Southern New Hampshire University (SNHU)
HUM 215: Classical Greek and Roman Humanities
Milestone Two and Final Project (2026 Term Template)
Course: HUM 215 Classical Greek and Roman Humanities
Institutional Model: Southern New Hampshire University (Undergraduate Online Term)
Assessment Type: Milestone Assignment + Final Project
Format: Analytical Essay
Citation Style: MLA 9th edition
Total Weight: 35%
Assignment Context
This assignment follows the standard SNHU milestone-to-final-project structure used in HUM 200-level humanities courses between 2022 and 2025. Students first submit a focused analytical milestone for feedback, then revise and expand into a structured final project. The format mirrors the recurring assignment pattern archived across academic resource platforms and SNHU course shells: thesis-driven analysis, integration of primary texts, application of a thematic lens, and structured rubric categories tied to general education competencies.
Final Project Theme (Select One Track)
Track A: Justice and Political Order in Classical Athens
Examine how justice is defined and defended in Plato’s Republic and evaluate how that conception responds to the political instability of Athens following the Peloponnesian War.
Track B: Virtue and Human Flourishing
Compare the account of virtue presented by Plato in Republic or Meno with Aristotle’s theory of moral virtue in Nicomachean Ethics. Assess whether Aristotle corrects, refines, or rejects Platonic moral psychology.
Track C: The Examined Life and Civic Responsibility
Analyse the defense speech in Plato’s Apology and evaluate Socrates’ claim that “the unexamined life is not worth living.” Discuss the implications for democratic citizenship in classical Athens.
Milestone Two (Due Week 5)
Length: 750–1,000 words
Submit a structured draft containing:
- A working thesis statement.
- Clear identification of your selected track.
- Close analysis of at least one primary text passage.
- Integration of one scholarly secondary source (2018–2026).
- Preliminary Works Cited page in MLA format.
The milestone is graded for clarity of argument, textual engagement, and feasibility of final expansion.
Final Project (Due Week 7)
Length: 1,500–1,800 words (5–6 pages, double-spaced)
Required Components
- Introduction: Present a clear, arguable thesis.
- Historical Context Section: Situate the philosophical text within its Athenian political or cultural environment.
- Close Reading Section: Analyse at least two specific passages from the primary text.
- Comparative or Critical Evaluation Section: Address interpretive tensions or scholarly disagreement.
- Conclusion: Reflect on the enduring significance of the argument.
Research Requirements
- Minimum of two peer-reviewed academic sources.
- Primary texts must be cited with book and section numbers where applicable.
- No encyclopedic or non-academic websites.
SNHU-Style Grading Rubric
| Criteria | Exemplary (A) | Proficient (B) | Developing (C) | Needs Improvement (D/F) |
|---|---|---|---|---|
| Critical Analysis (30%) | Insightful, sustained, and original argument grounded in textual evidence. | Clear analytical position supported by relevant passages. | Some analysis but largely descriptive. | Primarily summary or unsupported claims. |
| Textual Evidence (25%) | Precise and well-integrated quotations. | Adequate integration of passages. | Limited or loosely connected evidence. | Minimal or inaccurate use of text. |
| Contextual Understanding (15%) | Demonstrates strong grasp of historical and cultural background. | Accurate contextual references. | Basic context with limited depth. | Context missing or incorrect. |
| Research Integration (15%) | Scholarly sources strengthen and complicate argument. | Sources support claims. | Sources present but not fully integrated. | Inadequate or inappropriate research. |
| Organization and MLA Format (15%) | Logical structure, polished academic writing, correct MLA. | Clear structure with minor errors. | Noticeable formatting or clarity issues. | Disorganized and citation errors. |
Socrates’ insistence that “the unexamined life is not worth living” establishes philosophy as a public moral obligation rather than a private intellectual exercise. In Apology, he frames questioning as a divine mission aimed at exposing false wisdom and cultivating civic virtue. Plato extends this claim in Republic by arguing that justice depends upon rational order within both the soul and the polis. Aristotle later reframes virtue as habituated excellence rather than purely intellectual knowledge, grounding ethics in practice rather than dialectical refutation (Aristotle, Nicomachean Ethics II.6). The divergence marks a transition from moral intellectualism to ethical naturalism within classical thought.
Scholarly Sources
Annas, J. 2020, Virtue and Law in Plato and Beyond, Oxford University Press, Oxford. Available at: https://global.oup.com/academic/product/virtue-and-law-in-plato-and-beyond-9780198850679
Leunissen, M. 2022, ‘Aristotle’s Practical Philosophy’, Philosophy Compass, vol. 17, no. 3. Available at: https://doi.org/10.1111/phc3.12813
Rowe, C. 2019, Plato and the Art of Philosophical Writing, Cambridge University Press, Cambridge. Available at: https://doi.org/10.1017/9781108595902
Brown, E. 2018, ‘Aristotle on the Choice of Lives’, Oxford Studies in Ancient Philosophy, vol. 54. Available at: https://doi.org/10.1093/oso/9780198810802.003.0001
