Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Dr Meaghan Mcevoy
Contact via meaghan.mcevoy@mq.edu.au
Australian Hearing Hub, floor 2 south side
To be announced
Lecturer
Associate Professor Andrew Gillett
Contact via andrew.gillett@mq.edu.au
Meaghan McEvoy
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Credit points |
Credit points
3
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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
How do the ancient world and the modern world fit together? Where did the Roman Empire, and its older neighbour Persia, go? Late Antiquity (c. 250–750 CE) was a period of profound transition that crucially shaped the world we know today. This introductory survey examines how both Christianity and Islam arose from the classical world, while charting the origins of European states, Rome's 1000 year continuation in Byzantium, and the creation of the Islamic caliphate. Pivotal changes in society and culture are studied through texts concerning such figures as Attila, Anglo-Saxon monks, and the earliest Islamic poets.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Submission of Written Assignments
Submission of Tutorial Paper and Research Essay: The Tutorial Paper, Feedback Exercise, and Research Essay are to be submitted through TurnItIn via the iLearn unit webs.
Policies on Written Assessment: Extensions, Late/Early Submission, Length
Late Submission Policy (Faculty of Arts): 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.
Length policy: Essays exceeding or falling short of the specified word lengths will attract a penalty: divergences of more than 10% will attract a penalty of 10%.
Assignment tasks handed in early will be marked and returned with other papers (i.e. not before the due date).
For Special Consideration Policy see under Policies and Procedures.
Expectations of the student, and Satisfactory Completion of the Unit
Following are the components which you are required to undertake in order to complete the unit satisfactorily:
Classwork:
- Lectures: 13 weeks of lectures (two hours each week)
- Tutorials: 11 tutorial meetings, most of which require preparation (close reading of texts and consideration of suggested issues)
Preparatory readings:
- Lecture Readings: self-guided readings from the unit Reader (AHIS120 Readings: Late Antiquity – A Florilegium) to prepare for each of the unit modules
- Textbook: self-guided readings (McEvedy, The New Penguin Atlas of Medieval History)
- Tutorial Readings from the unit Reader (AHIS120 Readings: Late Antiquity – A Florilegium) to prepare before tutorials
Maintaining a Research Journal: as part of the Second Essay and as essential preparations for the Examination (details on iLearn site).
Assessment: 5 assessment items (Tutorial Participation, Tutorial Paper, Feedback Exercise, Research Essay, Examination)
Name | Weighting | Hurdle | Due |
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Tutorial Participation | 10% | No | Weeks 1 to 12 |
Tutorial Paper | 20% | No | Week 6 Monday 3 Sept 9.00am |
Feedback Exercise | 5% | No | Week 8 Friday 5 October 5.00pm |
Research Essay | 40% | No | Week 13 Monday 5 Nov 9.00am |
Exam and Research Journal | 25% | No | Central Examination period |
Due: Weeks 1 to 12
Weighting: 10%
Tutorials
Tutorials will consist of group-work or whole-class activities, and some very short written activities may be undertaken in some tutorials. The tutorial participation mark will be assessed on the basis of active participation, demonstrating significant preparation, not just attendance. In order to obtain a mark for tutorial participation, no more than 2 tutorials may missed without documentation.
Due: Week 6 Monday 3 Sept 9.00am
Weighting: 20%
Tutorial Paper: Government and Religion in the Later Roman Empire
The Tutorial Paper aims to develop skills in analysing sources for data. The assignment will be based on readings prepared for the Week 3 tutorial.
Full details of the assignment task, supporting materials, and assessment criteria will be provided on the iLearn unit website.
The length of the Tutorial Paper is 1,000 words.
The Tutorial Paper is to be submitted through TurnItIn via the iLearn unit website.
Due: Week 8 Friday 5 October 5.00pm
Weighting: 5%
Feedback Exercise
The Feedback Exercise aims to strengthen essay-writing skills through critical thinking on the task of writing and active engagement with feedback. The exercise requires critical reflection on unit content concerning essay-writing: markers' feedback on the Tutorial Paper, the Learning Skills guest-lecture, the Essay Development Workshop in tutorials, and the "Setting About Your Essay" check-list,.
Full details of the task will be provided on the iLearn unit website.
The length of the Feedback Exercise is 300 words.
The Feedback Exercise is to be submitted through TurnItIn via the iLearn unit website.
The exercise will be assessed on a Pass/Fail basis.
Due: Week 13 Monday 5 Nov 9.00am
Weighting: 40%
Researching Late Antiquity in MQ Library
The Research Essay aims to develop basic research skills needed to gain familiarity of broad new fields of knowledge, and in particular to development familiarity with exploiting a professional research library to its fullest benefit.
Full details of the assignment task, supporting materials, and assessment criteria will be provided on the iLearn unit website.
The length of the Research Essay is 2,000 words.
The Research Essay is to be submitted through TurnItIn via the iLearn unit website.
Research Journal
As part of the Research Essay, students are required to maintain a Research Journal throughout the second half of the Session, to be filled in while carrying out work for the Research Essay. The Research Journal will not be marked or submitted with the Research Essay, but it will form the basis of the second half of the examination (see below).
Due: Central Examination period
Weighting: 25%
Examination and Research Journal
The examination will be scheduled centrally. It will be 2 hours. No unit materials will be permitted in the examination.
The first part of the examination will comprise unseen short answer and essay questions. The format will be described in class.
The second part of the examination will be a pre-circulated question, which will be provided in class, addressing research skills. In preparation for this question, students are required to maintain a Research Journal throughout the second half of the Session, as they undertake their Research Essay. Students will have to draw on their experiences, recorded in the Research Journal, in order to complete the second part of examination.
Text Books
Required texts and materials: It is essential to buy these two items from the Coop Bookstore on campus:
(1) AHIS120 Readings: Late Antiquity: A Florilegium (this is essential for all tutorials, and for the lecture program)
(2) Colin McEvedy, The New Penguin Atlas of Medieval History (Harmondsworth, 1992)
Online iLearn Site
This unit has an online presence. Login is via: https://ilearn.mq.edu.au/ Students 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
For student quick guides on the use of iLearn go to: http://mq.edu.au/iLearn/student_info/guides.htm
All lectures will be recorded on Echo360, and PowerPoint slides posted (after lectures) on the iLearn site.
Lecture, Tutorial, and Assessment Schedule
(A more detailed Schedule of Lectures, Tutorials, and Assessment will be posted on the iLearn site)
Week 1
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Lectures: Introduction Tutorial I: Doing Late Antiquity |
Week 2
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Modules 1-2: The Two Superpowers of Late Antiquity Module 1: The Later Roman Empire Lectures: The Later Roman Empire Tutorial II: The Late Antique-Thought World |
Week 3
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Lectures: The Later Roman Empire (continued) Tutorial III: Roman Imperial Legislation and The Christian Church |
Week 4
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Module 2: Sasanian Iran Lectures: Sasanian Iran Tutorial IV: The Shahs and Zoroastrianism |
Week 5
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Lectures: Sasanian Iran (continued) Tutorial V: Iconography of Rulership |
Week 6
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Tutorial paper due Monday 3 September 9.00am Modules 3-5: Three Heirs of Antiquity Module 3: Early Byzantium Lectures: Early Byzantium (No tutorial this week) |
Week 7
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Lectures: Early Byzantium (continued) Tutorial VI: Byzantine Diplomacy
(Mid-Session Recess: 2 weeks) |
Week 8
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Feedback Exercise due Friday 5 October 5.00pm Lectures: Early Byzantium (continued) Tutorial VII: Essay Development Workshop |
Week 9
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Module 4: Early Medieval Western Europe Lectures: Early Medieval Western Europe Tutorial VIII: Centre and Periphery: Anglo-Saxon England |
Week 10
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Lectures: Early Medieval Western Europe (continued) Tutorial IX: Research Exercise |
Week 11
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Module 5: The Umayyad and Abbasid Caliphates Lectures: The Umayyad and Abbasid Caliphates Tutorial X: Abbasid Baghdad |
Week 12
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Lectures: The Umayyad and Abbasid Caliphates (continued) Tutorial XI: The Diplomatic World |
Week 13
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Research Essay due Monday 5 November 9.00am Lectures: Global Middle Ages and Unit Review (no tutorial this week) Exam during Examinations period |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/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 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:
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:
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:
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:
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:
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: