Students

AHIS100 – Ancient Greece Tyranny and Democracy 800-399BC

2015 – S2 Day

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff Unit coordinator
Gil Davis
gil.davis@mq.edu.au
Contact via gil.davis@mq.edu.au
W6A501
Open door policy (except Wednesdays)
Credit points Credit points
3
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
This unit covers the broad sweep of ancient Greek history from the eighth century when Greeks began to settle ('colonize') outside Balkan Greece, through the extraordinary developments of the Late Archaic and High Classical periods, to the end of the fifth century when Athens lost her long war with Sparta. During these years Greeks were ruled by kings, aristocrats, oligarchs, tyrants, and (some of them) by themselves, in the world's first democratic systems. The unit focuses on political and economic development, the conflict with Persia, and the Peloponnesian War. It examines how literary, archaeological, and epigraphic sources are used to reconstruct the past.

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:

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

General Assessment Information

SUCCESSFUL COMPLETION OF THE UNIT

To complete the unit successfully you need a minimum mark of 50% overall. You must attempt every piece of assessment or university policy requires that a zero grade be given.

 

GRADES:

F: 0-49% P: 50-64% CR: 65-74% D: 75-84% HD: 85-100%

Grade descriptors may be found in a separate document on the unit’s website.

 

BLOGS

You are required to post at least eight blogs of no more than 100 words per week commenting on one significant aspect of the reading(s) by Friday 4pm each week. The best five will count. Each is worth 5% of your total mark (total 25% for all five).

 

ONLINE QUIZZES

There are short online quizzes in weeks 4, 7, 10 and 12. These will test you on the material covered in the lectures and tutorials in the weeks preceding each one. (Tip: you will  easily be able to answer the questions if you have listened to the material). Access to the quiz is through the unit’s website. You may take the quizzes at any time during the relevant week but you may take each quiz only once. Each quiz consists of 10 questions and is worth 5% of your total mark (total 20% for all four). All answers will either be right or wrong.

 

MAJOR ESSAY

The MAJOR ESSAY is due by 5pm Friday 16 October, 2015. It is worth 25% of your total mark for the unit.

The essay questions will be provided for the first tutorial in Week 2.

Your answer to the essay question should demonstrate extensive use of primary and secondary sources. Bibliographies provided give you a starting point for developing a reading list of secondary literature relevant to the essay topic. In order to locate further material on particular issues you should consult the footnotes and indices of modern works.

Your essay should be based on an analysis and discussion of primary (ancient) sources. Secondary literature should be used to aid you in your analysis and interpretation of the ancient sources and to place your interpretation within the context of previous scholarship. All opinions included in the essay, whether quoted directly or paraphrased, should be referenced according to the guidelines, Essay Presentation & Conventions: Style Guide, available online at http://mq.edu.au/about_us/faculties_and_departments/faculty_of_arts/department_of_ancient_history/teaching_materials/. Ensure you download the full version of the Essay Presentation Guide. Don't footnote lectures or include anything in footnotes except citations, and remember to include every reference you have actually used in your bibliography. You must include a word count. Anything beyond the prescribed word limit will not be marked.

Marking criteria:

1. Argument and critical evaluation of evidence - 30% weighting

2. Structure and organisation - 20% weighting

3. Use of primary sources - 15% weighting

4. Use of secondary sources - 15% weighting

5. Grammar, style and spelling - 10% weighting

6. Referencing and bibliography - 10% weighting

 

EXAMINATION

The closed-book, invigilated, two-hour exam will test your knowledge of the material offered during the whole unit in both lectures and tutorials. It is worth 30% of the total marks. There will be three sections. Section A will consist of ten short answer questions all of which must be answered. It will be worth one-third of the marks for the exam. Sections B and C will each consist of a short essay and each will be worth a further third of the marks for the exam. You will have a choice of topics. Section B will cover topics from before the session break, and Section C will cover topics from after the session break.

Marking criteria:

  1. knowledge of and depth of understanding of relevant subject matter
  2. structure of argument
  3. skill in presenting the argument
  4. presentation (including spelling and grammar). Illegible writing will not be marked

You are required to present yourself for examination at the time and place designated in the University Examination Timetable. 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 AND PENALTIES

All due dates are firm. Permission to submit a late piece of work will only be granted in case of illness or other exceptional cases. Special approval for such late submissions must be sought in advance (where circumstances permit it). Late work will otherwise incur a penalty of 2% per day (including weekends), unless there are special circumstances (normally illness or serious misadventure) and unless an extension of time has been granted by the Unit Convenor or the Head of Department.

 

RETURN OF WORK

Essays

I plan to return essays within four weeks of submission. I will post a note on the unit’s website to let you know when the essays have been marked. Assignment tasks handed in early will not be marked and returned before the due date.

 

Assessment Tasks

Name Weighting Due
On-line quizzes 20% Weeks 4, 7, 10, 12
Blog Posts 25% During semester
Major essay 25% Fri Week 9 (16 October 2015)
Exam 30% As scheduled

On-line quizzes

Due: Weeks 4, 7, 10, 12
Weighting: 20%

Do four quizzes spaced throughout the semester based on information provided in the lectures and tutorials in the preceding weeks. Each quiz will consist of ten multiple-choice questions and be worth five percent of the total assessment
On successful completion you will be able to:
  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods

Blog Posts

Due: During semester
Weighting: 25%

Students are required to post at least eight blog entries of no more than 100 words per week commenting on one significant aspect of the reading(s) by Friday 4pm each week. Each blog entry is worth 5% of the total mark with the best five counting. 
On successful completion you will be able to:
  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Major essay

Due: Fri Week 9 (16 October 2015)
Weighting: 25%

Write a full-length essay (maximum 2,000 words excluding footnotes and bibliography) and submit it through Turnitin. Topics will be provided by the end of Week 5.

 
On successful completion you will be able to:
  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Exam

Due: As scheduled
Weighting: 30%

Sit a two-hour exam worth 30% of the marks for this unit.

In the exam, there will be three sections:

Section A will consist of ten short-answer and multiple-choice questions all of which must be answered.

Section B will consist of a short essay (without footnotes or bibliography) on a choice of historical matters covered during the semester before the session break.

Section C will consist of a short essay (without footnotes or bibliography) on a choice of historical matters covered during the semester after the session break.
On successful completion you will be able to:
  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history

Delivery and Resources

Delivery modes

Internal (Day) and External

Lectures and tutorials 

  • Lectures: There are two lectures per week on Tuesdays 12-1 pm W5A T1 Theatre, and Thursdays 2-3 pm W5A T2 Theatre
  • Tutorials: There is one tutorial per week for Weeks 2, 3, 4, 5, 6, 8, 9, 10, 11 & 12. See the website for a list of tutorials all of which are on Tuesdays and Thursdays for one hour
  • For current updates, times and classrooms please consult the MQ Timetables website: http://www.timetables.mq.edu.au.
  • Lectures will be recorded and available via Echo 360.
  • One tutorial a week will be recorded and available via Echo 360. This is mostly intended for External students, though everyone is free to listen to it. Please note that the tutorial is given in an ordinary classroom and because of the limitations of the recording equipment it may be difficult to hear when students talk, though it should be possible to hear what the tutor says.
  • Attendance at tutorials is required for day students. If you are unable to go to your scheduled tutorial, go to one at a different time (no special permission is needed for this).

UNIT WEBPAGE AND ONLINE TEACHING 

  • This unit has an online presence. Login is via: https://ilearn.mq.edu.au/
  • For student quick guides on the use of iLearn go to: http://mq.edu.au/iLearn/student_info/guides.htm
  • You are required to have regular access to a computer and the internet. Mobile devices alone are not sufficient.
  • For technical support go to: http://mq.edu.au/about_us/offices_and_units/informatics/help
  • Information about accessing and using  the Online Teaching Facility can be found at: https://online.mq.edu.au/index.html. Please direct any questions about passwords, access and WebCT to the IT helpdesk. You can:
    • email them via the Just Askform at http://www.library.mq.edu.au/justask/
    • access their help via http://www.library.mq.edu.au/help/ithelp/
    • phone (02) 9850 HELP, (02) 9850 4357 (in Sydney) or 1 800 063 191 (outside Sydney).

READING LIST

The required course textbook is Terry Buckley’s Aspects of Greek History: A Source-Based Approach, 2nd edition, (London 2010), copies available in the university bookshop (some also available in the library).

You are also required to become familiar with the ancient literary source material which will be the basis of much of what we discuss. The most necessary are conveniently found in the following reasonably-priced editions:

  • Herodotus: The Histories (Penguin ed., London 1972)
  • Thucydides: History of the Peloponnesian War (Penguin ed., London 1972)

 

Unit Schedule

AHIS100 – 2nd semester, 2015

Week /dates

Lecture

Lecture title

Tutorial

Tutorial title

1

27-31 July

1

Introduction: why study Greek history

  

No tutorial

2

Mycenaean and ‘Dark Age' antecedents

2

3-8 Aug

3

Homer, Hesiod, and the rise of the polis

1

Understanding history

4

Colonies across the seas

3

10-14 Aug

5

Greek tyrants

2

Using sources – old & new

6

The expansion of Sparta, and the Spartan way of life

4

17-21 Aug

7

Networks in the ancient Mediterranean

3

On-line quiz

The Spartan mirage

 

8

Daily life in ancient Athens – from vase paintings

5

24-28 Aug

9

Athens: Theseus to Solon

4

Kleisthenes – father of democracy?

10

Athens: Peisistratos to Kleisthenes

6

31 Aug–4 Sept

11

Warfare by land and sea

5

Who were the ‘Barbarians’?

12

From Persian imperialism to the Battle of Marathon

7

7-11 Sept

13

Xerxes and the grand invasion of Greece

  

On-line quiz

No tutorial

 

14

Dating Early Attic coins from literary, numismatic & scientific evidence

Session break

 

 

 

 

8

28 Sept-2 Oct

15

After the Persian Wars – Spartan politics & the Delian League  

6

Great men - Themistokles

16

Allies become enemies, amid power struggles at Athens

9

6-9 Oct

(NB: 5th a holiday)

17

Thucydides – the man & his writings

7

Major essay due

How far can we rely on Thucydides?

 

18

50 years of sparring – the pentekontaetia

10

12-16 Oct

19

The first phase of the Peloponnesian War – the Archidamian War

8

On-line quiz

Understanding epigraphic material

20

The ‘golden age’ of Athens

11

19-23 Oct

21

Change of strategy – Perikles and his successors

9

Understanding archaeological material

22

Syracuse & the Sicilian expedition

12

26-30 Oct

23

The Ionian War, and political turmoil at Athens

10

On-line quiz

The Sicilian expedition

24

The bitter end for Athens

13

2-6 Nov

25

The modern relevancy of the Greek experience

  

No tutorial

26

Course review and examination preparation

 

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/

Results

Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.

Plagiarism and other dishonest behaviours are not allowed.

The nature of scholarly endeavour, dependent as it is on the work of others, binds all members of the University community to abide by the principles of academic honesty. Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement. Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that: all academic work claimed as original is the work of the author making the claim all academic collaborations are acknowledged academic work is not falsified in any way when the ideas of others are used, these ideas are acknowledged appropriately.

All academic and professional staff involved in learning, teaching and research are expected to display leadership in this area. One of the University’s objectives is to produce ethically and socially aware graduates, capable of applying the skills and knowledge they have developed at University to all aspects of their lives, as well as to their academic work. Academic dishonesty undermines the integrity of the University’s academic awards and assessment processes, and damages the University’s reputation. It also reduces the effectiveness of a student’s time at the University. Examples of some dishonest behaviours are deception, fabrication, plagiarism and sabotage.

DEFINITIONS

Deception: includes, but is not limited to, false indication of group contribution, false indication of assignment submission, collusion, submission of a work previously submitted, creating a new article out of an existing article by rewriting/reusing it, using the same data to form the same arguments and conclusion, presenting collaborative work as one’s own without acknowledging others’ contributions, cheating in an examination or using others to write material for examination.

Fabrication: includes, but is not limited to, creating fictitious clinical data, citation(s), or referee reports.

Plagiarism: Using the work or ideas of another person and presenting this as your own without clear acknowledgement of the source of the work or ideas. This includes, but is not limited to, any of the following acts: copying out part(s) of any document or audio-visual material or computer code or website content without indicating their origins; using or extracting another person's concepts, experimental results, or conclusions; summarising another person's work; submitting substantially the same final version of any material as another student in an assignment where there was collaborative preparatory work; use of others (paid or otherwise) to conceive, research or write material submitted for assessment; submitting the same or substantially the same piece of work for two different tasks (self-plagiarism).

Sabotage: includes, but is not limited to, theft of work, destruction of library materials.

 

ACADEMIC HONESTY POLICY

This Policy applies to all students and to staff of the University involved in learning, teaching and research.

The key principles of this policy are that the University will:

1. require all students and staff to undertake their academic work honestly

2. use a range of approaches to educate students and staff to practise honesty in their academic work and raise awareness of the importance of ensuring ethical behaviour with respect to research

3. take consistent and equitable action to manage dishonest studen behaviours by: 1. communicating to students that any piece of academic work can be checked at any time using an appropriate process 2. implementing a common remedial and penalty framework across the University. 3. establishing and applying appropriate, consistent procedures for detecting and investigating alleged academic dishonesty 4. providing and communicating the appeal process

4. apply the appropriate processes of the Macquarie University Enterprise Agreement to manage alleged academic dishonesty by staff. The University will engage staff and students by:

*using appropriate mechanisms to advise staff and students of thePolicy

*developing educational strategies to promote academic honesty

*developing strategies that reduce opportunities for academic dishonesty

*designing strategies to increase student engagement with their study, and their ability to submit their own work

*reviewing these strategies at appropriate intervals.

COMPLIANCE AND BREACHES

The University may commence applicable disciplinary procedures if a person to whom this policy applies breaches this policy (or any of its related procedures).

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

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

  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Assessment tasks

  • Blog Posts
  • Major essay
  • Exam

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

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Assessment task

  • Major essay

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

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

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

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history

Assessment tasks

  • On-line quizzes
  • Blog Posts
  • Major essay
  • Exam

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

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Assessment tasks

  • On-line quizzes
  • Blog Posts
  • Major essay
  • Exam

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

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history

Assessment tasks

  • On-line quizzes
  • Blog Posts
  • Major essay
  • Exam

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 outcomes

  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Assessment tasks

  • Blog Posts
  • Major essay
  • Exam

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 outcomes

  • Understand and remember primary source-based information relating to ancient Greece in the eighth to fifth centuries BC
  • Study and interpret primary literary sources (in English translation) relating to Greece in the Archaic and High Classical periods
  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Study and interpret published archaeological data relating to Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Assessment tasks

  • Blog Posts
  • Major essay

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 outcomes

  • Read and evaluate modern academic studies (written in English) of Greece in the Archaic and High Classical periods
  • Write analytical and argumentative studies relating ancient Greece to broader issues in ancient and modern history
  • Present written work to a high standard, with relevant footnoting and accurate bibliographies

Changes from Previous Offering

This unit covers the same period as in 2013 but it has changed in some ways: - it has a broader range of topics - it looks to provide a general understanding as well as a base for further study - it is more concerned with how we know things and interpret the past than specific events or dates