Bookmark this page as your main entry point to the course website. That way, you’ll be sure to see any changes and other information I’ve posted here.

These announcements are also sent out by email to all actively enrolled students on my roster. If you are actively enrolled and are not receiving these emails, it may be that your email system is filtering emails from me (in which case, please whitelist me so you do receive them). Or, I may have the wrong email address for you. If you do not find the emails from me in your filtered emails folder, please send me an email and confirm your address so I am able to reach you with information and updates about the course.

Notes and reminders about the Clouds essay (due April 27)

10 April 2026

Here are a few reminders on the Clouds essay, which is due on Monday, April 27.Read more…

The starting point I’d like you to bear in mind in that this essay is about making an argument and supporting that argument with evidence—in this case, three specific moments from Clouds that demonstrate and illustrate your argument concerning what Clouds tells us about fifth-century Athens.

Comparing two works. For this essay you need to compare Clouds to another ancient Greek work. Which one depends on which prompt you are answering—make sure to watch the Clouds essay Overview Video for my discussion of this aspect of the assignment. The essay overview video is very important. Watch the essay Overview Video, is what I’m saying. I would also suggest that you watch the Overview Video.

This also means that you need to carve out time to read through and consider the other work as well as a separate chunk of time to plan and write the essay.

The goal for this essay to make an argument about fifth-century Athens using just these two pieces of primary source evidence. You don’t need anything else but the two primary sources.

Structure. In your introduction, make sure you have a clear thesis statement—what you intend to show in the paper. Try to develop a concrete, specific thesis statement that lines up with and responds directly to one of the prompts.

In the main body of your essay, focus on three specific moments from Clouds that support your thesis. You should have three sections, one for each moment in Clouds you’re discussing. In each section, talk about the moment from Clouds, then a similar or contrasting moment in your other work, then discuss what this evidence tells us. When discussing both works, be specific and concrete.

I talk about the structure in the Overview Video, and especially in the Structure Musts video (on the Essay Musts page).

Evidence and cites. A major rule of thumb for writing about history (and for academic work in general, but especially history) is that all assertions must be supported by evidence, and all evidence must be cited. When you describe events from Clouds and the other work (whether it’s in quotes, a paraphrase, or just describing specific ideas present in the story), you need to provide a citation—a footnote or parenthetical cite that gives your source (the book version of Clouds and the other work you are using) plus a page number. You also need a bibliography listing the versions used of both works. For more on this, see the Evidence Musts video on the Essay musts page, and the bibliography and footnotes pages in the Citation Center on the course website.

Requirements for all papers. Make sure to fully review the requirements for all papers (on the Essay Musts page of the course website) before completing and uploading your essay. Also review the prompt for the Essay you’ve chosen to make sure you answered what it’s looking for.

Any questions at all, please come to me. I’m really looking forward to hearing your insights on Clouds and what it has to tell us about fifth-century Athens.

Link to Essays page

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Fall 2026 Courses in Ancient History

8 April 2026

Here are the offerings for the fall in ancient history, should you or a friend be interested. Read more…

Current AnnouncementsRSS feed

Welcome to Week 13!

26 April 2026

Images of priests and senators on the side of the Ara Pacis.

This week we launch our Roman unit. We’re starting with ancient North Africa and Italy, and then we’ll begin the exploration of the Romans and their story. This is the beginning of the rise of the people that within a few centuries would dominate the entire Mediterranean, including most of the peoples we’ve studied.

The Romans started out with kings, but after escalating crises under the last king, Tarquin, they replaced the kings with a Republic.

Things to ponder as you explore the materials. At first Rome starts out as a city-state within the city-state culture of Latium with its own priest-king, just like the city-states in Sumer. But the Romans get fed up with the kings after a while and eject them from Rome. What do you think makes them turn against the kings? Is it just the actions of the kings, or does it go deeper? Why do you think the legends about the fall of the kings focus so much on the Rape of Lucretia as the thing that turns the Romans against the kings? What does the story of that rape signify to them?

What stands out to you as the defining characteristics of the Republic? What does this idea mean to the Romans? The early history of the Republic involves an ongoing conflict between the patricians (families that control the priesthoods) and the plebeians (all other families of any class). Where does this conflict come from? Why are the priest-families so important to the Roman political system?

Looking forward to your discussions and reactions. See you Tuesday!

Link to Schedule page

Welcome to Week 12!

19 April 2026

Bust of Alexander the Great

This week, after we finish with the Peloponnesian War we’re talking about the rise of Macedon. More wars between the Greeks opened them up to invasion by Macedon, and the famous conquests of Alexander the Great. Why do you think the Greeks couldn’t maintain any real peace during this era, even when danger loomed from the north? What were they really fighting about?

After that we’ll be looking at Alexander’s legacy, the Hellenistic world. What was Alexander trying to achieve in his merger of Mesopotamian, Egyptian, Persian, and Greek cultures? How did the Hellenistic era change art, philosophy, and civic duty? Were the rulers of the Hellenistic kingdoms a part of that, or a contradiction of the Greek idea Alexander had so prized?

Looking forward to your discussions and reactions. See you Tuesday!

Link to Schedule page

Quiz #8 grades and markups posted

19 April 2026

The grades and markups for Quiz #8 are posted on the My Grades page on the course website.

I recommend spending a moment to take a look at the Quiz Notes for this quiz, which are live on the Quiz Notes page and on the Print/PDF page, and are also included in the quiz markups.

Link to My Grades page

Finding Room B-84

16 April 2026

Tonight’s History Career Day is in Carman B-84. If you haven’t been there before, Room B-84 is in the carpeted section of the Multimedia Center that occupies the middle of the basement floor of the building (the floor you enter on from the outside descending steps).

From the main corridor on either side of the building, turn into the Multimedia Center hallway that goes across the middle of the building. Then make a second turn into the carpeted area. Look for for the signs on the wall with arrows that say B-84 and “this way.”

The meeting starts at 6 p.m. and runs to 8 p.m.

History Career Day

11 April 2026

The History Department is hosting a Career Day panel on April 16 from 6:00–8:00 PM (CA B-84) focused on careers in History, Education, Communications, Public Humanities, Arts and Media, and Community-Based Work.

This event brings together Lehman alumni and faculty working across public-facing fields, including:

Communications and community arts
Secondary education (APUSH / Global History)
Public history and museum education
Social policy and outreach
Public history and public humanities

The panel is especially relevant for students interested in careers in traditional classroom teaching and beyond. It will be of particular interest to History majors, Education students, Human Rights and Peace Studies students, and those interested in public engagement work. Refreshments will be served!

Livestream: https://lehman-cuny-edu.zoom.us/meeting/register/VlqJoy5-QBKA6bDVS74MFQ

Link to Event flyer

Welcome to Week 11!

10 April 2026

Black figure depiction of hoplite soldiers.

This week we’re talking about two enormously important wars that changed Greek history: the first an external invasion, the second a war among the Greeks themselves.

Everything changes with the Persian Wars, a huge watershed for the Greeks. Even the battles of this war are remembered forever—Marathon, Thermopylae, Salamis. Why do you think the Greeks were really able to defeat the vastly more powerful Persians? How do you think the war changed them? What was most remarkable to you about the Persian Wars?

With the Peloponnesian Wars, the Greeks are fighting each other in a massive, generation-long slog unlike anything the ancient war has seen. Why? Why are they fighting, and why does it last for decade after decade? What is this war really about? Can we blame a particular city for this? Why do you think it turns out the way it does?

More wars between the Greeks opened them up to invasion by Macedon, and the famous conquests of Alexander the Great. Why do you think the Greeks couldn’t maintain any real peace during this era, even when danger loomed from the north? What were they really fighting about?

The other thing I really wanted to do with you folks this week is hash out what you guys think of Clouds now that we’re finishing it. There are some very striking scenes toward the end. What was most shocking or impactful for you—the debate where Unjust Argument wins (and: why does he win?); Pheidippides attacking his father; or Strepsiades abandoning rational discourse and taking up a torch?

Looking forward to discussing all of this with you. See you Tuesday!

Link to Schedule page

Midterm Exam grades are posted

31 March 2026

The midterm exam grades are posted on the My Grades page.

Exam Notes. Note that included in the PDF, behind the grading cover sheet, is a handout with notes on the responses for the exam. It is also posted separately on the Exams page. I did not mark up or scan the blue books.

Estimated Course Grade. At the bottom of the My Grades page, you’ll see that the midterm and all other grades to this point are included in an estimated course grade so far, based on the assignments to date. This obviously only reflects what’s been done so far.

Important note: Even if your estimated course grade is lower than you would like now, that does not mean you will not pass the course. The final exam and two essays are still ahead, which altogether are more than half your course grade, plus the remaining quizzes and responses.

Note that the final exam also counts more than the midterm, and you will have a full two hours to take it. Most people do better on the final than they do on the midterm.

If you have not submitted your Gilgamesh essay, make sure to do so, and make sure to keep up with the readings and in-class discussion for Clouds so that your second essay will be as strong as you can make it.

Link to My Grades page