IDEAS IN ANTIQUITY—LEADERSHIP IN THE ANCIENT WORLD
CLAS 016-02
Spring 2010, Howard University, MWF 2:10 p.m.-3:00 p.m.
Dr. Norman B. Sandridge
Office: 264 Locke Hall
Office Hours: 12:10-1:00 p.m. MWF
normansandridge@gmail.com
Phone: 202-608-6747
COURSE DESCRIPTION
Now is a great time in human history to be a student of leadership! Social interaction is
becoming increasingly complex. We may at once be parents, children, bosses, employees,
students, teachers, citizens of a community, city, state, nation, even the world. Accordingly,
knowing what it means to be a leader in such contexts is crucial to address this complexity at
every level of society from politics to the workplace to the family. The study of leadership, if one
were to conduct it fully, would encompass many different academic disciplines, but one may
begin to study it even by simple observation of daily life. History and fictional literature include
many concrete examples, or case studies, of exceptional leaders, the challenges they faced, and
the actions they took to overcome these challenges—for better or worse. Psychology can help us
understand the mind and the emotional temperament of a leader, as well as the aspects of a
leader, legitimate or otherwise, that cause others to respond to the leader’s authority. Sociology
can tell us how groups of people are influenced by leadership, as well as how they themselves
influence one another and the leader. Even the study of birth order may reveal why someone
becomes a revolutionary leader or just tries to maintain the status quo. Neuroscience can take us
even further in understanding how the human brain reacts to authority in difficult situations and
how leaders may structure an institution, or a follower’s thought process, to achieve maximum
efficiency and communal happiness. Art and communication studies can help us understand how
leaders convey their message, portray their image, and manipulate or shape popular opinion.
Finally, philosophy, building on all these studies, can help us conceptualize what form an “ideal
leader” in an “ideal community” might take.
This course, while it cannot hope to treat these different fields in full detail, will survey both the
problems of leadership and the theoretical solutions as understood by the ancient Greeks and
Romans. Additionally, we will study the case history of exceptional leaders from the GrecoRoman period, beginning with the fifth-century B.C. Athenian statesman, Pericles, and
concluding with the Roman Emperor Augustus (1st century A.D.). Since leaders themselves tend
to be shameless self-promoters and since those who follow them may be senseless idolators, part
of our challenge will be to determine, like detectives, what ancient sources are reliable and which
need to be taken with a grain of salt. The following is a list of some of the problems that we will
tackle: (1) what are the disadvantages and dangers of being a leader? (2) what are the advantages
of being a leader? (3) why do people follow a leader? (4) how are leaders trained or educated and
to what extent is leadership innate? (5) to what extent is leadership prescribed by the laws,
customs, and institutions within which a leader operates? (6) in what sense may followers also be
leaders? (7) how much should leaders care about morality; or to what extent is the “good” leader
different from the “good” person? (8) to what extent may the very qualities of a good leader
(e.g., ambition, curiosity, conscientiousness, grandeur, gentleness, physical beauty) also become
liabilities? (9) what are the metaphors with which we understand leadership and what do these
metaphors reveal about how we think of leaders (e.g., the “good shepherd”, the father/parent, the
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pilot, the architect, the physician, the savior)? (10) how does information about ancient leaders
come down to us and what bias may influence this process of historical transmission?
COURSE GOALS
1. To understand leadership, especially in ancient Greece and Rome.
2. To become better judges of the leaders in our lives and, where necessary, become a better
follower.
3. To become better leaders ourselves.
In order to achieve these goals, students will read approximately 1,000 pages on the theory and
history of leadership in ancient Greece and Rome. They will hear lectures on ancient leadership
and modern leadership theory, and then engage in discussion. Students will take three exams and
approximately ten weekly quizzes which will assess both their factual understanding of the
lectures and reading material, as well as their ability to interpret this material. Students will write
three essays in which they profile personally three different contemporary leaders according to
the themes of this course.
THE INTERDISCIPLINARY COMPONENT OF THIS COURSE
This course on Leadership in the Ancient World is designed to introduce students to methods of
studying leadership both within the field of Classical Studies and without. Accordingly, there are
three essential problems of leadership that students will study through the eyes and ideas of
ancient leaders: how do leaders determine what goals their followers should pursue (and how
they should pursue them)? how do followers come to participate in these goals? how do leaders
and followers reconcile their interests?
Students will approach these questions in an interdisciplinary fashion
1. by drawing from their own experiences with leaders (e.g., teachers, bosses, parents,
coaches, organizational leaders),
2. by actively profiling three current leaders in the composition of their essays,
3. by reading and discussing articles on contemporary leaders, and leadership theory, to
consider what about leadership has changed from the time of the ancient Greeks and
Romans,
4. by participating in class discussion on lecture material about leaders and theories of
leadership from different time periods,
5. and by engaging in a leadership initiative and reflecting on their own leadership style.
REQUIRED TEXTS
Plutarch’s Lives, Vols. I and II, Translated by Robert Dryden. The Modern Library Classics
Edition.
N.B. It is important that you acquire this translation and this edition so that we may always be on
the same page, so to speak.
Readings on blackboard.howard.edu under ‘Course Documents’. Each reading has a date
corresponding to the Course Schedule of the Syllabus.
ACADEMIC HONOR
Students are expected to pursue their grade in this course honestly and honorably. Failure to do
so will result in immediate failure for the course and a report of academic dishonesty will be sent
to the Honor Court, Dean Donaldson of the College of Arts and Sciences, and the Chair of the
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Department of Classics, Dr. Rudolph Hock. Dishonest pursuit of a grade may include, but is not
limited to, any one of the following:
1. Copying material from someone for use on a quiz or exam.
2. Copying material from notes or other resource material for use on a quiz or exam.
3. Using any electronic device (such as a laptop or PDA) to access material for a quiz or
exam.
4. Plagiarizing the work of another author (e.g., a book, article, or website) on an essay or
essay exam.
5. Having someone write your essay or make editorial corrections to your essay. You may
not, for example, present your paper to anyone else and ask them to “fix” it for you. All
editorial corrections must be made by the student himself/herself, though they may be
done with the guidance of another student, the instructor, or the Howard University
Writing Center.
6. Misrepresenting one’s level of preparation for class, for example, by claiming to have
read the assigned material when you have not done so.
7. Misrepresenting one’s contribution to, or participation in, a group project, such as the
Leadership Initiative.
8. Aiding someone in any of these instances of academic dishonesty.
In all these instances, it is not the intent to cheat that counts as cheating but creating for yourself
the plausible opportunity to cheat. For example, if on an exam you have class notes lying at the
foot of your desk, but insist that you have not copied from them, you are nevertheless guilty of
cheating. Again, if you use material on an essay but fail to cite it, or if you turn in the “wrong
essay” (say, an earlier draft in which you haven’t documented your sources), you are also guilty
of cheating.
All students are encouraged to report any suspected instances of academic dishonesty. The value
of your degree at Howard University, in part, depends on it.
EVALUATION
The university professor has two obligations: (1) to help students to become proficient in a given
subject, in this case Leadership in the Ancient World; and (2) to certify, or guarantee, to any
relevant members of the public (e.g., a future employer, another academic institution) that the
student has in fact achieved a certain proficiency in that subject. The modes of evaluation for
this course are designed to be interdependent, that is, success in each area is designed to promote
success in another area. Students who are well-prepared for each class should do well on the
weekly quizzes. The weekly quizzes and class participation should prepare the student to write
well on essays and essay-based exams. Finally, all this preparation should lead the student to do
well in his or her leadership initiative.
1. Class Preparation and Participation
a. In order to receive credit for class preparation and participation the student must
fulfill each of the following requirements:
i. Attend class on time and remain for the duration.
ii. Complete the assigned reading and assigned questions.
iii. Bring the assigned reading to class (with the correct edition and
translation).
iv. Raise and answer questions relevant to the assigned readings.
v. Pay attention to the class lecture and discussion.
b. Class preparation and participation counts for 20% of the student’s final grade.
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2. Weekly Quizzes
a. Weekly quizzes will consist of approximately ten fact-based questions from the
previous week’s reading assignment and class notes.
b. Quizzes count for 20% of the final grade (or 2% per quiz; if we have more than
10 quizzes in the course, the remaining lowest grades will be dropped).
3. Essays
a. Students will write three essays in which they interview (by phone or face-toface) and profile leader of their choice. Each essay should correspond to the
themes and material from each part of the course.
b. The leader selected for profile may NOT be an immediate relative (e.g., parent,
grandparent, or sibling). The reason for this stipulation is that the goal in profiling
the leader is to be as objective as possible and not biased, one way or the other, by
too much friendly feeling.
c. Essays count 20% toward the final grade (6.67% each).
4. Essay Exams
a. We will have two essay exams in the course, one after PART ONE: The Problems
and Theories of Leadership and another after PART TWO: Greek Leaders.
b. Essay Exams count for 20% of the final grade (10% each).
5. Final Essay Exam
a. The final exam will be cumulative of the three parts of the course, weighted
slightly more heavily toward PART THREE: Roman Leaders.
b. The final exam counts for 10% of the final grade.
6. Leadership Initiative
a. Students will be divided into four groups, by the instructor, according to four
goals (and the four Classical virtues).
i. Sophrosune (Self-restraint): This group is responsible for making sure that
each student is prepared for class, with the assigned readings and assigned
questions, day in and day out. This group may wish to organize reading
sessions, list-serves, and discussion groups, dinner parties—whatever it
takes to make sure all students are prepared each and every day.
ii. Arete (Courage): This group is responsible for making sure that each
student does well on the weekly quizzes. This group may wish to organize
review sessions, drills, practice quizzes, and discussion groups—whatever
it takes to make sure that all students excel on the weekly quizzes.
iii. Dikaiosune (Justice): This group is responsible for making sure that each
student writes a thoughtful, carefully-prepared, correctly-formatted,
coherent leadership-profile for each of the three Leadership-profile essays.
This group may wish to organize a preparatory session and a review of
rough drafts. Note: this task must be performed with the strictest
adherence to the Honor Code (that’s why this group is called ‘Justice’). At
no point are students allowed to make editorial changes to another
student’s paper, or compose sentences for them. All edits must be in the
form of suggestions that the writer of the paper fully understands.
iv. Sophia (Wisdom): This group is responsible for making sure that all
students perform well on the two cumulative essay-exams during the term
and the one final exam (which is also cumulative and essay-based). This
group may wish to enlist the help of the Arete group especially in
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preparation for factual review. This group may also want to hold sessions
to practice essay-writing, especially organization and concision. This
group has fewer tasks to be mindful of than Sophrosune and Arete, but
they should be no less diligent or prepared. It is recommended that you
figure out early how to help your fellow students.
b. The initiative counts for 10% of the final grade. Your grade will be assigned to
your entire group, not individually, and will be based upon the evaluation of the
classmates who are not in your group, according to how well you helped them
meet your assigned goal.
c. It is up to each individual group to determine how it will be organized, i.e.,
whether you will have a leader, who the leader will be, and what the roles of the
individual members will be.
d. It is suggested that groups communicate with one another to figure out which
techniques of preparation are working and which are not.
7. Attendance
a. Students are expected to attend all classes on time and remain for the duration.
b. The only excused absences are for athletic leave (or for the band that attends
athletes).
c. Students are penalized four points off their FINAL GRADE for every three
absences.
d. Thirteen or more absences result in an automatic failure for the course, regardless
of other grades.
e. Arriving late to class, leaving during class, or leaving early for class are
equivalent to one half of one absence. If the student has some kind of
documentable medical condition which prevents remaining for the duration of the
class, he/she should speak with the instructor immediately.
8. Summary
a. Class Preparation and Participation 20%
b. Weekly Quizzes
20%
c. Three 1,000-word Essays
20%
d. Two Essay Exams
20%
e. Final Exam
10%
f. Leadership Initiative
10%
N.B., the instructor will not discuss any aspect of the student’s grades, or the student’s
performance in the course, with the student’s parents, relatives, or guardians unless the student is
present for the discussion. For example, please do not have your mom e-mail me or call my
office to ask why you got a bad grade on your essay. The grades belong to you and you alone are
responsible for them. If you have any difficulty discussing your performance in the course with
me, I will be more than happy to speak with you about them in the company of your parents or
another faculty member.
ETIQUETTE
1. Students are expected to be in class on-time and to remain for the duration. Students
should leave class only in the case of a physical emergency.
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2. Students should attend class with the understanding that the professor can actually see
them and plans to interact with them throughout the class period. The professor is not a
movie screen to be stared at or passively observed.
3. No cell phones, e-mail, or PDA’s are to be used or consulted during class time for any
reason.
4. Lap-tops may be used only for taking notes.
5. Students should not speak during class time unless acknowledged by the instructor or
instructed to engage in group discussion. It is particularly rude for a student to speak
when the instructor or another student is speaking.
6. Students should not sleep, eat, or engage in any other human function that may distract
other students or demonstrate a lack of interest in the class. Breathing is o.k. (as long as
it’s quiet).
7. Students are welcome to consult the instructor about their progress in the course as often
as they like, but are discouraged from making persistent pleas for extra credit or special
considerations in the matter of evaluation. No excuses for incomplete performance will
be accepted other than documented athletic leave, documented illness, or documented
death of an immediate family member (and these excuses only apply to essays and essayexams or, in the case of athletic leave, class participation). Excuses themselves will be
subject to the judgment of the instructor.
8. Students have a right to expect respect and attention from the instructor in the following
forms:
a. Prompt feedback in the form of graded material or written/verbal comments.
b. E-mail access: normansandridge@gmail.com.
c. In-office consultation on the student’s performance during office hours, or at
another prearranged time (at the student’s request).
d. Freedom from any embarrassment arising from the student’s performance in the
course. For example, if you think that I am teasing you too much or “calling you
out” for not being prepared and it is hurting your feelings, please let me know. If
you do not feel comfortable about any aspect of the course but are uncomfortable
discussing it with me, please contact the Chair of the Department of Classics, Dr.
Rudolph Hock: rphock@comcast.net.
e. At any time in the course, if you have questions or problems, please contact me
immediately! It is better to address things right away than to let problems fester
until it is too late.
COURSE SCHEDULE
N.B. All readings unless from Plutarch’s Lives are posted on Blackboard under ‘Course
Documents’.
Date
Monday, January 11
Wednesday, January 13
Assignment
Introduction: What is leadership? See handout.
Continued: What is Leadership and how do we study it,
especially in the ancient world? Read the syllabus
thoroughly. Complete handout on examples of leadership
and examples of metaphors for leaders and bring your own
examples.
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Friday, January 15
Monday, January 18
Wednesday, January 20
Friday, January 22
Monday, January 25
Wednesday, January 27
Friday, January 29
Monday, February 1
Wednesday, February 3
Friday, February 5
Monday, February 8
Wednesday, February 10
The working definition of leadership for this course:
Leadership is the art of finding the best means to initiate or
sustain group (or other) activity, in a crucial way, toward a
goal that is at least in part in the interest of the group; one
of the most common leadership activities may be in
defining what that goal will be.
PART ONE: The Problems and Theories of Leadership
Read Nan Keohane’s “On Leadership” (2005) and be
prepared to discuss the following Three Fundamental
Problems of Leadership:
1. How do leaders come to determine the goals for their
followers (and the best means for reaching those
goals)?
2. How do followers come to participate in these goals?
3. How are the leader’s goals and interests reconciled with
those of the followers?
NO CLASSES—MLK HOLIDAY
Read (from blackboard) Xenophon’s Hieron and Book
Nine of Homer’s Odyssey and be prepared to discuss the
three fundamental problems of leadership above.
Read Xenophon’s Oeconomicus and be prepared to discuss
how it solves the three fundamental problems of leadership.
What is the best kind of government (i.e., what is the best
institutional model for reaching the goals of one’s
followers)? What is the difference in character between a
monarch, an oligarch, and a statesman? Read Herodotus’
Constitutional Debate (Histories Book Three)
What are some common traits of leadership? How do they
help solve the three fundamental problems of leadership?
Read Isocrates’ Evagoras and Nikokles’ To the Cyprians.
How do you train a leader ideally and in practice? What
traits, if any, does a leader need to have to begin with?
Read Xenophon’s Cyropaedia, Book One
Read Mark Bowden’s “Tales of the Tyrant” on the
Leadership of Saddam Hussein.
Interview Essay One Due
EXAM ONE
PART TWO: GREEK LEADERS
Read Plutarch’s Life of Pericles, Part One (i.e., one-third of
the pages in the Life)
Pericles’ building program in Athens. Read Plutarch’s Life
of Pericles, Part Two
Read Pericles’ Funeral Oration in Thucydides’ History of
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Friday, February 12
Monday, February 15
Wednesday, February 17
Friday, February 19
Monday, February 22
Wednesday, February 24
Friday, February 26
Monday, March 1
Wednesday, March 3
Friday, March 5
Monday, March 8
Wednesday, March 10
Friday, March 12
the Peloponnesian War
Alcibiades and the vicissitudes of fortune. Read Plutarch’s
Life of Alcibiades, Part One
NO CLASSES—PRESIDENT’S DAY
Alcibiades and the love of honor. Read Plutarch’s
Life of Alcibiades, Part Two
Socrates and the leader as pimp. Read Xenophon’s
Symposium.
Socrates and the leader as gadfly. Read Plato’s Apology.
Socrates and the leader as moral exemplar. Read Plato’s
Phaedo.
Demosthenes, true statesman, amoral opportunist, or
reckless patriot? Read Plutarch’s Life of Demosthenes, Pt.I
Read Plutarch’s Life of Demosthenes, Part Two.
Alexander “The Great”. What traits and training made up
“the greatest leader of all time”?
Read Plutarch’s Life of Alexander, Part One.
Read Plutarch’s Life of Alexander, Part Two.
Read Plutarch’s Life of Alexander, Part Three.
Interview Essay Two Due
EXAM TWO
N.B., We will have class despite Convocation (which runs
from 10:00 a.m.-1:00 p.m.
PART THREE: LEADERS OF THE ROMAN ERA
Julius Caesar, a second Alexander? Read Plutarch’s Life of
Julius Caesar, Part One, and compare with Alexander.
Monday, March 15-Friday, March 19NO CLASSES—SPRING RECESS
Monday, March 22
Wednesday, March 24
Friday, March 26
Julius Caesar, Plutarch’s Caesar, Part Two
Julius Caesar, Plutarch’s Caesar, Part Three
Read Cicero, Plutarch’s Life of Cicero, Part One
Monday, March 29
Wednesday, March 31
Friday, April 2
Read Plutarch’s Life of Cicero, Part Two
Read Cicero’s First Philipic against Mark Antony.
Antony, Read Plutarch’s Life of Antony, Part One
Monday, April 5
Wednesday, April 7
Friday, April 9
Antony, Read Plutarch’s Life of Antony, Part Two
Cleopatra, Read Virgil’s Aeneid, Book Four.
Augustus, Read Augustus’ Res Gestae.
Monday, April 12
Wednesday, April 14
Augustus, Read Horace’s Odes 3.1-6.
Augustus, Read Suetonius’ Life of Augustus, Part One.
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Friday, April 16
Augustus, Read Suetonius’ Life of Augustus, Part Two.
Monday, April 19
Interview Essay Three Due, Discuss Leaders Ancient
and Modern vis-à-vis the fundamental problems of
leadership.
Review for Final, Report on Leadership Initiative Due
Last Day of Classes
Wednesday, April 21
BIBLIOGRAPHY ON LEADERSHIP
I. Secondary Literature on Leadership in Ancient Greece and Rome
Andrewes, A. 1956. The Greek Tyrants. New York.
Ambler, Wayne. 2001. Xenophon’s The Education of Cyrus. Ithaca.
Ashton, Sally-Ann. 2008. Cleopatra and Egypt. Malden.
Bilde, Per, Troels Engberg-Pedersen, Lise Hannestad, and Jan Zahle. 1996. Aspects of
Hellenistic Kingship. Aarhus.
Burstein, Stanley. 2004. The Reign of Cleopatra. Westport.
Due, Bodil. 1989. The Cyropaedia: Xenophon’s Aims and Methods. Aarhus.
Fildes, Alan and Joann Fletcher. 2001. Alexander the Great: Son of the Gods. Los Angeles.
Gelzer, Matthias. 1968. Caesar: Politician and Statesman. Cambridge.
Green, Peter. 1990. Alexander to Actium: The Historical Evolution of the Hellenistic Age.
Berkeley.
Griffin, Miriam. 1984. Nero: The End of a Dynasty. London.
Griffin, Miriam. 1976. Seneca: A Philosopher in Politics. Oxford.
Gruen, Erich. 1974. The Last Generation of the Roman Republic. Berkeley.
Hamilton, J. R. 1969. Plutarch’s Alexander. Oxford.
Hammond, Nicholas. 1993. Sources for Alexander the Great. Cambridge.
Haubold, Johannes. 2000. Homer’s People: Epic Poetry and Social Formation. Cambridge.
Holden, Hubert Ashton. 1894. Plutarch’s Life of Pericles. New York.
Kagan, Donald. 2003. The Peloponnesian War. New York.
Kagan, Donald. 1991. Pericles of Athens and the Birth of Democracy. New York.
Lorenz, Konrad. 1963. On Agression. New York.
Meier, Christian. 1982. Caesar: A Biography. New York.
Nadon, Christopher. 2001. Xenophon’s Prince. Berkeley.
Pelling, C. B. R. 1988. Plutarch’s Life of Antony. Cambridge.
Petersson, Torsten. 1963. Cicero: A Biography. New York.
Poulakos, Takis and David Depew. 2004. Isocrates and Civic Education. Austin.
Rawson, Elizabeth. 1975. Cicero: A Portrait. London.
Reeve, C. D. C. 1988. Philosopher Kings. Princeton.
Sage, Michael. 1996. Warfare in Ancient Greece: A Sourcebook. London.
Seager, Robin. 1979. Pompey the Great: A Political Biography. Malden.
Skemp, J.B., ed. 1952. Plato’s Statesman. London.
Southern, Pat. 1998. Augustus. London.
Stadter, Philip. 1989. A Commentary on Plutarch’s Pericles. Chapel Hill.
Stewart, Andrew. 1993. Faces of Power: Alexander’s Image and Hellenistic Politics. Oxford.
Strassler, Robert, transl. 2007. The Landmark Herodotus: The Histories. New York.
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Strauss, Leo. 1961. On Tyranny. Chicago.
Tatum, W. Jeffrey. 2008. Always I Am Caesar. Oxford.
Taylor, Lily Ross. 1949. Party Politics in the Age of Caesar. Berkeley.
Veyne, Paul. 2003 [1993]. Seneca: The Life of a Stoic. New York.
Worthington, Ian. 2008. Philip II of Macedonia. New Haven.
Worthington, Ian, ed. 2000. Demosthenes: Statesman and Orator. London.
Zanker, Paul. 1990. The Power of Images in the Age of Augustus. Ann Arbor.
Zetzel, James, ed. 1995. Cicero’s De Re Publica. Cambridge.
II. Modern Leadership Theory and Fields Relevant to Leadership
Augustine, Norman. 1997. Augustine’s Laws, 6th Edition. Reston.
Bennis, Warren. 1989. On Becoming a Leader. New York.
Bennis, Warren and Burt Nanus. 1985. Leaders: Strategies for Taking Charge. New York.
Burns, James MacGregor. 1978. Leadership. New York.
Ciulla, Joanne and Terry Price and Susan Murphy. 2005. The Quest for Moral Leaders: Essays
on Ledership Ethics. Cheltenham.
Ciulla, Joanne. 2004. Ethics: the Heart of Leadership. Westport.
Crosby, Barbara and John Bryson. 2005. Leadership for the Common Good: Tackling Public
Problems in a Shared-Power World. San Francisco.
Drucker, Peter. 1967. The Effective Executive: The Definitive Guide to Getting the Right Things
Done. New York.
Faulkner, Robert. 2007. The Case for Greatness: Honorable Ambition and Its Critics. New
Haven.
Gardener, John. 1990. On Leadership. New York.
Goethals, George and Georgia Sorenson. 2006. The Quest for a General Theory of Leadership.
Cheltenham.
Greenstein, Fred. 2004. The Presidential Difference: Leadership Style from FDR to George W.
Bush. Princeton.
Heifetz, Ronald. 1994. Leadership without Easy Answers. Cambridge.
Holliday, Vivian, ed. 2000. Classical and Modern Narratives of Leadership. Wauconda.
Iacoboni, Marco. 2008. Mirroring People: The New Science of How We Connect with Others.
New York.
Kellerman, Barbara. 2004. Bad Leadership: What It Is, How It Happens, Why It Matters. Boston.
Kellerman, Barbara, ed. 1986. Political Leadership: A Source Book. Pittsburgh.
Kouzes, James and Barry Posner. 2007. The Leadership Challenge, 4th Edition. San Francisco.
Locke, Alain. 1925. The New Negro: Voices of the Harlem Renaissance. New York.
Neustadt, Richard and Ernest May. 1986. Thinking in Time: The Uses of History for Decision
Makers. New York.
Northouse, Peter. 2007. Leadership: Theory and Practice, 4th Edition. Thousand Oaks.
Price, Terry and J. Thomas Wren. 2007. The Values of Presidential Leadership. New York.
Rock, David. 2006. Quiet Leadership: Six Steps to Transforming Performance at Work. New
York.
Rost, Joseph. 1991. Leadership for the Twenty-First Century. Westport.
Sidanius, Jim and Felicia Pratto. 1999. Social Dominance: An Intergroup Theory of Social
Hierarchy and Oppression. Cambridge.
Sulloway, Frank. 1996. Born to Rebel: Birth Order, Family Dynamics, and Creative Lives. New
York.
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Sun Tzu’s The Illustrated Art of War (6th Century B.C.). 2005. Translated by Samuel Griffith.
Oxford.
Thaler, Richard and Cass Sunstein. 2008. Nudge, Revised and Expanded Edition. New York.
Walters, Ronald and Cedric Johnson. 2000. Bibliography of African American Leadership: An
Annotated Guide. Westport.
Webb, Jim. 2004. Born Fighting: How the Scots-Irish Shaped America. New York.
Wilson, Edward. 1975. Sociobiology: The Abridged Edition [See ‘Dominance
Systems’].Cambridge.
Wolfe, Tom. 1998. A Man in Full. New York.
Wren, Thomas, Ronald Riggio, and Michael Genevese, eds. 2009. Leadership and the Liberal
Arts: Achieving the Promise of a Liberal Education. New York.
Wren, J. Thomas. 1995. The Leader’s Companion: Insights on Leadership Through the Ages.
New York.
III. Biographies of Leaders
Ambrose, Stephen. 1996. Undaunted Courage: Meriwether Lewis, Thomas Jefferson and the
Opening of the American West. New York.
Ammon, Harry. 1990. James Monroe: The Quest for National Identity. Charlottesville.
Book, Esther Wachs. 2000. Why the Best Man for the Job Is a Woman. New York.
Brands, H. W. 2005. Andrew Jackson: His Life and Times. New York.
Bullock, Alan. 1991. Hitler and Stalin: Parallel Lives. New York.
Carson, Clayborne, ed. 1998. The Autobiography of Martin Luther King, Jr. New York.
Chernow, Ron. 2004. Alexander Hamilton. New York.
Clinton, Bill. 2004. My Life. New York.
Donald, David Herbert. 1995. Lincoln. New York.
Du Bois, W. E. B. 1903. The Souls of Black Folk. Chicago.
Du Bois, W. E. B. 1968. The Autobiography of W. E. B. Du Bois: A Soliloquy on Viewing My
Life from the Last Decade of Its First Century. New York.
Ellis, Joseph. 2007. American Creation: Triumphs and Tragedies at the Founding of the
Republic. New York.
Ellis, Joseph. 2004. His Excellency: George Washington. New York.
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