Students
AHIS310 – Early Rome
2014 – S1 Day
General Information
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| Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Paul McKechnie
Contact via paul.mckechnie@mq.edu.au
W6A500
Open door policy
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|---|---|
| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
39cp including (AHIS110 or AHIS212 or AHIS312 or AHST103 or AHST232 or AHST332)
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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 is a study of the history of Rome in the fifth and fourth centuries BCE, from the establishment of the Roman republic to the time of the first Punic War. The work draws on Livy, other literary sources including Plutarch, and to some degree the findings of archaeological research.
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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:
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
Assessment Tasks
| Name | Weighting | Due |
|---|---|---|
| Minor essay | 20% | 14 March 2014 |
| Major essay | 30% | 11 April 2014 |
| End of session examination | 50% | As scheduled |
Minor essay
Due: 14 March 2014
Weighting: 20%
Answer this question in a brief essay (i.e. shorter than 1000 words, counting footnotes but not
counting bibliography):
How valuable (or otherwise) is Plutarch's 'Life of Publicola' as evidence for the history of Rome in the early republican period?
This brief essay is set for completion at the end of Week 2 of the semester, to help students get an idea of the standard for the unit, and how they are going. Bibliographical suggestions should be drawn from the bibliographies for Weeks 1 and 2. Students should also find relevant ancient sources, and scholarly books and articles, for themselves, since a valuable research skill is developed by doing this.
DO NOT use internet sources of low quality (for example, most of those without a named author
would count as being of low quality). The minor essay will be marked and returned as soon as possible. There will be no choice of topic for this essay, in view of how limited the range of work is which has been covered by this stage in the unit.
The Ancient History Department style guide should be followed for all the essays in this unit.
On successful completion you will be able to:
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
Major essay
Due: 11 April 2014
Weighting: 30%
The major essay should have a maximum length of 2000 words counting footnotes but not counting bibliography.
A greater depth of study and a fuller range of reading are expected in the case of the major essay.
Initial bibliographical suggestions should be drawn from bibliographies in the iLearn unit. Students should also find relevant ancient sources, and scholarly books and articles, for themselves, since a valuable research skill is developed by doing this.
DO NOT use internet sources of low quality (for example, most of those without a named author would count as being of low quality).
Major essay titles:
1. Dionysius of Halicarnassus said that 'History is philosophy learned from examples'. Compare the
lessons Dionysius wished to teach in Books 10 and 11 of his Roman Antiquities with the lessons
Niccolo Macchiavelli wished to teach in his Discourses on the first Decade of Livy.
2. 'It is ... not surprising that the rule of law first originated in societies dominated by a transcendental religion, and that the first laws that rulers had to respect were religious ones. The Hebrew Bible and Talmud, the Roman Twelve Tables, the early Church decretals and canons, the Sunna and hadith, the Vedas and shastras were all recognized in their respective societies as shared rules of justice, and in each society—Israelite, Roman, Christian, Muslim, and Hindu—rulers explicitly recognized a duty to live under the religiously defined law' (Francis Fukuyama).
Is it fair comment to refer to the Twelve Tables as a 'religiously defined law'?
3. 'Very little in the sources ... prepares us for the universal belief among early modern historians that the gens was of surpassing influence in the creation of the early state, and the organisation of its early civic life' (C.J. Smith). Was the gens as such ever a key to political power at Rome? If not, how did the gens relate to real loci of power?
4. '[The] plebeian model of political performativity ... is already implied by the institutions
of ancient Rome’s plebeian democracy as well as certain other premodern republics grounded on differentiated citizenship (whereby the few, though elevated and distinguished from the many, nonetheless endured unique burdens as a condition of this elevation) ...' (J.E. Green)
How powerful is the comparison Green draws between plebeian politics in the Roman republic and the 'plebeianism' which Green defines in the course of arguing that 'something other than the full realization of free and equal citizenship is being practised in contemporary mass liberal–democratic regimes'?
5. 'We must ... turn to Livy and ... try to assess the extent to which the Pontifical Tables and ... other sources ... channelled reliable information into the annalistic tradition. This procedure relies almost entirely on assessing the inherent probability of L.'s evidence and working from there to assessments of the quality of his ultimate sources' (S.P. Oakley). Is it possible to do actual history under these conditions, or only myth? Focus on one or two historical issues of your choice from Livy 6-10.
6. Consider Latin colonies and colonization from the time of the foundation of Velitrae and Suessa Pometia (494) to the time of the foundation of Firmum (264). How did aims and methods change? Give examples.
The Ancient History Department style guide should be followed for all the essays in this unit.
On successful completion you will be able to:
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
End of session examination
Due: As scheduled
Weighting: 50%
There will be a two-hour exam at the end of semester. There will be a choice of questions, and students, may choose to answer either two or three.
On successful completion you will be able to:
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
Delivery and Resources
Lectures will be recorded and available via Echo 360.
Resources are available in iLearn.
There are items available for this unit in e-reserve.
There are no tutorials. Attendance at lectures is recommended.
PC and Internet access are required. Basic computer skills (e.g., internet browsing) and skills in word processing are also a requirement. Any problem, contact onehelp@mq.edu.au (9850 4357) and not the course convener.
Unit Schedule
Classes: Tuesdays 12 noon (W5C320) and Thursdays 12 noon (C5C Collaborative Forum)
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No. |
Date |
Time |
Topic |
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1 |
4 March |
12.00 |
Royal Rome and its downfall |
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2 |
6 March |
12.00 |
Evidence for Rome in the early republic |
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3 |
11 March |
12.00 |
Praetors (= consuls) and dictators |
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4 |
13 March |
12.00 |
Plutarch Publicola (Document 1) |
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5 |
18 March |
12.00 |
Patricians and plebeians in the fifth century |
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6 |
20 March |
12.00 |
The Twelve Tables (Document 2), plus Religion (and law) in the early republic, incl. the Black Stone |
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7 |
25 March |
12.00 |
Dionysius of Halicarnassus Roman Antiquities (Document 3) |
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8 |
27 March |
12.00 |
Coriolanus and the Volscians; the Fabii, the Etruscans and the Cremera; and the foedus Cassianum. |
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9 |
1 April |
12.00 |
The Roman clan; plus Livy History of Rome 6 (Document 4) |
|
10 |
3 April |
12.00 |
Macchiavelli’s Discourses |
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11 |
8 April |
12.00 |
Etruscan life, Etruscan art |
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12 |
10 April |
12.00 |
Etruscans, Romans and Celts |
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|
|
|
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13 |
29 April |
12.00 |
Plutarch Camillus (Document 5) |
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14 |
1 May |
12.00 |
The Roman army |
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15 |
6 May |
12.00 |
Rome and the Latins (1) |
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16 |
8 May |
12.00 |
Rome and the Latins (2) plus Plutarch Roman Questions (Document 6) |
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17 |
13 May |
12.00 |
Roman years, months, days and fasti |
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18 |
15 May |
12.00 |
Women at Rome; Roman slavery |
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19 |
20 May |
12.00 |
Livy History of Rome 8 (Document 7) |
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20 |
22 May |
12.00 |
Patrons and clients |
|
21 |
27 May |
12.00 |
Rome and the Samnites (1) |
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22 |
29 May |
12.00 |
Livy History of Rome 10 (Document 8) |
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23 |
3 June |
12.00 |
Rome and the Samnites (2) |
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24 |
5 June |
12.00 |
Plutarch Pyrrhus (Document 9) |
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25 |
10 June |
12.00 |
Rome and Greece, Greece and Rome |
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26 |
12 June |
12.00 |
Polybius 1.5.1-10.9 (Document 10) |
Learning and Teaching Activities
Listen to lectures
Study primary sources
Study modern learned literature
Find and study additional relevant literature beyond material in bibliographies
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/
How to submit your work
Written work must be submitted by internal students through the Arts Student Centre (via the AHIS assignment box) on Level 1, W6A. External students submit work through the Centre for Open Education. Students must print and attach a completed coversheet to all submitted work. A personalised assignment coversheet is generated from the student section of the Faculty of Arts website at:
http://www.arts.mq.edu.au/current_students/undergraduate/admin_central/coversheet
Please provide your student details and click the Get my assignment coversheet button to generate your personalized assignment cover sheet.
Extensions
Without documentation (medical or counselling certificates) or prior staff approval, a penalty of 2% a day, including weekends, will be applied.
If you need an extension ask for it before hand-in time. Unless of minimal duration, extensions can only be granted for documented medical reasons or on documented compassionate grounds.
Pass mark
To complete the unit satisfactorily you will need to achieve an overall mark worth 50% or above.
Criteria and standards for grading against which individual assessment tasks will be judged
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Student Support
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Student Services and Support
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
Student Enquiries
For all student enquiries, visit Student Connect at ask.mq.edu.au
IT Help
For help with University computer systems and technology, visit http://informatics.mq.edu.au/help/.
When using the University's IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students.
Graduate Capabilities
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
Assessment tasks
- Minor essay
- Major essay
- End of session 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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
Assessment tasks
- Minor essay
- Major essay
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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
Assessment tasks
- Minor essay
- Major essay
- End of session 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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
Assessment tasks
- Minor essay
- Major essay
- End of session 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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
Assessment tasks
- Minor essay
- Major essay
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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
Assessment tasks
- Minor essay
- Major essay
- End of session 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
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
Assessment tasks
- Minor essay
- Major essay
- End of session 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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
Assessment tasks
- Minor essay
- Major essay
- End of session 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
- Demonstrate understanding and retention of information from primary sources relating to Rome in the fifth and fourth centuries BC.
- Demonstrate ability to interpret primary literary sources relating to Rome in the fifth and fourth centuries, studied in English translation.
- Demonstrate ability to understand and interpret published archaeological data relating to Rome and Italy in the fifth and fourth centuries.
- Demonstrate critical understanding and evaluation of modern academic studies of early Roman history, in English.
- Write analytical and argumentative studies relating to important questions in Roman history.
- Present written work to a high standard, with relevant footnoting and accurate bibliographies.
Assessment tasks
- Minor essay
- Major essay
- End of session examination