Loyola University Chicago

CLST 277: The World of Late Antiquity

Spring Semester 2017
Dr. Jacqueline Long

Diocletian, portrait head c 284 from Nicomedia, Archaeological Museum of Istanbul, photo J. Long


Study Guide for Exam I


Format

The exam will have three parts; you will be offered some choice within each part:

Things to study

Here is where the final R, Review, of SQ3R truly comes in to its own. Ideally, you have been preparing for your reading of assigned material by Surveying texts and forming preliminary Questions, then Reading, Reciting, Recording, Relating -and Reviewing too- but now you come back to sort your learning into a definite shape, as it has grown. For any course, it helps you to understand what is important if you think about how the different elements of the course-work serve the course-design. Review the objectives highlighted in the syllabus. As you review your notes from assignments and class discussions, think about how the things you have done each help realize goals the course is targeting: this intellectual reflection and integration is a form of Relating, and it is particularly helpful now. If you want to talk about some of the connections, please come see me and talk. Organizing in your mind all that we have done not only will help you on the exam, it will also carry you forward into our next new material.

Terms and items you should be able to identify, to comment upon, or to refer to in a historical essay include, for example:

oNote: don't hang up on memorizing technical terms. It is convenient to be able to identify items swiftly, by name, but it is far, far more important to be able to recognize, understand, and EXPLAIN CLEARLY how historical ideas, events, and forces functioned in the late antique world, and how we can use the evidence that exists in order to understand them.

oRecommended strategy: when you are thinking of big historical trends and developments, think of specific facts that illustrate them, and when you are thinking of specific facts and figures and pieces of evidence, think where they fit in to big historical developments. Be able to explain how the big picture and the particular item connect to one another. Reflect on how you know what you know, so that you can always explain your historical inquiry clearly.

oMoments and developments to follow - see also daily Study Questions relating to individual assignments):


Advice arising from past experiences of the first exam

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Revised 12 February 2017 by jlong1@luc.edu
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