Ancient History Module Handbook 2019-20

Encounter the Ancient World from Rome to Alexandria to Jerusalem University of Southampton Ancient History Module Choices 2019-20

Contents How to Select Modules…………………………………………………………………………….……..5 FAO Ancient History and History Students……………………………………………………….7 Choices…………………..…………………….……………………………………………………………….10 Staff Contact Details………………………………………………………………………………………11 Semester One FOR YEAR 2 STUDENTS [you can also backtrack to a maximum of 30 credits of year 1 modules in the year – the year 1 modules that will appear in Choices for you to backtrack to are indicated by Yr2 BT below.] 15 Credit Modules ARCH1030 – Ancient and Medieval Worlds [Yr 2 BT]..…………………………………...11 ARCH2017 – Maritime Archaeology [Yr 3 BT]……………………………..………………….13 HIST2103 – Self-Inflicted Extreme Violence, Politics and Power [Yr 3 BT]…..….15 HIST2223 – Myth in the Ancient World [Yr 3 BT]………..………………………….………17 HUMA1038 – Introduction to Ethnography: Food and Culture [Yr 2 BT]..….…..19 HUMA2008 – The Life and Afterlife of Vikings [Yr 3 BT]………………………………….21 PHIL1003 – Ancient Greek Philosophy [Yr 2 BT]………………………………………….....23 UOSM2030 – The Body and Society [Yr 3 BT]….…………………………………………..…25 30 Credit Modules HIST2111 – Roman Emperors and Imperial Lives [Yr 3 BT]………………….……….…27 FOR YEAR 3 STUDENTS [you can also backtrack to a maximum of 30 credits of year 2 modules in the year – these are indicated above by Yr 3 BT] 15 Credit Modules 1

HIST3242 – Reading Histories (Compulsory for HIST3210)……………………………..29 ARCH3039 – More than Pyramids and Pharaohs: Ancient Egypt in Context……31 HIST3246 – A Short History of the Homosexual……………………………………………..32 PHIL3053 – Islamic Philosophy……………………………………………………………………….34 30 Credit Modules FILM3018 - Framing the Past: Stardom, History and Heritage (+FILM2006)……35 HIST3227 – Emperor Julian and the Last Pagans of Rome pt 1……………………….36 HIST3247 – Islands and Empires in the Ancient Aegean pt 1………………………….38 Greek and Latin Language Modules (15 Credits) LATI9005 – Latin Stage 1a………………………………………………………………………………40 LATI9007 – Latin Stage 2a………………………………………………………………………………41 GREE9012 – Greek Stage 1a…………………………………………………………………………..42 GREE9014 – Greek Stage 2a…………………………………………………………………………..43 Year 1 modules not in Choices (15 credits) The modules below will be offered to year 1 students in 2019-20 but are not included in Choices so if you are going into year 2 you cannot pick to backtrack to them at this stage (and the descriptions of these modules will not be available yet). However, once the allocation of modules in Choices has taken place, if you would like to switch up your modules with these (up to a maximum of 30 credits) that should be possible – you will need to speak to Dr Julie Gammon. SEMESTER 1 ARCH1002 Emergence of Civilisation HIST1106 Emperor Constantine the Great HIST1153 Alexander the Great HIST1168 The Roman Army in Britain 2

Semester Two FOR YEAR 2 STUDENTS [you can also backtrack to a maximum of 30 credits of year 1 modules in the year] 15 Credit Modules ARCH2003 – The Power of Rome: Europe’s First Empire [Yr 3 BT] ………………...44 HIST2055 – Ancient Rome: The First Metropolis [Yr 3 BT] …………………………..…46 HIST2109 – Ancient Greeks at War [Yr 3 BT] …………………………………….…..…..….48 HUMA2016 - Arabian Nights and Days [Yr 3 BT].……………………………………………50 HUMA2018 – Landscapes of Conflict [Yr 3 BT] ………………………………………………53 30 Credit Modules HIST2085 – Rebels with a Cause [Yr 3 BT] ..…………………………………….……….……54 HIST2104 - Group Project – compulsory for all single honours Ancient History students…………………………………………………………………………………………………………56 FOR YEAR 3 STUDENTS [you can also backtrack to a maximum of 30 credits of year 2 modules in the year – these are indicated above by Yr 3 BT] 15 Credit Modules ARCH3028 Living with the Romans………………………………………………………………..57 ARCH3043 Later Anglo-Saxon England………………………………………………………..…59 30 Credit Modules HIST3210 Ancient History Dissertation (compulsory for SH Anc Hist)…………….61 HIST3228 Emperor Julian and the Last Pagans of Rome pt 2………………………….62 HIST3248 Islands and Empires in the Ancient Aegean pt 2…………………………….64 3

Greek and Latin Language Modules (15 Credits) LATI9006 – Latin Stage 1b [if you have taken Latin Stage 1a]…………………………66 LATI9008 – Latin Stage 2b [if you have taken Latin Stage 2a]…………………………67 GREE9013 – Greek Stage 1b [if you have taken Greek Stage 1a]…………………….68 GREE9015 – Greek Stage 2b [if you have taken Greek Stage 2a]…………………….69 Year 1 modules not in Choices (15 credits) The modules below will be offered to year 1 students in 2019-20 but are not included in Choices so if you are going into year 2 you cannot pick to backtrack to them at this stage (and the descriptions of these modules will not be available yet). However, once the allocation of modules in Choices has taken place, if you would like to switch up your modules with these (up to a maximum of 30 credits) that should be possible -you will need to speak to Dr Julie Gammon. SEMESTER 2 ARCH1028 Landscapes and Seascapes of Britain’s Past HIST1102 The End of the World HIST1164 Consuls, Dictators and Emperors ENGL1080 Literary Transformations HIST1XXX Death in the Ancient World The information contained in this Module Options Handbook is correct at the time it was published. Typically, around a quarter of optional modules do not run due to low interest or unanticipated changes in staff availability. If we do have insufficient numbers of students interested in an optional module, this may not be offered. If an optional module will not be running, we will advise you as soon as possible and help you choose an alternative module.” Please see the university’s official disclaimer: http://www.calendar.soton.ac.uk/. 4

Introduction Be bold! Here at Southampton you are part of an incredibly dynamic community of scholars, whose broad expertise and varied interests are reflected in the original and thought-provoking modules on offer. Take the time to explore what is on offer by reading the overviews, considering the lists of content and enjoying the sample sources and commentaries provided. Do not be put off by things which you may not yet have heard of, or have not studied before. Getting the most out of your time at university means seizing the opportunity to broaden your horizons and challenge yourself intellectually, and that is exactly what this varied curriculum offers you. Just as the staff in Humanities are pushing the boundaries of historical knowledge and understanding, so should you be on both an academic and a personal level. I wish you all the best for the upcoming year, and hope this booklet helps you make the most of the diverse options available to you. Dr Julie Gammon, Director of Programmes How to Select Your Modules In order to qualify for your degree, you need to take 120 credits during the academic year, that is, 60 credits in each semester. Other arrangements apply for part-time students, and sometimes for students whose studies have been affected by other circumstances in some way. The credits attached to each module are stated in each description below. The second and third years are an opportunity to develop your own interests in ancient history, and most of the year’s work will be given over to modules that you have selected. The options on offer to you are explained in the rest of the brochure, and come in two varieties: some are worth 15 credits and some are worth 30 credits. The standard required is identical, but there are special features for each one. The 15-credit modules cover more focussed topics; the 30-credit modules allow a more sustained engagement with a theme/s. A 30-credit module involves three scheduled hours of contact time each week, together with advice and feedback hours and consultations; two 15-credit modules (so equal to a 30-credit module) involves four scheduled hours of contact time each week, together with advice and feedback hours and consultations. All the modules described in this brochure are relevant to ancient historians in terms of content and method. You will find that some of them have different codes (e.g. ARCH, HIST, HUMA) but this is not meaningful; modules involve staff from more than one department, and so can be classified in slightly different ways. Differences in module codes do not indicate anything important about the module in question; if the modules are in this brochure, they are relevant to you as ancient historians. You are able to ‘backtrack’ a maximum of 30 credits to the previous year of study within the year. So if there is a module that you wished you had taken in the current year, or there is a new module coming on stream that wasn’t on offer to you this year, then you can still take it if you would like to. In this handbook we have identified the most popular modules to backtrack to but if there is something else that you would like to take that isn’t offered here do contact Julie Gammon as Director of Programmes to see if this is possible once the allocation of modules has taken place at the end of April. 5

NB: If you choose to backtrack to the previous year of study you may not repeat a module that you have taken before. Also, bear in mind that the options listed here are not all of those available to you – the focus is on modules that are most relevant to your degree programme. For example, all archaeology modules are open to you should you wish to take them, and you may take up to 25% of your modules in any year in another subject area or areas entirely. As the opportunity to choose modules outside of this handbook won’t be open to you until Online Option Choice opens on 1st May 2019 we would encourage you at this stage to sign up for your full 120 credits from what is contained here and then we can easily move you onto ‘free elective’ modules. If you require further information on any module you can email the module convenor directly or contact Dr Will Davies as Director of Programmes in Archaeology ([email protected]), Dr Julie Gammon as Director of Programmes in History ([email protected]), or Dr Charlotte Riley as the Ancient History Programmes and Joint Honours Programmes Liaison Tutor ([email protected]). For Single-Honours Ancient History Students You need to take 60 credits in each semester. You have freedom to choose how this will work for you. For instance, in semester 1 you could select 2 x 30-credit modules, or 1 x 30-credit module and 2 x 15- credit modules, or even 4 x 15-credit modules. YEAR 2 There is only one constraint that affects your choice for year 2 students: In semester 2, the group project (see p.56) is compulsory for all single-honours ancient history students. The group project is worth 30 credits, and so makes up half the credits for semester 2. In addition you select another 30 credits in that semester, either 1 x 30-credit module or 2 x 15-credit modules. You therefore need to take 60 credits of options in semester 1 and 30 credits in semester 2. YEAR 3 For year 3 students, you must take HIST3242 Reading Histories (15 credits) in semester 1 as this will prepare you for the Ancient History Dissertation (HIST3210, 30 credits) in semester 2. You therefore need to take 45 credits of options in semester 1 and 30 credits in semester 2. For Joint-Honours Students Your degree is designed so that half should be in ancient history and half should be in your other subject. You need to select either one 30-credit option or two 15-credit options in ancient history in each semester. Please see the Choices meeting powerpoint slides for grids outlining the different combined honours degrees and their requirements. 6

FAO JH ANCIENT HISTORY AND HISTORY STUDENTS ONLY You will select all your modules for next year using the Choices system. When you go into Choices you will need to complete 2 forms – 1 for semester 1 and 1 for semester 2. Both forms will contain all the Ancient History and History modules that are open to you in that semester. You need to make sure that you are selecting enough modules (totalling 60 credits of Ancient History and 60 credits of History per semester). Below you will find a list identifying which modules fall into which half of your programme which should aid you in making sure you have selected enough of each ‘discipline’. You need to consult the History Handbook for details about the modules in the History list. YEAR 2 Semester 1 – this semester is all option based so you need to make sure you have selected modules totalling 60 credits from BOTH of these lists to meet your programme requirement, you will be allocated to 30 credits from each list as high up your preferences as possible. Ancient History Offering History Offering HIST2111 Roman Emperors and Imperial Lives (30) HIST2003 Power, Patronage and Politics (30) ARCH2017 Maritime Archaeology (15) HIST2039 Imperialism and Nationalism (30) HIST2103 Self-Inflicted Extreme Violence (15) HIST2096 Evolution of US Counterterrorism (30) HIST2223 Myth and the Ancient World (15) HIST2106 In Hitler’s Shadow: Eastern Europe (30) HUMA1038 Introduction to Ethnography [Yr 2 BT] (15) HIST2216 Oil Burns the Hands (30) HIST2008 Life and Afterlife of the Vikings (15) HIST2228 Chivalry (30) PHIL1003 Ancient Greek Philosophy [Yr 2 BT] (15) GERM2006 Vienna & Berlin: 1890-present (15) UOSM2030 Body and Society (15) HIST2074 Visual Culture and Politics (15) ARCH1030 Ancient and Medieval Worlds [Yr 2 BT] (15) HIST2076 The First British Empire (15) GREE9012 Ancient Greek Language Stage 1A (15) HIST2091 Underworlds (15) GREE9014 Ancient Greek Language Stage 2A (15) HIST2100 Retail Therapy (15) LATI9005 Latin Language Stage 1A (15) HIST2108 The Making of Modern India (15) LATI9007 Latin Language Stage 2A (15) HIST2110 The Global Cold War (15) HIST2218 Sex, Death and Money (15) HIST2220 Witchcraft in England (15) Semester 2 – this semester is all option based so you need to make sure you have selected modules totalling 60 credits from BOTH of these lists to meet your programme requirement, you will be allocated to 30 credits from each list as high up your preferences as possible. Ancient History Offering History Offering HIST2085 Rebels with a Cause (30) HIST2049 Sin and Society 1100-1500 (30) ARCH2003 The Power of Rome (15) HIST2051 The British Atlantic World (30) HIST2055 Ancient Rome: The First Metropolis (15) HIST2059 Plague, Fire and Popish Plots (30) HIST2109 Ancient Greeks at War (15) HIST2087 Islamism (30) HUMA2016 Arabian Days and Nights (15) HIST2107 The Fall of Imperial Russia (30) HUMA2018 Landscapes of Conflict (15) HIST2229 Aristocracy to Democracy (30) GREE9013 Ancient Greek 1B (15) ENGL2091 From Black to White to Colour (15) GREE9015 Ancient Greek 2B (15) HIST2082 Nelson Mandela (15) LATI9006 Latin Language 1B (15) HIST2094 Wellington (15) LATI9008 Latin Language 2B (15) HIST2215 Age of Discovery? (15) HIST2222 Ragtime! Making of Modern America (15) HIST2225 Besieged: Towns in War (15) HIST2227 Science on the Street (15) 7

YEAR 3 Semester 1 – If you pick the Ancient History Dissertation route (HIST3210) You will take HIST3242 Reading Histories and 1 x 15 credit Ancient History module from the list below (so will need to enter 2 x 15 credit preferred Ancient History modules into Choices) and 60 credits of modules from the History list. If you pick the History Dissertation Route (HIST3021), you will take HIST3242 Reading Histories and 1 x 15 credit History module from the list below (so will need to enter 2 x 15 credit preferred History modules into Choices) and 60 credits of preferred modules from the Ancient History list. Ancient History Offering History Offering FILM3018 Framing the Past (+Intro to Film Studies) (30) HIST3036 France Under the Nazis 1 (30) HIST3227 Emperor Julian and the Pagans 1 (30) HIST3060 The Holocaust 1 (30) HIST3247 Islands and Empires 1 (30) HIST3069 Vietnam War in American History 1(30) HIST2111 Roman Emperors and Imperial Lives [Yr 3 BT] (15) HIST3075 Crime and Punishment in England 1 (30) ARCH3045 Arch and Anth of Adornment (15) HIST3104 Refugees in the 20th Century 1 (30) HIST3246 A Short History of the Homosexual (15) HIST3107 1947 Partition of India and after 1 (30) PHIL3053 Islamic Philosophy (15) HIST3113 Modern Israel 1 (30) ARCH2017 Maritime Archaeology [Yr 3 BT] (15) HIST3126 Fashioning the Tudor Court 1 (30) HIST2103 Self-Inflicted Extreme Violence [Yr 3 BT] (15) HIST3130 Medieval Love, Sex and Marriage 1 (30) HIST2223 Myth and the Ancient World [Yr 3 BT] (15) HIST3171 Crisis of Austria-Hungary 1 (30) HUMA2008 Life and Afterlife of the Vikings [Yr 3 BT] (15) HIST3176 Forging the Raj 1 (30) UOSM2030 Body and Society [Yr 3 BT] (15) HIST3178 When the Lights Went Out 1 (30) ARCH3039 Ancient Egypt (15) HIST3214 Revolutions in Modern Iran 1 (30) LATI9007 Latin Language Stage 2A (15) HIST3216 Racism in the United States 1 (30) GREE9014 Ancient Greek Language Stage 2A (15) HIST3218 Nuclear War and Peace 1 (30) HIST3225 The Great Exhibition 1 (30) HIST3232 For the Many, Not the Few 1 (30) HIST3234 Political Culture in Modern Russia 1 (30) HIST3240 Society and Politics in Vic Britain 1 (30) HIST3250 England and the Sea 1450-1650 1 (30) HIST3251 China in the Cold War 1 (30) ARCH3017 Presenting the Past (15) ENGL3058 Radical England (15) GERM3016 Language and the City (15) HIST3243 A Short History of the Far Right (15) HIST3244 A Short History of the Populist Leader (15) HIST3245 A Short History of the Comm Network (15) HIST3246 A Short History of the Homosexual (15) ENGL3099 The Historical Novel (15) Semester 2 – If you are doing an Ancient History dissertation (HIST3210) then that will make up your 30 credits of Ancient History in semester 2. So, you just need to pick 30 credits worth of History options from the list below (you will need to enter 60 credits of preferred modules into Choices). In order to take part 2 of a History special subject you need to have taken the corresponding part 1 in semester 1. If you are doing a History dissertation (HIST3021) then you just need to pick 30 credits worth of Ancient History modules from the list below (you will need to enter 60 credits of preferred Ancient History modules into Choices). You can take either 30 or 15 credit Ancient History modules but to study part 2 of a Special Subject you need to have taken the corresponding part 1 in semester 1. Ancient History Offering History Offering HIST2085 Rebels with a Cause [Yr 3 BT] (30) HIST3038 France Under the Nazis 2 (30) HIST3228 Emperor Julian and the Pagans 2 (30) HIST3061 The Holocaust 2 (30) HIST3248 Islands and Empires 2 (30) HIST3070 Vietnam War in American History 2 (30) ARCH3028 Living with the Romans (15) HIST3076 Crime and Punishment in England 2 (30) ARCH3043 Later Anglo-Saxon England (15) HIST3105 Refugees in the 20th Century 2 (30) ARCH2003 The Power of Rome [Yr 3 BT] (15) HIST3108 1947 Partition of India and after 2 (30) HIST2055 Ancient Rome: The First Metropolis [Yr 3 BT] (15) HIST3114 Modern Israel 2 (30) 8

HIST2109 Ancient Greeks at War [Yr 3 BT] (15) HIST3127 Fashioning the Tudor Court 2 (30) HUMA2016 Arabian Nights and Days [Yr 3 BT] (15) HIST3131 Medieval Love, Sex and Marriage 2 (30) HUMA2018 Landscapes of Conflict [Yr 3 BT] (15) HIST3166 Crisis of Austria-Hungary 2 (30) GREE9015 Ancient Greek 2B (15) HIST3177 Forging the Raj 2 (30) LATI9008 Latin Language Stage 2B (15) HIST3179 When the Lights Went Out 2 (30) HIST3215 Revolutions in Modern Iran 2 (30) HIST3217 Racism in the United States 2 (30) HIST3219 Nuclear War and Peace 2 (30) HIST3226 The Great Exhibition 2 (30) HIST3233 For the Many, Not the Few 2 (30) HIST3235 Political Culture in Modern Russia 2 (30) HIST3241 Society and Politics in Vic Britain 2 (30) HIST3239 England and the Sea 1450-1650 2 (30) HIST3252 China in the Cold War 2 (30) Choices You will use the online ‘Choices’ system to indicate your preferences of modules for next year. The Choices system is open from Monday 18 March at 12.00 mid day until Tuesday 2 April at 12.00 mid day. Everyone has an equal chance of getting their preferred modules so you can enter your choices at any point while the system is open (this is not a first come, first served process). You can access Choices by going to choices.soton.ac.uk. You will complete one form for each semester. You will be asked to identify a range of your preferred modules for each semester (you should pick 2 x the number of credits that you will be studying in that semester) and to rank them in order of preference. Your modules will be allocated at the same time as other History students and we will endeavour to provide the best fit for all students. In making your selections, we encourage you to think broadly across the range of modules offered and how what interests you have developed in your first year may be found in a range of different types of modules. Any students who do not submit their preferences by 12.00 mid day on Tuesday 2 April will be allocated to modules where there are spaces. 9

Staff Contact Details Lecturer Modules Office Email Prof Jon Adams ARCH2017 65a/3023 [email protected] Dr Annelies Cazemier 2047 [email protected] HIST2019 Dr Anna Collar HIST3248/49 3041 [email protected] Dr Julie Gammon ARCH2003 2069 [email protected] HIST2104 Dr Alison Gascoigne HIST3246 65a/3029 [email protected] ARCH1030 Prof Chris Janaway HUMA2008 1045 [email protected] Prof Dan Levene HUMA2016 1001 [email protected] Dr Yvonne Marshall PHIL1003 65a/2223 [email protected] Dr Eleanor Quince HIST2103 1049 [email protected] Dr Louise Revell 65a/3027 [email protected] Dr Alan Ross HUMA1038 2051 [email protected] HIST3242 Dr Tim Sly HIST2055 65a/3033 [email protected] Prof Joanna Sofaer 65a/2231 [email protected] Dr Helen Spurling HIST2111 2047 [email protected] HIST3227/28 Dr Andrew Stephenson HUMA2018 1043 [email protected] Dr Lena Wahlgren-Smith UOSM2030 1057 [email protected] HIST2104 Prof Michael Williams HIST2085 1075 [email protected] PHIL3053 HIST2223 LATI9 (ALL) GREE9 (ALL) FILM3018 10

Year 1 Semester 1 (15 credits) [backtrack route] ARCH1030 – Ancient and Medieval Worlds (Dr Alison Gascoigne) Module Overview Classics, Christianity and Islam: these are the three cultural forces which have shaped the modern west. All three impacted on the Mediterranean between 1000BC and AD1000, and can be traced through the archaeology. In this module, you will have the opportunity to learn about the advent of Greek, Roman, Christian and Islamic culture, and the key characteristics of each. Then, using a series of regional case-studies, you will be able to explore how these impacted (or not) on specific groups of people, thinking about issues of cultural negotiation, religious interaction, and power. Indicative List of Seminar Topics • The geography of the Ancient and Medieval World • A very brief history of the Ancient and Medieval World • Sources and Materials (Archaeological Finds, Images, Classical Texts, Buildings, Excavation Reports) • Rise of the Polis • Classical Greece • Hellenistic empires • Roman Republic • High Empire • Late Antiquity • After Rome in the East and in the West • The fragmentation of the Islamic world • The Byzantine and Carolingian Empires • Unity and Diversity: Key themes in the classical and medieval world • The impact of the classical and medieval worlds on contemporary society 11

Assessment Assessment Method % Contribution to Final Mark 50 Annotated Bibliography 50 Essay (2,500 words) Sample Sources This module considers diverse forms of evidence, including historical/geographical, archaeological, architectural and artistic/iconographic sources. Artistic/Iconographic: Architectural: Tomb of the Leopards, Tarquinia, Italy The Pantheon, Rome Archaeological: Historical/geographical: North African Red-Slip Ware, Tunisia Al-Muqaddasī describes his work: “…an account of the regions of the real world of Islām, including the cold and the hot areas, the deserts and the seas with their places of danger; the rocky deserts, those of sand; saltpans, hills, plains, mountains wooded areas, limestones, sandstones solid and friable, lakes and rivers….Of the populations we will recount their diversity in languages, complexion, manners and customs, doctrinal adherence, places of pious visitation; their glories and their shortcomings.” 12

Year 2 Semester 1 (15 credits) ARCH2017 – Maritime Archaeology (Prof Jon Adams) Module Overview Maritime archaeology represents one of the most dynamic and rapidly developing areas within the broader discipline. Humanity’s changing use and interaction with the world’s oceans and seas has fundamentally shaped the nature of society; from Pleistocene and Holocene colonization of the globe through to modern commercial activity and warfare. Understanding the place of maritime aspects of culture within different archaeological eras offers new insights into the past, as well as helping us to appreciate better the nature of our relationship with the sea today. In this module you will find out about the development of the discipline, current priorities and future directions for research. This will see us examine everything from the dramatic changes in the world’s oceans and seas through the deep time record that archaeology represents, to the development of seafaring technologies. All of this will be presented within the real-world context within which research takes place, acknowledging not only the contribution of university-based excavations but also the large amount of work undertaken as part of modern commercial activity. As such, this is not just an esoteric module working at the edge of archaeological practice but one which will help you better understand the central role maritime archaeology has in some of the largest engineering projects taking place on the planet today. Indicative list of lecture/seminar topics • What is Maritime Archaeology? • Understanding the marine environment • Marine survey techniques (Geophysics and Geotechnical) • Technological developments • Submerged Prehistory • Waterfront Archaeology 13

• Ships and boats as archaeological source material % Contribution to Final Mark • Managing underwater cultural heritage 30 • Conservation and presentation 70 • Deep-water archaeology • Museum trip (and discussion) Assessment Assessment Method Written Assessment Tasks (1250 words) Essay (2000 words) Sample Sources Maritime archaeology is the ultimate multidiscipline, drawing heavily on history, archaeology as well as ocean and earth science. As such, the sources you will be introduced to range from historical: Key information is held within historical texts, art and illustrations The Mary Rose as depicted in the Anthony Roll (http://www.bl.uk/onlinegallery/onli neex/henryviii/militmap/antroll/) to material culture: The Mary Rose emerges out of the Solent on its specially constructed cradle Material culture still provides the central pillar on which maritime archaeological research is based. This extends beyond the shipwreck record of which you may already be aware and through to maritime infrastructure of ports and harbours, as well as the finds made on submerged prehistoric landscapes. All in all there are few other areas of archaeology that afford you such breadth of opportunity to see the world in a different light, be you interested in the intricacies of medieval seafaring or the astounding potential of submerged prehistory. 14

Year 2, Semester 1 (15 credits) HIST2103 – Self-inflicted: Extreme Violence, Politics and Power (Prof Dan Levene) 1965 cinematic depiction of the 5th century Simeon Stylites on top of his 18 meter pillar Module Overview As Rome became established as a Christian Empire its recent martyrs came to be revered and powerful symbols. Yet with the success of Christianity came the loss of opportunity to follow the example of Christ in offering oneself selflessly to violent death. Instead there emerged and developed in the 4th – 7th centuries a very successful and politically powerful trend whereby one could gain fame and influence through extreme self-inflicted violence in imitation of Christ. In this module we will consider the discourse on the subject of violence comparing the newer self- inflicted trend to that of its older form of martyrdom. We will consider the roots of this practice, work with the rich literary sources in which the lives of such people are recorded, and consider their interaction with and influence upon the wider political realities of the time through the study a number of individual case studies. 15

Indicative List of Seminar Topics • Introduction to the history of Christian Martyrdom in the early centuries • The making of martyrdom – the voyeuristic literature of holy violence • A couple of case studies – Perpetua and the Martyrs of Najaran • “There is no crime for those who have Christ” – Gaddis on violence • The cult of the Martyrs – Augustine and the need to imitate • Self-infliction – Theodoret’s and John of Ephesus’ holy men galore • Simeon Stylites – A case study of the master • Not only Men – “Holy Women of the Syrian Orient” • Holy self-harmers and politics Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2,000 words) Exam (2 hours) Sample Source ‘… he spent three years in that hut and then occupied that famous summit where he ordered a circular wall to be made and had a chain twenty cubits long made out of iron. He fastened one end of it to a huge rock and attached the other to his right foot, so that even if he wanted to he could not leave the confines. He remained inside, keeping heaven always before his eye and forcing himself to contemplate what lies beyond the heavens, for the iron fetter could not hinder the flight of the mind. But when the excellent Meletius, a sound man of brilliant intellect and endowed with astuteness and who was charged to make a visitation of the region of the city of Antioch, told him that the iron was superfluous since right reason sufficed to place rational fetters on the body, he yielded and accepted the counsel obediently, and bade a smith be called and ordered him to take off the fetter. Now when a piece of hide which had been applied to the leg so that the iron would not maim the body also had to be ripped apart as it had been sewn together, it is said that one could see more than twenty large bugs hiding in it. … I have mentioned it here to point out the great endurance of the man. For he could have easily squeezed the piece of hide with his hand and killed all of them, but he put up patiently with all their annoying bites and willingly used small struggles as training for greater ones.’ Extract from the 5th century historian Theodoret. This description is of part of the earlier life of Simeon who trained for many years to be able to endure the great feats of self-deprivation that he achieved. By the end of his life there was a great monastery built around his column to whom flowed many thousands of pilgrims, from near and far, both rich and poor, peasant and wealthy politician. 16

Year 2 Semester 1 (15 credits) HIST2223 – Myth and the Ancient World (Dr Lena Wahlgren-Smith) Atlas and Prometheus, Greek vase painting by Arkesilas painter, c. 560 B.C. Module Overview What are myths and what do they do? In ‘Myth and the Ancient World’ you will explore how the Ancient Greeks used myths to make sense of the world and their position in it. The module covers a time span of some 900 years, from the time of Homer and Hesiod to the late Hellenistic era. You will study a selection of well-known and less well-known myths from different perspectives; this may include themes such as home and identity, suffering and loss, male and female. You will be introduced to a range of written and non-written sources and learn to analyse them as evidence of their social, cultural, and political climate. All texts will be studied in an English translation. 17

Indicative List of Seminar Topics • Man and the Gods: the Prometheus myth, Deucalion • Foundation myths and Civic Identity: Thebes and Athens • Heroes and Monsters: Herakles • Fate and Retribution: the Oresteia • Death and Rebirth: Demeter and Persephone • Male and Female: Jason and Medea Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2,000 words) Exam (2 hours) Sample source ‘These roofs- look up- there is a dancing troupe that never leaves. And they have their harmony but it is harsh, their words are harsh, they drink beyond the limit. Flushed on the blood of men their spirit grows and none can turn away their revel breeding in the veins- the Furies! They cling to the house for life. They sing, sing of the frenzy that began it all, strain rising on strain, showering curses…’ (Aeschylus, Agamemnon, lines 1189-97) In the Oresteia trilogy of Aeschylus (c. 525/524 – c. 456/455 BC), the royal family of Argos are caught up in a spiral of bloodshed and revenge, as one murder leads, inevitably, to the next. Queen Clytemnestra murders her husband in revenge for the sacrifice of their daughter, her son is then obliged to avenge his father, but is pursued in his turn by the avenging Furies. The last play in the trilogy offers a way forward for these ancient goddesses, the gruesome upholders of justice and retribution, to be reconciled to the gods of healing and civilized order. This module explores how Aeschylus and other Greek writers use the ancient myths to express contemporary concerns. 18

Year 2 Semester 1 (15 credits) [Backtrack route] HUMA1038 – Introduction to Ethnography: Food and Culture (Dr Yvonne Marshall and Professor Marion Demossier) Picture: Drying salted eels for smoking. New Zealand Module Overview Biological science tells us what items in our world are potentially edible, but culture decides what constitutes food. Culture informs us as to whether a specific item is appropriate, appetising, valued, desirable, prohibited, restricted, staple or medicinal. These and other qualities are products of culture not simply the ‘food’ itself. ‘You are what you eat’ illustrates the social dynamics through which identities, relationships, and hierarchies are created, performed and reproduced. This module examines cultural variation in what constitutes food, drink and medicine in contemporary societies and contexts. We will also look into changing patterns of food acquisition from prehistory into the present. In particular we will examine how our cultural definitions, discourses, values and practices concerning food act to build, sustain and nourish us as biological bodies, as individually specific persons, and as participants in specific social, cultural, ethnic, national and transnational groups. This module will allow you to develop a critical understanding of what constitutes ‘food’ from a cultural and comparative perspective. It will introduce you to the discipline of anthropology, including all the sub-disciplines of social/cultural anthropology, bio-anthropology, archaeology and linguistics, and how these fields of study inform our understanding of food. It will furthermore introduce you to Ethnography, the key methodology of Social & Cultural Anthropology, and provide opportunities for you to learn how to apply ethnographic research practices. 19

Indicative List of Lecture & Seminar Topics Section One: Introduction to food studies. • What is food? • What is an anthropological approach to food? • Food and the body: cultural and bio-anthropological approaches. • Food and personhood: how food creates and nourishes persons. • The role of food in ethnicity, national cuisines, migration and global brands. Section Two: Food through Time. • Why did people move to food production in prehistory? • How do we know what people ate in the past and why they might have chosen it? • Heritage food. • Food security in changing worlds: foraging, farming, free-trade, fairtrade. Section Three: Selected themes • Spices, simulants, fasting and altered states • Proscription, taboos and cannibalism • Sharing, abundance and feasting • Food banks; food waste Assessment Assessment Method % Contribution to Final Mark 40 Ethnographic Review (1,200 words) 60 Ethnographic Project (1,500 words) Picture: students eating individual pizzas. Southampton 20

Year 2 Semester 1 (15 credits) HUMA2008 – The Life and Afterlife of Vikings (Dr Alison Gascoigne) Module Overview Blood, violence, terror, raids, pirates, rape and pillage are just some of the words associated with the Vikings in both the medieval and modern imagination. Their fearsome reputation is underlined by nicknames such as ‘Blood Axe’ and ‘Skull-splitter’, but violence is only one part of Viking history. The Vikings also formed extensive trade networks across Europe and into Central Asia, founded new countries, developed new technologies, created beautiful and useful objects and left behind a literary tradition that influenced European culture for many centuries, and indeed continues to do so. In this module, by studying historical, archaeological and literary sources, you will examine both the reality of Viking society and how Viking identity was perceived over the course of the middle ages. Indicative List of Seminar Topics • The historicity of the saga tradition • The nature of Viking-era society • Viking warrior culture • Viking ships and seafaring • Viking migration and settlement, trade and exchange • Religious belief and Christianisation • The reception of the Vikings in medieval and modern times Assessment % Contribution to Final Mark Assessment Method 50 50 Source commentaries (3 x 700 words) Exam (2 hours) 21

Sample Source This module is specifically interdisciplinary, so students will encounter diverse sources such as the following: Historical: ‘That folk [the Swedes] has a very famous temple called Uppsala, situated not far from the city of Sigtuna and Björkö. In this temple, entirely decked out in gold, the people worship the statues of three gods in such wise that the mightiest of them, Thor, occupies a throne in the middle of the chamber; Wotan and Frikko have places on either side. […] It is customary also to solemnize in Uppsala, at nine-year intervals, a general feast of all the provinces of Sweden. […] The sacrifice is of this nature: of every living thing that is male, they offer nine heads, with the blood of which it is customary to placate gods of this sort. The bodies they hang in the sacred grove that adjoins the temple.’ Abam of Bremen, History of the Archbishops of Hamburg-Bremen (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 65-66) Literary: ‘There he [Thorolf Mostrarskegg] had a temple built. It was a large structure with a door on one of the side walls close to the end of the building. Inside, in front of the door, stood the high-seat pillars, studded with nails called god’s nails. Beyond the pillars the whole interior was a sanctuary and at the inner end there was an area resembling what we call a choir in churches nowadays. In the middle of the floor stood an altar-like structure, and on it lay a ring weighing twenty ounces, which had been formed without a joint. All oaths were sworn on it, and the temple priest had to wear it on his arm at every public meeting. A bowl for sacrificial blood always stood on the altar, and in the bowl lay a twig for sprinkling hlaut, which is the blood of living creatures sacrificed to the gods. The gods were arranged around the altar in the innermost, or choir-like, part of the temple.’ Saga of the People of Eyri (Eyrbyggja saga) (A.A. Somerville and R.A. McDonald, The Viking Age: A Reader 2014, p. 67) Archaeological: Plan of an Iron-age to Viking-era temple at the site of Uppåkra, Sweden, at which ritual depositis of gold-foil figures, ‘sacrified’ weapons and bones and other distinctive objects were excavated (L.Larsson, ‘The Iron Age ritual building at Uppåkra, southern Sweden’, Antiquity 81, 11-25, fig. 3) Taken together, these extracts provide complementary evidence about the form of Viking-age ritual structures, and the nature of activities that took place there. Some activities (e.g. the sprinkling of blood as recounted in the saga text) leave no archaeological trace. Excavations do, however, bring to light important aspects of ritual not reported in texts, such as the ‘killing’ of weaponry, and the landscape setting of such structures. These diverse sources present different perspectives on Viking cult, including those of foreign observers, Scandinavians, and saga-tellers from later, Christian, times, integrating these accounts with modern data from techniques of historical and scientific archaeology. 22

Year 1 Semester 1 (15 credits) [backtrack route] PHIL1003 – Introduction to Early Greek Philosophy (Prof Chris Janaway) Module Overview Philosophy has always progressed by being aware of its past, and it has been said that the legacy of the ancient Greek thinkers to Western philosophy is nothing less than Western philosophy itself. The ancients invented our subject, and Plato and Aristotle are still widely regarded as the two greatest philosophers of all time. A full philosophical education demands some understanding and critical engagement with key aspects of their wide and powerful thought. They raise fundamental questions in ethics: What is it to be a good person? What is the best kind of life for a human being to lead? And their answers lead on to many further questions: What it is to know what is good? What is it to know anything, rather than just have an opinion? How do we learn? Can our emotions be educated as well as our beliefs? Do art and poetry teach us anything? What kind of society would be best for us all? Indicative List of Seminar Topics: In this module you will explore some of the central concepts, claims and arguments embodied in the some of the major works of ancient Greek philosophers, principally Plato and the earlier Pre-Socratic philosophers. Topics may include: • Concepts of being, not-being, and change • Methods of argument and persuasion used by ancient philosophers • Theories of the ethical virtues • Theories of knowledge • Plato’s theory of Forms, and philosophical problems it raises 23

Assessment Assessment Method % Contribution to Final Mark 40 Textual commentary (1,000 words) 60 Exam (90 minutes) Sample Source We hear some people say that poets know all the crafts, all human affairs concerned with virtue and vice, and all about the gods as well. They say that if a good poet produces fine poetry, he must have knowledge of the things he writes about, or else he wouldn’t be able to produce it at all. Hence, we have to look to see whether those who tell us this have encountered these imitators and have been so deceived by them that they don’t realize that their works are at the third remove from what is and are easily produced without knowledge of the truth (since they are only images, not things that are), or whether there is something in what those people say, and good poets really do have knowledge of the things most people think they write so well about. Plato, Republic, Book 10.2 Plato was a philosopher in Classical Greece who laid the foundations of western philosophy. In this extract, Plato critiques the suggestion that poets have real knowledge of affairs of gods and men. He proposes to examine whether poets are imitators without real understanding of the truth of human experience, or whether good poets really do have some knowledge and experience of the topics that they write about. Plato ends up arguing for the former and that poetry only encourages wild emotion rather than the rational thought that goes with real knowledge. 24

Year 2 Semester 1 (15 credits) UOSM2030 Body and Society (Prof Joanna Sofaer) MarinaAbramović,Nude with Skeleton (2002-2005). Module overview People are bodies. We inhabit our own bodies and relate to other people in terms of their bodies. This module brings together Archaeology, Anatomy, and Anthropology to explore a range of different disciplinary approaches to the human body in the past and present. Through the exploration of a diverse range of case studies, from body donation to tattooing, this module examines how the body has been perceived as a physical object and a social construction. It looks at the central role of the body in mediating social relations, and how people respond to the living and the dead body in culturally and historically specific ways. Indicative list of topics The module will be divided into a series of 3 thematic blocks, each dealing with a different aspect of the human body: Block 1: The Physical Body. The treatment, management and study of the physical body in biomedical and archaeological contexts. This section of the module includes topics such as body donation, an anatomy practical session, and a human skeletal practical session. Block 2: Social Understandings of the Body. The social construction and understanding of the body, both in life and death. This will draw principally on anthropological and archaeological approaches and perspectives. Topics include culturally specific understandings of gender, transgender, beauty and the treatment of the dead body. Block 3: The Representation of the Body. How the body can be exaggerated, described, perceived and experienced in various ways, and how these link to different social ideas and categories of the body in a range of societies in past and present. This block includes sessions on performance art as a means of understanding the limits and potentials of the body in contemporary society, and the artistic representation of the body in Medieval, Classical Greek and prehistoric contexts. Students should note that the module includes a visit to the Centre for Learning Anatomical Sciences where you will study cadavers. 25

Assessment Assessment Method % Contribution to Final Mark Assignment 1: Individual contribution to 3 blog entries. Your final 50 mark for Assignment 1 is the average of these. 50 Assignment 2: An annotated group exhibition catalogue. You will be encouraged to use your own creativity in producing the catalogue to a high standard. Each group will be helped to construct a research timetable to enable you to complete this assessment. You will need to carry out independent group-based work outside timetabled events. Alongside the thematic content the module will include sessions to train you in use of the technologies used in the assessments and in the research skills needed to successfully complete them. This includes a session dedicated to citizenship on-line, on-line identity, and use of the blog, as well as seminars to help you to develop exhibition research timetables and research designs, make you aware of copyright issues in the use of images, and how to prepare your exhibition catalogue. Towards the end of the module there will be an exhibition ‘surgery’ session to which you will be able to bring issues or seek advice on your exhibition catalogue before it is submitted. Sample sources Throughout the module particular emphasis will be placed on use of visual material, as well as written resources, as a means of teaching and learning. These will be made accessible through an on-line resource pack and links to public domain web resources. This module is specifically interdisciplinary: the module is innovative in its delivery through the cross-faculty involvement of staff from the Faculties of Humanities, Medicine, and Social and Human Sciences. Students will encounter diverse sources including, Anatomical: Medical students salute donated bodies prior to an anatomy class, Shenzhen University Anthropological: Men from the Wodaabe tribe performing Yaake dance, Niger Archaeological: The Venus of Willendorf (28,000 - 25,000 BC), now held in the Natural History Museum Vienna, Austria 26

Year 2, Semester 2 (30 credits) HIST2111 – Roman Emperors and Imperial Lives: Between Biography and History, Praise and Blame (Dr Alan Ross) Module Overview For most people even today Nero was one of the ‘bad’ emperors (he killed his mother), and Caligula was mad and depraved (he wanted to appoint his favourite horse as consul, and committed incest with his sisters); but the categorisation of emperors along moral lines is not a modern phenomenon. The emperor was without doubt the most important individual in the Roman world, the embodiment of the imperial project. His character, appearance, and actions were of fascination to contemporaries during and after his life. In this module we will survey Roman cultural responses to the office of emperor, and specifically the role played by prominent authors in creating a discourse on the individuals that occupied the imperial throne from its inception to Late Antiquity. Several genres of ‘political’ literature flourished under the empire, which took the emperor as their primary subject - biography, historiography, and speeches of praise and blame. Their rise may partly have been a response to the concentration of power in a single individual, but they also constantly engaged in evaluating emperors in traditional terms of virtue and vice, turning emperors into examples of good or bad rule for later holders of the office. Such texts, then, played an active role in the creation of an image of an emperor both during and after his reign. In this module we will survey key texts chronologically from the first to fourth centuries, and consider how and why each author interpreted individual emperors; how the ideal of the emperor developed during that time; when and in what way it was acceptable to criticise an emperor, or how risky this could be; to what extent an emperor could influence the creation of his positive image via contemporary orators. We will examine some case studies of the ‘best’ and ‘worst’ of emperors such as Claudius, Caligula, Constantine and Julian, and in the process you will gain a chronological overview of the Roman imperial period. Finally, we’ll reflect on how modern depictions of emperors, in formal biographies and TV/film depictions, compare to the concerns articulated in ancient texts. Indicative List of Seminar Topics 27

• Suetonius and the imperial ideal • Plutarch: a Greek view of Roman emperors • Biography and history: Otho in Tacitus, Suetonius, and Plutarch • Blaming the dead: damnatio memoriae and creating negative exemplars • Blaming the living: imperial invective in the fourth century • Epideictic and history: Ammianus and Orosius • Modern depictions of ancient emperors. Assessment Assessment Method % Contribution to Final Mark Essay 1 30 Essay 2 30 2 hour examination 40 Sample Source ‘It was during the eighteenth year of his reign that God struck the Emperor Galerius with an incurable malady. A malign ulcer appeared on the lower part of his genitals and spread more widely. Doctors cut and then treated it; a scar formed but then the wound split open… They had recourse to idols; they offered prayers to Apollo and Asclepius, begging for a remedy. Apollo prescribed his remedy – and the malady became much worse. As the marrow was assailed, the infection was forced inwards, and got a hold on his internal organs; worms were born inside him and his body dissolved and rotted amid insupportable pain. At the same time he raised dreadful shouts to heaven like the bellowing of a wounded bull when he flees from the altar. In the intervals of pain as it pressed on him afresh, he cried out that he would restore the temple of God and make satisfaction for his crime.’ Lactantius, On the Deaths of the Persecutors 33 [c.AD 313] This passage illustrates the fact that the safest time to pen a negative depiction of a Roman Emperor (the most powerful figure in society) was after he was dead. It also illustrates some of the reasons and methods for doing so: the Christian Lactantius wants to ascribe divine motivation to the pagan Galerius’ decision to make Christianity a ‘legal’ religion in the early fourth century. He also wants Galerius to act as an example to future emperors that they cannot escape the displeasure of the Christian God and they must then pay heed to the teachings of the Church. We must also recognise that Lactantius’ focus on the excruciating detail of Galerius’ physical demise is a potent way to ‘deconstruct’ the image of the emperor, which, in a world without mass media, the majority of his subjects would otherwise encounter only in stylised and idealised forms such as statues and on coins. 28

Semester 1, 15 credits HIST3242 – Reading Histories (NOTE - Compulsory for all single honours Ancient History students and any JH student who opts to do an Ancient History dissertation, HIST3210) Module overview The culmination of your history degree at Southampton will be the completion of your final year independent research dissertation (HIST3021/HIST3210). In ‘Reading Histories’ you will learn how to apply the analytical and research expertise that you have been developing through your degree to your own individual research project and its conceptual framework. You will choose from a series of workshops according to the broad areas of historical interest that will inform your dissertation whether chronological, geographical and/or thematic. You will work as a member of a group with a specialist workshop leader to explore the key literature and historiographical developments relevant to your field. You will be expected to engage critically with influential texts and you will be asked to review one of these texts for the first assessment. Your discussions will enable you to understand how the writing of history needs to be historicized and in particular to consider how this relates to the subject area that you intend to investigate in your dissertation. You will receive feedback on your research through a presentation and the production of a historiographical essay. The module is supported by a wide range of lectures and online materials; you are encouraged to engage widely with all the resources on offer to learn about the research process and how to be an historian, but you will also be able to identify and concentrate on those areas that will be most pertinent to your own research project. 29

Indicative workshops (organised by chronology, geography or approach): • Which writers have had the most influence on the field and why? • How have sources been used in the different approaches taken by historians? • What are the main ‘silences’ in your subject area? • What are the main ethical/moral issues in your research area? • What are the big historical controversies in your field? Assessment % contribution to final mark Summative Assessment Method 25% Review of a text 25% Research Presentation 50% Historiographical Essay Sample Source ‘When we attempt to answer the question ‘What is history?’ our answer, consciously or unconsciously, reflects our own position in time, and forms part of our answer to the broader question what view we take of the society in which we live. I have no fear that my own subject may, on closer inspection, seem trivial. I am afraid only that I may seem presumptuous to have broached a question so vast and so important’ E. H. Carr, What is History? (Harmondsworth: Penguin, 1961), p. 8 E. H. Carr’s book, based on the 1961 Trevelyan Lectures that he gave at the University of Cambridge, boldly asserted that historians can never, as nineteenth century scholars would have us believe, ‘show how it really was’ in the past. Instead, we select a series of facts, drawn from our primary source material, and interpret them to provide a reading of history. As historians, we can never be wholly objective as we are always influenced by our own life experiences and by the world around us. This constant reinterpretation of the past is what makes history such a fascinating subject to study. As you reach the culmination of your History degree, you have the opportunity to seek out your own primary source material, to decide what facts you wish to present and how you will interpret them. You will look at the work of historians in your field and see what interpretations they have drawn and decide on your own. Your dissertation will be your contribution to written history. 30

Year 3 Semester 1 (15 credits) ARCH3039 – More than Pyramids and Pharaohs? Ancient Egypt (Dr Sonia Zakrzewski) Module Overview The module provides an introduction to the history and archaeology of ancient Egypt. The module provides a broad sweep of Egyptian history from the Predynastic through to later periods. It introduces aspects of death, burial and commemoration, compares and contrasts these topics through the different Egyptian time periods, and places them into broader social view. Specific focus is placed upon Abydos and Amarna and their relative importance in the history of Egypt. Comparisons are also made between the Egyptological records developed from historical texts and papyri with those derived from other branches of archaeology. In addition, the module locates ancient Egypt within the wider world – both in terms of the present day and the past, but also in relation to neighbouring geographic areas. The impact and representation of ancient Egypt on the modern world is also considered in terms of Egyptianising of architecture, Egyptomania and museum development. Indicative Seminar topics • Egyptian history • Abydos and the earliest Pharaohs • Power and the person • Amarna and the New Kingdom. • Building the city. • Art & Imagery • Funerary space & funerary landscapes • Living with the Dead. • Medicine and Health. • The Egyptian life course, identity and ethnicity. • Egypt & the wider world • Representing Egypt Assessment Assessment Method Contribution to overall grade 2 page handout 40% 60% Educational Resource (Groupwork 50%) and accompanying documentation (Individual 50%) 31

Short History, Semester 1, 15 credits HIST3246 – A Short History of the ‘Homosexual’ (Dr Julie Gammon, Dr Eve Colpus) Is sex a biologically-conditioned experience that remains constant over place and time, or is sex and sexuality an ever-changing lived reality that reflects (and shapes) broader shifts within society and culture? This overarching question, fiercely debated by historians since the 1970s, is at the heart of this module which examines the turbulent history of same-sex relations of women and men. The module takes the moment of the 'invention' of homosexuality (and heterosexuality) in the late nineteenth century and considers the historical context of this moment and the significance of its impact on gay men and women through to the present. You will survey case- studies ranging from the Ancient World through to the contemporary, drawing together Biblical and artistic sources, criminal records, diaries, and published reports amongst others to compare understandings of same-sex relations in different eras and cultural contexts. This is a chronologically and culturally wide-ranging module, which challenges you to make critical judgements about the value of constructions such as ‘homosexuality' and ‘homophobia', and their place in historical discourse. Since the 1960s, the status of gay people and same-sex sexual relationships has proved one of the most controversial social issues in western society; this module takes a long view of the subject, evaluating along the way the significance of sex as marking the place of individuals within societies. Indicative list of seminar topics • Religion and Homosexuality • The Law and Homosexuality • Medicine and Homosexuality • Queer Voices • Persecution and Punishment • Gay Rights Movements • Decriminalisation 32

• The AIDs crisis Assessment Assessment Method % Contribution to Final Mark 1 x essay 1 x learning journal 50 50 Sample Source In the male of this kind we have a distinctly effeminate type, sentimental, lackadaisical, mincing in gait and manners, something of a chatterbox, skilful at the needle and in woman’s work, sometimes taking pleasure in dressing in woman’s clothes; his figure not unfrequently betraying a tendency towards the feminine, large at the hips, supple, not muscular, the face wanting in hair, the voice inclining to be high-pitched, etc., while his dwelling-room is orderly in the extreme, even natty, and choice of decoration and perfume. His affection, too, is often feminine in character, clinging, dependent and jealous, as of one desiring to be loved almost more than to love. One the other hand, as the extreme type of the homogenic female, we have a rather markedly aggressive person, of strong passions, masculine manners and movements, practical in the conduct of life, sensuous rather than sentimental in love, often untidy, and outré in attire; her figure muscular, her voice rather low in pitch; her dwelling-room decorated with sporting-scenes, pistols, etc., E. Carpenter, The Intermediate Sex (London, 1908) Carpenter was an early ‘gay rights’ activist, writing during an era of hysteria around homosexuality partially generated by the Oscar Wilde trials. In his text he argues for ‘urning’ (the word ‘homosexual’ was not yet in common usage) as natural and uses this to indicate that gay people should be recognised for their unique qualities rather than criminalised and punished. He provides a sympathetic representation of homosexual men and women and seeks to challenge their depiction as deviant as was common in many other contemporary writings. Carpenter’s writing was important in the development of stereotypes of homosexual ‘types’ as this extract indicates. Medical and scientific understandings of sexualities in the later nineteenth century formed the basis for the changing status of gay people in twentieth century society. 33

Year 3 Semester 1 (15 credits) PHIL3053 Islamic Philosophy (Andrew Stephenson) Module Overview There is a rich and often overlooked tradition of Islamic philosophy, or 'falsafa'. This module focuses on the classical period of the Islamic Golden Age, from Al-Kindi, via Ibn Sina (also known as Avicenna), to Ibn Rushd (also known as Averroes). The classical Islamic tradition played a central role in transmitting and transforming philosophical thought from the Ancient Greeks to the Early Moderns. Many distinctions familiar from the Early Modern tradition and not clearly present in Ancient Greek philosophy first started to take shape during this period, and Islamic philosophers made important contributions to topics such as the relation between the mind and the body, the distinction between essence and existence, arguments for the existence of God and concerning God’s nature, the metaphysical modalities of possibility, contingency, and necessity, and the nature of logic, science, religion, ethics, and philosophy itself. The aim of this module is to introduce some of the central views and arguments of classical Islamic philosophy and to explore and critically assess them in light of recent philosophical commentary. Indicative List of Seminar Topics - Al-Kindi, Al-Farabi, Ibn Sina (Avicenna), Al-Gazali, Ibn Rushd (Averroes) - essence and existence - possibility and necessity - arguments for the existence of God and the divine attributes - the nature of philosophy Assessment Assessment Method % Contribution to Final Mark 50 Essay (1500 words) 50 Exam (1.5 hours) 34

Year 3, Semester 1 (30 credits) FILM 3018 – Framing the Past: Stardom, History and Heritage in the Cinema (Prof Michael Williams) NB: If you wish you take this module (which is 15 credits) it is a co-requisite that you take FILM2006 Introduction to Film Studies (15 credits) which runs alongside it in semester 1. If you enter FILM3018 you will automatically be registered for FILM2006 also. This module explores cinema’s relationship to the past, whether distant, as in that of ancient Greece, Rome or Egypt, or from a more recent history. Its primary focus is on the use of stars in film’s negotiation of past and present, and how these idols of twentieth century modernity drew on constructions of fame, celebrity and cultural and political authority that go back at least to the rule of Alexander the Great. In exploring these issues through case studies selected from the silent era, classical Hollywood, European cinema and from contemporary cinema, film and its stars are placed within the wider cultural and artistic context to examine how and why a particular engagement with the past was undertaken at a particular historical moment. Issues of nostalgia – a sometimes painful longing for, as well as idealisation of, the past – and memory will be key throughout, and how shifts in technology, from the influence of photography and sculpture on films of the 1920s, to the digital realms of CGI and 3D that develop new ways of bringing the past, and its ideals, to ‘life’ in the manner of the Greek myth of Pygmalion. We will draw from writing by critics including Leo Braudy and Richard Dyer on the history of fame and stardom, as well as work by film scholars and historians such as Maria Wyke, Marcia Landy, Pam Cook and David Lowenthal on the use and representation of the past in cinema and other media. Films screened may include The Lodger (Alfred Hitchcock, 1926), Ben-Hur: A Tale of the Christ (Fred Niblo, 1925), One Touch of Venus (William A. Seiter, 1948), Journey to Italy (Roberto Rossellini, 1954), Cleopatra (Joseph L. Mankiewicz, 1963), Maurice (James Ivory, 1987), Titanic (James Cameron, 1997), Elizabeth (Shekhar Kapur, 1998), Gladiator (Ridley Scott, 2000), Alexander (Oliver Stone, 2004), 300 (Zack Snyder, 2007) and Hugo (Martin Scorsese, 2011). You will produce your own readings of a wide range of films and genres, and develop your understanding of how the films engage their audiences in a fascinating relationship to the past and a long history of cultural representation. Assessment Assessment Type % Contribution of overall grade Blog posts (2000 words) 50% Essay (2500 words) 50% 35

Special Subject, 30 credits HIST3227 - Emperor Julian and the Last Pagans of Rome, Part 1 Julian: Hero and Apostate (Dr Alan Ross) Module overview Julian was sole emperor of Rome for scarcely twenty months, dying in 363CE at the head of his army during a spectacularly miscalculated invasion of modern-day Iraq. His short life and untimely death ensured that he has remained an enigmatic figure: a warrior who also loved classical literature and has left us with more writings than any other emperor; the last pagan emperor, who tried to reverse the spread of Christianity, yet was also the first emperor to be educated as a Christian; a legitimate member of the imperial house of Constantine, who nonetheless usurped the throne. In this module, we will use Julian’s life as a lens to explore various aspects of Late Roman elite society in the mid fourth century CE, ranging from education to politics, to religion, to urban life. Throughout we will consider the value of a biographical approach to history, and the relationship between personal details of Julian’s life and wider cultural and political trends at the end of the Roman Empire. This module will begin by surveying the role of the emperor in the late Roman world, particularly in the aftermath of the revolutionary reforms of Julian’s uncle Constantine the Great, and the religious upheavals of the early fourth century. We will then trace Julian’s career chronologically, through a detailed examination of the many texts that Julian has left us (speeches, letters, and laws), together with the works by his contemporaries and material evidence. We will follow him during key episodes in his life, from his exiled youth, via his university life in Athens, his 36

appointment as junior emperor by his hated cousin Constantius II, his rebellion, to his brief sole reign, during which he tried to marginalize and suppress Christianity. This chronological structure will be interspersed with thematic studies on education, politics, philosophy, and the military. Indicative list of seminar topics • The Roman Revolution of Constantine.Conlin • Pagans and Polytheists in the fourth century CE. • The Summer of Blood (337CE). • University life in Athens (350s CE). • Julian and the military: Gaul (355-360 CE). • Julian in Constantinople – a civilis princeps? • Opposition in Antioch – a Christian backlash. • Disaster in Persia (363 CE). • Creating the ‘Apostate’. Assessment Assessment method % contribution to final mark 1 x essay 1 x gobbet exercise 50 50 Sample source ‘That on the father's side I am descended from the same stock as Constantius on his father's side is well known. Our fathers were brothers, sons of the same father. And close kinsmen as we were, how this most humane Emperor treated us! Six of my cousins and his, and my father who was his own uncle and also another uncle of both of us on the father's side, and my eldest brother, he put to death without a trial; and as for me and my other brother, he intended to put us to death but finally inflicted exile upon us.’ Julian, Letter to the Athenians 270c [361] This letter by Julian sets out his case for rebelling against his cousin, the Emperor Constantius II. Julian accuses Constantius of murdering all of their close male relatives fifteen years earlier, sparing only Julian himself and his half-brother Gallus. It’s tempting to look for psychological reasons for Julian’s hostility towards his cousin – the young boy scarred by the slaughter of his father and uncles – but perhaps this was also a useful propagandistic tool for a cunning and opportunistic rebel to seize the throne. 37

Special Subject, 30 credits HIST3247 – Islands and Empires in the Ancient Aegean, Part 1: Ruling the Waves (Dr Annelies Cazemier) Module Overview The ancient Greeks were said to live like ‘frogs around a pond’ (Plato, Phaedo 109b) and the sea was omnipresent in their history and societies. This was true in particular for those who inhabited the islands scattered around the Aegean Sea, between mainland Greece and modern- day Turkey. In Islands and Empires, we explore the history of the Aegean from the Classical age until the Roman Imperial period. The course takes you on a journey through time and space, addressing questions of political power and control as well as social and cultural history. The central theme of this module (part 1) is ‘thalassocracy’ or sea power. We start by covering the main features of the Aegean as a region and then explore its political history from the fifth century BCE until the second and third centuries CE. What did it mean to control the Aegean Sea or part of it? How did this control manifest itself? The success of Classical Athens can be explained to a large extent through the power of its navy and its control over the islands of the Aegean, who paid tribute to the city. Following Alexander the Great’s death in 323 BCE, the Aegean became a key region of conflict between Macedonian and Ptolemaic rulers, and this was the arena which the Romans entered when they established their empire in the eastern Mediterranean. Overall, this module equips you to think about the ways in which the Aegean Sea formed part of power shifts in the ancient Mediterranean. You gain an understanding of the empires which were active in the Aegean as well as developing insights into manifestations of power in Aegean communities. Indicative List of Seminar Topics 38

• The Aegean Sea and the Mediterranean • Thalassocracy: Concept and Implications • Greek Islands and the Athenian Empire • Alexander the Great and the Aegean • The Ptolemies and Overseas Power • Greek Islands in the Imperial Period Assessment Assessment Method % Contribution to Final Mark 1 x essay 50 50 1 x gobbet exercise Sample Source ‘Themistocles persuaded the Athenians to finish the building of the Peiraeus, on which a start had been made earlier, in his year of office as archon. He could see the virtue of the place, with is three natural harbours, and realized that becoming a seafaring nation was the key to the acquisition of power. He had been the first to advance the proposal that the Athenians should take to the sea: and now he was quick to help lay the foundations of empire. (...) His particular concentration on the navy had its origin, I think, in his perception that the King’s forces found it easier to attack by sea than by land. He considered the Peiraeus more important than the upper city, and he would often advise the Athenians that if they were ever hard pressed on land they should go down to the Peiraeus and take on the world with their ships.’ Thucydides 1.93. From: Thucydides: The Peloponnesian War, trans. Martin Hammond (Oxford, 2009) The Athenians are known for their maritime empire, but it had not always been that way. The politician and commander Themistocles was credited with the foresight of developing the Athenian navy, as a result winning a crucial victory against the forces of the Persian king Xerxes at the battle of Salamis (480 BC). The Athenians kept reminding other Greeks of their role in this victory in subsequent decades, stating that they contributed ‘the largest number of ships, the ablest commander [Themistocles], and the most fearless determination’ (Thucydides 1.74). The Greek historian Thucydides argued that the growth of Athenian power following the Persian Wars (490-479 BC) led ultimately to the Peloponnesian War (431-404 BC). Following the defeat of the Persians, the Athenians took a leading role in the alliance known as the Delian League. Increasingly, they treated their ‘allies’ more like subjects and this is therefore more commonly known as the Athenian empire. It included most of the Aegean islands, who had to contribute tribute and/or ships to Athens (as recorded in inscribed tribute lists). 39

Year 2 Semester 1 (15 credits) [only available in years 1 and 2] LATI9005 – Latin Language Stage 1A (Dr Lena Wahlgren-Smith) The study of Latin languages and literature is fascinating and rewarding in itself, and it also provides an invaluable tool for the Ancient Historian’s scholarly toolbox. Knowledge of one or other language will immeasurably deepen your ability to engage with ancient sources and allow you to enjoy the literary traditions that underpin all modern literature that has flourished in Europe since the Renaissance. You may choose to take a language module in the first or second years of your degree. Your chosen Stage will depend on your prior knowledge (if any) of that language: Stage 2 is for those who completed Stage 1 and/or for those who have studied to GCSE-level or equivalent and can be taken in year 3. You must take part A in any language level in order to progress to part B. Module Overview Successful completion of the full Stage 1, over two semesters, is approximately equivalent to reaching Level A2 of the Common European Framework or part way towards Level 2 of the National Language Standards. It might be roughly equated with the level of a good GCSE grade. Taking this single semester module at stage 1 will take you part of the way to the outcomes of the full stage. You are encouraged to take a full language stage if you want to make significant progress in the language you are learning. After completing this single semester module, as a competent language user at the midpoint of Stage 1, and after a notional 150 hours of study time (class contact plus independent learning), you should have skills, knowledge and understanding in the areas outlined below. These are expressed in terms of what you should know and/or be able to do by the end of this module. Syllabus This stage will integrate topics and, where appropriate, specialist areas with the study of the language. There will be a particular emphasis on consolidating knowledge and use of grammar. Course books, reference material and topic-based material will be used as appropriate. Assessment Assessment Method % Contribution to Final Mark In-class tests of grammar, translation and comprehension 0 2 portfolio assignments consisting of short translations 40 Exam – with dictionary (3 hours) 60 40

Year 2 Semester 1 (15 credits) [available to years 2 and 3] LATI9007 – Latin Language Stage 2A (Dr Lena Wahlgren-Smith) The study of Latin languages and literature is fascinating and rewarding in itself, and it also provides an invaluable tool for the Ancient Historian’s scholarly toolbox. Knowledge of one or other language will immeasurably deepen your ability to engage with ancient sources and allow you to enjoy the literary traditions that underpin all modern literature that has flourished in Europe since the Renaissance. You may choose to take a language module at any stage of your degree. Your chosen Stage will depend on your prior knowledge (if any) of that language: Stage 2 is for those who completed Stage 1 and/or for those who have studied to GCSE-level or equivalent. You can take stage 2 in the final year of your degree. You must take part A in any language level in order to progress to part B. Module Overview Successful completion of the full Stage 2, over 2 semesters, is approximately equivalent to reaching Level B1 of the Common European Framework or Level 2 of the National Language Standards, a good AS level or C at A level. Taking this single semester module at Stage 2 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning. After completing this single semester module, as a competent language user at the midpoint of Stage 2, and after a notional 150 hours of study time (class contact plus independent learning), you should have skills, knowledge and understanding in the areas outlined below. These are expressed in terms of what you should know and/or be able to do by the end of this module. Syllabus This Stage presents and practices key language structures, integrating them with strategies for communication and with key cultural topics. Published materials will be supplemented by handouts and other media which the course tutor will provide or recommend. Some of the material will be derived from authentic print and audio-visual media. Independent learning material will be available in the Languages Resources Centre and on Blackboard. Assessment Assessment Method % Contribution to Final Mark In-class tests of grammar, translation and comprehension 0 2 portfolio assignments consisting of short translations 40 Exam – with dictionary (3 hours) 60 41

Year 2 Semester 1 (15 Credits) GREE9012 – Greek Stage 1A (Dr Lena Wahlgren-Smith) The study of Greek languages and literature is fascinating and rewarding in itself, and it also provides an invaluable tool for the Ancient Historian’s scholarly toolbox. Knowledge of Greek will immeasurably deepen your ability to engage with ancient sources and allow you to enjoy the literary traditions that underpin all modern literature that has flourished in Europe since the Renaissance. You may choose to take a language module at any stage of your degree. Your chosen Stage will depend on your prior knowledge of that language: Stage 1 is open for complete beginners. Greek is currently offered only at Stage 1, but may become available at other Stages if demand arises. You must take part A in any language level in order to progress to part B. Module Overview Successful completion of the full Stage 1, over two semesters, is approximately equivalent to reaching Level A2 of the Common European Framework or part way towards Level 2 of the National Language Standards. It might be roughly equated with the level of a good GCSE grade. Taking this single semester module at stage 1 will take you part of the way to the outcomes of the full stage. You are encouraged to take a full language stage if you want to make significant progress in the language you are learning. After completing this single semester module, as a competent language user at the midpoint of Stage 1, and after a notional 150 hours of study time (class contact plus independent learning), you should have skills, knowledge and understanding in the areas outlined below. These are expressed in terms of what you should know and/or be able to do by the end of this module. Syllabus This stage will integrate topics and, where appropriate, specialist areas with the study of the language. There will be a particular emphasis on consolidating knowledge and use of grammar. Course books, reference material and topic-based material will be used as appropriate. The following course books will be used: Reading Greek: Text and Vocabulary by Joint Association of Classical Teachers (Cambridge University Press), ISBN-10: 0521698510, ISBN-13: 978-0521698511 Assessment Assessment Method % Contribution to Final Mark In-class tests of grammar, translation and comprehension 0 2 portfolio assignments consisting of short translations 40 Exam – open book including translation (2 hours) 60 42

Year 2 Semester 1 (15 Credits) [available at years 2 and 3] GREE9014 – Greek Stage 2A (Dr Lena Wahlgren-Smith) The study of Greek languages and literature is fascinating and rewarding in itself, and it also provides an invaluable tool for the Ancient Historian’s scholarly toolbox. Knowledge of Greek will immeasurably deepen your ability to engage with ancient sources and allow you to enjoy the literary traditions that underpin all modern literature that has flourished in Europe since the Renaissance. You may choose to take a language module at any stage of your degree. Your chosen Stage will depend on your prior knowledge of that language: Stage 1 is open for complete beginners. Greek is currently offered only at Stage 1, but may become available at other Stages if demand arises. You must take part A in any language level in order to progress to part B. Module Overview Successful completion of the full Stage 2, over 2 semesters, is approximately equivalent to reaching Level B1 of the Common European Framework or Level 2 of the National Language Standards, a good AS level or C at A level. Taking this single semester module at Stage 2 will take you part of the way to the outcomes of the full Stage. You are encouraged to take a full language Stage if you want to make significant progress in the language you are learning. After completing this single semester module, as a competent language user at the midpoint of Stage 2, and after a notional 150 hours of study time (class contact plus independent learning), you should have skills, knowledge and understanding in the areas outlined below. These are expressed in terms of what you should know and/or be able to do by the end of this module. Syllabus This stage will integrate topics and, where appropriate, specialist areas with the study of the language. There will be a particular emphasis on consolidating knowledge and use of grammar. Course books, reference material and topic-based material will be used as appropriate. The following course books will be used: Reading Greek: Text and Vocabulary by Joint Association of Classical Teachers (Cambridge University Press), ISBN-10: 0521698510, ISBN-13: 978-0521698511 Assessment Assessment Method % Contribution to Final Mark In-class tests of grammar, translation and comprehension 0 2 portfolio assignments consisting of short translations 40 Exam – open book including translation (2 hours) 60 43

Year 2 Semester 2 (15 credits) ARCH2003 – The Power of Rome: Europe’s First Empire (Dr Anna Collar) Modern view of Roman might (Total War: Rome II computer game, courtesy of Sega) Module Overview The Roman empire has held the imagination of successive generations. Conquest by Rome brought social, cultural and economic change to large swathes of what is now Europe, the Middle East and north Africa. Never before or after will these parts of the world enjoy centuries of stability and peace as they did under the Romans. It was a unique political institution that encompassed a mosaic of peoples, languages and cultures that was unprecedented in its richness, leaving a legacy that has profoundly shaped the course of Western civilization. Its success and longevity has fascinated many, and long after its demise it remained a model for the European and American imperialism in the nineteenth, twentieth and even twenty-first centuries. The great wealth of the archaeological evidence has produced a long tradition of scholarship, but in the last twenty years, new approaches have reawakened these debates, making the study of the Roman world one of the most dynamic fields within archaeology, with major implications for other areas of the Humanities. Post-colonial discourse, theorists of Globalization and North African dictators trying to raise their agricultural output, to name just few, have all looked back to the Roman Empire for clues. So what was the secret of the Roman empire’s success? How did it come to be and how was it maintained? (Spoiler alert: its military might was not crucial!) In this module, you will look at the causes, consequences and the changing nature of Roman imperialism and its political, social, cultural and economic foundations. You will touch upon key issues and debates in Roman archaeology and learn about major sites and artefact types from all parts of the Roman world. Indicative List of Seminar Topics • Army and frontiers • Provincialization and administration of the Empire • Elite and ideology • Religion • Art and Imperial representation • Technological advances • Economic integration • Cultural change and citizenship • The Fall and legacy 44

Assessment % Contribution to Final Mark Assessment Method 50 50 Essay (2,000 words) Exam (2 hours) Sample Sources This module is specifically interdisciplinary, so students will encounter diverse sources such as: Historical: ‘For, to accustom to rest and repose through the charms of luxury a population scattered and barbarous and therefore inclined to war, Agricola gave private encouragement and public aid to the building of temples, courts of justice and dwelling-houses, praising the energetic, and reproving the indolent. Thus an honourable rivalry took the place of compulsion.....Hence, too, a liking sprang up for our style of dress, and the \"toga\" became fashionable. Step by step they fell into the seductive vices of arcades, baths, and elegant banquets. All this in their ignorance, they called civilization [humanitas], when it was but a part of their enslavement.’ Tacitus, Agricola, 1.21 Iconographic: Epigraphic: Claudius and Britannia, a relief from the Sebasteion temple in Aphrodisias (Asia Minor) (courtesy of www.nyu.edu) Archaeological: Dedicatory inscription from Chichester (RIB 91) that is traditionally translated: To Neptune and Minerva, for the welfare of the Divine House by the authority of Tiberius Claudius Cogidubnus, great king of Britain, the guild of smiths and those therein gave this temple from their own resources, Pudens, son of Pudentinus, presenting the site. Cogidubnus is believed to be a client king who resided at the Fishbourne Villa. Roman fort of Housesteads and a section of Hadrian’s Wall (courtesy of perlineamvalli.wordpress.com) Taken together, these extracts provide complementary evidence about one of Rome’s furthest provinces, Britain. These diverse sources present different perspectives on the conquest and the Roman rule, introducing some of the key agents involved - the emperor, provincial administrator, member of the indigenous elite and the army. By integrating traditional source material with modern data from techniques of historical and scientific archaeology we can explore the perspectives of both those with means and agendas to commemorate, and those that through past centuries have remained silent. 45

Year 2 Semester 2 (15 credits) HIST2055 – Ancient Rome: The First Metropolis (Dr Louise Revell) Module Overview This module focusses on the city of Rome and its development from its early foundation through to the third century AD. It explores the evidence for one of the most important cities of the ancient world, which at its height was home to approximately a million people. During this time, it developed from a small village to a metropolis, but at the same time, changing social and political structures also resulted in changes to the architecture of the city, at its most radical, changing it from the canvas for elite competition to the playground of the emperors. Roman was a place of large-scale events, whether political, religious, military, or entertainment, carried out in the public space of the city. Space and society were interlinked. You will examine the development of key areas in the city, such as the Forum Romanum, the imperial fora, the colosseum and temples. You will not only look at the architecture of these, but also the evidence for how they were used. At the same time, you will look at the social and political structures of the city, and how activities such as voting, religious festivals, military triumphs used the public spaces of the city. Indicative List of Seminar Topics: • The military city • Imperial fora and temples • Religion, rituals and priests • Entertaining the masses • Houses and housing • Supplying Rome 46

Assessment Assessment Method % Contribution to Final Mark 50 Essay (2,000 words) 50 Exam (2 hours) Sample Source ‘Here we live in a city which, to a large extent, Is supported by rickety props; that’s how the landlord’s agent Stops it falling. He covers a gap in the chinky old building, Then “sleep easy!” he says when the ruin is poised to collapse. One ought to live where fires don’t happen, where alarms at night Are unknown. Ucalegon’s shouting “Fire!” and moving to safety His bits and pieces; your third floor is already smoking; You are oblivious. If the panic starts at the foot of the stairs, The last to burn is the man who is screened from the rain by nothing Except tiles, where eggs are laid by gentle doves.’ Part of Juvenal Satire 3 In this poem, the speaker, Umbricius, is lamenting the problems of living in the big city. At this time, Rome was a city of possibly over one million inhabitants, and in contrast to CGI depictions in Hollywood films, the majority of the population were living in borderline slum conditions. Umbricius is leaving Rome for the countryside, and the poem summarises his complaints about life in the city. In this extract, he lists some of the issues with his rented apartment in a tenement block. The building is in a bad state of repair, with holes in the walls patched up. There is a risk of fire, and if there is a fire, those higher up are not likely to be aware of it, and more likely to burn. This source reinforces the picture from other sources such as Martial about the problems with accommodation for the non-elite, and it confirms the archaeological evidence for apartment buildings, which might stand up to eight storeys high. 47

Year 2 Semester 2 (15 credits) HIST2109 – Ancient Greeks at War (Dr Annelies Cazemier) Module Overview From the legendary tales of the Trojan War up to the conquest of Persia by Alexander the Great, warfare played a central role in ancient Greek history and society. This module allows students to examine ancient Greek warfare from a range of different sources and angles (military, political, social, economic, cultural, and religious), to work with written and material evidence from the Classical Greek period in particular, and to assess the preliminaries, events, and conclusions of major wars, as well as studying the wider impact of warfare on ancient Greek society. The history of the Classical fifth century BC was dominated by two wars: the Persian Wars and the Peloponnesian War. Culminating in the battles of Marathon, Thermopylae, and Salamis, the Persian Wars and their commemoration loomed large in Greek history and culture for many centuries. They contributed to the self-definition of Greeks vs. others; led to the rise of the Athenian Empire; and Alexander the Great would later set out on his conquest as a Greek war of revenge against the Persians. The Peloponnesian War, on the other hand, centred on the conflict between two Greek city-states, Athens and Sparta. Their lengthy period of strife reshaped the balance of power in the ancient Greek world, and led to the downfall of the Athenian empire. The two wars are the main focus of the works written by Herodotus and Thucydides – the former known as the ‘father of history’; the latter praised for his strict historical standards and considered one of the founding fathers of political realism. Both authors exerted a significant influence on the writing of history more broadly, and a study of their works not only offers an opportunity to learn about Greek history, warfare, and society in the fifth century BC, but also provides a direct encounter with two of the earliest known historians. The module combines their historical accounts with documentary sources for Greek warfare and society as well as material evidence (including artistic representations of warfare and the study of archaeological sites). In the final part of the course, attention will be paid to the reception of ancient Greek warfare until the modern day. 48

Indicative List of Topics % Contribution to Final Mark 30 • Writing about War: Herodotus and Thucydides 40 • The Persian Wars & The Peloponnesian War • Deciding on War: Political Processes • Managing War: Logistics and Leadership • Fighting War: Soldiers and Armour • Concluding War: Battles and Diplomacy • Commemorating War: Monuments and Festivals • Modern Reception of Ancient Greek Warfare Assessment Assessment Method Essay (2,000 words) Exam (2 hours) Sample Source ‘In the same winter, following their traditional institution, the Athenians held a state funeral for those who had been the first to die in this war. The ceremony is as follows. They erect a tent in which, two days before the funeral, the bones of the departed are laid out, and people can bring offerings to their own dead. On the day of the funeral procession coffins of cypress wood are carried out on wagons, one coffin for each tribe, with each man’s bones in his own tribe’s coffin. One dressed but empty bier is carried for the missing whose bodies could not be found and recovered. All who wish can join the procession, foreigners as well as citizens, and the women of the bereaved families come to keen at the grave. Their burial is in the public cemetery, situated in the most beautiful suburb of the city, where the war dead are always buried, except those who died at Marathon, whose exceptional valour was judged worthy of a tomb where they fell.’ Thucydides 2.34 (trans. M. Hammond. Oxford: OUP, 2009, pp. 89-90) This passage from Thucydides’ History refers to events in the winter of 431/430 BC, the first year of the Peloponnesian War. It describes how those who have fallen in the war are given a public funeral, which included the famous Funeral Oration spoken by the Athenian statesman Pericles. The passage underlines how the commemoration of war is very much a community affair. The ‘public cemetery’ was in the area of the well-excavated site known as the Kerameikos – where inscribed casualty lists have been found. The Battle of Marathon (490 BC), on the other hand, formed part of the so-called Persian Wars, and was commemorated through a burial mound at the site of the battle itself. The source extract offers excellent opportunities for combining written and material evidence, and it provides a very evocative insight into the lasting impact which warfare had on ancient Greek society. 49