Students

AHIX335 – Sparta and Greece: Archaic and Classical

2017 – S2 OUA

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
Paul McKechnie
Contact via paul.mckechnie@mq.edu.au
Kyle Keimer
Anneka Rene
Contact via Email
No office at MQ.
Prerequisites Prerequisites
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description
Sparta was a powerful city-state in Greece from the eighth to the fourth centuries BC, and sometimes the most powerful. This unit examines the growth of Sparta from the Mycenaean period, through the phase of overseas settlement and the 'Spartan Mediterranean', the years of conflict against Persia then against Athens, and into the generation which ended with defeat at Leuctra and the establishment of Messene and Megalopolis. Spartan society, politics and upbringing will be examined, with reference to their broader context in Greece and beyond, along with the theme of change and opposition to change at Sparta. All enrolment queries should be directed to Open Universities Australia (OUA): see www.open.edu.au

Important Academic Dates

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/

Learning Outcomes

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

General Assessment Information

Task

Task Name

%

Due Date

Description

Submission Method

1

Minor essay

10

Friday Week 2

Minor essay 1000 words

iLearn Assignment upload

2

First major essay

20

Friday Week 6

Essay 2000 words

iLearn Assignment upload

3

Second major essay

20

Friday Week 9

Essay 2000 words iLearn Assignment upload

4

Online Discussions participation

10

Weekly (ten weeks out of thirteen)

Contributions to Online Discussion Discussion forums

5

Take-home examination 40 Sunday Week 13 Uninvigilated exam iLearn Assignment upload

 

Total:

100%

Assessment Tasks

Name Weighting Hurdle Due
Minor essay 10% No Week 2
Major essay 1 20% No Week 6
Major essay 2 20% No Week 9
Online participation 10% No weekly
Take-home examination 40% No Week 13

Minor essay

Due: Week 2
Weighting: 10%

Choose and answer ONE of these two questions in a brief essay (i.e. shorter than 1000 words, counting footnotes but not counting bibliography):

1. How were the Spartans putting conservative politics into action in their life within Sparta in the 370s before Leuctra? To what degree is Xenophon's view a fair one?

For this question refer to the weekly activity for week 1 and the bibliography for that week.

2. How important a part of Spartan society was the hoplite army, in the seventh and sixth centuries BC?

For this question refer to the weekly activity for week 2 and the bibliography for that week.

 

Whichever title you choose, use the Department of Ancient History Assignment Presentation Style Guide (https://www.mq.edu.au/public/download/?id=292059), and see below for further hints. Submit your essay by the end of Friday of Week 2 through Turnitin.

Two extra hints:

1. Don’t refer to the works of ancient authors by giving the page number in an English translation. Always use instead the book, chapter and section numbers in the text. Some of the translations you find online may not have proper numbering, e.g. in Internet Classics Archive (http://classics.mit.edu/Browse/); but if you’re reading your ancient source online, try to use a site which does have numbering, e.g. Lacus Curtius (http://penelope.uchicago.edu/Thayer/E/ home.html) or Perseus Project (http://www.perseus.tufts.edu/cache/perscoll_Greco- Roman.html).

2. Don’t give strings of identical footnotes. Whoever is marking your essay will not be impressed by you scoring fifty footnotes, or even a century. If you are referring more than once to the same page of the same book, consider grouping reference into one footnote, probably at the end of the paragraph. Or if something is so good that it has to be referred to four or five times, why not copy it in as a quotation, then add your discussion?


On successful completion you will be able to:
  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Major essay 1

Due: Week 6
Weighting: 20%

A greater depth of study and a fuller range of reading are expected in the case of the major essay. Write an essay, maximum length 2000 words, counting footnotes but not bibliography, with a title chosen from those below:

1. What an be learnt about seventh-century Sparta from the fragments of Tyrtaeus?

2. Is it fair to say (with W.P. Wallace) that 'Herodotos' whole account of Kleomenes is notoriously hostile and unsatisfactory'?

3. R.M. Cook wrote: 'Though Spartan life was certainly austere, it may be asked whether tradition has not exaggerated its austerity'. How much support does archaeology give to the idea that Sparta was less austere than sometimes thought?

4. P.J. Rhodes writes: 'Sparta headed a permanent alliance of southern mainland Greeks, the Peloponnesian League, but that was simply an alliance which Sparta could invite to join it in a major war from time to time: it was not active every year, and Sparta did not exercise any kind of regular control over the members.' What were the differences between the Spartan and Athenian alliances in the fifth century?

Whichever title you choose, use the Department of Ancient History Assignment Presentation Style Guide (https://www.mq.edu.au/public/download/?id=292059), and see under Minor Essay for further hints. Submit your essay by the end of Friday of Week 6 through Turnitin.


On successful completion you will be able to:
  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Major essay 2

Due: Week 9
Weighting: 20%

A greater depth of study and a fuller range of reading are expected in the case of the major essay. Write an essay, maximum length 2000 words, counting footnotes but not bibliography, with a title chosen from those below:

1. Paul Cartledge writes: 'The history of Sparta, it is not too much to say, is fundamentally the history of the class struggle between the Spartans and the Helots.' Is this the heart of the matter?

2. Robin Seager writes: 'Agesilaus … seems to have wanted to establish a buffer-zone of rebel satraps and tribes between the Persian empire and the Greek cities of the coast' Was this Agesilaus' strategy from 396-394? If so, did it have a realistic chance of working? If not, what was Agesilaus actually trying to do?

3. Vivienne Gray writes: 'The formal encomium of the Spartan King, Agesilaus, is written in a more elaborate style than Hellenica. Its version of the campaigns of Agesilaus in Asia, though largely a word for word copy of the Hellenica, nevertheless recognises the difference between encomium and history by preferring more poetic vocabulary and showing more concern for euphony and balance.' Discuss the objectives Xenophon achieved by writing an encomium which he could not achieve just through history-writing.


On successful completion you will be able to:
  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Online participation

Due: weekly
Weighting: 10%

Write a comment in the online discussion each week (but those who contribute in at least ten weeks out of thirteen will be eligible, if the quality is right, for full marks). The comment should respond to the question set for the week and should be based on reading of on ancient and modern source material. Footnoting and listing of bibliography is not required, and courteous interaction with comments posted by other students is encouraged. Word length in each case should be no more than 200 words.


On successful completion you will be able to:
  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Take-home examination

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 the 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 unit during Week 13 of the Study Period.


On successful completion you will be able to:
  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Delivery and Resources

You must complete Level 1 and 2 studies in Ancient History before starting this unit.

 

Introduction

When the Delphic oracle said, ‘Make the Greek your friend,’ Croesus, king of Lydia, made a move to get an alliance with the Spartans.

Greece’s most powerful city-state in military terms through the archaic period and beyond, Sparta was admired in the ancient world for its unique qualities. Admired, but not usually imitated, because the Spartans chose a path which few others wanted to follow.

In this unit the phenomenon of Sparta in the archaic and classical periods will be studied. the focus will be both inwards to how the Spartans led their lives and organized their state, and outwards to how the Spartan way of life impacted on others in Greece and beyond.

In part, this is a story of conquest, war, and desperate struggles against enemies within and beyond; but in part, the narrative also addresses the question of how to be a Greek. The answer which was developed at Athens brought democracy and tragedy into the world, and was midwife to the birth of moral philosophy; but another answer was created at Sparta—an answer which was all about cohesion and disciplined effort to attain community goals.

 

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). There are lots of other places to buy books.

Required Reading

The basic modern books to read about Sparta are:

W.G. Forrest, A History of Sparta 950-192 BC (W. W. Norton & Company, ISBN 978-0393004816)

Irad Malkin, Myth and Territory in the Spartan Mediterranean (Cambridge University Press, ISBN 978-0090878413)

Paul Cartledge, Spartan Reflections (University of California Press, ISBN 978-0520231245)

Michael Whitby, Sparta (Routledge, ISBN 0415 939577)

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.

Others on this list need not be bought, and indeed most of the primary sources are on the internet.

The work of the most important ancient writers is available here:

Plutarch Life of Lycurgus (Loeb translation volume 1, ISBN 978-0674990524) or online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:2008.01.0047

Plutarch Life of Pelopidas (Loeb translation volume 5, ISBN 978-0674990975) or online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:2008.01.0054

Herodotus Histories (Penguin Classics, ISBN 978-0140446388) or online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:1999.01.0126

Thucydides History of the Peloponnesian War (Penguin Classics, ISBN 978-0140440393) or online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:1999.04.0105

or

http://classicpersuasion.org/pw/thucydides/thucydides-jowetttoc-b.htm

Xenophon, Loeb translation volume 7 (Constitution of the Lacedaimonians, Agesilaus, and other works): ISBN 978-0674992023 or online in English at http://www.perseus.tufts.edu/hopper/ text.jsp?doc=Perseus:text:1999.01.0210:text=Const.%20Lac

Xenophon Loeb translation volume 3 (Anabasis): ISBN 978-0674991019 or online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:1999.01.0202

Xenophon Loeb translation volume 1 (Hellenica I-IV): ISBN 978-0674990982 and Xenophon Loeb translation volume 2 (Hellenica V-VII): ISBN 978-0674990999 or online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:1999.01.020

Diodorus Siculus, Library of History Loeb translations include ISBN 978-0674994133 Books 9-17 online in English at http://www.perseus.tufts.edu/hopper/text.jsp?doc=Perseus:text:1999.01.0084

or here

http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Diodorus_Siculus/home.html

 

Other books which will be mentioned and which might be worth getting are:

Paul Cartledge, Sparta and Lakonia: A Regional History 1300-362 BC (Routledge, ISBN 978-0415262767)

D.M. Lewis, Sparta and Persia (Brill, ISBN 978-9004054271)

Daniel Ogden, Aristomenes of Messene: Legends of Sparta’s Nemesis (Classical Press of Wales, ISBN 978-0954384548)

 

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 is 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 are 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:

  1. Visit https://ask.mq.edu.au/account/forms/display/disruptions and use your OneID to log in.
  2. Select your OUA unit code from the drop down list and fill in your relevant details. Note: A notification needs to be submitted for each unit you believe is affected by the disruption. 
  3. Click "Submit form".
  4. Attach supporting documents by clicking 'Add a note/attachment', click 'browse' and navigating to the files you want to attach, then click 'submit note' to send your notification and supporting documents
  5. Please keep copies of your original documents, as they may be requested in the future as part of the assessment process

Please ensure that supporting documentation is included with your request.

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, not Macquarie University.

https://www.open.edu.au/public/student-admin-and-support/student-support-services/special-circumstances

 

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.  Alternatively phone 02 9850 4357. 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. The method of assessing work does not involve allocating marks or parts of marks to boxes in the rubric.

Grade Descriptors

Knowledge, approach & argument

HD

D

Cr

P

F

Knowledge of relevant subject matter

Extensive

knowledge of relevant subject matter

 

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

 

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

 

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

 

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

 

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:

  • 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.
  • The work has not been submitted in whole or in part to any previous course or institution (including MQ).

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

Unit Schedule

Week 1

Lecture 1: Xenophon’s Constitution of the Lacedaimonians 1:  women and children at Sparta in the 370s BC.

Lecture 2: Xenophon’s Constitution of the Lacedaimonians 2:  the Spartans and their lawgiver in the fourth century.

Week 2

Lecture 3: Early Sparta:  the Mycenaean period and the return of the Heraclidae (Dorian migration).

Lecture 4: Irad Malkin’s Myth and Territory in the Spartan Mediterranean

Week 3

Lecture 5: Plutarch’s Lycurgus 1:  Roman retrospect on how Sparta began.

Lecture 6: Plutarch’s Lycurgus 2:  Searching through the pigswill looking for pearls.

Week 4

Lecture 7: Sparta and Persia in the sixth century.

Lecture 8: The Marathon campaign and the Greek alliance.

Week 5

Lecture 9: Sparta and the battle of Plataea.

Lecture 10: Archaeology of Sparta.

Week 6

Lecture 11: Pausanias and the foundation of the Delian League.

Lecture 12: Sparta and Athens 478-450.

Week 7

Lecture 13: Spartan isolationism and Archidamus.

Lecture 14: Coryphasium, Brasidas and the northern campaign.

Week 8

Lecture 15: Gylippus and the defence of Syracuse;  Lysander and victory in the Aegean.

Lecture 16: Sparta’s moves against Persia:  Xenophon’s Anabasis.

Week 9

Lecture 17: Sources for fourth-century history:  Xenophon, Diodorus Siculus, Hellenica Oxyrhynchia.

Lecture 18: Xenophon’s Agesilaus and the ‘lame kingship’

Week 10

Lecture 19:  Sparta from 401 to the King’s Peace

Lecture 20: Xenophon’s Oeconomicus and the payoff for pro-Spartan propaganda

Week 11

Lecture 21 : Sparta 387-375, and the Second Athenian Confederacy

Lecture 22: Isocrates and Sparta

Week 12

Lecture 23: Sparta from 375 to Leuctra

Lecture 24: Epaminondas in the Peloponnese

Week 13

Lecture 25: Daniel Ogden’s Aristomenes of Messene

Lecture 26: Sparta:  retrospective

Policies and Procedures

Late Submission - applies unless otherwise stated elsewhere in the unit guide

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.

Extension Request

Special Consideration Policy and Procedure (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration)

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:

  1. were serious, unexpected and unavoidable
  2. were beyond your control
  3. caused substantial disruption to your academic work
  4. substantially interfered with your otherwise satisfactory fulfilment of the unit requirements
  5. lasted at least three consecutive days or a total of 5 days within the teaching period and prevented completion of an assessment task scheduled for a specific date.

If you feel that your studies have been impacted submit an application as follows:

  1. Visit Ask MQ and use your OneID to log in
  2. Fill in your relevant details
  3. Attach supporting documents by clicking 'Add a reply', click 'Browse' and navigating to the files you want to attach, then click 'Submit Form' to send your notification and supporting documents
  4. Please keep copies of your original documents, as they may be requested in the future as part of the assessment process

Outcome

Once your submission is assessed, an appropriate outcome will be organised.

OUA Specific Policies and Procedures

Withdrawal from a unit after the census date

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.

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.

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

If independent information regarding Macquarie University’s rules and procedures is needed, contact Student Advocacy https://students.mq.edu.au/support/wellbeing/student-advocacy

 

IT Help

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.

For the helpdesk call 02 9850 4357, or email onehelp@mq.edu.au

 

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Minor essay
  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment task

  • Online participation

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

  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Minor essay
  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Minor essay
  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Minor essay
  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Up-to-date familiarity with the academic debate over the origins and nature of Sparta as a Greek state and regional power.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment tasks

  • Major essay 1
  • Major essay 2
  • Online participation
  • Take-home examination

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

  • Enhanced generic skills including assembling information to develop an argument, comparing different points of view, arguing your own view and finding creative ways to present ideas.
  • Familiarity with a source-based methodology for study of the ancient world, including critical approaches to literary material and an eclectic approach to synthesis of data.
  • Familiarity with the debate over statehood and military service (especially hoplite service) in ancient Greece.

Assessment task

  • Online participation

Changes from Previous Offering

Minor adjustments to assessment items. Reference to Department of Ancient History Assignment Presentation Style Guide updated.