Ancient Greek Cities
CLAS 130-02/HIST 130-02
First ½ Semester, Fall 2016
12:30-1:45 Tuesday, Thursday
Instructor: Dr. Kyle Jazwa
Office: Hewes Library, Room 11A
Office Hours: 1:45-3:00 Thursday, and by appointment

Athens, Sparta, Corinth, Syracuse. These are among the many cities that rose to prominence during the Archaic and Classical periods in Greece. In this course, we will learn about the unique histories of these city-states and their archaeological remains. We will also explore daily life as a Greek from 800-300 BCE in the Aegean.
Course Objectives
1. Students will gain an understanding of daily living in ancient Greek cities during many time periods and in many regions of the Hellenic world.
2. Students will develop and carry out a research project that applies the new knowledge of Greek cities to a hands-on application. This will challenge students to refine their problem-solving, research, leadership, and project-planning abilities.
3. Students will be taught to think spatially and contextually. These skills are essential for understanding the value of material culture and its relationship to society.

Required Texts
Garland, R. 2008. Daily Life of the Ancient Greeks (2nd. Ed.) Indianapolis: Hackett Publishing.
ISBN 978-1-62466-129-7
Gates, C. 2011. Ancient Cities. The Archaeology of Urban Life in the Ancient Near East
and Egypt, Greece, and Rome (2nd Ed.). New York: Routledge.
ISBN 978-0-415-49864-7

Test 1
Sept. 15
Test 2
Oct. 6
Writing Assignment, Final
Oct. 11
Final Project: Planning Sessions
Final Project: Research Outline
Sept. 27
Final Project
Oct. 22

The following is a brief overview of the required assignments for the semester:
All students are required to attend class lectures. Each student is permitted one unexcused absence during the half semester course. All subsequent absences will result in a 2% reduction to the course grade. In order to receive full credit for the participation grade, however, students must come prepared to class and contribute to the lectures by asking/answering relevant questions and participating in any in-class activities.
Test 1
Students will be granted 40 minutes to complete a test that covers all course material and readings from August 23 to September 13.
Test 2
Students will be granted 40 minutes to complete a test that covers all course material and readings from September 15 to October 6.

Writing Assignment, Travel Guide
Each student will become an author of the newest, best-selling travel guide Erēmos Planētēs. S/he will choose either to design a walking tour of a Greek city or write a two-page selection from the travel book with full descriptions of 2-3 important monuments. A sign-up sheet will be available for students to select the time period and city of their choice. A more substantial description of this assignment is offered at the end of this syllabus.

Final Project (FP)
Students will participate in Monmouth College’s Classics Day on October 22 by constructing as a team a small-scale Ancient Greek house in stone and mud brick. Each student will be in charge of organizing a specific task and will research ancient modes of production related to this task. This project will also require attendance in a minimum of three “planning sessions” outside of class during the semester. Participation and attendance at additional planning sessions will provide the student with extra credit. If for some reason, a student is unable to attend Classics Day, please contact Dr. Jazwa by September 6.

Extra Credit
Students have several opportunities to receive extra credit during the semester, each of which will result in 1% point added to his/her final grade. These opportunities include participation in additional FP planning sessions and attendance at an AIA Lecture. A listing on planning session and lecture dates will be given to students at the beginning of the semester.

Class Rules
Please maintain respect for the instructor and your fellow classmates. I require all students not to interrupt the class, never use cell phones (even silently!), avoid leaving class early or entering late (unless with permission from the instructor), and pay attention during lectures.

Course Engagement Expectations
This course meets twice a week for one hour and fifteen minutes. Students are expected to spend an average of one and a half hours per week in preparation for the final project (this amount varies throughout the semester). Students are also expected to spend two hours per class on reading assignments and two hours for studying/writing/other out of class preparation and assignments. In all, students are expected to devote ten hours per week to the “Greek Cities” course.

GC = Greek Cities
DLG = Daily Life of the Ancient Greeks
O = Online Copy
August 23 (T)
Introduction to Ancient Greece
August 25 (R)
Late Bronze Age: Knossos [Minoan Palaces], Akrotiri
GC, Chapter 7 (pp. 118-137)
O: Oxford Handbook to the Aegean Bronze Age, Chapter 8
August 30 (T)
Late Bronze Age: Mycenae [Mycenaean Palaces], Nichoria
O: Oxford Handbook to the Aegean Bronze Age, Chapters 10 and 15
September 1 (R)
Early Iron Age: Lefkandi, Oropos
GC, Chapter 12 (pp. 205-218)
O: “ΕΝΔΟΝ ΣΚΑΠΤΕ. The Tale of an Excavation”
September 6 (T)
**Sign up for Writing Assignment***
Cemeteries and Death: Athens, Lefkandi
DLG, pp. 12-17
O: “The ‘Rich Athenian Lady’ was Pregnant”
September 8 (R)
Greek Colonization: Pithekoussai, Syracuse, Massalia, Cyrene
DLG, pp. 17-19
September 13 (T)
Sanctuaries and Temples: Corcyra, Olympia, Delphi, Athens
GC, Chapter 13 (pp. 219-227)
DLG, pp. 197-216
September 15 (R)
***Test 1***
Sanctuaries and Temples, cont.
O: “The Problem of Design”
September 20 (T)
GC, Chapter 16 (pp. 252-268)
DLG, pp. 39-47
September 22 (R)
Greek Houses: Athens, Dema, Vari
DLG, pp. 127-134
O: “The Dema House in Attica” (skim over)
September 27 (T)
Sparta: Sparta, Messene
GC, pp. 228-229
DLG, pp.118-126
Due: FP Research Outline
September 29 (R)
Settlement Planning: Olynthus, Priene
GC, Chapter 17 (pp. 269-285)
October 4 (T)
Gender and Status
DLG, Chapter 4 (pp. 65-118)
O: “Lysias 1”
October 6 (R)
***Test 2***
October 11 (T)
FP: Final Preparation and Discussion Reading: None!
Due: Final Writing Assignment, Walking Tour
October 22 (Sat) CLASSICS DAY


Students in need of special accommodations related to the curriculum, instruction and/or assessment methods should not hesitate to contact the instructor. Your learning is valued, and every effort will be made to ensure that you are able to fully engage with course readings and other audio/visual materials, as well as participate in class discussions and activities. Please be assured that the instructor maintains a strict confidentiality agreement.

Monmouth College (MC) wants to help all students be as academically successful as possible. It is the goal of MC to accommodate students with disabilities pursuant to federal law, state law, and the college’s commitment to equal educational opportunity. Any student with a disability who needs an accommodation should speak with the Teaching and Learning Center located on the 2nd floor of Poling Hall, 309-457-2257, or

This syllabus is subject to change. Occasional modifications related to the content/schedule of the course and schedule may be made to best accommodate student learning. In the event of changes, an updated syllabus will be posted to Moodle.

The Teaching and Learning Center offers various resources to assist MC students with their academic success. All programs are FREE to MC student and are here to help you excel academically. These services are not just for struggling students, but are designed to assist ALL STUDENTS to get better grades, learn stronger study skills, and be able to academically manage their time. The Teaching and Learning Center is located on the 2nd floor of Poling Hall with staff available from 8:00am—4:30pm, 309-457-2257, or
The MC Writing Center offers unlimited, FREE peer tutoring sessions for students. Peer writing tutors work with writers from any major, of any writing ability, on any type of writing assignment, and at any stage in the writing process, from planning to drafting to revising to editing. The MC writing center is
located on the 3rd floor of the Mellinger Teaching and Learning Center, and is open Sunday-Thursday 7:00-10:0pm and Monday-Thursday 3:00-5:00pm on a first-come, first-served basis. No appointment is necessary! Contact or visit http://writingat for more information.

We believe that academic honesty is of the utmost importance for the maintenance and growth of our intellectual community. At Monmouth College, the faculty and staff strive to create positive and transformational learning experiences. One step in our mission to provide excellent teaching involves our emphasis on the promotion of free inquiry, original thinking and the holistic development of our students. Monmouth College strives to offer a learning environment which stresses a vigorous work ethic and stringent moral codes of behavior. We believe that one of our core commitments is the fostering of personal and academic integrity. Our students are encouraged to think of the campus as an educational community with ties to the local, national and global society. Honesty in one’s academic work is of the utmost importance for the maintenance and growth of the individual and of our intellectual community. We therefore require all our students to contribute to this community of learners and to make a vigorous commitment to academic honesty. We view academic dishonesty as a threat to the integrity and intellectual mission of our institution. Any breach of the academic honesty policy – either intentionally or unintentionally - will be taken seriously and may result not only in failure in the course, but in suspension or expulsion from the college

It is each student’s responsibility to read, understand and comply with the general academic honesty policy at Monmouth College, as defined here in the Scots Guide, and to the specific guidelines for each course, as elaborated on the professor’s syllabus. The following areas are examples of violations of the academic honesty policy:
1. Cheating on tests, labs, etc;
2. Plagiarism, i.e., using the words, ideas, writing, or work of another without giving appropriate credit;
3. Improper collaboration between students, i.e., not doing one’s own work on outside assignments specified as group projects by the instructor;
4. Submitting work previously submitted in another course, without previous authorization by the instructor.
Please note that the above listing re: academic dishonesty is not exhaustive. (Policy as stated, in-part, in the 2009-2010 Monmouth College Scot’s Guide).

Writing Center
The Monmouth College Writing Center offers unlimited, free peer tutoring sessions for students at MC. Peer writing tutors work with writers from any major, of any writing ability, on any type of writing assignment, and at any stage of their writing processes, from planning to drafting to revising to editing. The Writing Center is located on the 3rd floor of the Mellinger Teaching and Learning Center, and is open Sunday-Thursday 7-10pm and Monday-Thursday 3-5pm on a firstcome, first-served basis. No appointment necessary! Visit the website for more information.

Teaching & Learning Center
The Teaching and Learning Center offers FREE resources to assist Monmouth College students with their academic success. Programs include Supplemental Instruction for difficult classes, drop-in and appointment tutoring, and individual academic coaching. The TLC is here to help students excel academically. TLC services are not just for struggling students, but can assist all students to get better grades, practice stronger study skills, and manage time. Visit Dana and Rita at the TLC on 2nd floor Poling Hall from 8am-4:30pm or online at We can also be reached at: or 309-457-2257 Like the TLC on Facebook:

You were just hired as the co-author of the newest, best-selling travel guide Erēmos Planētēs. During the first meeting, the publisher provides you with two choices for your first contribution: design a walking tour of a Greek city or write two-pages for the travel book. Please see competitor travel guides, such as Lonely Planet, Rick Steve’s, Fodor’s, Blue Guide, etc. for formatting. All students must sign up for a city/time “option” by September 6 via email or personal communication. Options are assigned on a “first come, first serve” basis. As a result, please provide 2-3 options in order of preference.
Athens, 500 BCE
Athens, 400 BCE
Athens, 150 CE
Corinth, 400 BCE
Sparta, 400 BCE
Syracuse, 400 BCE
Olympia, 400 BCE
Delphi, 400 BCE
Messene, 250 BCE
Priene, 300 BCE
Olynthus, 350 BCE
Philippi, 500 CE
Byzantium, 1000 CE
Mycenae, 1200 BCE
Knossos, 1200 BCE

Walking Tour
Design a walking tour of your Greek city. This tour must include “stops” at a selection of structures and monuments that were built prior to your time period. Also consider structures that may have been built centuries before but were still standing. Think spatially when designing this tour. Although the walking tour does not require extensive descriptions for each of the structures, a short 2-3 sentence description of each “stop” must be included. Be creative! Place yourself in the mind and feet of an ancient traveler when writing. Be sure to include a map with the expected “stops” and “route” indicated.

Travel Guide Pages
Unlike the walking tour, this writing assignment requires you to focus solely on a small number of monuments. For each entry, write a short history, logistical information (openings, entrances, etc.), visual description, and any other useful information for traveler. Also include in the two pages, additional guide information such as neighborhood facts, tavern selections, festival info, etc. Be creative with this!

2-3 pages (double-spaced, 12 point font, 0.5-1” margins)
Minimum: One image or map
References: Any references must be credited to the original text
Hard-copy must be handed in by 12:30 PM, Oct. 11 for full credit

All students are expected to participate in Monmouth College’s annual Classics Day (Oct. 22). As a class, we will build an ancient Greek house similar to those built all over the Hellenic world. The objective of this project is to provide students with an experience that was familiar to most Greeks. Students will also enhance their research abilities and practice applying this research to real-world activities. A final objective is for each student to develop their leadership skills.
Each student will hold a unique role in the construction of the building (see: “positions”). You will conduct research related to that historical profession and/or building component using archaeological and literary evidence for Archaic to Hellenistic Greece. This project will require several outside of class “planning sessions.” A poll will be distributed to determine an optimal time for these sessions.
In order to ensure that each student has a firm grasp of his/her roles and responsibilities, everyone must complete a research outline by Sept. 27 (12:30 PM). This outline includes an annotated bibliography of relevant sources and a number of “notes” detailing the applicability of this research to the FP. Ultimately, the research outline will serve as the students’ essential recommendations for the construction efforts.
Architekton – designer
Hyparchitekton – organizer, planner
Logothesios/a – accountant, supplier
Geometres – measurer, surveyor
Kerux – crier (publicity)
Episkopos/a – leader of workers
Teichopoios/a - stonemason
Plintheutes – brick maker
Rofopoios/a – roofer (structural)
Orofeutes – thatch worker
Xylopoios/a – wood worker (molds, frames)
Epiplapoios/a – interior designer, furniture/hearth maker
Ergates – worker
Research Outline: 1-2 pages, min. 3 sources, min. 2 images. Complete sentences are not
Required Participation: 3 planning sessions (incl. Introductory Meeting), Classics Day