CLAS 3030 - Athens to Alexandria: Roman Antecedents

North Terrace Campus - Semester 2 - 2018

This capstone course for the Classics Major explores in greater depth the cultural legacies of Rome to Greece that have previously been studied within the Classics Major. Three modules will develop students? scholarly skills, including: - 'deep reading' of primary texts - Contextualising evidence - Making oral presentations of research following academic conventions - Following scholarly debates in ancient history, archaeology and classical literature. In Module 2, students will stream into content-specific seminars, then combine back into a common seminar program (Module 3). This allows students to build upon their specialisations within the Classics Major: archaeology with history, or intellectual history with literary studies. This provides the maximum possible flexibility that empowers students to develop their knowledge base and practice scholarly techniques through a research essay on a topic chosen by them in collaboration with staff. Module 1 - The lectures and three seminars will explore aspects of Classical Athens. Seminar 1 will explore the process of delivering a scholarly paper to an audience, and prepare students for their oral presentation later in the course. Seminars 2-3 may vary yearly, but may include the 'democratic' nature of Athenian art; Athenian Comedy and/or works of Aristotle. Module 2 - All students attend weekly lectures on historical or conceptual backgrounds to the late Classical and Hellenistic worlds. Students will, however, choose one of two parallel seminar themes offered. These will vary from year to year, but will be from the areas of archaeology/history, philosophy/intellectual history, or literary studies. They will examine in greater depth topics dealt with in previous Classics courses, focusing on the impact of the Classical and Hellenistic world on Rome. Module 3 - Students revert to a common seminar program, exploring current controversies and debates on the interpretation of ancient texts and artefacts, including the loss of texts and gaps in our knowledge of the past.

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Course Details

Course Code	CLAS 3030
Course	Athens to Alexandria: Roman Antecedents
Coordinating Unit	Classics, Archaeology and Ancient History
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	At least 15 units of Classics Major courses
Restrictions	This capstone course is restricted to students within the Major in Classics
Assessment	Research essay (5000 words) 50%, Seminar paper (2500 words) 35%, Oral presentation and handout 15%

Course Staff

Course Coordinator: Dr Margaret O'Hea

All available Classics staff teach into this course.

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

On successful completion of this course, students should be able to demonstrate:

1. familiarity with primary sources and artefacts central to a modern understanding of Classical and
Hellenistic Greek culture and their influence on Rome;

2. familiarity with problems and issues in the study of the relationships between Classical and Hellenistic Greek culture, art and literature and Rome by the early empire;

3. a clear understanding of the current methodologies available for the interpretation of literary and non-literary texts, across a
variety of genres;

4. a clear understanding of the current methodologies available for the interpretation of material evidence;

5. an ability to undertake self-directed research by formulating a topic for a research paper within structured guidelines,
using an appropriate methodology and selecting appropriate primary evidence;

6. productive and respectful engagement with peers via problem solving and the sharing of information;

7. a use of appropriate technologies and tools for higher research in classics, archaeology and ancient history.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-4
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	5-6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	6
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	3-5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1-2
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	6

Learning Resources

Required Resources

Weekly reading material will be provided online.

Recommended Resources

Reading lists, web-links, library resources, essay and study guide along with referencing guides will be on Canvas for this course.

Online Learning

This is not an online course. The weekly lecture will be recorded, but regular attendance at both the lecture and weekly seminars is important for successful completion of this course.

Learning & Teaching Modes

One lecture per week will contextualise seminar topics in their historical framework, with a weekly seminar series starting in Week 2. The focus will be upon the seminars, exploring in greater detail aspects of Greek and Roman cultural interactions dealt with in levels
1-2 within the Classics Major.

Structured learning will also include attendance and participation in at least 3 Classics Departmental Research seminars (1.5
hours length) – separately timetabled for Friday afternoons throughout the semester – as well as up to half an hour preparation and discussion time online, to familiarise students with the presentation of formal academic research papers at a postgraduate and professional level.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workload (6 hours of structured learning per week)	TOTAL HOURS = 72 hours per semester
1 x 1-hour lecture per week	12 hours per semester
1 x 2-hour seminar (or equivalent) per week	24 hours per semester
3 hours directed research: SGDE preparation for experts during module 3; meetings throughout the semester with appointed mentor for research project and directed research arising from that, and attendance/participation in at least 3 Classics Research Seminars (separately timetabled)	36 hours per semester

Self-directed learning	TOTAL HOURS = 72 hours per semester
6 hours reading per week	72 hours per semester
7 hours research per week	84 hours per semester
7 hours assignment-preparation per week	84 hours per semester
Total WORKLOAD	= 312 hours per semester

Learning Activities Summary

Lecture topics may vary slightly from year to year; a precise guide will be available at the start of semester:

Weeks 1-4: Background to Hellenistic Greece
Weeks 5-7: Alexander and Successors, Hellenistic Greeks and Alexandria under the Ptolemies
Weeks 8-10: Aspects of Hellenisation; Cultural Interactions between Greeks and Romans
Weeks 11-12: Texts and Transmissions: Farewell to lost Libraries.

Seminars:
Central to this course is the reading and discussion within the seminar programme. It explores in depth the cultural legacies of
Rome to Greece that have previously been studied within the Classics Major, developing students’ scholarly tools: deep reading of primary texts, contextualising evidence and following scholarly debates in ancient history, archaeology and classical literature. The weekly series of 12 lectures provide historical background to the first three seminars, whilst weeks 5-12 will deal with the methodological background to studying the past, its texts and artefacts.

Module 1 (4 or 5 weeks)
An introductory seminar and up to three seminars on aspects of Periklean and fourth century Athens. Topics will vary from year to year, depending on staff availability, but may cover art, literary studies and intellectual history. Examples of topics include:
            Week 2: the “democratic” nature of Periklean art and architecture in later fifth century BC Athens
            Week 3: Athenian Comedy through a text of Aristophanes
            Week 4: Aristotle’s Poetics.

Module 2 (5 or 6 weeks)
All students are expected to attend all the weekly lectures throughout this course. In this module, however, students will choose one of two available and concurrent seminar groups. The cohort will therefore be split into two streams dealing with topics in archaeology/history, literary texts and/or philosophy/intellectual history. Which two of these three streams will be available will vary from year to year, depending on staff availability. Students will be notified of the two available streams before the start of semester via Canvas, and will enrol online within Canvas by the start of Week 4.
All seminar topics will explore authors or concepts previously touched upon in earlier courses but not explored in depth. A sample stream in archaeology, for example, might deal with:

the role of Alexandria as a centre of
developing Hellenistic style under the Ptolemies and its effect on wall-decoration, architectural styles and formats
the 2nd c BC Great Altar of Pergamon and its impact on Roman imperial propaganda
Problems in reconstructing the culturalsignificance of Seleukid Antioch
And then art ceased”: modern debate about themeaning of Pliny the Elder’s comment on the apparent ‘end” of noteworthy art inthe 2nd c BC
Cultural appropriation and resistance: modern concepts of how Romans and non-Romans used/viewed art and imported artefacts

The intellectual history stream, for instance, might include topics such as:

Aristotle and his influence on Hellenisticintellectual debate, focussing on a detailed study of survivingtexts and their transmission
The Museion of Alexandria and intellectualpatronage
Cicero and the Roman reception of Hellenistic thought

Module 3 (2 weeks)
The seminar groups will recombine to discuss methodological and theoretical issues surrounding the survival and loss of
material and literary evidence from Antiquity, and how this impacts upon modern studies of the Greek and Roman past.

Specific Course Requirements

N/A

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

5000 word research essay	Summative	50%	1, 2, 3, 4, 6
2500 word seminar paper	Formative and Summative	35%	1, 2, 3, 4, 5
Oral presentation with handout	Formative and Summative	15%	1, 2, 3, 4, 5

Assessment Related Requirements

Regular attendance at seminars is compulsory, as the achievement of course learning outcomes is substantially dependent on this.

Assessment Detail

5000 word essay: students must submit online a research essay on a topic decided in collaboration between staff and student, and which must be related to the seminar reading programme for this course. The essay will be submitted at the end of semester. = 50% weighting

2500 word seminar paper: students must submit a seminar paper on a topic within the set seminar programme up to Week 10. The paper is submitted in hard copy one week after the seminar at which the topic was discussed. = 35% weighting

Oral presentation with handout: students must deliver a ca 10 minute paper on a topic chosen from the set seminar programme, and include a handout of no more than a single A4 sheet. It shall be selected from a different half of the course than the written seminar paper. = 15 % weighting

Submission

Submission of essay and seminar paper will be online, via Canvas MyUni. The oral presentation will be done in seminar-class and the handouts will be provided by the student at the start of that class. Details will be made available in the first seminar meeting and online in Canvas.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
Student Support
Policies & Guidelines
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Maintained by:	Course Outlines Administrator

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