Course Description

Global 360 - Humanities – Ancient Rome is a fully online course that integrates distance learning with virtual exploration of the city of Rome and its surrounding areas. The result is a unique and high-impact educational experience provided by the Study Abroad Association. 

This course introduces the distinctive features of ancient Roman culture. Topics include history, art, architecture, religion, philosophy, literature, politics, and technology. 

Upon completion, students should be able to appreciate the importance of the ancient Roman cultural heritage, not only for Europe, but for the whole modern world

Meet our Local Expert

Francesco Restuccia PhD

Francesco is a PhD in Philosophy of Art. He grew up in Rome and Milan, but during his studies he lived in Paris, Berlin, and São Paulo, Brazil. Since 2014, Francesco has been leading programs for SAA throughout Italy and France. Traveling and studying are his passions and he thinks no learning is possible without exploring. He is currently a research fellow at the University of Rome La Sapienza and he is using his knowledge in history and art to develop educational programs both virtually and in person.

Global Learning Outcomes & Competencies

  • Historical & Conceptual Perspectives

    Students investigate and apply concepts from history/humanities to describe and understand developments across time, and the influence of history, geography, religion, ethnicity, and other factors on human identity.

  • Societies & Cultures

    Students explore cross-cultural perspectives, investigate and analyze the influence of Roman civilization on various communities: not only modern Italy, but all the lands that belonged to the Roman empire from England to North Africa and the Middle East. They will identify customs, behaviors, thoughts, and perspectives that both distinguish and connect the ancient Roman culture from/to the culture of the modern countries that developed in the area of the ancient Roman empire collecting its legacy, but also from/to one’s own. By reflecting on how both the Middle East and the Western countries differently inherited from the ancient Roman culture, they will be able to understand the social and geopolitical factors that shape human diversity.

  • Citizenship

    Participants understand the connection between their personal behavior and its impact on global systems. Uses their knowledge, attitudes, and skills to engage with issues that address challenges facing humanity locally and globally.

Course curriculum

  1. 1

    • Syllabus - Humanities – Ancient Rome

  2. 2

    • Unit 1 Overview - Paestum

    • Paestum: scenes 7, 10, 12-13, 15.

    • Quiz 1: Paestum

    • Paestum - Enrichment Discussion

    • Suggested Reading: Parmenides of Elea, On Nature

    • Suggested Reading: Zeno of Elea, Fragments

    • Suggested Reading: Homer, The Odyssey
  3. 3

    • Unit 2 Overview - From the foundation of the city to Augustus (8th century BC - 1st century AD)

    • Rome: From the foundation of the city to Augustus (8th century BC – 1st century AD): scenes 1, 3-5, 8-14, 16-19, 21-23, 26-27

    • Quiz 2: Rome: From the foundation of the city to Augustus (8th century BC – 1st century AD)

    • Rome: From the foundation of the city to Augustus (8th century BC – 1st century AD) - Enrichment Discussion

    • Suggested Reading: Livy, Early History of Rome (Chapter 1: Romulus)

    • Suggested Reading: Cicero and Caesar, Speeches on the Catilina Conspiracy

    • Suggested Reading: Augustus, The Deeds of the Divine Augustus (Res Gestae Divi Augusti)

    • Suggested Reading: Virgil, The Aeneid

    • Suggested Reading: Ovid, Metamorphoses (Fable 7: Narcissus)

    • Suggested Reading: Horace, Carpe Diem
  4. 4

    • Unit 3 Overview - Pompeii

    • Pompeii: scenes 1-5, 7, 10, 11, 14-15.

    • Quiz 3: Pompeii

    • Pompeii - Enrichment Discussion

    • Suggested Reading: Pliny the Younger, Letters to Tacitus on the eruption of Mount Vesuvius (6.16, 6.20)

    • Suggested Reading: Pliny the Younger, Letters to Tacitus on the eruption of Mount Vesuvius (6.16, 6.20)
  5. 5

    • Unit 4 Overview - Rome: The golden age of the Empire (1th century AD – 2nd century AD)

    • Rome: The golden age of the Empire (1th century AD – 2nd century AD): scenes 1-3, 5, 7, 9-12, 14-16, 19-20, 24-29.

    • Quiz 4: Rome: The golden age of the Empire (1th century AD – 2nd century AD)

    • Rome: The golden age of the Empire (1th century AD – 2nd century AD) - Enrichment Discussion

    • Suggested Reading: Seneca, Selected Philosophical Letters

    • Suggested Reading: Claudius, A discourse in the Senate

    • Suggested Reading: Tacitus, Germania (selected chapters)

    • Suggested Reading: Hadrian, Animula Vagula Blandula (10 different translation of a poem)

    • Suggested Reading: Marcus Aurelius, Meditations
  6. 6

    • Unit 5 Overview - Ostia Antica

    • Ostia Antica: scenes 1-4, 6, 9, 12-14, 16.

    • Quiz 5: Ostia Antica

    • Ostia Antica - Enrichment Discussion

    • Suggested Reading: Apuleius, Cupid and Psyche

    • Suggested Reading: Nicholas Constas, The legend of “Cupid and Psyche” from The Golden Ass by Apuleius
  7. 7

    • Unit 6 Overview - he late Roman Empire and the rise of Christianity (3rd – 6th century AD)

    • The late Roman Empire and the rise of Christianity (3rd – 6th century AD): scenes 1-5, 7-15, 17-20, 22-23.

    • Quiz 6: Quiz 6: The late Roman Empire and the rise of Christianity (3rd – 6th century AD)

    • The late Roman Empire and the rise of Christianity (3rd – 6th century AD) - Enrichment Discussion

    • Suggested Reading: Eusebius of Caesarea, Life of Constantine

    • Suggested Reading: Augustine, Confessions

    • Suggested Reading: Jonathan Keogh, Priscus, Ammianus, and Attila the Hun: Accounts of Barbarians in Late Antiquity

    • Suggested Reading: Brendan Clark, Christianity and Uncertainty in Gibbons history of the decline and fall of the Roman Empire

Learning Outcomes

Upon completion of this course, participants will:

  • Be able to identify significant ideas, customs, and literary and artistic contributions of Ancient Rome.

  • Be able to elaborate the cultural significance of these works/concepts, and historical relationships among them.

  • Exhibit an increased appreciation and factual knowledge of Italian art and culture, through the recognition and understanding of key works, events, personalities, and places through mini assessments.

Student Testimonials

Hillsborough Community College

Samuel

This perspective was a great and beneficial experience in my development as a student. I was able to get into places that otherwise would be very unlikely for me to travel to. There were great features that were able for use that really embrace your curiosity to know more. I believe that more courses can really embrace that inspiring aspect and involve many students that are eager to know more about the world

Central Piedmont Community College

Traquan

I loved the class. I learned a lot about different countries. I also compared the different countries to the US and I realized that the US needs some catching up to do. The 360GLE virtual platform was easy and self explanatory. I felt like I was in the country I was learning about. It made me think about studying abroad for a semester. I would recommend 360GLE to anyone wanting to learn about different countries or wanting to take educational trips around the world.

Medaille College

Lisa

The 360 Global Learning Experiences (360GLE) virtual experience was a surreal journey across places that I may never have a chance to visit and if I do, I will have so much hands-on information that will make me familiar with my surroundings. Incredible!

Central Piedmont Community College

Brigette

I wanted to let you know how much I have enjoyed this class. It has been one of the most interesting classes I have ever taken. I love getting to see the places in real time while learning the history and culture of them. It makes me wish I would have majored in Humanities my first go around.

Joliet Junior College

Monique

This was a great experience. I've always wanted to travel to Italy and this has enforced that idea and gotten me excited! I'm looking forward to traveling abroad!

College of Central Florida

Lasanya

I really enjoyed the different methods of learning about the countries. It appeals to people who are visual and auditory learners like myself. I found this to be a very interesting experience. I think that it gives a nice international experience when the ability to travel is not available. This is beneficial in a global pandemic, however not limited to that. I definitely see applications to broaden international learning to students that may not otherwise be able to have these experiences.

College of Central Florida

Heather

I think this was the best thing invented since sliced bread. It was so immersive and educational, I would love to see more countries virtually.

Valencia College

Gary

The 360 global learning experiences is a rich orientation to the culture, and communities students examine within the course material contexts. I thought it was definitely a different form of learning that benefited me and kept me interacting as I learned.

Joliet Junior College

Helen

I enjoy the interactive photographs and videos, it makes the experience real. Also having an opportunity to watch videos and view pictures makes the experience varied and more interesting. It’s always very interesting to move around both on the standard map and using camera points to get a grasp of the history and culture of the location.

Hillsborough Community College

Laura

I just finished my Honors Humanities class using this amazing software in the curriculum and it was a very insightful experience! Made me want to study abroad ASAP!