Ancient History Year 1 modules booklet 2019-20

University of Southampton Ancient History Year 1 Module Choices 2019-20

Welcome to Ancient History at Southampton Congratulations on gaining your place on the Ancient History programmes at Southampton! There is a distinct community to the Ancient Historians at Southampton, and this is the perfect opportunity for you to work alongside likeminded individuals who share your passion for the ancient world. There will be a specific meeting for you early in induction week when you will be able to meet some of the Ancient History staff and your fellow Ancient Historians. But there is work to do before this! Well, the hopefully pleasant task of choosing which modules you would like to study. Before you arrive, you will need to select your options online. Details of the course structure are below. Ancient History draws on modules from a number of departments: History, Archaeology, Philosophy and English. These offer you a wide variety of choices, some topics may be familiar, others will be new. Some may introduce you to forms of material you have never studied before, such as landscape studies, or aspects of the discipline you have not encountered, such as reception studies. Be bold and adventurous, and use the opportunity to explore aspects of the ancient world you might not have thought about before! We look forward to welcoming you at the end of September! Dr Christopher Prior, Director of Programmes, History – [email protected] Professor Maria Hayward, Ancient History Coordinator – [email protected] 2

The Ancient History programme structure The following applies to those undertaking BA Ancient History You need to take 60 credits in each semester. In both semesters, there are compulsory modules that will introduce you to ancient history and broaden your understanding of the field; HIST1155 Introduction to the Ancient World in semester 1 is worth 30 credits, and in semester 2 you have HIST1154 Ancient History: Sources and Controversies and ARCH1062 Wonderful Things, which are 15 credits each. Introduction to the Ancient World is designed to introduce you to some of the major civilisations and historical turning points of the ancient world. Ancient History: Sources and Controversies introduces some of the foundational primary sources for the understanding of the ancient world, which will likely be sources that you will work with throughout your degree. Wonderful Things focuses on understanding the past through material evidence, which is an important skill for the understanding of antiquity. These modules are designed to help with the transition from sixth form and college to university, so you are developing and building the essential historical skills that you need throughout the rest of your degree. The compulsory modules are also structured to introduce you to different lecturers and give you a taste of the types of subjects you could study during your degree. Alongside the compulsory modules, you will select two optional modules in each semester; these modules are worth 15 credits each and may be taught by lecturers in the History, Archaeology, English or Philosophy departments. You will find that the history of the ancient world is a very multidisciplinary subject, and you can use a number of different approaches and types of evidence to assess a key period of ancient history and its legacy for today. Do not forget that you can also opt to take ancient Greek or Latin as part of your optional modules. Language modules identified as level 1A are available in semester one and level 1B modules are on offer in semester two. However, you can only take 1B if you have already taken 1A. For single honours ancient history students, the pattern of your modules for year 1 should look like this: SEMESTER 1 SEMESTER 2 HIST1155 Introduction to the Ancient HIST1154 Ancient History: Sources and World (30 credits) Controversies (15 credits) AND AND 2 x 15 credit optional ancient modules ARCH1062/HIST1130 Wonderful Things from within History, Archaeology, (15 credits) English, Philosophy, or Greek or Latin languages AND 2 x 15 credit optional ancient modules from within History, Archaeology, English, Philosophy, or Greek or Latin languages 3

The following applies to those undertaking BA Ancient History and History, BA Ancient History and Archaeology, BA Ancient History and Philosophy, BA Ancient History and Spanish, BA Ancient History and German You need to take 60 credits in each semester. If you are studying Ancient History as a joint honours degree, your degree is designed so that half should be in ancient history and half should be in your other subject, so typically 60 credits in each subject area each year. In ancient history, in semester 1 you will take HIST1155 Introduction to the Ancient World (30 credits). Introduction to the Ancient World is designed to introduce you to some of the major civilisations and historical turning points of the ancient world. In semester 2, you need to select two optional modules, worth 15-credits each (30 credits in total). Your remaining credits come from your other subject area. As a joint honours ancient history student, the pattern of your modules for year 1 should typically look like this: SEMESTER 1 SEMESTER 2 HIST1155 Introduction to the Ancient 2 x 15 credit optional ancient modules from World (30 credits) within History, Archaeology, English, Philosophy, or Greek or Latin languages AND AND 30 credits from your other subject 30 credits from your other subject Please refer to the lists of modules set out in the tables below from which you can make your ancient history selections. Please note that modules ONLY run in the semester in which they are listed, i.e. you cannot choose a module that is listed in semester 1 to take in semester 2. All the modules available to you will be listed on the Online Option Choice system, and you will receive a list of the modules available to you separately. If you have any queries you can contact the Director of Programmes for History, Dr Christopher Prior ([email protected]) or Ancient History’s coordinator, Professor Maria Hayward ([email protected]). For further details for all of these degree programmes, and for more information on joint degrees, see: http://www.southampton.ac.uk/history/undergraduate/courses.page? Online Option Choice You apply for modules through the university’s Online Option Choice (OOC) system. The Student Office will send you information separately about how to use the OOC system. The OOC system operates on a first come first served basis. Individual module size is capped to ensure the quality of students’ experience. This does mean some modules will fill quickly. In making your selections, we encourage you to think broadly across the range of modules offered. If you find that a module that you wanted to take is already full when you make your choices, you should pick an alternative module that does have space and you will be sent information about how to join waiting lists for modules that have reached capacity. Disclaimer 4

The information contained in this Module Options Handbook is correct at the time it was published. The department works hard in ensuring that students benefit from a wide range of modules, but typically around a quarter of optional modules do not run due to lower than average 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. The range of modules that History can offer means that interesting alternatives are always just around the corner. Please see the university’s official disclaimer http://www.calendar.soton.ac.uk/ 5

Modules Semester 1 Compulsory for all Ancient History programmes HIST1155: Introduction to the Ancient World Optional Modules Single Honours Ancient History students should take 2 x 15 credit option modules in semester 1 from the following list: ARCH1001: Human Origins ARCH1002: Emergence of Civilisation ARCH1030: Ancient and Medieval Worlds HUMA1038: Introduction to Ethnography HIST1106: Emperor Constantine the Great HIST1153: Alexander the Great and his Legacy HIST1168: The Roman Army in Britain PHIL1003: Introduction to Ancient Philosophy GREE9012: Greek Stage 1a LATI9005: Latin Stage 1a Joint Honours Ancient History students do not take any Ancient History option modules in semester 1. Semester 2 Compulsory for BA Ancient History HIST1154: Ancient History: Sources and Controversies ARCH1062: Wonderful Things: History of the World in 40 Objects There are no compulsory modules for Joint Honours Ancient History students in semester 2. If you are a Joint Honours student and do not choose HIST1154: Ancient History: Sources and Controversies as one of your two option modules, we will encourage you to audit this module in semester 2. This means that you attend lectures and seminars for the module but do not complete the assessments. We ask you to do this as we feel the approaches and skills developed through the module are important for all students of Ancient History. Optional Modules All Ancient History (single honours and joint honours) students should choose 2 x 15 credit option modules in semester 2 from the following list: ARCH1005: Archaeological Methods ARCH1028: Landscapes and Seascapes of Britain’s past ARCH1062: Wonderful Things: History of the World in 40 Objects HIST1102: The End of the World: Apocalyptic Visions of History HIST1154: Ancient History: Sources and Controversies HIST1164: Consuls, Dictators and Emperors: Roman Politics in the First Century BC ENGL1080: Literary Transformations GEOG1003: Society, Culture and Space GREE9013: Greek Stage 1b LATI9006: Latin Stage 1b 6

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Module descriptions Compulsory modules Year 1 Semester 1 – Ancient History Compulsory Module (30 credits)* HIST1155 – Introduction to the Ancient World (Dr Louise Revell/Professor Dan Levene) *Compulsory for all students reading BA Ancient History, BA Ancient History and History, BA Ancient History and Archaeology, BA Ancient History and Philosophy, BA Ancient History and Spanish, BA Ancient History and German Module Overview The Ancient World has profoundly influenced subsequent generations of history, and helps us to understand the foundations of today’s world. This module provides an introduction to this momentous period of history from Dark Age Greece to the emergence of Islam. We will explore major civilisations including Classical Greece, the Hellenistic world, the Roman Republic, the rise and fall of the Roman Empire and the Byzantine Empire up to the rise of Islam. This module will introduce you to central themes in Greek, Roman and Byzantine history, assessing political processes, socio-cultural changes and ideological developments. A wide array of evidence will be investigated from the literary to the material and visual, such as historical writings, art, architecture, archaeology, inscriptions, and philosophy. Throughout we will ask major questions: what were the key turning points and markers of change in the Ancient World? What were the distinctive features of the major ancient civilisations? How did the dominant civilisations interact with other cultures and societies under their rule? Importantly, we will also investigate the reception of the Ancient World: how has it been understood by subsequent generations and what is its significance and impact throughout history? In this way, the module will provide you with an overview and important background knowledge that will support you in the rest of your degree and beyond. Indicative List of Seminar Topics • Minoan/Mycenaean to Dark Age Greece • Classical Greece • Hellenistic world • Greece and its Neighbours 8

• Republican Rome • Roman Empire • Rome and its Neighbours • Constantine and the fall of Rome • Byzantium and the rise of Islam • The reception of the Ancient World (including a visit to the British Museum) Assessment Assessment Method % Contribution to Final Mark 1 x Commentaries exercise (2 x 500 words) 20 2 x Essays (2,000 words each) 60 Group presentation 20 Sample Source ‘Say to Nimu'wareya, the king of Egypt, my brother: Thus Kadašman-Enlil, the king of Karaduniyaš, your brother. With regards to the girl, my daughter, about who you wrote to me in view of marriage, she has become a woman; she is nubile. Just send a delegation to fetch her. Previously my father would send a messenger to you and you would not detain him for very long. You quickly sent him off, and you would also send to my father here a beautiful greeting gift. But now when I sent a messenger to you, you have detained him for six years and you have sent me as my greeting gift the only thing in six years 30 minas of gold that looked like silver … When you celebrated a great festival you did not send your messenger to me saying \"Come to eat and drink\" Nor did you send my greeting gift in connection with the festival.’ Amarna letter EA3. Babylon king Kadashman-Enlil to Amenhotep III (trans. W.L. Moran) This is part of a letter from the king of Babylon the New Kingdom Egyptian Pharaoh. It is part of an archive of letters between the Pharaohs Amenhotel III and Akhenaten and the various kings and vassal kings of the eastern Mediterranean. The letter demonstrates how international politics was conducted in the second millennium BC. In particular, we can identify two important elements: marriage and gift-giving. It is clear that Amenhotel and Kadashman-Enlil have previously agreed to create a closer bond between the two kingdoms through the marriage between the former and the latter’s daughter. This must have been whilst the girl was a child, and now that she is considered of marriageable age, Kadashman-Enlil is proposing the marriage should now go ahead. Perhaps his eagerness for the union is because of slights he has received from the Pharaoh, and which he recounts in the remainder of the letter: Amenhotep has not sent acceptable greeting gifts and has not invited him to celebrations in Egypt. This are about loss of status or loss of face: presumably he neither needed the gifts nor would have attended these events. Instead, they stood as indicators of how far Amenhotep regarded Kadashman-Enlil and Babylon as equals to his power and the might of Egypt. Kadashman-Enlil’s unspoken complaint is that he is being treated as an inferior and not being shown the respect he feels he deserves. Why take this module: Whether you have studied ancient history before or not, this module with get you up to speed with the various peoples, civilizations and empires associated with the ancient world and how we integrate different forms of evidence in studying them. 9

Year 1 Semester 2 – Ancient History Compulsory Module (15 credits)* HIST1154 – Ancient History: Sources and Controversies (Professor Dan Levene) *Compulsory for all students reading BA Ancient History Single Honours Left: Roman copy of a bust of Herodotus (484-425 BCE); Metropolitan Museum of Art, New York. Right: Fragment of Herodotus’ Histories on papyrus, early 2nd cent. CE (Papyrus Oxyrhynchus 2099). Module Overview The history of the ancient world is hugely significant for understanding subsequent periods of history and the origins of ideas and institutions of global significance. However, the nature of the ancient world continues to be highly debated due to the sources and evidence available to historians for understanding this period. This module looks at the societies and cultures of the ancient world through their written texts, visual art and material remains. What types of evidence are available to ancient historians? What makes them significant and exciting? What perspectives do they present? What is the relationship between literature or materials remains and the socio- political world in which they were produced? The aim of this module is to introduce you to different types of sources in study of the ancient world, and how to approach and analyse them as historical sources. Over the course of the module, you will be introduced to literary, material and visual evidence from Herodotus (484-425 BCE) to Procopius (500-560 CE), from buildings and monuments to art, coins and inscriptions, covering Greek, Roman and Byzantine history. In this way, the module will provide you with background knowledge and analytical skills useful throughout the rest of your degree and beyond. Indicative List of Seminar Topics • Introduction: Themes and Approaches • Greek, Roman, and Late Antique Historiography 10

• Epic and Poetry % Contribution to Final • Oratory and Politics Mark • Philosophy 30 • Geography and Travel Writing • The Study of Ancient Inscriptions 40 • Integrating Written Sources and Material Remains 30 Assessment Assessment Method 1 x Commentaries exercise (3 x 500 words) 1 x Essay (2,000 words) 1 x take-away gobbets exercise (3 x 500 words) Sample Source ‘In this book I will write the biographies of King Alexander and of Caesar – the Caesar who overthrew Pompey. Now, given the number of their exploits available to me, the only preamble I shall make is to beg the reader not to complain if I fail to relate all of them or to deal exhaustively with a particular famous one, but keep my account brief. I am not writing history but biography, and the most outstanding exploits do not always have the property of revealing the goodness or the badness of the agent; often, in fact, a casual action, the odd phrase, or a jest reveals character better than battles involving the loss of thousands upon thousands of lives, huge troop movements, and whole cities besieged. And so, just as a painter reproduces his subject’s likeness by concentrating on the face and the expression of the eyes, by means of which character is revealed, and pays hardly any attention to the rest of the body, I must be allowed to devote more time to those aspects which indicate a person’s mind and to use these to portray the life of each of my subjects, while leaving their major exploits and battles to others.’ Plutarch (46-120 CE), Life of Alexander 1, Plutarch: Hellenistic Lives, trans. R. Waterfield. Oxford: Oxford University Press, 2016) This extract from the beginning of Plutarch’s Life of Alexander highlights a range of aspects relevant to the study of the ancient world, concerning historical context, genre, and the limitations (but also opportunities) of the source material available to us. Plutarch wrote his biography of Alexander the Great (356-323 BCE) centuries after the conqueror’s death, as part of a series of Parallel Lives comparing famous figures from the Greek world with Roman counterparts (in this case Caesar). The extent to which we can use Plutarch as a source for ancient history is debated not only due to the chronological distance to his subjects, but also due to Plutarch’s here self- declared intention not to write history but biography, and the moral tone which pervades his work. That said, Plutarch’s Life is our main source for the early life of Alexander the Great, about which little would otherwise be known. Why take this module: Ancient historians are magpies, using all kinds of materials to reconstruct their picture of the past. Use this module to expand your knowledge of what these various sources are, and how to use them effectively in constructing your own arguments. 11

Year 1 Semester 2 – Ancient History Compulsory Module (15 credits)* ARCH1062 – Wonderful Things: World History Told Through Objects (Dr Helen Farr and Professor Simon Keay) *Compulsory for all students reading BA Ancient History Single Honours Module Overview As he broke the seal and opened the door to Tutankamun’s tomb, archaeologist Howard Carter declared, breathlessly, that he could see ‘Wonderful things’. Ancient things have this special appeal. They enchant and captivate. They excite curiosity and unleash enthusiasm. But above all they are the way to tell big histories through small objects. In this module we set out to tell the seamless history of deep-time, from two million years ago to the maritime foundations of the modern world. Through our deep-history we will examine the motives behind making, acquiring, preserving and keeping things; the pride and passion of people in the past, the constantly changing desire of humanity for the sumptuous, the aesthetically pleasing and the exotic. To do this our archaeological experts have chosen a variety of objects from deep-history; starting with the stone handaxes of Africa and ending with the fatal voyage of the Mary Rose. During your historical journey you will learn about changing technologies and food-ways, the things that glued Empires together, concepts of citizenship, icons of faith and the variety of objects used in social networking and games of power. By the end you will have a different understanding both of history and wonderful, handmade, things. Indicative List of Seminar Topics • Introduction: Making us Human • Taming Nature • Laying Foundations • The First Cities and States 12

• Empires and Faiths • Threshold of the Modern World Assessment Assessment Method % Contribution to Final Mark Group exhibition 40 1 x Report (2,000 words) 60 Sample Source Incan Khipu, Peru, c. 1430-1530 AD, British Museum Collection In a complex society without writing, the Incan Khipu acted as a record and accounting system. Still encoded and shrouded in mystery today, we learn from the Spanish accounts that they recorded complex stories about Kings, genealogy and census data. Is this early binary information storage, or were these mnemonic devices read in a different way? From the Quechua for ‘knot’, how we understand this form of knotted string record is still debated. Why take this module: Ancient Historians use material evidence from art to everyday items of pottery to answer questions from state identity to trading patterns. Become more confident in how you use these materials to write new histories of the ancient world. 13

Option modules semester 1 ARCH1001 Human Origins (Dr John McNabb) Module overview: The investigation of human origins has been described as the intellectual romance of the social sciences. This module examines the changing ideas about our earliest ancestors and the evolution of hominin culture and biology and explores the links between the two. You will learn about the different types of hominin, such as Neanderthals, and the arguments concerning their evolution. You will also learn about the kinds of lives they lived, and the tools they developed. This was also an important period of migration and the colonisation of many part of the globe, as well as the development of art, language and many forms of social behaviour. Covering approximately 5 million years, this module considers what it is to be human, and at what point Indicative List of Topics • Idea of Human Evolution • Idea of deep time • The question of whether change over time is the same as progress • Relationship between skeletal evidence and material evidence Assessment Assessment Method % Contribution to Final Mark Essay (2000 words) 50 Exam 50 Sample Source 14

This is a hand-axe from the Olduvai Gorge in South Africa and dates to the Lower Paleolithic period. Hand-axes are one of the first types of tools made by humans and were used for over a million years and across the globe. This example was made from green volcanic lava. It was crafted from a larger core by using another stone to chip off flakes from both sides until it was this characteristic tear drop shape, with sharp edges. It was held in the hand, and used to work softer materials such as wood, or for skinning and butchering animals. Changes the type of stone tools and the way they were made has been linked to the evolution of the mind, and the care and craftsmanship raised the question of whether these represent the earliest indications of a sense of art Why take this module: Learn about the most ancient of our ancestors and their cousins, and the development of fundamental aspects of human society. ARCH1002 Emergence of Civilisation (Dr Chris Elmer) Module overview: Archaeology reveals how, during prehistory, certain transformations have profoundly altered human societies. These include the adoption of domesticated plants and animals, sedentism, the adoption of new technologies (such as pottery) and the emergence of complex forms of social organisation. This module explores these transformations through a selected range of regional case studies, emphasising the regionally diverse nature of complex human societies and the problems that we face in explaining prehistory from our own position in the intellectual tradition of the modern, western world. This module takes a comparative look at the origins of agriculture, the growth and variability of agricultural societies and the development of civilisation in a number of different regions of the world, from the Near East to China and Mesoamerica, as well as Europe. It emphasises the similarities in the historical development of individual regions as well as the variety of cultures and different organisations concerned. Assessment Assessment Method % Contribution to Final Mark Blog 40 1 x essay (2,000 words) 60 Why take this module: Think about some of the most important characteristics of the ancient world from a global perspective. 15

ARCH1030 Ancient and Medieval Worlds (Dr Alison Gascoigne and Dr Anna Collar) 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 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 Assessment 16

Assessment Method % Contribution to Final Mark Annotated Bibliography Essay (2500 words) 50 50 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.” Why take this module: Explore the long term cultural changes within the Ancient Mediterranean, and think about how the grand narrative of history impacts on the material world people live in. 17

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. 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. 18

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 Ethnographic Review (1200) Ethnographic Project (1500 words) 40 60 Picture: students eating individual pizzas. Southampton Why take this module: Food and dining were key to ancient cultures, were talked about in the textual sources and form a substantial part of the material evidence. Learn how to think critically about this material using comparative analysis. 19

HIST1106 – Emperor Constantine the Great: From Just Church to State Church (Professor Dan Levene) Module Overview The emperor Constantine is recognized as one of the most important of Late Antiquity. It is during the eventful and colourful reign of this commanding character that the foundations of post- classical European civilization were laid. His crucial victory at Milvian Bridge, and the vision he’s been claimed to have had just before it, proved a decisive moment in world history, while his support for Christianity, together with his foundation of Constantinople as a 'New Rome', can be seen as amongst the most momentous decisions made by a European ruler. Ten Byzantine emperors who succeeded him bore his name, testimony to his significance as a political figure and the esteem in which he was held. A saint in the Orthodox churches and a reputation for piety, Constantine was also known for the fear he inspired in others. Indicative List of Seminar Topics • The Early life of Constantine • The Roman Empire united under Constantine • Early Christianities and the controversies that would split the church • The church’s search for orthodoxy, Constantine the uniter and the Council of Nicea • Differences between churches in East and West • Martyrdom • The death of Constantine Assessment % Contribution to Final Assessment Method Mark 20 1 x Commentaries exercise (2 x 500 words) 20

1 x Essay (2,000 words) 40 1 x Exam (1 hour) 40 Sample Source ‘The whole of the empire now devolved on Constantine alone. At last he no longer needed to conceal his natural malignity but acted in accordance with his unlimited power. … when he came to Rome, he was filled with arrogance, and thought fit to begin his impiety at home. Without any consideration for natural law, he killed his son, Crispus on suspicion of having intercourse with his stepmother Fausta.’ Zosimus, c. 500 CE. From his book ‘The New History’ While this was written sometime after Constantine it attests to the fact that the sycophantic literature that emerged around Constantine in the wake of his becoming the ruler of all of the Roman Empire was only part of the picture. Why take this module: Constantine’s reign was a pivotal moment in world history, with the official recognition of Christianity and all that came with it creating a completely different historical, religious and political trajectory which still resonates today. 21

HIST1153 – Alexander the Great and his Legacy (Dr Annelies Cazemier) Module Overview In this module, you will explore the evidence for the life and achievements of King Alexander III (‘the Great’), of Macedon (356-323 BCE). Throughout the course, the module will focus on the challenges of the surviving ancient sources (textual and material) for reconstructing the realities of Alexander’s world, his actions and intentions, and the wide-ranging debates and differences of interpretation that they have generated. You will learn to identify the varied agendas in ancient source material and in the scholarship surrounding its interpretation. The module will explore the historical context in which Alexander came to power in the kingdom of Macedon and the wider Greek world. It will further explore what can be known of Alexander’s early development and the ideologies and cultural factors that shaped his outlook and early policies. The major part of the module focuses on Alexander’s campaigns, his quest for the ‘liberation’ of the Greeks of Asia Minor and the conquest of the Persian Empire. Setting out in 334 BCE, with an army of c. 43,000 infantry and 5,500 cavalry of Macedonians and Greeks, Alexander led the ‘most formidable array ever to leave Greek soil’; by the time of his death in 323, he had conquered almost the whole of the known world of his time. In the context of his campaigns, particular attention will be given to Alexander’s actions – and the reception of Alexander by local peoples - in Egypt and Asia, and the development of his self-understanding as an absolute ruler and divine king. The module will then explore the consequences of Alexander’s early death in Babylon, and the creation of the Hellenistic kingdoms under dynasties founded by his Macedonian generals, with particular focus on the Ptolemies (in Egypt). How did these Greek- speaking, Macedonian elites transform these worlds of Alexander’s Empire, and vice versa? The final part of the module focuses on the reception of Alexander’s life and legacy from antiquity to the contemporary world. 22

Indicative List of Seminar Topics • Introduction: Sources and Approaches • Alexander’s Early Life and Fourth-Century Macedon • Alexander as King and the Campaign against Persia • Alexander’s Conquest: Defeating Darius • Alexander’s Conquest: To India and Back • Alexander’s Empire: Ruling the World • Alexander and the Hellenistic World • Alexander’s Death and his Successors • Images of Alexander: Ancient to Modern • Alexander’s Afterlife: Myth and History Assessment Assessment Method % Contribution to Final Mark 1 x Commentaries exercise (2 x 500 words) 20 1 x Essay (2,000 words) 40 1 x Exam (1 hour) 40 Sample Source ‘How I should like to come to life again for a little while after my death to discover how people read these present events by that time; at present they have good enough reason to praise and favour it; that is their way of angling for a share of my favour.’ Attributed to Alexander the Great, from Lucian of Samosata, How to Write History, 2nd century CE. Questions of how to interpret the life and legacy of Alexander the Great have been live since antiquity; and, if we trust this anecdote from Lucian, they began with Alexander himself. Would the histories of the future preserve nothing but distorted images created by flatterers? There are in fact both positive and negative interpretations of Alexander’s life and achievements in ancient sources as well as modern historical accounts. Different images of Alexander emerge. It is relevant to keep in mind who wrote when and with what aim. Your chance to make up your own mind about the great conqueror! Why take this module: Learn more about one of the most charismatic figures from the Ancient World, but also about the transition from the Classical Greek period to the Hellenistic age. 23

HIST1168 – The Roman Army in Britain: Life on the Northern Frontier (Dr Louise Revell) Module Overview In this module, you will examine one of the greatest armies in European history. The Roman army has long excited interest, whether out of an interest in the past, or as a model for more recent military powers. The far-flung province of Britain hosted the largest contingent of Roman military units of any province, with 3-4 citizen legions and ?? non-citizen auxiliary units. From the end of the first century AD, conquest ceased, and a frontier was established in the north of England, at first an informal frontier and then the fixed frontier of Hadrian’s Wall. This area has been one of the most important sources of evidence for the Roman army, both textual and material. One of the revealing has been the fort of Vindolanda and the Vindolanda Tablets, a unique repository of written evidence from letters to daily manpower reports. What do we know about life on this frontier? Where were the soldiers from? What were their daily routines? How was such a large force supplied? Who else formed part of the military community? Addressing these and other questions, you will study the Vindolanda Tablets and other evidence to reconstruct the lives of this fascinating community. Indicative List of Seminar Topics • The development of the frontier zone • Language and literacy • Documenting the Roman army • The officers of the Roman army: getting to the top • How Roman was the Roman army of the frontier? • Women and children inside and outside the forts • The daily routines of military life • Supplying the troops • Military religion 1: Roman state religion? • Military religion 2: the gods of the frontier • Creating a military community 24

Assessment % Contribution to Final Mark Assessment Method 20 40 1 x Commentaries exercise (2 x 500 words) 40 1 x Essay (2,000 words) 1 x Exam (1 hour) Sample Source ‘Karus to his Cerialis, greetings. ... Brigionus has requested me, my lord, to recommend him to you. I therefore ask, my lord, if you would be willing to support him in what he has requested of you. I ask that you think fit to commend him to Annius Equester, centurion in charge of the region, at Luguvalium, [by doing which] you will place me in debt to you both in his name and my own. I pray that you are enjoying the best of fortune and are in good health. Farewell, brother. (Back) To Cerialis, prefect.’ Tab. Vindol. 250 This is a letter to Flavius Cerialis, the prefect of the fort of Vindolanda. We know nothing about Karus and Brigionus, other than what is written in this letter. This letter tells us a lot about the structures of command on the frontier, and how personal relationships influenced military networks. Prior to this letter, Brigionus has presumably asked Cerialis to find him a position with greater authority, and has also asked Karus to support him. In the letter itself, Karus is expressing his support for Brigionus. However, Cerialis himself lacks the authority to grant a better posting; rather he is being asked to represent Brigionus to the regional commander, Annius Equester. This shows that the networks of patronage and recommendation through which Roman politics operated, extended as far as the furthest frontiers in northern Britain. Why take this module: The Roman army was an important element of the Roman empire not only due to its military power, but also as a key social and economic part of Roman imperialism. Learn about its significance by studying the province with the largest concentration of legionary and auxiliary troops. 25

PHIL1003 Ancient Greek Philosophy Professor 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? Assessment Assessment Method % Contribution to Final Mark Commentary (1000 words) 50 Exam 50 Why take this module: Explore one of the most important intellectual developments of the Classical Greek world, and expand your horizons in ancient history. Think about answers to questions which are still of relevance today. GREE9012 Greek Stage 1a Module overview: 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. Why take this module: No translation is ever perfect, so understanding the language will increase your confidence in dealing with some of the problems with the sources and specific terms, and eventually allow you to make your own decisions about what the original primary sources say. LATI9005 Latin Stage 1a Module overview: 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 Latin will immeasurably deepen your ability to engage with ancient sources and 26

allow you to enjoy the literary traditions that underpin all modern literature that has flourished in Europe since the Renaissance. Why take this module: No translation is ever perfect, so understanding the language will increase your confidence in dealing with some of the problems with the sources and specific terms, and eventually allow you to make your own decisions about what the original primary sources say. 27

Option modules semester 2 ARCH1005 Archaeological Methods for Fieldwork and Analysis (Timothy Sly & Alison Gascoigne) Module Overview How do archaeologists in the 21st century find sites, gather data and proceed to make sense of archaeological traces? This module provides a detailed introduction to fieldwork methods and analysis, covering site prospection techniques (e.g., aerial photography and geophysical survey), the basics of maritime archaeology, the study of standing buildings, scientific dating techniques and excavation. The content is delivered through a combination of lectures and weekly practical sessions, some indoors and some outdoors, making use of techniques and equipment we have looked at in the lectures. Indicative List of Topics • Aerial reconnaissance and remote sensing; • Geophysical survey; • Health and Safety on an archaeological site; • Contexts and stratigraphy; • Scientific dating methods; • Building recording and conservation; • Planning and survey; • Maritime methods; • Site formation processes (taphonomy). 28

Assessment Assessment Method % Contribution to Final Mark Portfolio Essay (1500 words) 50 50 Sample Sources This module considers diverse forms of evidence, including how geology, history, geography and the natural sciences have contributed to the development of modern archaeological method and practice. Aerial reconnaissance: Geophysical survey: Part of the Avebury complex GPR results from Chawton House Geological stratification: Geographical: How this contributed to excavation A map regression done as part of a DBA Why take this module: An introduction to how archaeologists in the 21st century discover, record and start to interpret data from archaeological sites and landscapes, both in a terrestrial and maritime context. 29

ARCH1028 – Landscapes and Seascapes of Britain (Professor Jon Adams and Dr Kris Strutt) Portchester Castle (Roman/Medieval) (left) and Wayland’s Smithy (Neolithic Chambered Longbarrow) (right) [Please note: this module involves field trips, which may make for too many timetabling clashes for you to be able to take it alongside History modules. But if you are interested in this sort of module, it is still worth looking into whether the module is a feasible one for you to take] Module Overview The landscapes and seascapes of Britain play host to one of the world’s most varied and intriguing archaeological records. With an occupational history spanning one million years, it tells a complex inter-twined story of social, physical and environmental change. In this module you will not only learn the specifics of Britain's archaeological past, of the societies that created Stonehenge and the Mary Rose, but also how as archaeologists we read it from our surroundings. Through fieldtrips, lectures and seminars you will explore the narrative of Britain, from the end of the Cold War to the Palaeolithic. In our analysis we will move out beyond the land, to consider the role of maritime activity and its influence on society. By the end of this module you will have honed your practical and theoretical knowledge of the archaeological record, and your ability to communicate that knowledge. This module will introduce you to some of the basic patterns and processes underlying the varied landscapes and seascapes of the British Isles. A central ‘spine’ of lectures will cover basic issues of chronology and regional variation, and introduce conceptual issues such as the relationship between geology and the formation of the archaeological record. There will be strong emphasis on field trips and the field experience, and the use of field study in familiarising students with the archaeological landscapes and seascapes of the British Isles. The intended outcome of the course is for students to be able to go back to their local landscapes, to look at an air photo or a map, and to have acquired the ability to understand what they observe in terms of wider archaeological and historical sequences and processes, even where their background knowledge of locality is limited. Assessment Assessment Method % Contribution to Final 30

1 x Essay (1,500 words) Mark 1 x Essay (2,000 words) 40 60 Why take this module: Discover how to read and interpret classical landscapes, an important form of evidence for understanding the ancient past. As Ancient Greece and Imperial Rome relied on maritime prowess, learn how we find and use the evidence for this. 31

HIST1102 – The End of the World: Apocalyptic Visions of History (Dr Helen Spurling) Module Overview Apocalyptic writings are important because they shed light on attitudes to historical and social change at crucial periods in the development of world history. They are a product of political and social turmoil, and can be described as political commentary or propaganda. ‘The End of the World’ introduces you to the cultural and historical contexts of apocalyptic ideology in Late Antiquity (Palestine under Greek and Roman rule up to and including the emergence of Islam). It explores how concepts of the end of time and afterlife present a response to historical events such as the Maccabean Revolt, the Roman conquest of Jerusalem, the Byzantine-Persian Wars, or the Arab conquests. This module examines the Jewish and Christian communities that produced apocalyptic texts, the historical value of apocalyptic sources for understanding the period of Late Antiquity, and what they teach about relations between cultures and civilisations in this period. Throughout, we will examine the relevance of apocalyptic thinking for today’s world. Indicative List of Seminar Topics • What is apocalyptic? • The Maccabean Revolt • Jewish war against Rome • Byzantine-Persian wars • The rise of Islam • Imperialism and Messianism • Messianism and Life after Death • Justice and injustice 32

Assessment Assessment Method % Contribution to Final Mark 1 x Commentaries exercise (2x500 words) 20 1 x Essay (2,000 words) 40 1 x Exam (1 hour) 40 Sample Source ‘On the second night I had a dream, and behold, there came up from the sea an eagle that had twelve feathered wings and three heads. […] And I looked, and behold, the eagle flew with his wings, to reign over the earth and over those who dwell in it. And I saw how all things under heaven were subjected to him, and no one spoke against him. […] you will surely disappear, you eagle, and your terrifying wings, and your most evil little wings, and your malicious heads, and your most evil talons, and your whole worthless body, so that the whole earth, freed from your violence, may be refreshed and relieved.’ 4 Ezra 11 in Charlesworth, J. H., The Old Testament Pseudepigrapha, vol.1 (London: Darton, Longman & Todd, 1983), 548-549. Over the centuries, the threat of an impending apocalypse has often been used as a literary medium to express social and political change and any accompanying fears. 4 Ezra is a Jewish apocalyptic text from the first century CE that provides a severe indictment of the Roman Empire – the Eagle – in the aftermath of the Jewish War with Rome in 66-74 CE. It provides us with an important and subversive perspective on the unwelcome dominance of Roman rule for the Jews, and their hopes for the destruction of this ‘worthless’ empire. Why take this module: Discover responses and resistance to empire from the perspective of minority voices, and learn about a new body of literature, how to interpret it, and how the ancient world still resonates today. 33

HIST1164 – Consuls, Dictators and Emperors: Roman Politics in the First Century BC (Dr Anna Collar) Module Overview The first century BC witnessed the fall of the Roman Republic and the establishment of the first emperor, Augustus. The first two-thirds of the century were marked by increasingly divisive Civil Wars and the emergence of a series of infamous political figures whilst the final third saw the beginning of the Principate – rule by a single man or Princeps. Augustus ruled alone for more than 40 years, and by the time of his death, the political landscape had changed to the extent that there was no serious thought of returning to the traditional Republic. The first part of the module examines the late Republic: the system of magistracies, the democratic element, and the emergence of charismatic leaders who disrupted this system such as Marius, Sulla and Caesar. The second part deals with the events following the assassination of Julius Caesar, the emergence of Augustus as sole ruler, and the transformation of the Republican institutions to allow for a sole ruler. Indicative List of Seminar Topics • Introduction: context and sources • The Roman Republic: the aristocratic element • The Roman Republic: the democratic element • Marius and Sulla • Pompey • Caesar • Cicero and New Men • Octavian, Antony and Cleopatra • A new political system • Augustus and the Senate • A new era for Rome? Assessment 34

Assessment Method % Contribution to Final Mark 1 x Commentaries exercise (2 x 500 words) 20 1 x Essay (2,000 words) 40 1 x Exam (1 hour) 40 Sample Source ‘From that time on Julius Caesar could not rid himself of the odium of having aspired to the title of monarch, although he replied to the people, when they hailed him as king, \"I am Caesar and no king,\" and at the festival of the Lupercalia, when the consul Antony several times attempted to place a crown upon his head as he spoke from the rostra, he put it aside and at last sent it to the Capitol, to be offered to Jupiter Optimus Maximus.’ Suetonius, Life of the Divine Julius Ever since they deposed their last king and established the Republic, the Romans, especially the aristocracy, had a great suspicion of monarchs. Julius Caesar’s seizure of the constitutional office of ‘Dictator’ made him seem too much like a dreaded king, as Caesar’s biographer Suetonius alludes to here. It was Caesar’s monarchical behaviour that hastened his assassination on the floor of the Senate House, an event that also paved the way for a far more politically astute figure – Octavian, the future Emperor Augustus – to learn from Caesar’s shortcomings and finally overthrow the Republic. Why take this module: Learn about one of the pivotal moments in Roman history – the transition from the Republic to rule by emperors. You will meet some of the ‘big names’ of Roman history, who still command attention today. 35

ENGL1080 Literary Transformations Module overview: This module will focus on the imitations and re-inventions of a story that has gained the status of an ‘origin’. You will read poetic texts from the classical world in translation, such as Homer, Virgil or Ovid, and will examine a selection of works inspired by these, including poetic, prose, and visual forms from the first to the twenty-first centuries. We will ask you to both value and question what it means for a story to gather classic status. We will investigate the implications and effects of the transfer of narrative elements from one form or genre to another, and between periods and cultures. While the story-tradition under investigation may change from year to year, the long stretch of history and cultural reach that defines this module will always draw you into discussions about the formation of power, and about the relationship between past, present and future: between intimate moments and public structures; between humans, animals and the supernatural; between life and death. Assessment Method % Contribution to Final Mark 1 x Commentaries exercise (2 x 500 words) 20 1 x Essay (2,000 words) 40 1 x Exam (1 hour) 40 Why take this module: Reception Studies are an important part of modern Classical Studies: how the ancient past and its culture has been used and abused by subsequent generations to say something about their contemporary society. 36

GEOG1003 Society, Culture and Space Module overview: This module will introduce students to social and economic change, cultural diversity and spatial organisation in cities and western societies. The module provides an introduction to two main fields in human geography – urban geography and social geography. The first part of the module examines major socio-economic change and its impact upon both the industrial and ‘post- industrial’ city including issues of community, inclusion, territorial conflict and segregation. The second part examines the growing cultural diversity of the advanced societies and its impact upon their geography. Why take this module: This module will equip students with geography-related tools with which to make sense of urbanism – one of the key features of the classical world. GREE9013 Greek Stage 1b Module overview: Further develop your knowledge of Ancient Greek and expand the range of texts you can read in the original. To take stage 1b, you must have taken stage 1a in semester 1. Why take this module: Learn more about one of the languages which underpins our studies as ancient historians. LATI9006 Latin Stage 1b Module overview: Further develop your knowledge of Latin and expand the range of texts you can read in the original. To take stage 1b, you must have taken stage 1a in semester 1. Why take this module: Learn more about one of the languages which underpins our studies as ancient historians. ARCH1047 Debates in Archaeological Science Module overview: The application of scientific techniques is increasingly embedded in studies of the ancient world and is an area where the UK currently leads the world. Techniques such as dating methods, the use of isotopes to reconstruct past diet or human migrations and the sequencing of ancient DNA are responsible for many major recent breakthroughs in our understanding of the past. But rather than teach you to produce scientific data, or bog you down with scientific equations, this module aims to give you the skills required to be consumers of archaeological science. You will become familiar with the scientific literature and learn to cast a critical eye over scientific data; interpret it for yourself and engage in the historical debates arising from the science. Why take this module: The application of scientific methods reveals new information about the ancient world, but this is not without controversy, such as claims about Africans and Chinese in Roman Britain. Learn how to judge these claims for yourself. Please note – if you wish to take this module, you will need to enter it as a free elective. 37