Unit convenor and teaching staff |
Unit convenor and teaching staff
Paul McKechnie
Gil Davis
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides an in-depth study of Athens and its empire in the fifth century BC, commencing with Cleisthenes' reforms. Athens' role in the Persian wars will be discussed, and the evidence (documentary and literary) for the Delian League will be studied from the foundation of the league until its dissolution with the defeat of Athens in the Peloponnesian War.
All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.open.edu.au/student-admin-and-support/key-dates/
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Minor essay | 20% | No | Week 5 |
Major essay | 40% | No | Week 10 |
Take-home examination | 40% | No | Week 13 |
Due: Week 5
Weighting: 20%
Write an essay (word-limit 1500 words including footnotes but not including bibliography list) on one of the four titles given below.
1.
‘Herodotus’ emphasis is on demonstrating the inadequacy of simple slogans to do justice to the reality of a complex piece of history and complex motivations’, writes Emily Baragwanath. How helpful, or otherwise, for historical purposes, is Herodotus’ account of the end of the Athenian tyranny?
2.
‘Cleisthenes knew that there could be no turning back to rule by aristocratic faction―or at least he saw that any attempt to turn back the clock would bring on a bloodbath and make effective resistance to Sparta impossible’, writes Josiah Ober. Is he right to make a connection between Cleisthenes’ changes at Athens and ‘resistance to Sparta’?
3.
(As Donald Lateiner asks) Can a historically sound and convincing narrative [of the Ionian Revolt] be recovered from [Herodotus’] narrative?
4.
Was Ephialtes (as T.E. Rihll phrases it) ‘the man who finished what Solon began and Kleisthenes pushed forward’?
Whichever title you choose, use the Department of Ancient History Style Guide, and see the assessment section in the iLearn site for further hints. Submit your essay by 5 p.m. on Friday of Week 5 through Turnitin.
Due: Week 10
Weighting: 40%
Write an essay (word-limit 3000 words including footnotes but not including bibliography list) on one of the four titles given below.
1.
How important were the Megarian decrees as compared with other causes of the Peloponnesian War?
2.
M.H.B. Marshall writes that ‘Thucydides’ dislike of Cleon, contrasting with his favour for Pericles, is despite considerable similarity in their actual policies.’ Is this fair comment?
3.
‘Our author may not be a great thinker and he is certainly not a stylist. But he gives us a unique view on the Athenian democracy from the period not long before it faced its crisis and was temporarily overthrown. The brief rule of the Four Hundred and the early transition from a compromise government to full democracy curiously and impressively confirms the main thesis of the anonymous work’, writes H.B. Mattingly.
How strong is Mattingly’s case for a late dating of pseudo-Xenophon’s Constitution of the Athenians?
4.
About the Melian Dialogue, A.B. Bosworth writes, ‘For the Athenians the Melian position is the ultimate triumph of hope over expediency, and the appeals to justice are simply an evasion of reality. … For many scholars this exemplifies the degeneration of moral terminology …; in their opinion the Athenians rewrite the language of moral discourse to serve their immediate interests. On the contrary I would argue that the Athenians use highly traditional arguments and it is the Melian position which is sophistical.’
Has Bosworth taken his provocative argument so far that it fails to make sense?
Whichever title you choose, use the Department of Ancient History Style Guide, and see the assessment section in the iLearn site for further hints. Submit your essay by 5 p.m. on Friday of Week 10 through Turnitin. For two further hints, see under Minor Essay.
Due: Week 13
Weighting: 40%
A take-home examination will be set. Four questions must be answered. The word-length for answers to the exam as a whole is 2,500 words, so that each answer should be approximately 625 words long. Some leeway is allowed on length, but there will be no extra marks for long answers.
The take-home examination is not another essay. Footnoting should not be used, and bibliographies should not be given. What is required is a set of well thought out but relatively brief answers to analytical questions drawn from across the ideas and events dealt with in the unit. The idea is that is should be possible to do the take-home exam in three hours, although there is no way of checking that a student does not spend four or five hours writing the answers: note again that there will be no credit for extra length.
The questions for the take-home examination will be made available in the iLearn unit during Week 13 of the Session.
Submit your answers by 5 p.m. on Friday of Week 13 through Turnitin.
Introduction
Pericles said:
‘I would have you day by day fix your eyes upon the greatness of Athens, until you become filled with the love of her; and when you are impressed by the spectacle of her glory, reflect that this empire has been acquired by men who knew their duty and had the courage to do it.’
Athens in the fifth century BC was the world’s first democracy, and defeated the Persian invasion of Greece in 480-79. Afterwards, it became to hub of an empire whose spokes were around eastern Greece and the west of Asia Minor. The Athenians acted on the thesis that (as Clifford Orwin writes), ‘Every city is constrained to pursue its own safety, honor, and profit to the detriment of those of other cities: only when its appetite for these is glutted to the point of empire can it reasonably (and thus justly) be expected to study justice’.
In this unit the seventy-four year history of the Athenian empire is scrutinized: how it took shape, how it worked, where the money came from. Near the end, the war in which Sparta took down the Athenian empire is examined, and finally, there is a look at what the post-imperial future held for the Athenians.
Required and recommended texts and/or materials
Books can be obtained from http://www.coop.com.au
This unit guide does not endorse Co-op Books (but for some reason I am required to mention the shop).
Required Reading
Clifford Orwin, The Humanity of Thucydides (Princeton, Princeton University Press, 1994: ISBN 0691034494)
J.M. Moore, Aristotle and Xenophon on democracy and oligarchy (London, Hogarth Press, 1983: ISBN 0701127031)
These books should be bought if circumstances allow. Please note that I do not care if you buy a book or read it in a library or via some other low-cost method. DO NOT, therefore, contact me and ask me if it is necessary to buy the set books. They are set books for a reason: but I am not the author and I do not make a cent on sales. I want you to study these books, not enrich the literary-industrial complex. If you are short of money I can't help.
Late submission of work
Late submission of written work will result in a deduction of 10% of the mark awarded for each week or part of a week beyond the due date, or date to which an extension has been granted.
Extensions
The granting of extensions of up to one week are at the discretion of the unit convener. Any requests for extensions must be made in writing before the due date for the submission of the assessment task. Extensions beyond one week is subject to the university’s Disruptions Policy (Read the policy http://www.mq.edu.au/policy/docs/disruption_studies/policy.html).
Disruption to Studies
If you require an extension of longer than seven (7) days you will be required to submit a ‘Disruption to Studies’ Notification. Please follow the procedure below:
Please ensure that supporting documentation is included with your request. The Macquarie Professional Authority form is the preferred document (though not the only one allowed): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/disruption-to-studies/media/Form_Disruption-to-Studies_PAF.pdf
Notify your lecturer via your iLearn dialogue box if you are submitting a ‘Disruption to Studies’ Notification.
Your request will be considered once all the documentation has been received.
If you have issues, please contact your convenor via the dialogue tool immediately.
Extensions are granted only on grounds of illness or misadventure, and appropriate supporting documentation must be submitted. Work submitted after 3 weeks beyond the due date, or the date after which an extension has been given, will not be accepted. If you are having problems completing an assignment, please contact the tutor as early as possible.
OUA Special Circumstances Process
Special Circumstances refers to late withdrawal from a unit and your request to have your circumstances taken into account for a possible refund of fees and removal of a “fail” result.
Applications for Special Circumstances are to be submitted to Open Universities Australia directly.
Unit webpage and technology used and required
Online units can be accessed at: http://ilearn.mq.edu.au/
PC and Internet access are required. Basic computer skills (e.g., internet browsing) and skills in word processing are also a requirement.
Please do not contact teaching staff for any further, more specific computer requirements. onehelp@mq.edu.au is the resource to use for help with all computer problems. Consult the OUA website for more detailed information on technology requirements:
http://www.open.edu.au/public/future-students/getting-started/computer-requirements
University Grading Policy
http://www.mq.edu.au/policy/docs/grading/policy.html
The grade a student receives will signify their overall performance in meeting the learning outcomes of a unit of study. 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 a unit (ie 100, 200, 300, 800 etc). Graded units 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 |
Procedure on on Individual Assessment Grade Review, Unit Grade Review, Appeals Against Grades and Special Circumstances can be found at http://www.mq.edu.au/courses/open_universities_australia/download_forms/
What marks are given for
Ancient History
Below is the rubric applicable to all work handed in in this unit. Other rubrics will not be supplied.
Grade Descriptors
Knowledge, approach & argument |
HD |
D |
Cr |
P |
F |
Knowledge of relevant subject matter |
Extensive knowledge of relevant subject matter
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Thorough knowledge of relevant subject matter |
Substantial knowledge of relevant subject matter |
Sound knowledge of relevant subject matter |
Little or no knowledge of relevant subject matter |
Mastery of appropriate techniques and methodologies |
Mastery of appropriate techniques and methodologies |
Thorough application of techniques and methodologies |
Substantial evidence of knowledge of appropriate techniques and methodologies |
Some evidence of knowledge of appropriate techniques and methodologies |
Little or nor evidence of knowledge of appropriate techniques and methodologies |
Your argument |
Consistent evidence of deep and critical thinking; substantial originality
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Clear evidence of deep and critical thinking. |
Some evidence of deep and critical thinking |
Sufficient evidence of some critical thinking |
Little or no evidence of critical thinking |
Competing arguments |
Competing arguments mastered; some success in attempting to go beyond scholarship
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Competing arguments mastered; attempt to go beyond scholarship |
Substantial evidence of knowledge of competing arguments; arguments reported rather than analysed |
Some evidence of knowledge of competing arguments, but this not integrated into your argument |
No evidence of knowledge of competing arguments |
Sources & their use |
HD |
D |
Cr |
P |
F |
Use of ancient sources |
Extensive and critical use of ancient sources |
Thorough and critical use of ancient sources |
Substantial use of ancient sources; some uncritical use |
Sufficient use of ancient sources; substantial uncritical use |
Very little or no use of ancient sources |
Use of modern scholarship |
Extensive and critical use of modern scholarship |
Thorough and critical use of modern scholarship |
Substantial use of modern scholarship; some uncritical use |
Sufficient use of modern scholarship; substantial uncritical use |
Little or no use of modern scholarship; uncritical use. |
Citation of sources |
Approved system used consistently |
Approved system used consistently |
Approved system used consistently |
Approved system used, but not used consistently |
No attempt to use approved system or no citation [plagiarism] |
Style, presentation and language |
HD |
D |
Cr |
P |
F |
English language: grammar |
Excellent use of English language throughout |
Excellent use of English language |
Proficient use of English; some minor errors eg in use of apostrophe |
Generally sound use of English; consistent minor errors |
Substantial inappropriate or ungrammatical use of English |
English language: spelling |
Spelling correct throughout |
Spelling correct throughout |
Spelling mostly correct throughout; some inconsistency eg in treatment of foreign language words in English |
Minor spelling mistakes but otherwise sound |
Spelling poor |
Structure of argument |
Argument structure excellent |
Argument well structured |
Argument has proficient structure |
Argument has clear structure |
Little or no structure to argument
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Length of paper |
Within limits set for this assignment |
Within limits set for this assignment |
Within limits set for this assignment |
Within limits set for this assignment |
Not within limits set for this assignment
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Presentation |
Well presented |
Well presented |
Well presented |
Well presented |
Poor presentation: eg untidy and difficult to read |
Academic honesty / Plagiarism
Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement: http://www.mq.edu.au/ethics/ethic-statement-final.html.
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:
The link below has more details about the policy, procedure and schedule of penalties that will apply to breaches of the Academic Honesty Policy which is available at Macquarie University’s Policy Central website.
http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Student support services
Macquarie University provides a range of Student Support Services. Details of these services can be accessed at:
Student Advocacy and Support Services: http://students.mq.edu.au/support/health_and_wellbeing/student_advocacy_and_support/ or
Campus Wellbeing & Support Services: http://students.mq.edu.au/support/health_and_wellbeing/
Online Learning Support
It is highly recommended that before you begin this unit of study you acquaint yourself the Online Learning Support resources available at this website - http://www.mq.edu.au/courses/open_universities_australia/welcome_to_online_learning/welcome_to_online_learning/
It will provide you with an orientation to learning online, information about your assessment tasks, instructions on how to make use of the unit's resources, as well as an awareness of the various support services available to you. Please take some time to explore the links in this website before commencing your study.
Macquarie University would like to do as much as we can to help you succeed in your studies with Macquarie via OUA. To do that, we are providing a list of services you may need to access from time to time. Please see our Support Services Website for further details.
If you have any issues or questions please submit an enquiry via http://ask.mq.edu.au
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Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
The University recognises that students may experience events or conditions that adversely affect their academic performance. If you experience serious and unavoidable difficulties at exam time or when assessment tasks are due, you can consider applying for Special Consideration.
You need to show that the circumstances:
If you feel that your studies have been impacted submit an application as follows:
Outcome
Once your submission is assessed, an appropriate outcome will be organised.
You can withdraw from your subjects prior to the census date (last day to withdraw). If you successfully withdraw before the census date, you won’t need to apply for Special Circumstances. If you find yourself unable to withdraw from your subjects before the census date - you might be able to apply for Special Circumstances. If you’re eligible, we can refund your fees and overturn your fail grade.
If you’re studying Single Subjects using FEE-HELP or paying up front, you can apply online.
If you’re studying a degree using HECS-HELP, you’ll need to apply directly to Macquarie University.
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_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
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.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by:
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This graduate capability is supported by: