Western Civilization I:
Ancient Greece and Rome
"History is the only laboratory we have in which to test the consequences of thought."
- Etienne Gilson
Course Description
In this course, students will explore the histories of Ancient Greece and Rome as foundations of
Western civilization, and as the great teachers of the Founders of the American nation.
Students will first gain an overview of early civilizations in Mesopotamia, the Fertile Crescent,
and Egypt, before entering into the world of the Greeks, and what historian Peter Green referred
to as “The Greek Miracle.” An examination of the rise of city-states, the great conflict between
Athens and Sparta, and the rich cultural legacy of the Ancient Greeks in art and architecture,
government, literature, philosophy, and science will follow. In the second half of the course,
students will learn how Rome, a seemingly insignificant city on the Tiber River, blossomed into
the greatest empire of the ancient world and one of the greatest empires in the history of the
world, and bequeathed a rich culture and traditions on the West that still guides and influences
modern societies today.
Texts
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The Story of the Greek People by Eva March Tappan (primary text)
The Story of the Roman People by Eva March Tappan (primary text)
The Landmark Herodotus Histories by Robert Strasler
The Landmark Thucydides' History of the Peloponnesian War by Robert Strasler
The Trial and Death of Socrates translated by G.M.A Grube
Additional original historical readings from Plutarch, Plato, Aristotle, Caesar, Cicero, Livy,
Tacitus, Polybius, et al.
Other Class Resources
A 3-ring binder (students may use this binder for other classes but must have dividers with tabs
specific to this course, headings are listed on page two), loose leaf paper, blue or black pens,
and a planner.
Scientia Virtus et Libertas
Caros, August 2015
Course Outline
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First Nine Weeks (August 24-October 23)
Western Civilization & History Defined
Mesopotamia, The Land of the Nile, and the Hebrews
Characteristics of the Greeks - How the Greeks Lived
This is Sparta
Early Day of Athens: The Laws of Solon
The Rule of Pisistratus and the Alcmaeonidae
The Olympics
The Greek Colonies: The Tyrants
Greco-Persians War(s)
The Aftermath of the Persian War
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Second Nine Weeks (October 26-January 15)
The Age of Pericles
The Peloponnesian War
The Sicilian Expedition
The Fall of Athens
When Sparta Ruled
When Thebes Was in Power
Pre-Socratic and Socratic Philosophers
Rise of Philip and Macedon
Alexander the Great
The Hellenistic Era
Notebook Tabs
Semester 1
History and the Near East
Early Greece
st
nd
1 / 2 Persian Expeditions
Persian War and Golden Age of Athens
Peloponnesian War
Greek Philosophy
Hellenistic Age
Semester 2
Early Rome
Roman Expansion & Punic Wars
Republic to Imperial Rome
The Emperors & the Rise of Christianity
*Mid-Term
Third Nine Weeks (January 19-April 1)
ü Characteristics of the Romans - How the Romans Lived
ü Legends of the Seven Kings of Rome
ü Tarquin’s Attempts to Regain the Kingdom
ü How the Plebeians Won Their Rights
ü How Rome Became Ruler of Italy
ü Romans of the Early Republic
ü “Carthage Must Be Destroyed”
ü Rome Becomes the Capital of the World
Fourth Nine Weeks (April 4-June 2)
ü The Gracchi and the Rise of Marius
ü The Rule of Sulla
ü The Rise of Pompey
ü Caesar the Triumvirates
ü The Reign of Augustus
ü The Rest of the Twelve Caesars
ü The Five Good Emperors
ü Marcus Aurelius to Diocletian
*Final Exam
Scientia Virtus et Libertas
Caros, August 2015
Grading
Student grades will be based on the following criteria:
Reading, Study Questions, and Class Participation:
The ancient Greeks and Romans lived thousands of years ago, and yet, their ideas are accessible
to us today. It is in this sense that we will raise them from the dead and engage in what Mortimer
Adler referred to as “The Great Conversation.” Students will be expected to complete regular
reading assignments that will prepare them for class discussions. Students will be expected to
contribute and share ideas in class in a civil manner. In order to prepare for class discussions,
students must highlight and/or underline text and annotate when reading, and read for knowledge
and understanding. They should not merely read to find quick answers to questions – this type of
reading does not lead to comprehension and long term memory as memory is the residue of
thought.
Writing Assignments:
Students will engage in short response writing assignments related to reading and document
analysis, and in extended essay writing of two main types, the free response essay and the
document based essay (or DBQ). Writing assignments will require students to take positions on
topics and support those positions with evidence, sound reasoning, and good form.
Assessment:
The main purpose of testing is to determine levels of student mastery of course content. During
each unit of instruction there will be short and regular quizzes related to in-class discussion/reading,
notes, and reading completed at home. There will also be larger exams that will normally include
geographic mapping, timelines, short response items and essays. Mid-term and final exams may
include multiple-choice and other types of assessment items.
Notebook:
Students should bring to class each day their notebooks unless told otherwise by the instructor.
Students should keep the following items in their notebooks in the chronological order in which they
were given during each unit: assignment sheets, notes, homework questions, historical documents
and other readings, and assessments. Notebooks may be taken up by the headmaster and graded
at any time, but will generally be collected before the end of each marking period.
How Grades Are Determined:
Class Participation, Quizzes
Tests
Notebook
A
AB+
B
BC+
C
CF
35%
50%
15%
Grading Scale:
94-100%
4.0
90-93
3.7
87-89
3.3
84-86
3.0
80-83
2.7
77-79
2.3
74-76
2.0
70-73
1.7
0-69
0.0
Scientia Virtus et Libertas
Caros, August 2015
Tutoring
Mr. Caros will be available for tutoring during study hall, or after school by appointment.
Members of the National Honor Society will also be available for tutoring during the school year.
Schedule the time and day as needed. Parents may contact Mr. Caros after school at 972-2192370 or via e-mail at jcaros@responsiveed.com.
Academic Dishonesty
Academic dishonesty, cheating and plagiarism, will not be tolerated. Cheating takes place when
a student copies the work of another or allows someone to copy one’s own work, or when he or
she uses unauthorized aids during assignments or assessments. Plagiarism occurs when a
person uses someone else’s words or ideas and presents them as one’s own (typically on an
essay or paper). Student cheating or plagiarism will result in short term consequences, a grade
penalty, a meeting with parents, and a discipline consequence. Academic dishonesty will also
have long term consequences related to virtue, vice, habit, and destiny. Earning a lower score
on an assignment or test is preferable to downgrading one’s character. Refer to page five of the
campus handbook for details about academic dishonesty.
Rules and Procedures
All rules and procedures described in the Founders Classical Academy Campus Handbook and
the Responsive Ed Parent-Student Handbook apply to this course.
Western Civilization I Syllabus Acknowledgment
The signatures below serve as acknowledgement that both student and parent have read and
understand the course overview and expectations for Western Civilization I.
Mr. Caros
Headmaster
Student Name (Printed) ______________________________________
Student Signature ___________________________________________
Parent Name _______________________________________________
Parent Signature ____________________________________________
Date ______________________________________________________
Scientia Virtus et Libertas
Caros, August 2015