Unit 3 - The Classical World
Daily Log
Wednesday (9/11) - Day 16
MAJOR OBJECTIVES/BIG QUESTIONS
We began today by examining the geography of the Greek Peninsula and the land area around the Aegean Sea and I asked students to examine an satellite photo of the Aegean to determine what geographic factors might be in play for civilizations in the region.
I provided a short overview on geographical-cultural factors that influenced the early Mycenaean Greeks and the Greek city states of the Classical period. We talked about the role of slave labor and class tension as major themes in Greek history.
Guided Notes sheet: here
- How does geography impact the development of the Ancient Greek city-states?
- What is a myth?
- Why are myths important to the societies that tell them?
- How do historians reconcile myth with other sources of historical information?
- What do we currently know about the Trojan War?
We began today by examining the geography of the Greek Peninsula and the land area around the Aegean Sea and I asked students to examine an satellite photo of the Aegean to determine what geographic factors might be in play for civilizations in the region.
I provided a short overview on geographical-cultural factors that influenced the early Mycenaean Greeks and the Greek city states of the Classical period. We talked about the role of slave labor and class tension as major themes in Greek history.
Guided Notes sheet: here
I then asked students to reflect on the the role of myth in societies (including our own). We explored our collective understanding for some of the myths contained in the Iliad and Odyssey with focus on the Trojan War myth.
I then had students read a 2004 article about relatively recent archaeological studies in Anatolia in an attempt to uncover what really happened in "Troy" in the 12th Century BCE.
Archaeology - Trojan War article: here
After students read the piece, we had a short discussion regarding whether or not a Trojan War really occurred.
Students had time to begin the homework assignment:
Homework
I then had students read a 2004 article about relatively recent archaeological studies in Anatolia in an attempt to uncover what really happened in "Troy" in the 12th Century BCE.
Archaeology - Trojan War article: here
After students read the piece, we had a short discussion regarding whether or not a Trojan War really occurred.
Students had time to begin the homework assignment:
Homework
- Finish making responses to posts on the discussion board site (Miss Representation/The Chalice and the Blade)
- Complete the guided-reading visual organizer worksheet for Chapter 5, Section 2 *Chapter 5 guided-reading packet - hereNEED IT* (with the addition of a T-chart on the back comparing the government, culture and education of the city-state of Athens with that of Sparta (also finish 5-1 - was due today)
Thursday (9/12) - Day 17
MAJOR OBJECTIVES/BIG QUESTIONS
Today we opened by discussing migration/invasion patterns of the Dorians who came to invade and settle into much of the Greek Peninsula, driving many of the Ionian Greeks across the Aegean and forcing a resistance in Attica (Athens). While this wave of invasion led to disruption and an era marked archaeologically by a lack of written record (seems as though the Greeks forgot how to write for a time...) it also accounts for ethnic differences between the Greeks. Most notably it accounts for eventual differences between Spartans and their permanent underclass of Helot slaves and between Spartans and Athenians. We also talked about what drove the Greeks out of this period we characterize as the Dark Ages: contact with other Mediterranean peoples and because of geographic factors, the Greeks adopt new forms of agriculture and eventually look outward to colonize areas around the Aegean, Ionian and Mediterranean Seas.
- How does the Greek "polis" (city-state) develop out of the Greek Dark Ages.
- What were some key characteristics of the polis?
- Compare and contrast the city-states of Athens and Sparta
Today we opened by discussing migration/invasion patterns of the Dorians who came to invade and settle into much of the Greek Peninsula, driving many of the Ionian Greeks across the Aegean and forcing a resistance in Attica (Athens). While this wave of invasion led to disruption and an era marked archaeologically by a lack of written record (seems as though the Greeks forgot how to write for a time...) it also accounts for ethnic differences between the Greeks. Most notably it accounts for eventual differences between Spartans and their permanent underclass of Helot slaves and between Spartans and Athenians. We also talked about what drove the Greeks out of this period we characterize as the Dark Ages: contact with other Mediterranean peoples and because of geographic factors, the Greeks adopt new forms of agriculture and eventually look outward to colonize areas around the Aegean, Ionian and Mediterranean Seas.
The development of city-states in the Greek world and the colonization of other areas of the Mediterranean region would eventually lead to conflict between city-states, between Greek city-states and the Persian Empire and ultimately among the 2 major Greek powers: Athens and Sparta.
Students took the time to read about these Greek beginnings and the emergence of the Greek -polis. They then worked in partner-groups to analyze the major points of difference and similarity between Classical Athens and Sparta. (the reading is here)
Homework
Students took the time to read about these Greek beginnings and the emergence of the Greek -polis. They then worked in partner-groups to analyze the major points of difference and similarity between Classical Athens and Sparta. (the reading is here)
Homework
- None
Friday (9/13) & Monday - Days 18 & 19
MAJOR OBJECTIVES/BIG QUESTIONS
We begin the class today talking about what we can identify as the core values of our educational system. Why do we invest this much money to send our students to school to be taught by unbelievably competent, talented, dedicated, caring and hard-working (I could go on and on...) teachers - what are the big goals of our educational system?
With these questions in mind, students are really thinking about the values of our society and what skills, knowledge and values it chooses to impart upon its youth.
Analyzing the education of our society's young people tells us much about who we are as a people, thus an investigation of Spartan education will tell us a great deal about who they were as a people. Students will work with primary and secondary documents in a Mini-Q exercise to come to the answer to the question:
Education in Ancient Sparta:
Did the Strengths Outweigh the Weigh the Weaknesses?
(handout: Here)
Students will use the documents to come up with "bucket" categories: big reasons why the strengths of Ancient Sparta's Education System did/did not outweigh the weaknesses.
This thesis generation exercise will be finished on Monday.
*Monday's class will be curtailed (both 1st and 3rd blocks) because of "Rachel's Challenge" presentation in the Main Gym.*
Homework (and in-class work) - for Tuesday
- Students will analyze the culture of Ancient Sparta by investigating the way the Spartan society educated its young people.
- Students will analyze primary and secondary source documents to generate a thesis statement with valid organizational categories and detailed support.
We begin the class today talking about what we can identify as the core values of our educational system. Why do we invest this much money to send our students to school to be taught by unbelievably competent, talented, dedicated, caring and hard-working (I could go on and on...) teachers - what are the big goals of our educational system?
With these questions in mind, students are really thinking about the values of our society and what skills, knowledge and values it chooses to impart upon its youth.
Analyzing the education of our society's young people tells us much about who we are as a people, thus an investigation of Spartan education will tell us a great deal about who they were as a people. Students will work with primary and secondary documents in a Mini-Q exercise to come to the answer to the question:
Education in Ancient Sparta:
Did the Strengths Outweigh the Weigh the Weaknesses?
(handout: Here)
Students will use the documents to come up with "bucket" categories: big reasons why the strengths of Ancient Sparta's Education System did/did not outweigh the weaknesses.
This thesis generation exercise will be finished on Monday.
*Monday's class will be curtailed (both 1st and 3rd blocks) because of "Rachel's Challenge" presentation in the Main Gym.*
Homework (and in-class work) - for Tuesday
- Guided reading worksheets for Chapter 5, Sections 3 & 4
- Finish constructing your thesis statement from the Sparta Education documents.
Tuesday (9/17) - Day 20
MAJOR OBJECTIVES/BIG QUESTIONS
We began by reviewing students' organizational categories for their Spartan Education document exercise. Student came up with viable categories supported by information from the documents. Students identified the major strengths and weaknesses/criticisms of the Spartan system (by modern standards).
After this, I quickly talked about the stages of reform that brought about the "Golden Age" of Athenian culture and its form of limited/exclusionary democracy under Pericles.
See the embedded PPT document above...
To introduce Athenian Democracy I asked students to consider and evaluate the criteria for people to be naturalized as US citizens. This forced us to deal with how we limit citizenship/participation in our own country. It also served as a segue to discuss the even more severe restrictions on who was considered a citizen in Periclean Athens. Students in this document based inquiry (here) were forced to determine whether "democracy" is a valid term to describe the governmental system in the Ancient Athens.
Students analyzed the primary and secondary documents - we will finish this in class tomorrow.
Homework:
- Students will analyze primary and secondary documents related to the government of Ancient Athens to evaluate whether or not "democracy" is a valid term to describe Periclean Athens.
- Students will analyze primary and secondary source documents to generate a thesis statement with valid organizational categories and detailed support.
We began by reviewing students' organizational categories for their Spartan Education document exercise. Student came up with viable categories supported by information from the documents. Students identified the major strengths and weaknesses/criticisms of the Spartan system (by modern standards).
After this, I quickly talked about the stages of reform that brought about the "Golden Age" of Athenian culture and its form of limited/exclusionary democracy under Pericles.
See the embedded PPT document above...
To introduce Athenian Democracy I asked students to consider and evaluate the criteria for people to be naturalized as US citizens. This forced us to deal with how we limit citizenship/participation in our own country. It also served as a segue to discuss the even more severe restrictions on who was considered a citizen in Periclean Athens. Students in this document based inquiry (here) were forced to determine whether "democracy" is a valid term to describe the governmental system in the Ancient Athens.
Students analyzed the primary and secondary documents - we will finish this in class tomorrow.
Homework:
- Chapter 5, Section 4 guided reading worksheet
Wednesday (9/18) - Day 21
MAJOR OBJECTIVES/BIG QUESTIONS
Students were to produce what amounts to a thesis driven essay-outline.
Thesis Template:
"While there are those who would argue [COUNTER ARGUMENT: the opposite of your position w/ base reasoning], the term "democracy" [is OR is not] a valid term to describe Periclean Athens because [C.A. REFUTATION/REASON 1], [C.A. REFUTATION/REASON 2] and *optional* [C.A. REFUTATION/REASON 3].
- Students will analyze primary and secondary documents related to the government of Ancient Athens to evaluate whether or not "democracy" is a valid term to describe Periclean Athens.
- Students will analyze primary and secondary source documents to generate a thesis statement with valid organizational categories and detailed support.
Students were to produce what amounts to a thesis driven essay-outline.
Thesis Template:
"While there are those who would argue [COUNTER ARGUMENT: the opposite of your position w/ base reasoning], the term "democracy" [is OR is not] a valid term to describe Periclean Athens because [C.A. REFUTATION/REASON 1], [C.A. REFUTATION/REASON 2] and *optional* [C.A. REFUTATION/REASON 3].
Counterargument Section
Lay out the counterargument here using bullet points. |
Argument 1
Refute the counterargument and make the first part of your argument here using bullet pointed evidence/support. |
Argument 2
Refute the counterargument and make the second part of your argument here using bullet pointed evidence/support. |
Argument 3 (optional)Refute the counterargument and make the thrid part of your argument here using bullet pointed evidence/support.
|
Students worked on analyzing the documents and constructed their outlines. We discussed the documents according to the arguments students made. Students from both first and third block uncovered core arguments on both sides of the question.
We finished the class with students reading a short Macedonian nationalist biography on Alexander the Great. As they read, students should consider how the author justifies Alexander's exaulted title (one he received from future generations), "The Great".
Students were to finish their reading for homework and prepare for a reading "quiz" and in-class discussion.
Alexander the Great Reading - here
Homework
We finished the class with students reading a short Macedonian nationalist biography on Alexander the Great. As they read, students should consider how the author justifies Alexander's exaulted title (one he received from future generations), "The Great".
Students were to finish their reading for homework and prepare for a reading "quiz" and in-class discussion.
Alexander the Great Reading - here
Homework
- Alexander the Great Reading - prepare for in-class quiz and discussion.
Alexander: "A Tourist With an Army" - Mr. Dryden
In Bulldog Colors!!!!
In Bulldog Colors!!!!
Thursday (9/19) - Day 22
MAJOR OBJECTIVES/BIG QUESTIONS
At the conclusion of my overview lecture, students in partner groups were asked to use their Alexander the Great readings to reconstruct the author Nicholas Martis' argument for why he, a Macedonian nationalist, and others consider Alexander to have earned his title "the great?"
Homework
- What factors led to the end of Athenian dominance in the Aegean region?
- What were the basic causes and effects of the Peloponnesian War?
- What factors might have led future generations of Ancients to regard Alexander to have earned his posthumous title "The Great"?
At the conclusion of my overview lecture, students in partner groups were asked to use their Alexander the Great readings to reconstruct the author Nicholas Martis' argument for why he, a Macedonian nationalist, and others consider Alexander to have earned his title "the great?"
Homework
- Read and take notes over Chapter 6, Section 1 of early Roman civilization.
Friday (9/20) - Day 23
MAJOR OBJECTIVES/BIG QUESTIONS
I began today's class with an overview lecture of Rome's importance and legacy. I showed students photos I took when my wife, Julie, and I traveled to Germany. We spent a couple days in Trier which has Roman origins dating back to the 1st Century CE. Trier, as a major political seat of Northern Gaul and a vibrant commercial center in Roman times, has some unbelievable Roman ruins such as an amphitheater, Constantine's throne room, public baths, and a stone bridge dating back to the 2nd Century. (See embedded slides below.)
We spent some time discussing the Rome's origin story and the basic origin and functioning of the Roman Republic. The big takeaway from this is that the Roman Republic, while it payed lip-service to the political interests of Plebeians (lower class free-Romans), it was a government of, for and by wealthy landowning Patricians.
From here I provided students with a two short primary source documents and a creative writing assignment. Students were asked to re-examine the overview of the Punic wars in their textbook and then to read/annotate a primary source about the discipline and administration of the Roman legion and another document on the brutality of the Third Punic War. With these as a background, students were asked to write a remembrance of the Third Punic War from the vantage point of a Roman Legionnaire or a Carthaginian soldier. Students were also asked to answer two other questions related to the early Roman Republic.
6-1 - guided reading assignment and creative writing assignment/discussion questions for 6-1 and 6-2 are here.
Homework
- How was the ancient civilization of Rome different to that of Ancient Greek civilization?
- What does the "Romulus and Remus" origin story (here) tell us about how the Ancient Romans saw themselves?
- Students should gain an appreciation for the basic structure and functioning of the Roman Republic.
- Students will begin to analyze the basic causes and consequences of Rome's Punic Wars with the Carthaginian Civilization.
I began today's class with an overview lecture of Rome's importance and legacy. I showed students photos I took when my wife, Julie, and I traveled to Germany. We spent a couple days in Trier which has Roman origins dating back to the 1st Century CE. Trier, as a major political seat of Northern Gaul and a vibrant commercial center in Roman times, has some unbelievable Roman ruins such as an amphitheater, Constantine's throne room, public baths, and a stone bridge dating back to the 2nd Century. (See embedded slides below.)
We spent some time discussing the Rome's origin story and the basic origin and functioning of the Roman Republic. The big takeaway from this is that the Roman Republic, while it payed lip-service to the political interests of Plebeians (lower class free-Romans), it was a government of, for and by wealthy landowning Patricians.
From here I provided students with a two short primary source documents and a creative writing assignment. Students were asked to re-examine the overview of the Punic wars in their textbook and then to read/annotate a primary source about the discipline and administration of the Roman legion and another document on the brutality of the Third Punic War. With these as a background, students were asked to write a remembrance of the Third Punic War from the vantage point of a Roman Legionnaire or a Carthaginian soldier. Students were also asked to answer two other questions related to the early Roman Republic.
6-1 - guided reading assignment and creative writing assignment/discussion questions for 6-1 and 6-2 are here.
Homework
- Students should finish questions 1-3 of the above packet. We will discuss these and the two primary readings on Monday.
Monday (9/23) - Day 24
MAJOR OBJECTIVES/BIG QUESTIONS
times in which he lived (1st Century BCE)?
We began today with a short discussion over the primary source documents from Friday on the Roman army and the account of the Third Punic War (see handouts from last Friday).
From here I provided a quick lecture overview of Roman territorial expansion in the 3rd through 1st Centuries BCE. I paid particular attention to the results of the Punic Wars in cementing Roman dominance in the Western Mediterranean, Attalus III of Pergamum's (modern day Turkey) bequeathing of his kingdom to Rome in 133 BCE, the political conflict between Marius and Sulla in the early 1st Century BCE and emergence of the First Triumverate of Crassius, Pompey and Julius Caesar.
We then spent 45 minutes watching a short History Channel biography, Julius Caesar: Master of the Roman World with a video discussion guide (here) - an overview of the film can be found here.
Homework
- How does Rome begin to transition from Republic to Empire? We will explore the roles of:
- Territorial expansion/administration
- The role of the military in politics
- The Populari vs. Optimates conflict: political/land reforms and popular politics
times in which he lived (1st Century BCE)?
We began today with a short discussion over the primary source documents from Friday on the Roman army and the account of the Third Punic War (see handouts from last Friday).
From here I provided a quick lecture overview of Roman territorial expansion in the 3rd through 1st Centuries BCE. I paid particular attention to the results of the Punic Wars in cementing Roman dominance in the Western Mediterranean, Attalus III of Pergamum's (modern day Turkey) bequeathing of his kingdom to Rome in 133 BCE, the political conflict between Marius and Sulla in the early 1st Century BCE and emergence of the First Triumverate of Crassius, Pompey and Julius Caesar.
We then spent 45 minutes watching a short History Channel biography, Julius Caesar: Master of the Roman World with a video discussion guide (here) - an overview of the film can be found here.
Homework
- Finish the writing/discussion guide from Friday (Questions 3 & 4) from Chapter 6, Section 2.
Julius Caesar
(statue from the Louvre)
Gaius Julius Caesar[2] (Classical Latin: [ˈɡaː.i.ʊs ˈjuː.lɪ.ʊs ˈkaj.sar],[3] July 100 BC[4] – 15 March 44 BC)[5] was a Roman general, statesman, Consul and notable author of Latin prose. He played a critical role in the events that led to the demise of the Roman Republic and the rise of the Roman Empire. In 60 BC, Caesar, Crassus and Pompey formed a political alliance that was to dominate Roman politics for several years. Their attempts to amass power through populist tactics were opposed by the conservative elite within the Roman Senate, among them Cato the Younger with the frequent support of Cicero. Caesar's conquest of Gaul, completed by 51 BC, extended Rome's territory to the English Channel and the Rhine. Caesar became the first Roman general to cross both when he built a bridge across the Rhine and conducted the first invasion of Britain.
These achievements granted him unmatched military power and threatened to eclipse the standing of Pompey, who had realigned himself with the Senate after the death of Crassus in 53 BC. With the Gallic Wars concluded, the Senate ordered Caesar to lay down his military command and return to Rome. Caesar refused, and marked his defiance in 49 BC by crossing the Rubicon with a legion, leaving his province and illegally entering Roman territory under arms.[6] Civil war resulted, from which he emerged as the unrivaled leader of Rome.
After assuming control of government, Caesar began a program of social and governmental reforms, including the creation of the Julian calendar. He centralised the bureaucracy of the Republic and was eventually proclaimed "dictator in perpetuity". But the underlying political conflicts had not been resolved, and on the Ides of March (15 March) 44 BC, Caesar was assassinated by a group of senators led by Marcus Junius Brutus. A new series ofvcivil wars broke out, and the constitutional government of the Republic was never restored. Caesar's adopted heir Octavian, later known as Augustus, rose to sole power, and the era of the Roman Empire began.
Much of Caesar's life is known from his own accounts of his military campaigns, and from other contemporary sources, mainly the letters and speeches of Cicero and the historical writings of Sallust. The later biographies of Caesar by Suetonius and Plutarch are also major sources. Caesar is deemed to be one of the greatest military commanders in history. (from www.wikipedia.com)
Homework:
These achievements granted him unmatched military power and threatened to eclipse the standing of Pompey, who had realigned himself with the Senate after the death of Crassus in 53 BC. With the Gallic Wars concluded, the Senate ordered Caesar to lay down his military command and return to Rome. Caesar refused, and marked his defiance in 49 BC by crossing the Rubicon with a legion, leaving his province and illegally entering Roman territory under arms.[6] Civil war resulted, from which he emerged as the unrivaled leader of Rome.
After assuming control of government, Caesar began a program of social and governmental reforms, including the creation of the Julian calendar. He centralised the bureaucracy of the Republic and was eventually proclaimed "dictator in perpetuity". But the underlying political conflicts had not been resolved, and on the Ides of March (15 March) 44 BC, Caesar was assassinated by a group of senators led by Marcus Junius Brutus. A new series ofvcivil wars broke out, and the constitutional government of the Republic was never restored. Caesar's adopted heir Octavian, later known as Augustus, rose to sole power, and the era of the Roman Empire began.
Much of Caesar's life is known from his own accounts of his military campaigns, and from other contemporary sources, mainly the letters and speeches of Cicero and the historical writings of Sallust. The later biographies of Caesar by Suetonius and Plutarch are also major sources. Caesar is deemed to be one of the greatest military commanders in history. (from www.wikipedia.com)
Homework:
- Read and take notes over Chapter 6, Section 3
Tuesday (9/24) - Day 25
MAJOR OBJECTIVES/BIG QUESTIONS
Today we began by recapping the biography video on Julius Caesar. We spent time reviewing his ascent to power, the first Triumverate, his role in the civil war, his populari agenda and reforms, his optimate/aristocratic political enemies and his assassination.
I then provided some background to the political career of Octavian (Augustus Caesar), Julius Caesar's adopted grandnephew and the formal move to empire. We focused on his approach to leadership and I began to characterize the period of time that historians refer to as the Pax Romana. While the literal translation is "Roman Peace," we also know from Tacitus that "peace" to Roman imperial leadership often takes shape only after Roman Legions lay waste to a land and its people and create a "desert" out of it. The Pax Romana was a political and military peaking of Roman Imperial influence and expansion. This time is known for territorial expansion, the building of 51,000 miles of roads, cities and infrastructure, the creation of region-wide trading networks, relatively efficient taxation and administration and a state bureaucracy to sustain all of it.
- What does some biographical information about Julius Caesar reveal about the political times in which he lived (1st Century BCE)?
- What was the Pax Romana? To the Roman leadership? To those who resisted/were victims of Roman rule?
Today we began by recapping the biography video on Julius Caesar. We spent time reviewing his ascent to power, the first Triumverate, his role in the civil war, his populari agenda and reforms, his optimate/aristocratic political enemies and his assassination.
I then provided some background to the political career of Octavian (Augustus Caesar), Julius Caesar's adopted grandnephew and the formal move to empire. We focused on his approach to leadership and I began to characterize the period of time that historians refer to as the Pax Romana. While the literal translation is "Roman Peace," we also know from Tacitus that "peace" to Roman imperial leadership often takes shape only after Roman Legions lay waste to a land and its people and create a "desert" out of it. The Pax Romana was a political and military peaking of Roman Imperial influence and expansion. This time is known for territorial expansion, the building of 51,000 miles of roads, cities and infrastructure, the creation of region-wide trading networks, relatively efficient taxation and administration and a state bureaucracy to sustain all of it.
Implicit (but very important) in all of this is the expectation of Caesar-worship. Romans had set a precedent after Julius Caesar's death exalting him to god-status. Emperor Augustus (itself meaning "exalted one") was referred to as Divi Filius (son of god) during his lifetime. Emperor worship, far beyond a act of patriotism to the Roman State, was believed to pacify the gods and essentially protect Rome from disaster and misfortune.
By the end of the 1st Century CE, other son-gods, most notably early Christianity had begun to take hold. Tomorrow we will begin our investigation of the development of Christianity as a melding of messianic Judaism with other mystery religions of the period.
Students spent a large chunk of the class period reading, annotating three primary source readings on the Pax Romana (here) and preparing for small-group seminar discussions (based on questions here) tomorrow.
Homework
By the end of the 1st Century CE, other son-gods, most notably early Christianity had begun to take hold. Tomorrow we will begin our investigation of the development of Christianity as a melding of messianic Judaism with other mystery religions of the period.
Students spent a large chunk of the class period reading, annotating three primary source readings on the Pax Romana (here) and preparing for small-group seminar discussions (based on questions here) tomorrow.
Homework
- Finish reading the primary source documents and answer the questions on the Pax Romana (above).
Wednesday (9/25) - Day 26
MAJOR OBJECTIVES/BIG QUESTIONS
After students' small seminar group discussions, I asked them to consider what they understand to be accepted modern Christian beliefs. Students came up with beliefs in:
After students articulated these things, I asked them where these ideas came from. Interestingly, few knew. From here I briefly talked about the council of Nicea (4th Century CE) and the 180+ gospels (stories/interpretations of Jesus' life) that only started to be written decades after Jesus' death. We talked about the nature of biblical scholarship, the lack of availability of reliable record (compared to modern times) and the interest of the Roman State in crafting a state religion.
I ended class by introducing the PBS documentary, Peter & Paul And the Christian Revolution. We will watch Part I (here) of this video in class tomorrow.
Homework
- What was the Pax Romana? To the Roman leadership? To those who resisted/were victims of Roman rule?
- How did Christianity rise from an obscure sect within Judaism to the state religion of the most powerful empire in the ancient world?
After students' small seminar group discussions, I asked them to consider what they understand to be accepted modern Christian beliefs. Students came up with beliefs in:
- The Genisis story (literal or figurative depending on what sect of Christianity - belief in original sin (sinful nature of humanity)
- The omnipotent nature of masculine father-god
- The Holy Trinity - three aspects of one god
- Jesus' immaculate conception to a virgin (Mary)
- Jesus' divinity as the son of a father-god
- Jesus' crucifixion as an act of atonement/redemption for the sinful nature of mankind
- A 3-day resurrection
- A final judgment and an eternal blissful afterlife or eternal damnation
After students articulated these things, I asked them where these ideas came from. Interestingly, few knew. From here I briefly talked about the council of Nicea (4th Century CE) and the 180+ gospels (stories/interpretations of Jesus' life) that only started to be written decades after Jesus' death. We talked about the nature of biblical scholarship, the lack of availability of reliable record (compared to modern times) and the interest of the Roman State in crafting a state religion.
I ended class by introducing the PBS documentary, Peter & Paul And the Christian Revolution. We will watch Part I (here) of this video in class tomorrow.
Homework
- Read and take notes over Chapter 6, Section 3
Thursday (9/26) - Day 27
MAJOR OBJECTIVES/BIG QUESTIONS
Today we watched most of Part I of the PBS Documentary - Peter & Paul And the Christian Revolution. Students critically watched the movie using this discussion guide - here.)
Homework
- How did Christianity rise from an obscure sect within Judaism to the state religion of the most powerful empire in the ancient world?
Today we watched most of Part I of the PBS Documentary - Peter & Paul And the Christian Revolution. Students critically watched the movie using this discussion guide - here.)
Homework
- Finish reading and taking notes over Chapter 6, Section 3
Friday (9/27) - Day 28
MAJOR OBJECTIVES/BIG QUESTIONS
Today we finished the Peter & Paul video and spent some time discussing it.
I followed this up with a short lecture discussion over the origins of Christianity and the development of a multitude of gospels in the centuries prior to the 1st Century CE.
I then introduced students to ancient the religious ideas of the mystery religions via a short video clip from the longer documentary: Zeitgeist (2007) from 13:23 - 38:30 (maximum)...
While I find the larger documentary a bit overly-ambitious and simplistic, the clip I showed does a very good job introducing highlighting the shared characteristics between religions/religious ideas that predate Christianity and the story of Jesus of Nazareth.
From here I had students (in partners) read and annotate an essay written by Reverend Martin Luther King while he was in graduate school (here). King writes about the influence of a group of religions known to scholars as "the mystery religions" on the development of early Christian doctrine. Students took notes on the characteristics of these specific religions and attempted to identify King's thesis.
Homework:
- How did Christianity rise from an obscure sect within Judaism to the state religion of the most powerful empire in the ancient world?
- What role did other religions (that predated Christianity) play in the development of Christianity?
- What was the role of the Roman state in crafting a state Church in the 4th Century CE?
Today we finished the Peter & Paul video and spent some time discussing it.
I followed this up with a short lecture discussion over the origins of Christianity and the development of a multitude of gospels in the centuries prior to the 1st Century CE.
I then introduced students to ancient the religious ideas of the mystery religions via a short video clip from the longer documentary: Zeitgeist (2007) from 13:23 - 38:30 (maximum)...
While I find the larger documentary a bit overly-ambitious and simplistic, the clip I showed does a very good job introducing highlighting the shared characteristics between religions/religious ideas that predate Christianity and the story of Jesus of Nazareth.
From here I had students (in partners) read and annotate an essay written by Reverend Martin Luther King while he was in graduate school (here). King writes about the influence of a group of religions known to scholars as "the mystery religions" on the development of early Christian doctrine. Students took notes on the characteristics of these specific religions and attempted to identify King's thesis.
Homework:
- Continue to read/annotate the Martin Luther King essay. We will have class time on Monday to work on this.
Progression of Religious Expression Over the Ages
Monday (9/30) - Day 28
MAJOR OBJECTIVES/BIG QUESTIONS
Today students spent time reading, annotating and outlining the essay written by Martin Luther King when he was a graduate student. In the essay, King explores the influence of the "Mystery Religions" (religions that predated Christianity in the Roman world) on the development of early Christianity. King's approach to this topic comes from a Christian apologist (his words) point of view and students found his work and engaging "take" on early Christianity.
I then spent time lecturing over the development of Christian sects/Christian literature/gospels over the first several centuries leading up to the Council of Nicea in the 4th Century. We discussed the long term impact of this meeting and the eventual cultural transition of the Roman Empire to Christianity. See the PowerPoint slides above.
Homework
- How did Christianity rise from an obscure sect within Judaism to the state religion of the most powerful empire in the ancient world?
- What role did other religions (that predated Christianity) play in the development of Christianity?
- What was the role of the Roman state in crafting a state Church in the 4th Century CE?
- Identify Martin Luther Kings basic thesis/argument in an essay he wrote about the influence of the "Mystery Religions" on early Christianity.
Today students spent time reading, annotating and outlining the essay written by Martin Luther King when he was a graduate student. In the essay, King explores the influence of the "Mystery Religions" (religions that predated Christianity in the Roman world) on the development of early Christianity. King's approach to this topic comes from a Christian apologist (his words) point of view and students found his work and engaging "take" on early Christianity.
I then spent time lecturing over the development of Christian sects/Christian literature/gospels over the first several centuries leading up to the Council of Nicea in the 4th Century. We discussed the long term impact of this meeting and the eventual cultural transition of the Roman Empire to Christianity. See the PowerPoint slides above.
Homework
- Read and take notes over Chapter 6, Sections 4 and 5 for Wednesday.
Tuesday (10/1) & Wednesday (10/2) - Day 29 & Day 30
MAJOR OBJECTIVES/BIG QUESTIONS
- What factors caused the decline of the Western Roman empire leading up to around 500 CE?
- What attempts were made to address problems from the 3rd through the 5th Centuries?
- Did the Empire really "Fall"?
- Students will work in partners to generate a thesis-driven outline to question # 1 below.
Decline and "Fall" of the Roman Empire
Consider the questions below and click on the link below to complete the essay outline assignment below:
LINK: http://www.flowofhistory.com/units/birth/4/fc34
With a partner, compose a thesis-driven and well-supported response to the above question using this template: here.
- What factors caused the decline of the Western Roman empire leading up to around 500 CE?
- What attempts were made to address problems from the 3rd through the 5th Centuries?
- Did the Empire really "Fall"?
LINK: http://www.flowofhistory.com/units/birth/4/fc34
- On the left of the page click and read/examine "FC34, FC34A, FC35 & FC36" ALSO be sure to use the flow charts and maps.
With a partner, compose a thesis-driven and well-supported response to the above question using this template: here.
Thursday (10/3) - Day 31
Unit wrap up and review
Friday (10/4) - Day 32
TEST
Classical Civilizations Study Guide
classical_civilizations_study_guide.doc | |
File Size: | 47 kb |
File Type: | doc |
rome.pdf | |
File Size: | 4291 kb |
File Type: |