University Curriculum Committee Course Proposal Form
for Courses Numbered 0001 – 4999
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the UCC Web site: www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm
1. Course Prefix and Number:
CLAS 3400
2. Date:
January 26, 2012
3. Requested Action (Check only one type):
New Course
X
Revision of Active Course
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
#
to
#
4. Method(s) of delivery (check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years):
Current or
Proposed Delivery
Method(s):
On-campus (face to face)
X
Expected
Future Delivery
Method(s):
X
Distance Course (face to face off campus)
Online (delivery of 50% or more of the instruction is offered online)
5. Justification for new course, revision, unbanking, or renumbering:
The Classical Studies Faculty voted, based on assessment results, to modify this course to
incorporate more literary material in the class, mirroring the methodology adopted in CLAS 2600
(which, in this course proposal package, is being renumbered CLAS 3300), so as to paint a fuller
picture of Roman culture. The new format did not allow sufficient time to incorporate the new
material, and so it was decided to divide the course in half, 3400 on Rome during the Republic
and 3405 on Rome during the Empire.
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
6. Course description exactly as it should appear in the next catalog:
3400. Roman Culture and Civilization: The Republic (3)
Study of Ancient Rome, from early Rome to the reign of Augustus, through its temples,
monuments, topography and literature.
7. If this is a course revision, briefly describe the requested change:
The new course incorporates literary texts into the class’s study of architecture and topography.
Because of the expanded material, the class is divided into two courses: CLAS 3400 covering the
period of the Roman Republic and CLAS 3405 covering the period of the Roman Empire.
8. Identify if the new/revised course will be a required and/or elective course in one of the
degrees/minors/certificates offered by your unit.
Is this course required (yes/no)?
No
Is this course an elective (yes/no)?
Yes
9. If writing intensive (WI) credit is requested, the Writing Across the Curriculum (WAC)
Committee must approve WI credit prior to consideration by the UCC.
Has this course been approved for WI credit (yes/no/NA)?
N/A
If Yes, will all sections be WI (yes/no/NA)?
10. If service-learning (SL) credit is requested, the University Service-Learning Committee
(USLC) must approve SL credit prior to consideration by the UCC.
Has this course been approved for SL credit (yes/no/NA)?
N/A
If Yes, will all sections be SL (yes/no/NA)?
11. If foundations curriculum (FC) credit is requested, the Foundations Curriculum and
Instructional Effectiveness (FCIE) Committee must approve FC credit prior to consideration
by the UCC.
If FC credit has been approved by the FCIE committee, then check the appropriate box
(check at most one):
English (EN)
Science (SC)
Humanities (HU)
Social Science (SO)
Fine Arts (FA)
Mathematics (MA)
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Health (HL)
Exercise (EX)
12. Course Credit:
Weekly
or
Per Term
=
Credit Hours
Lab
Weekly
or
Per Term
=
Credit Hours
s.h.
Studio
Weekly
or
Per Term
=
Credit Hours
s.h.
Practicum
Weekly
or
Per Term
=
Credit Hours
s.h.
Internship
Weekly
or
Per Term
=
Credit Hours
s.h.
Lecture Hours
3
3
s.h.
s.h.
Other (e.g., independent study):
Total Credit Hours
3
13. Anticipated yearly student enrollment:
s.h.
116
14. Affected Degrees or Academic Programs:
Degree(s)/Course(s)
Classical Studies Minor
PDF Catalog Page
82–83
Change in Degree Hours
None
15. Overlapping or Duplication with Affected Units or Programs:
Not Applicable
X
Applicable (Notification and/or Response from Units Attached)
16. Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
X
Not Applicable
Applicable (CTE has given their approval)
17. Instructional Format(s):
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
X
Lecture
Technology-mediated
Lab
Seminar
Studio
Clinical
Practicum
Colloquium
Internship
Other (describe below):
Student Teaching
18. Statements of Support:
Please attach a memorandum, signed by the unit administrator, which addresses the
budgetary and personnel impact of this proposal.
X
Current personnel is adequate
Additional personnel are needed (describe needs below):
X
Current facilities are adequate
Additional facilities are needed (describe needs below):
X
Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition
of required resources below):
X
Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an
estimate for the cost of acquisition below):
X
ITCS Resources are not needed
Following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not
currently fully supported for existing programs (Includes use of classroom, laboratory,
or other facilities that are not currently used in the capacity being requested).
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Approval from the Director of ITCS attached
19. Syllabus – please insert course syllabus below. Do not submit course syllabus as a separate
file. You must include (a) the catalog description of the course as identified in #6 above
(required) followed by an extended course description (optional), (b) the citation of the
textbook chosen for the course including ISBN, (c) the course objectives, (d) the course
content outline, and (e) the course assignments and grading plan. Do not include instructoror semester-specific information in the syllabus.
a) CLAS 3400. Rome: The Republic (3)
Study of Ancient Rome, from early Rome to the reign of Augustus, through its temples, monuments,
topography and literature.
b) Textbooks.
 The Aeneid of Virgil. Tr. Allen Mandelbaum. (U. California Press). ISBN: 0520254155
 Livy: The Early History of Rome. Tr. A. de Sélincourt. (Penguin Classics). ISBN: 0140448098
 Lucan. Civil War. Tr. Susan H. Braund (Oxford World’s Classics). ISBN: 0199540683
 Suetonius. The Twelve Caesars (Penguin Classics) ISBN: 0140455167
Additional Reading:
 Website links to images, articles, and primary texts pertaining to each monument
 Reserve: L. Richardson Jr., A New Topographical Dictionary of Ancient Rome, Johns Hopkins
University Press (1992) 9780801843006
c) Course Objectives:
Foundations Goals:
1) Humanities knowledge of the Classics. Students will be able to demonstrate foundational
knowledge of Roman culture and civilization through study of literature, foundation myth, and
biography as a means of understanding Roman monuments. Students will be able to: identify
Roman monuments and demonstrate knowledge of their meaning and function as discovered in
original literary sources; demonstrate knowledge of the main events in the development of
Rome as a civilization through original literary and mythical sources; analyze literary and
biographical sources for evidence of Rome’s self-conception; synthesize this information to
formulate ideas of the role of iconography and literature in Roman identity.
2) Research methodology in the Classics. Students will be able to demonstrate the ability to
differentiate primary and secondary sources, and be able to articulate how scholars use primary
sources to create knowledge. They will also demonstrate an ability to use primary sources to
investigate the ancient world; specifically, they will demonstrate an ability to engage in close
reading and analytical critique of literary, mytho-historical and biographical sources, as well as
evidence from material culture. Students will also, via consultation of modern scholarship on
Roman monuments and the most important databases by which to conduct further research, be
able to demonstrate knowledge of the salient secondary sources.
3) Contribution of Classics to general knowledge. Students will be able to discuss the classical
origins of modern institutions and buildings, and how national identity is constructed by
iconographic and literary programs.
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
d) Course Content Outline
Wk 1. Introduction. On days where “Website” is indicated, the homework is to consult the
companion website to view images, read articles, or original source information linked from
other websites.
Foundation myths of Rome: Romulus and Remus, Rape of the Sabine Women. Begin reading
Livy Book I. (Goals 1,2,3)
Wk 2. Italian culture before the Romans: The Etruscans at Cerveteri and Tarquinia. Website.
(Goals 1,2)
Etruscan art and Greek influences on Roman ideas of culture. Paestum. Website. (Goals 1,2)
Wk 3. The site of Rome: Hut of Romulus, the site where Romulus and Remus were suckled by the
she wolf (Lupercal); the Capitoline wolf as an example of the romantic quest to prove myth
true.. Romulus as Quirinus, the “deified founder” of the city; the seat of religion (Capitoline
hill) and the seat of power (Palatine hill). Finish reading Livy Book I. Website. (Goals 1,2,3)
Wk 4. The idea of the Roman forum. Intersection of the sacred, the political and the economic: the
“black stone,” water, and the salt road. Website. (Goals 1,2,3)
Sacred associations of architectural innovations: The Tiber island, the arch, and the bridges of
Rome as markers of the religious associations of crossing rivers and vaulted spaces generally.
Website. (Goals 1,2,3)
Wk 5. Roman innovations in temple design. Differences from the Greek conception. Website.
(Goals 1,2,3)
Midterm Exam.
Wk 6. Mythical associations of the Forum Boarium. Temple of Portunus. The triumph of
Hercules and “the greatest altar,” (Ara Maxima). Read Vergil’s Aeneid 8.33-484. (Goals 1,2)
Introduction to The Roman forum: Saturn as the golden age ruler of Italy; temples of Saturn,
and Castor & Pollux. Read Vergil’s Aeneid 7.55-279;, Livy Bk II Ch.19-20 on the battle of
lake Regillus. (Goals 1,2,3)
Wk 7. Religious and democratic aspects of the Roman forum. House of the vestal virgins.
Architecture as embodying the elements of democracy: debate and the public persuasion.
The divided benches of the Roman senate house (Curia) & the public speaking platform
(rostra). The Roman political career, the “circuit of honors/offices” (cursus honorum), and
the Roman toga as a symbol of national identity. Website. (Goals 1,2,3)
Pompey’s conquest of the Eastern Mediterranean; 1st triumvirate; the Theatre of Pompey.
Caesar’s conquest of Gaul; death of Crassus and loss of Roman armies and military
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
standards; Roman civil war; Pompey and the Senate. Civil war part I: the Battle of Pharsalus
(49-48 BC). Website. (Goals 1,2)
Wk 8. The Oak and the lightning bolt: Caesar and Pompey in Roman cultural memory of the
Republic. Read Lucan’s Pharsalia Bks 1.120-227; 7.385-end; and book 8.560-9.18. (Goals
1,2)
Caesar’s building program: Forum Iulium, Temple of Venus Genetrix, curia Julia. Website.
(Goals 1,2)
Wk. 9. Caesar as “divine ruler.” The adoption of the Egyptian solar calendar as symbol of Rome
ruled by a “sun-king,” like the Egyptian pharaoh. Obelisks in Rome. Website. (Goals 1,2,3)
The divine origins of the Julian family (Caius Julius Caesar): Aeneas and the foundation
myths of his son “Iulus”. Read Vergil’s Aeneid 1.311-417. (Goals 1,2,3)
Wk 10. The triumphal arch, Temple of Jupiter optimus maximus, “Jupiter best and greatest.”
Website. (Goals 1,2,3)
Midterm Exam.
Wk 11. The “marble plan”; the “greatest race-course,” (circus maximus) and racing in Rome.
Website. (Goals 1,2,3)
King for a day: the divinity of the Roman ruler and the procession of the Roman triumph.
Website. (Goals 1,2,3)
Wk.12. The conquest of Gaul and the death of Vercingetorix. Caesar’s triumphs. The legacy of
Caesar. Read Suetonius, “Life of Julius Caesar.” Website. (Goals 1,2,3)
Dictator for life: the lupercalia, the Ides of March, and the death of Caesar. The tyrannicides.
Website. (Goals 1,2,3)
Wk 13. The funeral of Julius Caesar and the divine sign, a comet (sidus Iulius). The evolution of a
new iconography: Mark Antony and Octavian in Roman coinage. Website. (Goals 1,2,3)
Civil war part II: Antony and Octavian vs. the tyrannicides and the senate. The Battle of
Philippi (42 BC) Website. (Goals 1,2)
Wk. 14. Mark Antony the pharoah of Egypt, and Octavian the “son of the divine Julius”: the
divinity of the Roman ruler continued. Temple of the Divine Julius, basilica Julia, rostra; 2nd
triumvirate. Website. (Goals 1,2,3)
Lepidus’ Basilica Aemilia, “one of the most beautiful buildings in ancient Rome.” Website.
(Goals 1,2)
Wk. 15. Antony and Cleopatra, the “donations of Alexandria”; Battle of Actium. Website. (Goals
1,2)
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
Final Exam.
e) Course Assignments and Grading Plan
Two Midterms and Final Exam 1/3 each
Grading:
B+ 87-89
A 93-100 B 83-86
A- 90-92 B- 80-82
C+ 77-79
C 73-76
C- 70-72
D+ 67-69
D 63-66
D- 60-62
Faculty Senate Resolution #09-44, November 2009; editorially revised April 2011
F 0-59