WHEN: MONDAY 19, 9:00-12:00

Don't forget to bring blue books!

Format. 

• Map (10 pts.)
• Short Answer (40 pts.)
• Passage Analysis (20 pts.)
• Cumulative Essay (30 pts.)

You will have choice on every section except for the map.

Material for which you are responsible.

Map: you will be supplied below with a list of places to memorize.

Short answer: lectures and readings since the midterm (i.e., 10/19-).

Passage Analysis: CP ##8-14

Cumulative Essay. Questions will be drawn from material covered from week 5 through 15. (Start with lecture outline for 9/28), WMP, pp. 62-208, course packet, ##4-16.

Note: review the images on the lecture outlines as well and any supplementary readings attached. These can be excellent examples to bring into an ID or essay answer.

Map. Following is a list of places to locate for the map section. All places listed are either in maps shown in lecture and now on the outlines, in WMP, or a combination.

Granicus river Gaugamela Tyre Siwah oasis Alexandria Indus river Antioch (on the Orontes) Seleuceia on Tigris Judaea

Parthia Tarsus in Cilicia Ephesus Zama Cannae Po river Adriatic Sea Tyrrhenian Sea Rubicon river Philippi

Actium Thessalonica Chaeronea Latium Rome Tiber river Etruria Tyrrhenian Sea Sicily

Magna Graecia Numidia Gaul Spain Britain Scotland Germany Danube river Constantinople Nicaea

To prepare for this part of the exam, come up with a list of possible IDs from the lecture outlines, notes and Nagle. Use as a guide names, terms, etc. that either come up at least several times, or are stressed as particularly significant by Nagle or by me. In addition, review the short exam, and your discussion assignments.

Two additional things to bear in mind. First, some of the IDs will be people, events or terms about which you could write a lengthy essay, but resist this. (There is probably a good chance that you will be able to use your knowledge in the essay question.) In these cases, you will want to be selective: discuss points you think are especially significant. You can always come back at the end and add to your answer if desired and if there is time. Second, and related, you may have more to say on some than on others. I will expect you to know only as much as has been given to you in lecture and in the readings, and the amounts will vary in cases. Thus in the examples below, I am able to write more on the first than the second, and to bring in examples from the primary source readings. But both are "A" quality.

Here are two sample ID answers.

1. Hellenistic Ruler Cult

The Hellenistic Ruler Cult was an institution that emerged in the Hellenistic kingdoms following the death of Alexander the Great in 323. Greeks, often on their own initiative, established cults to living Hellenistic monarchs (Ptolemies in Egypt, the Seleucids in Asia, and the Antigonids in Greece) and often to their wives as well. These rulers were worshipped as gods and had temples, statues, and festivals, and their cults were administered by priests and priestesses. Ruler Cult seems to have developed out of divine honors granted to Alexander the Great toward the end of his life, in 324.

[note all the specific items essential to full identification: who (Hellenistic kings and often queens; by Greeks, i.e. not Asians or Egyptians), what (worship living ruler as god, cults, etc.), when (date), where (Egypt, Asia, Greece); the why is covered in the next section]

Hellenistic Ruler Cult was an important mechanism for cities and monarchs to express and define their relationship, it marked a change in religious behavior in the Hellenistic world, it reflects the increasing autocracy of kings in the Hellenistic world, and likely prefigured the Imperial Ruler Cult in the Roman Empire. HRC shows an important change from the classical period, when the idea that humans could be considered gods would have been regarded as hybris; it is, however, impossible to be certain whether anyone actually believed these kings to be divine, or simply recognized the political expediency in establishing a ruler cult. Examples of the way in which the Ruler Cult helped to cement and express the relationship between monarch and city come from inscriptions set up by cities in thanks to the monarch (e.g. Scepsis for Antigonus I in 311, Ilium for Antiochus I after his accession in 281, and Teos for Antiochus III in 204). That these cities are in different regions and that the documents date to different times and give honors to different kings show both the extent of this institution, and the similar circumstances that prompted the establishment of a cult.

[note: okay, so it's optimistic to think you would have the dates of the documents in your heads, but an awareness of the chronological spread would be important to bring up]

2. "First Triumverate"

A coalition formed by Pompey, Caesar and Crassus in 59 B.C. Caesar, who was running for consul in 59, gained the support of Crassus ("the wealthiest man in Rome"), and Pompey, back from campaigns in the east, in order to win the election. In return as consul, he agreed to help Crassus and Pompey; for Pompey, this included land for the soldiers who had fought with him in the east, and the Senate's acceptance of his settlements made during his campaign. The Triumverate proved successful in getting what its members wanted, but it started to fall apart after Pompey's wife and Caesar's sister, Julia, died in 54, followed in the next year by the death of Crassus. Caesar during this time was off in Gaul, and Pompey was drawn away from him by the Senate, especially Cato. The First Triumverate is significant because it was yet another event and set yet another precedent in a series that led to the fall of the Republic (others included the murder of Tiberius Gracchus in 133 and Sulla's civil war and dictatorship in the 80s). Lacking any constitutional authority, the coalition was formed to strong-arm the Senate; thus it exemplifies the continuing inability of powerful men in Rome to work within the Republican system of government. Its breakdown ultimately led to civil war in 49, when Caesar and Pompey had become irreconcilable enemies.

Two out of four passages. For this section you will want to identify, meaning author/work (date), what the passage concerns, and any important historical information addressed or presumed in the passage. explanations of items in the passage to locate it historically, and discussion of its historical significance, and significance for understanding the author. Refresh your memory on the guidelines by consulting the relevant section of the midterm study guide. Here is a sample passage for you to practice on.

Athenaeus, on the ithyphallic hymn in honor of Demetrius.

"How the greatest and dearest of the gods has come to the city! For the hour has brought together Demeter and Demetrius; she comes to celebrate the solemn mysteries of her Daughter (Persephone), while he is here full of joy, as befits the god, fair and laughing. His appearance is majestic, his friends all around him and he in their midst, as though they were the stars and he the sun. Hail son of the most powerful god Poseidon and of Aphrodite! For the other gods are either far away, or they do not have ears, or they do not exist, or do not take any notice of us, but you we can see present here; you are not made of wood or stone, you are real. And so we pray to you: first bring us peace, dearest; for you have the power. And then, the Sphinx that rules not only over Thebes but over the whole of Greece, that Aetolian sphinx sitting on a rock like the ancient one, who seizes and carries away all our people, and I have no defense against her (for it is an Aetolian habit to seize the property of neighbors and now even what is far afield). Most of all punish her yourself."

Hints to get started: remember to identify all important terms, people, etc. as best you can. Locate it in its historical context (dates!) and location. Pay close attention to particular words and phrases, and bring them into your answer as support for your points.

Essay.

Here are some suggestions for writing a good essay on an exam. You might also consult writing a good essay examination.

• Take some time to organize your thoughts, think of points, events, issues, and examples from the reading that you want to be sure to remember to include. Make a brief outline and stick to it.
• Open with a brief statement indicating what you are going to argue and/discuss in your answer. Don't indulge in sweeping statements about antiquity.
• Avoid modern comparisons. You are being tested solely on your knowledge of ancient Greece and Rome, so even if interesting and showing understanding through comparison, you won't earn any points.
• Adopt the pattern of making statements followed by a supporting example. Wherever possible, bring in evidence from the primary source readings to support your point.
• Make sure your answer includes specific, relevant dates, and be precise: for example, you will not earn as many points for writing that Caesar was murdered in the first century B.C. as you will if you write 44 B.C. The greater the precision, the more points you earn. Consult the timeline for an idea of the kind of specificity in chronology for which you are responsible. The same goal of specificity and precision applies to events and historical developments.
• If your writing is terrible, practice writing neatly three times a day....Okay I'm kidding on that one, but seriously, you can't get credit for something if we can't read it!

The essay question will be a compare and contrast type of essay. You will be asked to compare and contrast historical developments and events in Greece, the Hellenistic world, and Rome. Following are study questions, which will form the basis of the actual questions I will ask.

1. Compare and contrast Athenian democracy, the Spartan political system, and the Roman Res Publica. (Think about issues like stability, extension of political rights or power, and overall strengths and weaknesses.)

2. Compare and contrast attitudes toward citizenship and political rights in Athens, Sparta, and Rome during the Republic and Empire, respectively.

3. Compare and contrast the strengths and weaknesses of the Athenian and Roman Empires.

4. Compare and contrast the relationship between religion and "the state" (whether it's really a state or personal monarchy) in the Greek world (specify where), Hellenistic world (specify where), and the Roman Republic and Empire. Bring in to your discussion in what way mystery religions, Judaism and Christianity fit or do not fit into your analysis.

5. Compare and contrast cultural and intellectual movements in classical Athens, Hellenistic Alexandria, and Rome during the Republic and Pax Romana, respectively. Consider aspects like whether the culture is "native-produced," the role of the state, public or private nature. If you were an artist, writer or intellectual, where would you most have wanted to work and why?