| Week |
Wednesday |
Friday |
| w1 |
|
01/11 - Introduction
READ: Cartledge, "The
Economy (Economies)"
In class: IG XII.7 22
AFTER CLASS: Attend lecture: E. Harris, "Is Oedipus Guilty?: Sophocles and Athenian Homicide Law"; 226 Allen, 430pm |
w2 |
01/16 - Solon
READ: E. M. Harris, “Did
Solon Abolish Debt-Bondage?” CQ 52 (2002) 415–430
READ: E. M. Harris, “A New Solution to the Riddle of Seisachtheia" [10pp]
READ: L. Foxhall, “A View from the Top: Evaluating the Solonian Property Classes” [24pp]
READ: Finley, Ancient
Economy ch.1-2 (notes)
[45pp] [see also Plut. Per. 16.3–5 | or at Perseus] |
01/18 - Empire
READ: A. Blamire, “Athenian
Finance, 454–404 B.C.” Hesperia 70 (2001) 99–126
READ: Thuc. "Archaeology" 1.2–19
READ: Finley, Ancient Economy ch.3-4 [61pp] [see also Pliny Ep. 10.54-55 | Ep.
3.19]
RUN TO GROUND: Two primary sources from Blamire and/or Finley (see below for task definition)
I ran to ground Pliny Ep. 6.19 | GHI 58 (via PHI) |
w3 |
01/23 - Doing Good
READ: Whitehead, "Competitive Outlay and Community Profit: ΦΙΛΟΤΙΜΙΑ in Democratic Athens," C&M 34 (1983) 55-74
OPTIONAL: Whitehead, "Cardinal Virtues: The Languagae of Public Approbation in Democratic Athens," ClMed 44 (1993) 37-75
DISCUSSION CHAIR: CA |
01/25 - Doing Bad
READ: Christ, The Bad Citizen ch.4 [61pp.]
READ: Lys. 21 |
w4 |
01/30 - Banking
READ: Cohen, Athenian
Economy and Society ch. 1-3 [57pp]
READ: Isocr.
17
Since there seemed to be some interest in judicial torture: Gagarin, "The Torture of Slaves in Athenian Law," CP 91 (1996) 1-18.
DISCUSSION CHAIR: JM |
02/01 - Banking
READ: Cohen, Athenian Economy and Society ch.4 [50pp]
READ: Dem.
49 [if you want to learn more about Timotheus see Davies, APF.]
READ: Dem.
34
RUN TO GROUND: Two primary sources from from Cohen and/or passages (from wherever) that bear directly and interestingly on Dem 34 / 49 |
w5 |
02/06 - Banking
READ:
Cohen, Athenian Economy and Society ch. 5 [79pp]
READ: Dem.
35
READ: Dem.
33
in case you'd like a taste of Millett, on some of the same texts.
DISCUSSION CHAIR: DG |
02/08 - Banking
READ: Cohen, Athenian Economy and Society ch. 6 [35pp]
READ: Dem.
27 (28-29 optional)
READ:
Finley, Ancient Economy ch.5-6 [54pp]
|
w6 |
02/13 - Real Estate
READ: Xen. Oec. Skim 1-19, but pay close attention from 20.1
to the end (Pomeroy).
READ: Dem.
37
READ:
Harris, "Apotimema" [22pp]
READ: RO GHI 36
DISCUSSION CHAIR: MM |
02/15 - Funds
READ: Lys. 30
READ: Xen. Por.
READ: [Arist.] Oec. 2
Feel the pain: OGIS 46
RUN TO GROUND: Two primary sources (from wherever) that bear directly and interestingly on Lys. 30 and/or Xen. Por. and/or [Arist.] Oec. 2 |
w7 |
02/20 - Lycurgan Athens
READ: Humphreys, "Lycurgus of Boutadai" [53pp]
READ: SEG XXVIII 103
READ: I.Oropos 297 AND 298 (here on paper, if you prefer, along with 296 if you are interested)
READ: Hyp. Eux. 16-17
READ: Agora XIX L8
DISCUSSION CHAIR: CP |
02/22 - Agriculture
READ: Foxhall, Olive Cultivation in Ancient Greece ch. 1-3 [82pp] |
w8 |
02/27 - Coinage and Money
READ:
Bresson, "Coinage and Money Supply" [24pp]
READ:
Sosin, "Alexanders and Stephanephoroi at Delphi" [17pp]
READ:
idem, "Boeotian Silver, Theban Agio and Bronze Drachmas" [6pp] / Here's IG VII 2426 (translation), in case you want to read the Greek.
READ:
idem, "Agio at Delphi" [13pp]
DISCUSSION CHAIR: JF |
02/29 - War
READ: Chaniotis, War in the Hellenistic World ch.7 [25pp]
READ: V. Gabrielsen, "Economic
Activity, Maritime Trade and Piracy in the Hellenistic Aegean," REA 103 (2001) 219-240
RUN TO GROUND: Two inscriptions from Chaniotis and/or Gabrielsen
If piracy is your thing: much overlap with the REA piece, but still much of interest in Gabrielsen, "Piracy and Slave Trade"
|
| w9 |
03/05
- Cities
READ: L. Migeotte, L'Emprunt
public, 9, 11, 19, 45 (note generalities, not details), 62,
79, 96, 97 (note: some chunks are struck through in red; no need to read these)
READ: Astynomoi inscription
READ: Selections from Austin
READ: IGLS IV 1264
DISCUSSION CHAIR: DR
|
03/07 - Taxes
READ: Badian, Publicans and Sinners (ch.1-3 | ch.4-6 | notes
and index)
READ: I.Oropos 308
READ: Some selections on publicans; see esp. CIL I2 698 at end. |
w10 |
03/12 - Spring Break |
03/14 - Spring Break |
w11 |
03/19 - Banking and Business
READ: Andreau, Banking and Business in the Roman World ch.1-12
|
03/21 - Agoranomos and muhtasib
READ: B. R. Foster, JESHO 13 (1970) 128-144.
READ: G. C. Miles, Arabica 9 (1962) 113-118.
READ: D. Sperber, ZDMG 127 (1977) 227-243.
READ: R. P. Buckley, Arabica 39 (1992) 59-117.
DISCUSSION CHAIR: JM |
w12 |
03/26 - Fish, DG
READ: Bekker-Nielsen, "Nets, Boats and Fishing in the Roman World"
READ: Davidson, "Fish, Sex and Revolution i Athens"
READ: Trakadas, "The Archaeological Evidence for Fish Processing..."
READ: Ørsted, "Salt, Fish and the Sea..."
DISCUSSION CHAIR: DG |
03/28 - Coin Supply, JF
READ: D. Rathbone, "Monetisation,
Not Price-Inflation, in Third-Century A.D. Egypt?" in C. E.
King and D. G. Wigg (eds.), Coin Finds and Coin Use in the Roman
World (Berlin 1996) 321–339.
READ: Howgego, "The
Supply and Use of Money in the Roman World: 200 B.C. to A.D. 300," JRS 82 (1992) 1-31.
READ: Duncan-Jones, Money and Government ch5-6
DISCUSSION CHAIR: JF |
w13 |
04/02 - Food, CP
READ: Bakels, "Access to Luxury Foods..."
READ: Erdkamp, "Agriculture, Underemployment..."
READ: Evans, "Wheat Production..."
READ: Purcell, "The Way We Used to Eat..."
OPTIONAL / FURTHER RDG
Martinez, "Agriculture and Food..."
Fulford, "Economic Interdependence..."
van der Veen, "When Is Food a Luxury?"
Mayerson, "The Role of Flax..."
DISCUSSION CHAIR: CP |
04/04 - Alimenta and Demography
READ: Duncan-Jones, The
Economy of the Roman Empire2 ch.7
READ: G. Woolf, "Food,
Poverty and Patronage," PBSR 68 (1990) 197-228.
READ: Pliny, Ep. 7.18
READ: Frier, "Roman Demography"
KNOW ABOUT: N. Criniti, La
tabula alimentaria di Veleia (Parma 1991) |
w14 |
04/09 - Babylon, CA
READ: Aperghis, Seleucid Royal Economy 87-113.
READ: van der Spek, "Palace, Temple, and Market in Seleucid Babylonia"
READ: McEwan, "Babylonia in the Hellenistic Period"
READ: Austin2 nos. 163, 166, 167
READ: OGIS 253
DISCUSSION CHAIR: CA |
04/11
- Economies of Death, MM
READ: Bodel, "The Organization of the Funerary Trade..."
READ: Stevens, "Charon's Obol..."
READ: Garland, "The Well-Ordered Corpse"
READ: Hopkins, Death and Renewal ch.4, sections III, VI, VII, and VIII
READ: Isaeus 8, trans. K. Freedman
READ: IG XII.5 593 [LSCG 97; Syll.3 1218]
READ: Fraser and Nicholas,"The Funerary Garden of Mousa" - translation only
Optional
READ: Hillner, "Domus, Family, and Inheritance: The Senatorial Family House
in late Antique Rome"
DISCUSSION CHAIR: MM |
| w15 |
04/16
- Sparta, DR
READ: Hodkinson, Property and Wealth... ch4
READ: Hodkinson, "Servile and Free Dependents..."
READ: Cartledge, Sparta and Laconia... ch10
DISCUSSION CHAIR:DR |
Final papers due
4:30pm, Fri 25 April |
| Sweat:
- Participation:
30% of grade; this is a seminar; I provide framework, background,
readings, occasional presentations and lectures, but you are responsible
for discussion. On any given day your primary responsibility is
to come prepared to attack the day's readings with questions, comments,
problems, counter-arguments, parallels, etc. Some discussion starters.
- Primary
sources: Almost all of the primary sources assigned for
this class are to be read in translation. Don't knock reading
translations; this is the fastest way to ingest a large quantity
of ancient texts. But don't stop there either. I expect you
to develop an eye for spotting those passages that will especially
repay close reading in Greek or Latin (I shall bring examples
to class periodically); it will be to your advantage to have the Greek or Latin in front of you while you read the translations.
- Secondary
sources: I expect you to engage the readings head-on,
to be able to assess the strengths and weaknesses of authors'
arguments and to situate them in the context of our other
primary and secondary readings and our discussions. To read
a scholarly argument is to test its merits.
- Discussion:
Whether your interests incline toward models or details, toward
literature or documents, I expect you to root your contributions
in specific passages in the readings. Point to specifics.
Be prepared to explain yourself with close reference to texts.
I encourage you to bring up passages that you do not understand
(chances are someone else, myself included, is similarly confused!),
but I expect you to be able to describe the scope and dimension
of your confusion: "Aristotle's claim X at passage A
seems to contradict his assertion Y at passage B in these
2 ways; I don't get it."
- Contribution:
I value and reward hard work and careful thought. If your
command of, say, Greek history is weaker than that of your
fellow students, do not fear. I do not expect you to know
everything about antiquity, but rather to work hard to master
the materials covered by this course. Never let your fear
that someone else might know more than you keep you from speaking
in class. In this setting, how you think means more than what
you know.
- See me: I am your biggest supporter. If for some reason you feel uncomfortable talking in class, come see me right away. We'll see what we can do to help you feel more at ease.
- Discussion Chairs:
20% of grade; on 2 occasions you will have the opportunity to chair discussion for the day (order determined by random selection).
- Work:
You will read the same texts that everyone else reads for the day, but you will be responsible for bringing a series of questions around which we can build discussion. You will not be required to run the entire discussion, but simply to frame several questions suggested by the readings that you feel warrant close engagement and discussion, and to assume a more hands-on role in shaping discussion than you might on any other day.
- Form:
I do not care whether you bring a handout, PP-presentation, vel sim., so long as each of us has a copy of your questions; if you send them far enough in advance I might be able to add them to website.
- Primary Source Missions:
20% of grade; on several occasions throughout the semester you will have the opportunity to RUN TO GROUND a couple or few primary sources to which you find references in our secondary readings.
- Work:
Let's say we are reading Chaniotis' chapter on the economics of war.... In constructing his argument, he cites dozens of inscriptions. You will (1) pick, say, 2 (I'll assign a number in advance), (2) find the editions in the library, (3) xerox the texts for the class, (4) read them (or the relevant portions if they are very large), (5) bring a set of talking points (not more than a few) derived from the texts (What seemed interesting? What did Chaniotis get right /wrong? What did you not understand?). We shall not have the time to go through every single one of these exercises, but you should think of them as part of your participation for that class; use them to help generate questions and subjects for discussion.
- Form:
This should result in a slim stack of xeroxes to share with the class and me. If you scan them as PDFs, I can put them on the website.
- Paper:
30% of grade; you will have the opportunity to write a
research paper (20 pp.) on a topic of your choosing. At
the beginning of the semester I'll share with you a list of
subjects that I think would lead in fun and fruitful directions. Required conventions.
- Argument:
You must advance an argument. It need not be new,
but it must be yours. In other words, I do not expect
you to have mastered all of classical scholarship,
but I do expect you to define a problem and attempt
to solve it with careful reference to primary and
secondary materials.
- Genre
and Form: In my opinion the genre "seminar
paper" is at best a stepping stone to the genre
"scholarly article." I expect you to try
to write the latter. Find examples of short, strong,
clear articles that you respect and admire. Then try
to use them as models for your own growth as a writer.
I am happy to share with you examples of articles
that I think are good. For a seminar paper that I
revised and published as a short article see CP 95 (2000) 199-206. I do not expect you to produce
publishable papers, but rather (a) to develop a thesis
of your own, (b) to defend it as best you can with
reference to primary and secondary materials, and
(c) to do so in the idiom of the scholarly article.
Your argument should be clear and compelling. Follow
standard conventions for abbreviations, bibliography,
etc.
- Procedure:
I shall help you pin down potential topics, but I
expect you to take the ball from there. I am available
to help you navigate bibliography, shape directions
of enquiry, refine arguments, etc., but you must take
the initiative. I expect that you will start on your
research paper early in the semester, work steadily,
and come to me for help as often as you want/need.
Assessment:
At the end of the semester I shall give you a brief written
assessment of your performance in the class. Nothing in this
document should be news to you. I ask you please to arrange
to meet with me twice during the semester
(once before the midpoint and once after) so that
we can chat about how you are doing and how you can develop
strategies for improving your skills and broadening your knowledge.
I shall use a version of the linked spreadsheet to calculate your grades (mine differs only inasmuch as it has everyone's names); if you want to keep track of your grade, simply download the spreadsheet and enter your grades as you get them. You can find an articulation of my grading scale online. |