINKING & PROBLEM SOLVING: Use a variety of thinking skills to anticipate and solve problems. (P, E,)
EES 6 INFORMATION MANAGEMENT: Analyze, evaluate and apply relevant information from a variety of sources. (P, E,)
EES 7 INFORMATION MANAGEMENT: Locate, select, organize and document information using appropriate technology and information
systems. (T, P, E,)
EES 8 INTERPERSONAL: Show respect for diverse opinions, values, belief systems and contributions of others. (P,)
EES 9 INTERPERSONAL: Interact with others in groups or teams in ways that contribute to effective working relationships and the
achievement of goals. (P,)
EES 10 PERSONAL: Manage the use of time and other resources to complete projects. (P,)
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EES 11 PERSONAL: Take responsibility for one's own actions, decisions and consequences. (P,)
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Ok, but why are we really here?
>> All-Purpose Skills
‣Pose questions and formulate strategy for answering
‣Detect specious or faulty logic
‣Discern the argument best supported by evidence
‣Make and substantiate a convincing argument
‣Present and communicate ideas to peers effectively,
ef ciently, and engagingly
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‣Appreciate Canada's multicultural population and the
bene ts and challenges of large, diverse communities
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Course Information
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How are we going to do it?
Blackboard Course Site
‣Has everything you need!
‣ COURSE OUTLINE schedule of assignments and readings, evaluation weights
‣ Instruction Videos explaining all course assignments
‣ All readings are on Readings tab
‣ Writing resources on Library Resources tab
‣ All slides will be put on Lecture Slides tab & Student Presentation Slides tab
‣ Presentation topics, instructions, and sign-up on Group Presentation Sign-Up
& Topics tab
‣ Reading summaries uploaded through Blackboard
‣ Tests, Final Essay & In-Class Learning Assignment completed through
Blackboard
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Learning Response
Assignment
Crea ve Learning
Week 15
10
Reading Summaries
Content Analysis and Cri que
Weekly
15
Group Presenta on
Content Analysis & Explana on, Response to speci c
prompt
Week 9
20
Final Essay
Re ec ve & Analy cal essay on material covered in
Week 15
readings, student presenta ons, and in-class discussion
20
Par cipa on
Posi ve & Construc ve Dialogue with classmates,
Par cipa on in Exercises, Asking & responding to
Ques ons in class
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Week 12
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Test on material covered in readings and in class
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Test #2
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Week 6
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Test on material covered in readings and in class
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Test #1
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Week
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Descrip on:
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Assessment Tool:
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Assignments and Evaluation
Weekly
% of Final
Grade:
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Assignments and Evaluation
Assessment Tool:
Descrip1on:
Week
Test #1
Test on material covered in readings and in class
Week 6
15
Test #2
Test on material covered in readings and in class
Week 12
15
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Week 15
Instru
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ed instru
Learning Response
Crea1ve Learning
Assignment Review Assignment
Reading Summaries
for
tail Analysis and Cri1que
deContent
% of Final
Grade:
10
Weekly
15
Week 9
20
Group Presenta9on
Content Analysis & Explana1on, Response to specific
prompt
Final Essay
Reflec1ve & Analy1cal essay on material covered in
Week 15
readings, student presenta1ons, and in-class discussion
20
Par9cipa9on
Posi1ve & Construc1ve Dialogue with classmates,
Par1cipa1on in Exercises, Asking & responding to
Ques1ons in class
5
Weekly
20
What is expected from you
‣Keep up with readings, be prepared for assignments
‣Work respectfully and diligently with others
‣Engage peers
‣ask questions
‣answer questions
‣challenge readings and lecture material
‣discuss & problem-solve as a group
NO FORM OR MANNER OF DISRESPECT, ABUSE, INTIMIDATION,
OR OTHERWISE HARMFUL AND INAPPROPRIATE BEHAVIOUR
TOWARDS FELLOW STUDENTS WILL BE TOLERATED
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What is expected from me
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‣I am here as a guide, not to dictate ‘facts' or create
‘intellectual clones' of myself
‣Be prepared, organized (yet exible), and responsive
‣Hand back material on time
‣Be fair!
‣Try not to be too boring….