Durham University
Programme and Module Handbook

Undergraduate Programme and Module Handbook 2015-2016 (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 Available in 2015/16 Module Cap 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