Year 2 Semester 2 (15 credits) HUMA2016 - Arabian Nights and Days: The World of the 1001 Nights (Dr Alison Gascoigne) 9th century house, Samarra, Iraq, with elaborate interior decoration Module overview The disparate body of literature collected together under the title 1001 Nights, more popularly known as the Arabian Nights, is set primarily in the cities of the medieval Middle East, including Baghdad and Basra in Iraq, Cairo in Egypt and Damascus in Syria. The narratives include characters from all levels of society, from caliphs, princes, princesses and viziers, to poor men and women, as well as magical beings of various sorts. They recount great adventures and supernatural happenings; but among the more marvellous events appear many details of daily life, social activity and urban landscape. This module uses the 1001 Nights as a starting point for an interdisciplinary investigation of medieval Arab (largely urban) society. Indicative list of seminar topics The module is organised thematically. Each week, we will consider a narrative or story taken from the 1001 Nights, within which a particular theme will be identified. This topic will be introduced during the lecture, with specific sources relating to the subject to be discussed in detail during the subsequent seminars. Themes may include: • court/palace culture • social stratification and mobility • urban landscape and setting • trade and economic activity 50
• gender; hospitality, social life, food/drink and dining • professions and professional activities • recent reception, Orientalism and cultural politics. Assessment Contribution to final mark 50% Assessment method 50% 1 x source commentaries 1 x essay (2,500 words) Sample sources This module is specifically interdisciplinary, so students will encounter diverse sources such as the following: Historical/geographical: ‘Tinnīs [in Egypt], situated between the Romaean Sea and the Nile, is a small island in a lake, the whole of which has been built as a city—and what a city! It is Baghdād in miniature! A mountain of gold! The emporium of the Orient and of the West! Markets are elegant, fish cheap. It is the goal of travelers, prosperity is evident, the shore delightful, the mosque exquisite, the palaces lofty. It is a town with resources, and well populated, yet as it is situated on a narrow island, the water encircles it like a ring. It is, too, a boring, filthy place, where the water, kept in cisterns, is locked up. Most of its inhabitants are Copts. The refuse is thrown into the streets. Here are made coloured cloths and garments. Beside it is a place in which are piled up the dead of the unbelievers, one upon another, while the cemeteries of the Muslims are in the centre of the town. Al Maqdisi, The Best Divisions in the Knowledge of the Regions (tr. B. Collins, 1994, p.185) Archaeological/architectural: % 51
Plan of a medieval house excavated in Fustat (Cairo), Egypt (A. Bahgat and A. Gabriel, Fouilles d’al Foustat 1921, fig. 20) Literary: ‘The people who most deserve to be slapped are those who come to eat without being invited, and the people who most deserve to be slapped twice are those who, when the host of the party says, “Sit here,” reply, “No! I’m going to sit over there!” And the people who most deserve to be slapped three times are those who, when invited to eat, say to the owner of the house, “Call your wife in here to eat with us!” Al Khatib al Baghdadi’s The Art of Party Crashing in Medieval Iraq (tr. E. Selove 2012, p. 25) There are many moments in the 1001 Nights where characters enjoy domestic social occasions, both licit and illicit. The sources above provide diverse information on the urban settings of houses, on their forms and the areas within them where such parties might have taken place, and on the expected behaviour of hosts and guests. Considered together, these strands of evidence allow us to analyse the ideal vs the reality of domestic entertainment in the medieval Middle East in light of its portrayal in the stories of the Nights. 52
Year 2 Semester 2 (15 credits) HUMA2018 – Landscapes of Conflicts (Dr Tim Sly) Module Overview This module examines the history of conflict in the UK and overseas between the 16th and 21st centuries with specific focus on battles and battlefields. In particular, it compares traditional historical narratives of individual battles on land and at sea with non-textual sources, including the physical landscapes of battlefields and the material remains that have been recovered on them. Areas to be considered include: • the complementary and/or contradictory nature of interdisciplinary source material (including historical and literary accounts of conflicts; archaeological surveys and excavations including retrieved artefacts and human remains) for specific conflict events and the challenges that this poses to scholarship; • the location of battlefields and the nature of specific conflict events as evidenced by historical accounts and landscape remains; • environmental changes to conflict landscapes between the date of the conflict to the present day, and the implications of this for our understanding of events; • the impact of battles on both combatants and non-combatants, and the involvement of non- combatants in the physical alteration of a battlefield after the event. Indicative Content This module is taught by means of sessions examining the primary methodological challenges connected to interdisciplinary battlefield studies. These issues are examined by means of a series of case studies analysing individual 16th- to 21st-century battles, including conflicts located both in the UK and abroad; this will include a small number of site visits to engage with specific 'landscapes of conflict'. Assessment % Contribution to overall grade Type of Assessment 35% Desk-based assessment using sources (1250 65% words) Case-study assessment (2500 words) 53
Year 2 Semester 2 (30 credits) HIST2085 – Rebels with a Cause: The Historical Origins of Christianity (Dr Helen Spurling) Module overview The Roman world in the first century CE saw the rise of a new world religion that was to have an ever changing and at times turbulent history up to today. ‘Rebels with a Cause' invites you to assess and debate the historical origins of one of the key religions that has shaped the modern world. Where did Christianity come from, how did it develop, and in what ways did broader society respond to this new movement? This module explores the historical origins of Christianity and the contexts from which it emerged, including Jewish society in the Roman world and the Palestinian scene under Roman rule. We investigate how pagan Romans reacted to early Christians, including how its members were viewed as a rebellious minority, and perceptions of their ideas as ‘excessive superstition' and a ‘contagion' (Pliny the Younger, Letters 10.96-97). We also look at the search for identity amongst the earliest Christians, particularly in relation to the Jewish people, as they began to establish, develop and expand their new religion. 54
Indicative list of topics Reference will be made throughout to the historical and social context of Roman Palestine. Topics covered will include: • Roman Palestine in the first century • Second Temple Judaism • Early Christian writings and groups • Roman responses to early Christianity • The development of Christian identities • The ‘parting of the ways’ between Judaism and Christianity Assessment % Contribution to Final Mark Assessment Method 20 40 Commentaries exercise (1,500 words) 40 Essay (2,000 words) Exam – open book (2 hours) Sample source ‘But neither human help, nor imperial munificence, nor all the modes of placating Heaven, could stifle scandal or dispel the belief that the fire had taken place by order. Therefore, to scotch the rumour, Nero substituted as culprits, and punished with the utmost refinements of cruelty, a class of men, loathed for their vices, whom the crowd styled Christians. Christus, the founder of the name, had undergone the death penalty in the reign of Tiberius, by sentence of the procurator Pontius Pilatus, and the pernicious superstition was checked for a moment, only to break out once more, not merely in Judaea, the home of the disease, but in the capital itself, where all things horrible or shameful in the world collect and find a vogue.’ Tacitus, Annals, XV.44 Why this source matters: This is part of a history of Emperor Nero written by the politician and historian Tacitus in the early second century CE. Tacitus was not a fan of the imperial office, and especially Nero, as can be seen in the suggestion that Nero was to blame for the fire of Rome in 64 CE. Tacitus reports that in an attempt to avert suspicion Nero blamed Christians for the disaster, and famously had them tortured and thrown to the lions. This passage from Tacitus shows that Roman historians were aware of the new movement of Christians and he provides some basic details about the origins of the new religion. Although Tacitus sees the Christians as Nero’s scapegoats, he is nevertheless rather uncomplimentary about them and describes them as a ‘superstition’ that was spreading even to Rome itself. Christianity was not officially tolerated by the Roman authorities until the Edict of Milan under Constantine in 313 CE, and Tacitus’ work provides an early insight into the status of Christians in the Roman Empire and Roman attitudes towards this new and rebellious socio-religious group. 55
HIST2104 – The Ancient History Group Project (30 credits) NOTE – Compulsory for all single honours Ancient History students Module Overview The Ancient History Group Project provides an opportunity for you to carry out a piece of historical research as part of a group, reflecting on the issues involved in completing the task and presenting the research to a broader audience. The academic core of the project asks you to engage in a topic from conception to completion under the supervision of your group Academic Supervisor who will assist you in the location and exploitation of relevant local and national source materials. This opportunity to develop your research skills will provide a good grounding for the longer and more advanced piece of individual research required by the Year 3 dissertation. The Ancient History Group Project will also enable you to develop various key skills relevant to the type of employment that you may encounter after graduation - management, media, teaching, etc - and to demonstrate such skills - team-working, interpersonal skills, self-confidence, presentation, problem-solving, etc - in a tangible way. Finally, you will be encouraged to interact with a broader public through the process of communicating your research topic in a 'public outcome' and thereby to consider the nature and meaning of such a thing as 'public history'. Assessment • Project Proposal (10%) • Poster Presentation (20%) • Historical Essay (30%) • Public Outcome (20%) • Individual Sources and Methods Essay (20%) 56
Year 3 Semester 2 (15 credits) ARCH3028 – Living with the Romans: Urbanism in the Roman Empire (Dr Anna Collar) Model of the City of Rome (courtesy of the Museo della Civiltà Romana) Module Overview “The ancient world was a world of cities” – while not unproblematic, this phrase, famously coined by Sir Moses Finley (1977), reflects fascination of modern scholarship with the classical urban boom. Such fascination is easy to understand: Roman cities were more numerous, populous and bigger than any of their predecessors and will remain unrivalled for centuries to come. In the 1st century AD Italy had around 500 cities, Rome’s estimated population reached 1 million (to be achieved again only 18 centuries later by London), and the surface area of two public buildings in a modestly-sized city of Pompeii equalled that of the walled area of smaller medieval towns. This module introduces you to towns from across Roman world between the 3rd century BC and the 6th century AD. Although many may seem and feel like modern towns, they actually worked in quite different ways, a reflection of the fact that ancient Roman society was distinct to our own. You will learn of the very different ways in which the Romans thought about towns and how they were organized. In particular, you will be introduced to the vibrant political and commercial life of towns in the Roman towns and province, and venture out into the countryside surrounding the towns, and learn something of their links to villages, farms and villas, as well to Rome itself. You will also discover why there were very marked differences between towns in different parts of the Mediterranean, north-western Europe, north Africa and the Middle East. Furthermore, this course will introduce you to some breath-taking archaeological sites and provide you with a fascinating glimpse into a key part of our European cultural heritage. Indicative Lecture list • Urbanism before Rome • The City of Rome • Towns in Italy/ Africa and Iberia/ the East/ NW Provinces • Roman Architecture • Urban Art and Inscriptions • Public Space in Roman Towns • Domestic Space in Roman Towns • Towns in Late Antiquity 57
Assessment Assessment Method % Contribution to Final Mark Individual presentations write-up 1000 words (summative) Group project presentations 30 mins (summative) 30 1 x exam (105 mins) 20 50 Sample Sources This module is specifically interdisciplinary, so students will encounter diverse sources such as the following: Historical: ‘The harbors had communication with each other, and a common entrance from the sea seventy feet wide, which could be closed with iron chains. The first port was for merchant vessels, and here were collected all kinds of ships' tackle. Within the second port was an island which, together with the port itself, was enclosed by high embankments. These embankments were full of shipyards which had capacity for 220 vessels. Above them were magazines for their tackle and furniture. Two Ionic columns stood in front of each dock, giving the appearance of a continuous portico to both the harbor and the island. On the island was built the admiral's house, from which the trumpeter gave signals, the herald delivered orders, and the admiral himself overlooked everything. The island lay near the entrance to the harbor and rose to a considerable height, so that the admiral could observe what was going on at sea, while those who were approaching by water could not get any clear view of what took place within. Not even the incoming merchants could see the docks, for a double wall enclosed them, and there were gates by which merchant ships could pass from the first port to the city without traversing the dockyards. Such was the appearance of Carthage at that time..’ Appian’s description of the harbour of Carthage (Punic Wars, 14. 96). Iconographic: Relief fragment of Ara Pietatis (altar), showing the frontage of the temple of the Mars Ultor; the relief provides only surviving evidence of the pediment sculpture group Archaeological: Excavated remains of the Roman colony of Timgad, Algeria. 58
Year 3 Semester 2 (15 credits) ARCH3043 – Later Anglo-Saxon England (Prof David Hinton) The Alfred Jewel: Ashmolean Museum, Oxford Module overview Between c.800 and c. 1100, England developed from a proliferation of small kingdoms into a single nation-state. The ninth century was dominated by viking raids and settlements (note the lower case ‘v’–there was never a single region or tribal group involved), and the defence of Wessex by King Alfred. His successors pushed north in the tenth century, creating a kingdom that stretched in effect from Hadrian’s Wall to Cornwall. Renewed Viking raids destabilized this, but control was established by Cnut, eventually to be won by William the Conqueror. Consequently this three hundred years saw changes perhaps more extreme than any since the withdrawal of the Roman legions in the fifth century, or any that were to come afterwards up to the present day. Indicative list of seminar topics the documents known as the ‘Burghal Hidage’ and the forts listed the ‘Battle of Maldon’ poem Archaeological objects: from gold to clay Domesday Book religion: Christianity, churches and patronage Assessment Assessment method %contribution to final mark Two 800 word source commentaries 25% each One 1500 word essay 50% 59
Sample sources The module is interdisciplinary, using both archaeological and historical sources. The former includes such physical evidence as defences, houses, rings and pots, the latter the ‘Life’ of King Alfred the Great, poetry, the Anglo Saxon Chronicles, charters and Domesday Book. Together, the sources combine in the study of economics, trade, political development, settlements and agriculture. The period saw the development of a network and hierarchy of towns and coin- producing mints, a renaissance in culture and a change to a land-holding, ‘feudal’ society. Bradford-on-Avon, Wiltshire, the early eleventh-century chapel, drawn by Graham Excell. Probably built to house the relics of King Edward the Martyr soon after A.D. 1000, it exemplifies how documentary evidence, in this case primarily a charter written for Shaftesbury Abbey, combines with The physical evidence of the surviving structure to show the wealth of England, the importance of religion, and the threat presented by the viking wars. 60
Year 3, Semester 2 (30 credits) HIST3210 Ancient History Dissertation COMPULSORY FOR SINGLE HONOURS STUDENTS MODULE OVERVIEW A dissertation is a piece of original, independent research written on a topic of your choice and using primary source materials, whether printed or in an archive and an extended engagement with existing historiography. Topics might relate to a specific collection of sources or a local archive. You might choose to research an area that interests you but is not represented in our final-year modules or you might decide to follow up on an aspect of your second year options or the group project. A dissertation is the length of an average academic article and will have, like an article, a clear research question and central argument. You will be allocated a supervisor, based on your choice of research question, who will give you advice on specialist content and will read and comment on one sample chapter. The dissertation is a key component of your degree; in it you have a chance to show the skills of analysis and research you have learned during the three years of your programme. ASSESSMENT 100% 8000-10000 word dissertation 61
Special Subject, 30 credits HIST3228 - Emperor Julian and the Last Pagans of Rome, Part 2: The Final Pagan Generation (Dr Alan Ross) Module overview What was life like for a generation left behind by the changing cultural tides during the last decades of the Roman empire? With the death of Julian in 363CE, paganism was never again endorsed by a Roman emperor; moreover, it was tainted by association with Julian’s military failure against the Persians. In the second part of this Special Subject, we will study the last generation of elite pagans (c.350-400CE), who had been contemporaries of Julian but lived well beyond his early death, and in a world that saw the steady establishment of Christianity and imposition of legal restrictions on paganism by the end of the fourth century. Four pagan figures have left us extensive collections of their texts: Themistius, a politician and philosopher who was responsible for expanding the new senate in the (largely Christian) eastern capital of Constantinople; Libanius, a professor in the Syrian city of Antioch, who found himself in close proximity to several of Julian’s successors; Symmachus, a prominent politician and aristocrat in Rome; and Ausonius, a poet from Gaul (modern France), who became tutor to the child emperor Gratian. Using these four individuals and their letters, speeches, and other writings, we will investigate the education, careers, lifestyle, social networks, and religious inclinations of the final pagan generation, in both the East and the West of the Roman Empire during its last century as a political unity. We will engage with a number of modern debates, asking whether it is correct to talk of a ‘conflict’ between Paganism and Christianity in this period; how both pagans and Christians claimed the inheritance of the Classical past; and what the role of civic society and provincial cities was in the running of the empire. These questions will help us understand how this group of people (who 62
did not adhere to the new religion that was sweeping across their world and was supported by the imperial regime) could adapt, and even thrive, in such rapidly changing social, political and religious climates. Indicative list of seminar topics • Imperial politics after Julian. • Social networks in the Ancient world. • The Inheritance of the Classics. • Ancient PPE: Themistius on Politics, Philosophy and Empire. • Libanius: City and School in Late Antique Antioch. • Rome and Constantinople: Pagan cities or Christian Capitals? • Symmachus: Western Aristocracies and Imperial Court. • The Battle of the Frigidus and the end of Paganism? • A Generation’s Legacy. Assessment Assessment method % contribution to final mark 1 x 4000-word essay 50 1 x exam (3-hours) 50 Sample source ‘And so we ask for peace for the gods of our fathers, for the gods of our native land. It is reasonable that whatever each of us worships is really to be considered one and the same. We gaze up at the same stars, the sky covers us all, the same universe compasses us. What does it matter what practical system we adopt in our search for the truth? Not by one avenue only can we arrive at so tremendous a secret.’ Symmachus Relatio 3.10 [384CE] In this letter, the pagan aristocrat Symmachus makes a plea to the Christian emperor to leave the pagan priesthoods and altars in Rome untouched. His reasoning may sound very modern to us – we should tolerate different religious views because we all are fundamentally interested in the same questions of morality and knowing our place in the world. But Symmachus had other agendas in being seen to be the defender of the ‘old religion’ in Rome during the 380s, not least in securing the revenues from the pagan temples and maintaining his personal support in the Senate. 63
Special Subject, 30 credits HIST3248 – Islands and Empires in the Ancient Aegean, Part 2: Island Societies (Dr Annelies Cazemier) Module Overview The second part of this special subject on Islands and Empires explores the ancient history of Greek islands in the Aegean from a local and regional perspective. What was it like to live on an Aegean island? Combining written sources with material evidence, you will explore the political structures of island societies, alongside social, cultural, economic, and religious aspects, as well as the relations of these islands with other communities in the Aegean and the wider Mediterranean. You will gain in-depth knowledge of a series of case studies of specific islands (incl. major centres such as Delos and Rhodes) and learn about key themes and approaches for the study of local and regional history in the ancient Greek world. The underlying theme of the module is that of continuity and change. Working with a wide variety of sources throughout the module, you will develop the skills to piece together the histories of specific islands as well as gaining an understanding of both the shared features and unique characteristics of different parts of the Aegean. Indicative List of Seminar Topics • Insularity: Isolation and Connectivity • Sources for Island Histories and Societies • Delos as Religious Centre of the Cyclades • Rhodes and its International Relations • Island Sanctuaries and Networks • The Aegean: Unity and Diversity 64
Assessment Assessment Method % Contribution to Final Mark 1 x essay 1 x 3-hour exam 50 50 Sample Source ‘With good fortune, the association has resolved to praise Marcus Minatius, son of Sextus, Roman, and cordially to welcome the offer which he has made, seeking distinction in his relations with the association; and that a place be granted to him in the courtyard of his own desire for the dedication of a statue, or in any other place which he himself may select with the exception of the shrines and the porticoes, and in the temple whatever place he himself may wish for the dedication of a painted portrait.’ IDelos 1520, lines 20-27, trans. Marcus N. Tod, ‘Greek Inscription at Cairness House’, Journal of Hellenic Studies 54 (1934): 140-62 This is an extract from an inscription set up on the island of Delos around 150 BCE by an association of merchants, shippers, and warehouse workers from Berytos (modern Beirut in Lebanon) who refer to themselves as Poseidoniasts, worshippers of the god Poseidon. Delos was known as birthplace of the gods Apollo and Artemis and served as important religious centre since the archaic period. Following a period of Athenian control, Delos was independent from 314 to 166 BCE, but then the Romans passed it back to be governed by Athens. In this period, Delos developed into a busy commercial centre. Its population expanded and was very cosmopolitan. In the inscription, the Berytian Poseidoniasts thank the Roman Marcus Minatius for providing funds to complete their clubhouse, the archaeological remains of which have been preserved (see above). While he can choose where to put his statue, there are some restrictions! This is one of many examples of epigraphic evidence testifying to the cross-cultural phenomenon of religious and professional associations in the ancient Aegean. 65
Semester 2 (15 credits) LATI9006 – Latin Language Stage 1B (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 2 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. 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 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 66
Semester 2 (15 credits) LATI9008 – Latin Language Stage 2B (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 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 67
Semester 2 (15 Credits) GREE9013 – Greek Stage 1B (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. 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 68
Semester 2 (15 credits) GREE9015 – Ancient Greek Language Stage 2B (Dr Lena Wahlgren-Smith) The study of Ancient 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 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 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 69
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