Students
AHIS310 – Early Rome
2018 – S2 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
AHH South Floor 2
by appointment only (email me)
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
(39cp at 100 level or above) 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.
General Assessment Information
How to submit your work
Written work must be submitted through Turnitin in the iLearn website for the unit.
Extensions
Please submit your work on time.
If you want an extension you must apply for special consideration (https://students.mq.edu.au/study/my-study-program/special-consideration).
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.
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.
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Minor essay | 20% | No | 13 August 2018 |
| Major essay | 30% | No | 19 October 2018 |
| End of session examination | 50% | No | As scheduled |
Minor essay
Due: 13 August 2018
Weighting: 20%
Answer this question in a brief essay (i.e. shorter than 1000 words, counting footnotes but not counting bibliography):
What does Livy's story of the rape of Lucretia show about the public and private values of the Roman republic?
This brief essay is set for completion at the beginning of Week 3 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 Department of Ancient History Assignment Presentation 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: 19 October 2018
Weighting: 30%
The major essay should be shorter than 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 Niccolò Macchiavelli wished to teach in his Discourses on the first Decade of Livy.
2. 'The Vestals', writes Inge Kroppenberg, 'represented the living Roman Republic. Their inauguration into the cult of Vesta, the captio, was a mythical and ritual process, both violent and sovereign, allowing the res publica to experience an immaculate new beginning.'
In view of the pre-republican origin of the Vestal Virgins, can Kroppenberg's view be convincingly maintained?
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. '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.
The Department of Ancient History Assignment Presentation 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 Leganto.
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 computer problem, contact onehelp@mq.edu.au (9850 4357) and not the course convener.
Bibliography
Required
See Recommended. Please do not plan your approach to this unit on the basis of doing the minimum.
Recommended
Unit as a whole
Jeremy Armstrong, War and Society in Early Rome (Cambridge, 2016).
Tim Cornell, The Beginnings of Rome: Italy and Rome from the Bronze Age to the Punic Wars (London, 1995).
Week 1
Ancient books
Livy 1.57-60 (= Document 1)
Modern books and articles
Monica Affortunati and Barbara Scardigli, ‘Aspects of Plutarch’s Life of Publicola’ in Philip A. Stadter, Plutarch and the Historical Tradition (London, 1992), 109-131.
Albert J. Ammerman, ‘The comitium in Rome from the Beginning’ American Journal of Archaeology 100 (1996), 121-136.
Friedrich Balke, 'The Image of Lucretia: on the Creation of Republican Charisma in Livy' New German Criticism 114 (2011), 35-50.
Maria Bonghi Jovino, ‘The Tarquinia Project: A Summary of 25 Years of Excavation’ American Journal of Archaeology 114 (2010),161-180.
Norman W. DeWitt, ‘The Origin of the Roman Forum’ Classical Journal 14 (1919), 433-440.
Melissa M. Matthes, The Rape of Lucretia and the Founding of Republics (University Park, 2000).
C.B.R. Pelling, ‘Plutarch's Adaptation of His Source-Material’ Journal of Hellenic Studies 100 (1980), 127-140.
C.B.R. Pelling, ‘Plutarch’s Method of Work in the Roman Lives’ Journal of Hellenic Studies 99 (1979), 74-96.
Tom Stevenson, ‘Women of Early Rome as Exempla in Livy, AB Urbe Condita, Book 1’ Classical World 104 (2011), 175-189.
T.P. Wiseman, ‘Roman Republic: Year One’ Greece & Rome 45 (1998) 19-26.
Week 2
Ancient books
Livy 3.11-14: the ‘Kaeso Quinctius Handout’
Plutarch Coriolanus
http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Plutarch/Lives/Coriolanus*.html
Modern books and articles
Monica Affortunati and Barbara Scardigli, ‘Aspects of Plutarch’s Life of Publicola’ in Philip A. Stadter, Plutarch and the Historical Tradition (London, 1992), 109-131.
Friedrich Balke, ‘The Image of Lucretia: On the Creation of Republican Charisma in Livy’ New German Critique 114 (2011), 35-50.
Seth G. Bernard, ‘Continuing the Debate on Rome’s Earliest Circuit Walls’ Papers of the British School at Rome 80 (2012), 1-44.
Aleksandr Koptev, ‘Three brothers at the head of archaic Rome: The king and his consuls’ Historia 2005, 382-423.
Alan D. Lehman, ‘The Coriolanus story in antiquity’ Classical Journal 47 (1952), 329-336
R.M. Ogilvie, The Consul of 458 BC’ Hermes 89 (1961), 379-382.
C.B.R. Pelling, ‘Plutarch's Adaptation of His Source-Material’ Journal of Hellenic Studies 100 (1980), 127-140.
C.B.R. Pelling, ‘Plutarch’s Method of Work in the Roman Lives’ Journal of Hellenic Studies 99 (1979), 74-96.
H.J. Rose, ‘Patricians and plebeians at Rome’ Journal of Roman Studies 12 (1922), 106-133
D.A. Russell, ‘Plutarch’s Life of Coriolanus’ Journal of Roman Studies 53 (1963), 21-28.
E.T. Salmon, ‘Historical Elements in the Story of Coriolanus’ Classical Quarterly 24 (1930), 96-101.
Israel Shatzman, ‘Patricians and Plebeians: the Case of the Veturii’ Classical Quarterly 23 (1973), 65-77.
Week 3
Ancient books
- The Twelve Tables (= Document 2)
Modern books and articles
Inge Kroppenborg, ‘Law, Religion, and Constitution of the Vestal Virgins’ Law and Literature 22 (2010), 418-439.
Clyde Pharr, ‘The Interdiction of Magic in Roman Law’ Transactions and Proceedings of the American Philological Association 63 (1932), 269-295.
James B. Rives, ‘Magic in Roman Law: The Reconstruction of a Crime’ Classical Antiquity 22 (2003), 313-339.
James B. Rives, ‘Magic in the XII Tables Revisited’ Classical Quarterly 52 (2002), 270-290.
J. H. Richardson, ‘The Oath per Iovem lapidem and the Community in Archaic Rome’ Rheinisches Museum für Philologie neue Folge 153 (2010), 25-42.
H.J. Rose, ‘Patricians and Plebeians at Rome’ Journal of Roman Studies 12 (1922), 106-133.
Saskia T. Roselaar, ‘The Concept of commercium in the Roman Republic’ Phoenix 66 (2012), 381-413.
Michael Steinberg, ‘The Twelve Tables and their Origins: an Eighteenth-Century Debate’ Journal of the History of Ideas 43 (1982), 379-396.
Week 4
Ancient books
Dionysius of Halicarnassus Roman Antiquities Set portion in ‘Set Readings’ folder in online unit. Rest at this URL: http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Dionysius_of_Halicarnassus/home.html
Modern works
Bruno D’Agostino, ‘Image and Society in Archaic Etruria’ Journal of Roman Studies 79 (1989) 1-10
J.D. Beazley, ‘The World of the Etruscan Mirror’ Journal of Hellenic Studies 69 (1949), 1-17.
D. Cohen, ‘The Origin of Roman Dictatorship’ Mnemosyne, Fourth Series 10 (1957), 300-318.
W.V. Harris, ‘A Note on the Roman Conquest of Etruria’ Historia: Zeitschrift für Alte Geschichte 22 (1973), 356-358
W.V. Harris, ‘Roman Foedera in Etruria’ Historia: Zeitschrift für Alte Geschichte 14 (1965), 282-292.
H. Hill, ‘Dionysius of Halicarnassus and the Origins of Rome’ Journal of Roman Studies 51 (1961), 88-93.
Charles King, ‘The Organization of Roman Religious Beliefs’ Classical Antiquity 22 (2003), 275-312.
Eugene S. McCartney, ‘The Military Indebtedness of Early Rome to Etruria’ Memoirs of the American Academy in Rome 1 (1915/1916), 121-167.
Irene Peirano, ‘Hellenized Romans and Barbarized Greeks. Reading the End of Dionysius of Halicarnassus Antiquitates Romanae’ Journal of Roman Studies 100 (2010), 32-53.
R.J.H. Shutt, ‘Dionysius of Halicarnassus’ Greece & Rome 4 (1935), 139-150.
J.B. Ward Perkins, ‘Etruscan and Roman Roads in Southern Etruria’ Journal of Roman Studies 47 (1957), 139-143.
Week 5
Ancient books
Livy 6 set passage
Modern books and articles
Niccolò Machiavelli Discourses on the First Decade of Livy, chapter 22. (Link called ‘Machiavelli selection’ in online unit)
Michelle T. Clarke, ‘The Virtues of Republican Citizenship in Machiavelli’s
Discourses on Livy’ Journal of Politics 75 (2013), 317–329.
A.W. Lintott, ‘The Tradition of Violence in the Annals of the Early Roman Republic’ Historia: Zeitschrift für Alte Geschichte 19 (1970), 12-29.
K.W. Meiklejohn, ‘Roman Strategy and Tactics from 509 to 202 B. C.’ Greece & Rome 7 (1938), 170-178.
Carl Roebuck, ‘A Search for Political Stability: Machiavelli’s “Discourses on Livy”’ Phoenix 6 (1952), 52-65.
Veil Rosenberger, ‘The Gallic Disaster’ Classical World 96 (2003), 365-373.
Lorne H. Ward, ‘Roman Population, Territory, Tribe, City, and Army Size from the Republic's Founding to the Veientane War, 509 B.C.-400 B.C.’ American Journal of Philology 111 (1990), 5-39.
Week 6
Ancient books
Plutarch Camillus set passage.
Modern books and articles
F. E. Adcock, ‘Consular Tribunes and Their Successors’ Journal of Roman Studies 47 (1957), 9-14.
Ann Boddington, ‘The Original Nature of the Consular Tribunate’ Historia: Zeitschrift für Alte Geschichte 8 (1959), 356-364.
Robert Vincent Cram, ‘The Roman Censors’ Harvard Studies in Classical Philology 51 (1940), 71-110.
Kurt Latte, ‘The Origin of the Roman Quaestorship’ Transactions and Proceedings of the American Philological Association 67 (1936), 24-33.
K.W. Meiklejohn, ‘Roman Strategy and Tactics from 509 to 202 B. C.’ Greece & Rome 7 (1938), 170-178.
Arnaldo Momigliano, ‘Camillus and Concord’ Classical Quarterly 36 (1942), 111-120.
Lorne H. Ward, ‘Roman Population, Territory, Tribe, City, and Army Size from the Republic's Founding to the Veientane War, 509 B.C.-400 B.C.’ American Journal of Philology 111 (1990), 5-39.
Week 7
Modern books and articles
Jeremy Armstrong, ‘“Bands of Brothers”: Warfare and Fraternity in Early Rome’ Journal of Ancient History 1 (2013), 53-69.
Aislinn Melchior, ‘Caesar in Vietnam: Did Roman Soldiers Suffer from Post-Traumatic Stress Disorder? Greece & Rome 58 (2011), 209-223.
Philip Sabin, ‘The Face of Roman Battle’ Journal of Roman Studies 90 (2000), 1-17.
E. Stuart Staveley, ‘Provocatio during the Fifth and Fourth Centuries B.C.’ Historia: Zeitschrift für Alte Geschichte 3 (1955), 412-428.
Week 8
Ancient books
Plutarch Roman Questions set passage.
Modern books and articles
Kurt von Fritz, ‘The Reorganisation of the Roman Government in 366 B.C. and the So-Called Licinio-Sextian Laws’ Historia: Zeitschrift für Alte Geschichte 1 (1950), 3-44.
Andrew Lintott, ‘Electoral Bribery in the Roman Republic’ Journal of Roman Studies 80 (1990), 1-16.
P. L. MacKendrick, ‘Roman Colonization’ Phoenix 6 (1952), 139-146.
E.T. Salmon, ‘Rome and the Latins: I’ Phoenix 7 (1953), 93-104.
E.T. Salmon, ‘Rome and the Latins: II’ Phoenix 7 (1953), 123-135.
Walter Scheidel, ‘Human Mobility in Roman Italy, I: The Free Population’ Journal of Roman Studies 94 (2004) 1-26.
Week 9
Ancient books
Livy History of Rome 8 (Document 7) in set documents collection
Modern books and articles
Clifford Ando, ‘Was Rome a Polis?’ Classical Antiquity 18 (1999), 5-34.
Tenney Frank, ‘Rome's First Coinage’ Classical Philology 14 (1919), 314-327.
David Konstan, ‘Patrons and Friends’ Classical Philology 90 (1995), 328-342.
S.J. Northwood, ‘Asconius’ Fifty-three Roman Colonies: a Regal Solution’ Classical Quarterly 58 (2008), 353-356.
Robert E.A. Palmer, ‘The Censors of 312 B.C. and the State Religion’ Historia: Zeitschrift für Alte Geschichte 14 (1965), 293-324.
Saskia T. Roselaar, ‘Assidui or proletarii? Property in Roman Citizen Colonies and the vacatio militiae’ Mnemosyne 62 (2009), 609-623.
E.T. Salmon, ‘Roman Expansion and Roman Colonization in Italy’ Phoenix 9, (1955), 63-75.
Week 10
Ancient books
Livy History of Rome 10 (Document 8) in set documents collection
Modern books and articles
Jan M. Libourel, ‘A Battle of Uncertain Outcome in the Second Samnite War’ American Journal of Philology 94 (1973), 71-78.
S.P. Oakley, ‘Single Combat in the Roman Republic’ Classical Quarterly 35 (1985), 392-410.
Robert E.A. Palmer, ‘The Censors of 312 B.C. and the State Religion’ Historia: Zeitschrift für Alte Geschichte 14 (1965), 293-324.
R. Ross Holloway, ‘A Cover-Up in Early Roman History: Fabia Minor and the Sextian-Licinian Reforms’ Classical Journal 109 (December 2013-January 2014), 139-146.
E.T. Salmon, ‘The Resumption of Hostilities after the Caudine Forks’ Transactions and Proceedings of the American Philological Association 87 (1956), 98-108.
E. Stuart Staveley, ‘The Political Aims of Appius Claudius Caecus’ Historia: Zeitschrift für Alte Geschichte 8 (1959), 410-433.
Week 11
Ancient books
Plutarch Pyrrhus (Document 9) in set documents collection
Modern books and articles
T. Corey Brennan, ‘M.’ Curius Dentatus and the Praetor’s Right to Triumph’ Historia: Zeitschrift für Alte Geschichte 43 (1994), 423-439.
J.H. Corbett, ‘Rome and the Gauls 285-280 B.C.’ Historia: Zeitschrift für Alte Geschichte 20 (1971), 656-664.
Mary R. Lefkowitz, ‘Pyrrhus’ Negotiations with the Romans, 280-278 BC’ Harvard Studies in Classical Philology 64 (1959), 147-177.
M. Gwyn Morgan, ‘The Defeat of L. Metellus Denter at Arretium’ Classical Quarterly 22 (1972), 309-325.
Week 12
Modern books and articles
T. Corey Brennan, ‘M.’ Curius Dentatus and the Praetor’s Right to Triumph’ Historia: Zeitschrift für Alte Geschichte 43 (1994), 423-439.
J.H. Corbett, ‘Rome and the Gauls 285-280 B.C.’ Historia: Zeitschrift für Alte Geschichte 20 (1971), 656-664.
B. Dexter Hoyos, ‘Treaties True and False: The Error of Philinus of Agrigentum’ Classical Quarterly 35 (1985), 92-109.
Roman Roth, ‘Pyrrhic Paradigms: Ennius, Livy and Ammianus Marcellinus’ Hermes 138 (2010), 171-195.
Week 13
Ancient books
Polybius 1.5.1-10.9 (Document 10) in set documents collection
Modern books and articles
Arthur M. Eckstein, ‘Polybius, “the Treaty of Philinus”, and Roman Accusations against Carthage’ Classical Quarterly 60 (2010), 406-426.
B. Dexter Hoyos, ‘The Roman-Punic Pact of 279 B.C.: Its Problems and Its Purpose’ Historia: Zeitschrift für Alte Geschichte 33 (1984), 402-439.
B. Dexter Hoyos, ‘Treaties True and False: The Error of Philinus of Agrigentum’ Classical Quarterly 35 (1985), 92-109.
F.W. Walbank, ‘Polybius, Philinus, and the First Punic War’ Classical Quarterly 39 (1945), 1-18.
Unit Schedule
Classes: Mondays 12-1, 25a Wallys Walk Room 110; Tuesdays 10-11, 25a Wallys Walk Room 210.
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No. |
Date |
Time |
Topic |
|
1 |
30 July |
12.00 |
Rome and Latium in the sixth century BC |
|
2 |
31 July |
10.00 |
How the Tarquinii lost Rome and Gabii (Livy 1.57-60 [= Document 1]) |
|
3 |
6 August | 12.00 |
Roman Republic Year One |
|
4 |
7 August |
10.00 |
The Black Stone |
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5 |
13 August |
12.00 |
Who were the patricians and the plebs? (Livy 2.32-33) |
|
6 |
14 August |
10.00 |
The Twelve Tables (Document 2), plus Religion (and law) in the early republic, incl. the Black Stone |
|
7 |
20 August |
12.00 |
Dionysius of Halicarnassus Roman Antiquities (Document 3) |
|
8 |
21 August |
10.00 |
Coriolanus and the Volscians; the Fabii, the Etruscans and the Cremera; and the foedus Cassianum. |
|
9 |
27 August |
12.00 |
The Roman clan; plus Livy History of Rome 6 (Document 4) |
|
10 |
28 August |
10.00 |
Machiavelli’s Discourses |
|
11 |
3 September |
12.00 |
Etruscan life, Etruscan art |
|
12 |
4 September |
10.00 |
The Gauls capture Rome |
|
13 |
10 September |
12.00 |
Plutarch Camillus (Document 5) |
|
14 |
11 September |
10.00 |
Rome and the Latins (1) |
|
|
|
|
|
|
15 |
2 October |
10.00 |
Rome and the Latins (2) plus Plutarch Roman Questions (Document 6) |
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16 |
8 October |
12.00 |
Roman years, months, days and fasti |
|
17 |
9 October |
10.00 |
Women at Rome; Roman slavery |
|
18 |
15 October |
12.00 |
Livy History of Rome 8 (Document 7) |
|
19 |
16 October |
10.00 |
Patrons and clients |
|
20 |
22 October |
12.00 |
Rome and the Samnites (1) |
|
21 |
23 October |
10.00 |
Livy History of Rome 10 (Document 8) |
|
22 |
29 October |
12.00 |
Rome and the Samnites (2) |
|
23 |
30 October |
10.00 |
Plutarch Pyrrhus (Document 9) |
|
24 |
5 November |
12.00 |
Rome and Greece, Greece and Rome |
|
25 |
6 November |
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 (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:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
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).
Student Code of Conduct
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
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.
How to submit your work
Written work must be submitted through Turnitin in the iLearn website for the unit.
Extensions
Please submit your work on time.
If you want an extension you must apply for special consideration (https://students.mq.edu.au/study/my-study-program/special-consideration).
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.
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
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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
- 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
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
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