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HIST212: On the Edge of Empire: Being Roman in Britain

Department: History NCF Level: FHEQ/QCF/NQF5//RQF5
Study Level: Part II (any yr) Credit Points: 15.0
Start Date: 13-01-2020 End Date: 20-03-2020
Available for Online Enrolment?: Y Enrolment Restriction: Fully available to all students
Module Convenor: Dr EH Cousins

Syllabus Rules and Pre-requisites

  • Prior to HIST212, the student must have successfully completed:

Curriculum Design: Outline Syllabus

  • What does it mean to be Roman on the edge of the Roman Empire?  How can we write the history of people who have left very little written trace of themselves?  This module explores these questions through an in-depth look at the history from the 1st century BCE to the 5th century CE of a single Roman province: Britain.  You will learn to use a wide range of evidence, including not only Roman historians like Tacitus, but also archaeological evidence, stone inscriptions, and wooden documents like the Vindolanda Tablets, to reconstruct the nature of Romano-British society.  How can we use pottery evidence to reconstruct Britain’s economic connections to the continent?  How can Iron Age coins give us insight into the political machinations that led to Britain’s 1st century CE conquest by the Romans?  Broader topics will include the effects of Roman imperialism on conquered peoples, the place of migration and ethnic diversity in Roman Britain, and the role historical trends such as post-colonialism and globalization have played in our understanding of life in the Roman provinces.  The module may also include field trips to Roman sites and museum collections. 

Curriculum Design: Pre-requisites/Co-requisites/Exclusions

  • Students must have successfully completed HIST100.

Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributes

  • Major/combined/consortial programmes administered by History: History, Medieval and Renaissance Studies, Medieval and Early Modern Studies, History and Philosophy; History and Religious Studies.  Major/combined/consortial programmes administered by others: French Studies and History; German Studies and History; English Literature and History; History and International Relations; History and Politics; History, Philosophy and Politics; Spanish Studies and History.

  • 60% Exam
  • 40% Coursework

Assessment: Details of Assessment

  • * The pattern of assessment follows one of the two main models of assessment followed by the History Department for 2xx modules.

    * The coursework element (summative) will be an essay of up to a maximum of 2500 words, amounting to 40% of the total.

    * Tutors will offer voluntary drop in sessions offering formative feedback with advice on and plans of essays within the designatied office hours (2 distinct hours each week in which the module is running).

    * The examination (60% of the total) will be a summative assessment covering the whole of the module. A revision session in preparation for the examination will be held in Summer Term (usually week 21).

    * Tutors are responsible for maintaining a Moodle VLE on each module with as much teaching and learning material made available to the students as possible. This can and may include, copies of lecture slides, recordings of lectures, course study-guides, weblinks, broadcasts and additional materials.

    * The module being offered for the first time, in a subject which has not been taught in the History department for many years (since the retirement of David Shotter), it is offered in the first instance in the most basic, simple format, with a view to submitting a revised-module CAIT form should it prove necessary in the light of the experience of having run the module.

    * The History Department examines all modules, whether taught in MT or LT in the main summer period. Examination papers are turned around such as to be available to the main summer examination board. Feedback on examination papers is offered by the tutor (to those students able to avail themselves of it) at the start of the academic year following within one-to-one voluntary office hours.

Educational Aims: Subject Specific: Knowledge, Understanding and Skills

  • Students will come to a knowledge and understanding of the place of Britain within the society of the Roman Empire, and of its significance to the military and political history of Rome.  They will examine the social, cultural, and economic changes which occurred in Britain in the centuries following its incorporation into the Roman Empire.  They will explore the roles of the army and of the growth of urbanism in the shaping of Romano-British society, as well as the continuing importance of rural life.  They will learn to use a wide variety of evidence, including archaeological material, written sources, and iconography, to write ancient history.

    This module aims to:

    * Introduce students to the factual detail underpinning an analysis of the history of Roman Britain;

    * Enable students to write ancient history from diverse source material, including archaeological evidence;

    * Introduce students to a wide variety of interdisciplinary perspectives, including from archaeology, art history, anthropology, religion, and cultural studies.

Educational Aims: General: Knowledge, Understanding and Skills

  • Students will have a knowledge and understanding of the dynamics of imperialism and cultural change in ancient societies.  They will be able to discuss the role historiographical trends such as post-colonialism or globalization play in shaping historians’ understanding of the past.  They will be able to apply the analysis of a variety of primary sources to their interpretation of historical processes.

    This module aims to:

    * Enable students to understand the processes and techniques of research;

    * Enable students to analyse and prioritize research materials;

    * Enable students to critically assess different historical models and interpretations.

Learning Outcomes: Subject Specific: Knowledge, Understanding and Skills

  • On successful completion of the module students should be able to:

    * demonstrate a broad knowledge of the themes and events of Roman history as it applies to Britain;

    * demonstrate a detailed knowledge of the ways in which the Roman history of Britain illustrates wider themes and events;

    * put archaeological, literary, epigraphic, and iconographic evidence together to reconstruct Romano-British society;

    * think critically about ideas of imperialism, colonisation, ‘Romanization’, subaltern history, and political, economic and societal forces;

    * place a particular region within a wider structure of imperial expansionism.


Learning Outcomes: General: Knowledge, Understanding and Skills

  • On successful completion of the module students should be able to:

    * demonstrate competence in both written and oral analysis and interpretation;

    * think critically, in the above settings, about the use of evidence and the problems of historical interpretation posed by different types of evidence;

    * demonstrate general written competence;

    * understand the processes and techniques of research;

    * analyse and prioritise research materials;

    * use the resources of the university library, its print holdings, cataloguing systems, electronic and digital searches and resource-holdings.

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