Undergraduate Programme and Module Handbook 2013-2014 (archived)
Module CLAS1731: THE CRAFT OF THE ANCIENT HISTORIAN
Department: Classics and Ancient History
CLAS1731: THE CRAFT OF THE ANCIENT HISTORIAN
| Type | Open | Level | 1 | Credits | 20 | Availability | Not available in 2013/14 | Module Cap | None. | Location | Durham |
|---|
Prerequisites
- None
Corequisites
- None
Excluded Combination of Modules
- None
Aims
- To provide an introduction to ancient Greek and Roman historiography and to its development; to familiarise first-year students with the text of authors which have become part of the western literary canon; to develop critical skills in handling the information conveyed in these texts.
Content
- The course will offer a broad sketch of the development of Greek and Roman historiography, but it will mainly consist of a close analysis of the work of two Greek and two Roman historians. Authors may include Herodotus, Thucydides, Xenophon, Polybius, Diodorus of Sicily, Dionysius of Halicarnassus, Sallust, Livy, Josephus, Tacitus, Appian, Ammianus Marcellinus.
Learning Outcomes
Subject-specific Knowledge:
- A good grasp of the specific characteristics of Greek and Roman historiography; a basic knowledge of representative ancient historians (e.g. Herodotus, Thucydides, Tacitus) to be read in translation only; a clear understanding of the main issues in the scholarship on the subject.
Subject-specific Skills:
- Ability to evaluate ancient sources in the light of the genre and of the prejudices, declared or otherwise, of the author; Ability to handle a range of complex and diverse texts in such a way as to engage with their common features and idiosyncrasis; Ability to deploy different modes of literary interpretation to the elucidation of the target texts.
Key Skills:
- Ability to compare and evaluate evidence from different sources: the student should be able to appreciate the problems associated with evaluating evidence from other cultures. Appreciation of the importance of contextualization and precise expression in the analysis of data. Ability to think critically about other people's interpretation of evidence; and to construct a clear and logical argument in support of a given case.
Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
- Most of the teaching will be done in plenary lectures, to ensure a wide basis of shared knowledge. These will be supplemented by four seminars in which the students will be encouraged to explore contrasting views and evidence. Tutorials will provide the opportunity of more specific feedback. Assessed essay tests the students’ ability to locate, exploit and discuss sources available to them; the final examination tests general assimilation and understanding of material across the breadth of the course.
Teaching Methods and Learning Hours
| Activity | Number | Frequency | Duration | Total/Hours | |
|---|---|---|---|---|---|
| Lectures | 22 | 1 per week | 1 hour | 22 | ■ |
| Seminars | 4 | Spread throughout teaching year | 1 hour | 4 | ■ |
| Tutorials | 2 | 1 in Michaelmas Term, 1 in Epiphany Term | 1 hour | 2 | ■ |
| Preparation and Reading | 172 | ||||
| 200 |
Summative Assessment
| Component: Essay | Component Weighting: 30% | ||
|---|---|---|---|
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Essay | 2000 words | 100% | Essay |
| Component: Examination | Component Weighting: 70% | ||
| Element | Length / duration | Element Weighting | Resit Opportunity |
| Examination | 2 hours | 100% | Examination |
Formative Assessment:
1 formative essay, 2,000 words maximum.
■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University