Students

AHIS110 – Rome: From Republic to Empire

2014 – S1 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit Convenor
Lea Beness
lea.beness@mq.edu.au
Contact via lea.beness@mq.edu.au
W6A 523
Thursdays 4-5pm or by appointment
Unit Convenor
Thomas Hillard
thomas.hillard@mq.edu.au
Contact via thomas.hillard@mq.edu.au
W6A 515
TBA
Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit concerns itself with the beginnings of the so-called Roman Revolution, paying special attention to the period from 168 BCE (the battle of Pydna) to Sulla's dictatorship. The main questions will be how and why the traditional political order was challenged and finally overrun by violence, leading to military autocracy and the radical transformation of the Republic. Larger social and economic developments in Italy and the Mediterranean and the distinctive features of the moral and political thought of the period will also be considered. The course is largely a study of the Roman nobility and its members' response to change and crisis.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • acquire knowledge of the Roman republican political process and of the fundamental political developments in Rome at the beginning of the so-called Roman Revolution;
  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);
  • gain a lifelong ability to enjoy the study of ancient Rome and an inability to forget the word prosopography.

Assessment Tasks

Name Weighting Due
Assessment 1 10% Wednesday of Week 5
Assessment 2 15% Thursday of Week 7
Assessment 4 40% Examination period
Assessment 3 35% Tuesday of Week 10

Assessment 1

Due: Wednesday of Week 5
Weighting: 10%

A very short exercise designed to ensure that students are familiar with the desired mode of presenting evidence and documenting an academic paper.
On successful completion you will be able to:
  • acquire knowledge of the Roman republican political process and of the fundamental political developments in Rome at the beginning of the so-called Roman Revolution;
  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);
  • gain a lifelong ability to enjoy the study of ancient Rome and an inability to forget the word prosopography.

Assessment 2

Due: Thursday of Week 7
Weighting: 15%

This will serve as a preliminary research exercise that will lead to the completion of the main essay. Students will find ten ancient sources on a designated Roman political figure. Precise details will be discussed in a lecture devoted to the exercise and will be posted on the iLearn website.

It will introduce students to the necessary research skills that they will carry forward into further studies of the ancient world.
On successful completion you will be able to:
  • acquire knowledge of the Roman republican political process and of the fundamental political developments in Rome at the beginning of the so-called Roman Revolution;
  • acquire basic research skills;
  • gain a lifelong ability to enjoy the study of ancient Rome and an inability to forget the word prosopography.

Assessment 4

Due: Examination period
Weighting: 40%

A two hour examination on all course content.

Students are expected to present themselves for examination at the time and place designated. The
timetable will be available in Draft form approximately eight weeks before the commencement of the
examinations and in Final form approximately four weeks before the commencement of the
examinations at:
<http://www.timetables.mq.edu.au/exam>.

The only exception to sitting an examination at the designated time is documented illness or unavoidable
disruption. In these circumstances you may wish to consider applying for Special Consideration.
Information about unavoidable disruption and the special consideration process is available under the
Policies and Procedures section of this Unit Guide. If a Supplementary Examination is granted as a result of the Special Consideration process, the examination will be scheduled after the conclusion of the official
examination period. You are advised that it is Macquarie University policy not to set early examinations
for individuals or groups of students. All students are expected to ensure that they are available until the
end of the teaching semester, that is, the final day of the official examination period.


Grading
The grade a student receives will signify their overall performance in meeting the learning outcomes of
the unit. Grades will not be awarded by reference to the achievement of other students nor allocated to fit
a predetermined distribution. In determining a grade, due weight will be given to the learning outcomes
and level of the unit. Markers in the unit will use the following grades:

HD = High Distinction 85–100
D = Distinction 75–84
Cr = Credit 65–74
P = Pass 50–64
F = Fail 0–49


A student is required to achieve an overall mark of 50% or above to complete the unit satisfactorily.
On successful completion you will be able to:
  • acquire knowledge of the Roman republican political process and of the fundamental political developments in Rome at the beginning of the so-called Roman Revolution;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);

Assessment 3

Due: Tuesday of Week 10
Weighting: 35%

A prosopographical exercise, built upon the previous assignment, designed to promote a deeper understanding of the ethos of the Roman ruling elite and to introduce students to the ways in which modern historical analysis rests upon ancient evidence.

The exercise will introduce students to the mobilisation and synthesis of evidence and the evaluation of alternative modern interpretations, techniques that they will carry forward into further studies of the ancient world.

The essay proper should be no more than 1000 words. The associated elogium should be no more than 250 words.

ASSIGNMENT SUBMISSION

Assessments 1–3 must be submitted in hard copy through the Arts Student Centre (via the AHIS assignment box) on Level 1, W6A. Students must print and attach a completed coversheet to all submitted work. Further details on the generation of coversheets will be provided in the Unit Guide on iLearn.
On successful completion you will be able to:
  • acquire knowledge of the Roman republican political process and of the fundamental political developments in Rome at the beginning of the so-called Roman Revolution;
  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);
  • gain a lifelong ability to enjoy the study of ancient Rome and an inability to forget the word prosopography.

Delivery and Resources

CLASSES

For lecture times and classrooms please consult the MQ Timetable website: http://www.timetables.mq.edu.au. This website will display up-to-date information on classes and classroom locations. All lectures will be recorded and can be downloaded or streamed via ECHO360.

RESOURCES

Required Reading and Texts

Plutarch Roman Lives: A Selection of Eight Lives (Oxford World's Classics)

Appian  The Civil Wars (Penguin Classics)

Book of Readings: The Roman Republic in Crisis

NOTE

In this course emphasis is placed upon the direct examination of the ancient sources and evidence.  Students are expected to base all their work on a personal examination of these sources. It will not be sufficient simply to read modern studies on any topic, however sound and highly recommended these are: it will be essential to look first at the ancient sources on which all modern studies are necessarily based.

Recommended Reading

H.H. Scullard, From the Gracchi to Nero (5th edition, 1982)

Technology used and Required

PC and Internet access are required. Basic computer skills (e.g., internet browsing) and skills in word processing are also a requirement. Please consult teaching staff for any further, more specific requirements.

SATISFACTORY COMPLETION OF UNIT

Students must achieve an overall mark of 50% or above to complete the unit satisfactorily. It is expected that students attend lectures and tutorials.

Changes made to previous offerings of the unit

In 2014 there are four assessment items instead of three as in previous years. The philosophy behind this alteration lies in a desire to better structure the learning experience of students, providing two 'low-risk' assignments in the first half of the session. This will make the essay a less formidable challenge. The examination is now worth 40% of the overall mark rather than 50%.

 

 

Unit Schedule

AHIS110   ROMe: From Republic to Empire

Lecture and Tutorial Program

 

N.B.       This schedule may be altered according to the availability of guest lecturers.

 

Week         Beginning               

 

1              March 3              (i)           Introduction 

                                         (ii)         The Culture of Republican Rome

There are no tutorials in Week One.

                                  

2              March 10             (i)          The Rise of Rome I

                                          (ii)         The Rise of Rome II (168-146 B.C.)

 Tutorial Discussion Topic:  Introductory

 

 

3              March 17             (i)      The Roman 'Constitution' & Roman Society

                                          (ii)      Scipio Aemilianus

 Tutorial Discussion Topic:  Rome's Destruction of Carthage

 

 

4              March 24             (i)          Scipio Aemilianus

                                          (ii)         Scipio Aemilianus

 Tutorial Discussion Topic: The Values & Goals of the Roman Nobility

 

 

5             March 31      (i)   Problems facing Rome in the mid-2nd Century (military)

                                  (ii)    Problems facing Rome in the mid-2nd Century (agrarian/slave)

 Tutorial Discussion Topic: The Attitudes and Values of Cato the Elder

 

_____________________________________________________________________

 

Week 5             Wednesday April 2nd by 11.59pm

 

                                                PREPARATORY Paper due

_____________________________________________________________________

 

                                  

6             April 7(i)    Essential Essay Preparation: an introduction to prosopography

                         (ii)    Problems facing Rome in the mid-2nd Century (urban problems)

Tutorial Discussion Topic:The Introduction of the Secret Ballot (discussion led by tutors)& an auxiliary discussion of the Source Dossier and Essay.

_____________________________________________________________________

 

MID-SEMESTER BREAK   [2 WEEKS] (April 11th—27th)

 

_____________________________________________________________________

 

7                April 28                    (i)              Tiberius Gracchus (early career)

                                                 (ii)            Tiberius Gracchus (reform and revolution)

Tutorial Discussion Topic:  The Latin Sources for Tiberius Gracchus

_____________________________________________________________________

 

Week 7             Thursday May 1st by 11.59pm 

 

Source dossier due                                                                                        

 

 

8               May 5     (i)   Archaeological Evidence for the Gracchan Land Program (Dr Beness)

                              (ii)  The Gracchan Aftermath and the Crisis of 129 BC: the Politics  of Anxiety (Dr Beness)

Tutorial Discussion Topic:  The Letter of Cornelia, mother of the Gracchi

 

 

9               May 12    (i)      Gaius Gracchus (early career and character)

                                (ii)     Gaius Gracchus (reform program)

Tutorial Discussion Topic:  The Greek Sources for the Gracchi      

                                  

                                                                      

10              May 19     (i)     The assassination of Gaius Gracchus & Rise of Marius

                                 (ii)     The Extraordinary Military Career of Marius

NO TUTORIALS THIS WEEK

                                               (This allows for the completion of your essay.)

 

_____________________________________________________________________

Week 10           Tuesday May 20th by 11.59pm

 

                           ESSAY due                                                                                

_____________________________________________________________________

 

 

11            May 26       (i)      Saturninus and Political Violence

                                 (ii)     The Italian Question & the Italian War

Tutorial Discussion Topic: Marius' ConsularSpeech and Plutarch's Life of Marius

                                                                                                                                                                    

12           June 2nd       (i)    Sulla, Pompeius Strabo, Cinna & Civil War

                                   (ii)   The Cinnan Dominatio and the Return of Sulla

Tutorial Discussion Topic:  Sulla's memoirs and Plutarch's Life of Sulla

                                  

 

13            June 9        (i)       Sulla's Dictatorship

                                 (ii)      Epilogue: from Sulla to Augustus

There are no tutorials in Week Thirteen.

 

 

Friday June 13th:                     Last day of classes (Valete!)

Monday June 16th:                   Examination Period begins (All the best!)

Friday July 4th:                                         Examination Period ends (Have a good break!)

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:

Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html

Assessment Policy  http://mq.edu.au/policy/docs/assessment/policy.html

Grading Policy http://mq.edu.au/policy/docs/grading/policy.html

Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html

Grievance Management Policy http://mq.edu.au/policy/docs/grievance_management/policy.html

Disruption to Studies Policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html The Disruption to Studies Policy is effective from March 3 2014 and replaces the Special Consideration Policy.

In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Learning Skills

Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.

Student Services and Support

Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.

Student Enquiries

For all student enquiries, visit Student Connect at ask.mq.edu.au

IT Help

For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/. 

When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.

Graduate Capabilities

Capable of Professional and Personal Judgement and Initiative

We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.

This graduate capability is supported by:

Learning outcomes

  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;

Assessment tasks

  • Assessment 2
  • Assessment 3

Commitment to Continuous Learning

Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.

This graduate capability is supported by:

Learning outcomes

  • acquire basic research skills;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);
  • gain a lifelong ability to enjoy the study of ancient Rome and an inability to forget the word prosopography.

Assessment task

  • Assessment 3

Discipline Specific Knowledge and Skills

Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.

This graduate capability is supported by:

Learning outcomes

  • acquire knowledge of the Roman republican political process and of the fundamental political developments in Rome at the beginning of the so-called Roman Revolution;
  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);
  • gain a lifelong ability to enjoy the study of ancient Rome and an inability to forget the word prosopography.

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 4
  • Assessment 3

Critical, Analytical and Integrative Thinking

We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.

This graduate capability is supported by:

Learning outcomes

  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);

Assessment tasks

  • Assessment 1
  • Assessment 4
  • Assessment 3

Problem Solving and Research Capability

Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.

This graduate capability is supported by:

Learning outcomes

  • acquire basic research skills;
  • acquire the skill to evaluate source material and, in particular, an ability to use ancient sources critically and evaluate modern interpretations of those sources;
  • acquire the ability to formulate arguments and articulate ideas;
  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 4
  • Assessment 3

Creative and Innovative

Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.

This graduate capability is supported by:

Learning outcomes

  • acquire basic research skills;
  • acquire the ability to formulate arguments and articulate ideas;

Assessment task

  • Assessment 3

Effective Communication

We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.

This graduate capability is supported by:

Learning outcome

  • acquire the ability to formulate arguments and articulate ideas;

Assessment tasks

  • Assessment 1
  • Assessment 2
  • Assessment 4
  • Assessment 3

Engaged and Ethical Local and Global citizens

As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.

This graduate capability is supported by:

Learning outcome

  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);

Socially and Environmentally Active and Responsible

We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.

This graduate capability is supported by:

Learning outcome

  • acquire the ability to demonstrate an appreciation of the larger issues that engage historians (for example, the factors that lead to social cohesion and the factors that lead to social and political dysfunction, the desirable qualities of political leadership);

Assignment Submission and Extensions

ASSIGNMENT SUBMISSION

All written assignments must be submitted in hard copy through the Arts Student Centre (via the AHIS assignment box) on Level 1, W6A. Students must print and attach a completed coversheet to all submitted work. Information on the generation of coversheets will be provided in the Unit Guide on the iLearn site.

ASSIGNMENT RETURN

Returned assignments will contain feedback from the marker. Every effort will be made to return assignments in a timely fashion.

EXAMINATION

Students are required to present themselves for examination at the time and place designated by the University. The only exception to sitting an examination at the designated time is because of documented illness or unavoidable disruption. In these circumstances, please consult University Policy for the available procedure.

EXTENSIONS

Extensions for assignments can only be granted for medical reasons or on compassionate grounds. Without documentation (medical or counselling certificates) or prior staff approval, a penalty of 2% a day, including weekends, will be applied. If required, applications for extensions should be made before the assignment's due date.

NB You should always keep a copy of completed tasks in case of loss.