MODULE SPECIFICATION TEMPLATE 1. The title of the module Roman Emperors and Biography: from Caligula to Domitian
2. The School which will be responsible for management of the module SECL
3. The Start Date of the Module Sept 2010
4. The cohort of students (onwards) to which the module will be applicable 2010
5. The number of students expected to take the module 40 minimum, maximum 100.
6. Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal
CL313 Atlantis to be withdrawn due to non-availability of part-time lecturer
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]) C
8. The number of credits which the module represents 15
Note: undergraduate full-time students take modules amounting to 120 credits per year and postgraduate full-time students take modules amounting to 180 credits per year for a Masters award
9. Which term(s) the module is to be taught in (or other teaching pattern) Term 2
10. Prerequisite and co-requisite modules none
11. The programmes of study to which the module contributes
Principally, Full-Time B.A. in Classical and Archaeological Studies.. Full-Time BA History and Archaeological Studies. As well as for other students taking other programmes in SECL, and the Schools of History and English
This module will contribute to the fulfillment of Educational Aims and Outcomes of the full-time B.A. in Classical and Archaeological Studies Programme Specification:
LO1) By providing students with a broad understanding of how the Roman emperor was represented in later times after his death or murder (Educational Aim 1).
LO2) By critically evaluating the role of biography in ancient culture and as a genre in modern culture for the representation of the past (Educational Aim 2).
LO3) By enabling students to develop academic skills fundamental to their future learning – including the evaluation of ancient evidence, modern representations, and the evaluation of modern scholarship (Education Aim 3)
LO4) By introducing a module that is focused on the interdisciplinarity of Ancient History and Classical Studies, it fulfils Educational Aim 1 (‘to teach a congruent discipline within the framework of European intellectual, cultural and historical traditions).
LO5) By evaluating our knowledge of the Roman emperor from antiquity and the deployment of that knowledge in more recent times to create a popular image of this figure from antiquity in the recent past (Educational Aim 2).
LO6) By focusing on the genre of biography, the module contributes to the students understanding of ancient literature and their understanding of the use of evidence for the writing of history (Educational Aim 2).
LO7) By placing an emphasis on the development of academic skills, the module will contribute to students’ subject-based critical thinking and communication skills, as well as providing enjoyable learning with realistic workloads (Educational Aim 3).
This module will contribute to the Programme Outcomes in terms of Knowledge and Understanding:
LO8) By examining the figure of the Roman emperor, as part of another culture and as a historical figure (Programme Outcomes A1, A3). By the end of the module, students will be able to grasp the distinctive position occupied by the emperor in Roman society and critically evaluate more recent representations of the Roman emperor.
LO9) By reading and evaluating ancient biographies, as part of another culture and within our own culture (Programme Outcomes A1, A4). By the end of the programme students will have gained a knowledge of the ancient genre of biography and understand how that genre differs from its modern equivalent.
13. The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes
GLO 1) In relation to Programme Outcome B1, students will learn to “apply the skills needed for academic study and enquiry’, through participation in directed learning in preparation and in presentation/discussion of case studies in seminars; as well as in the completion of the assessment
GLO 2) In relation to Programme Outcomes B2, B3, B4, B7, B8, students will learn to select, gather and synthesise relevant information to gain a coherent understanding, be involved in problem-solving, and reach conclusions independently in preparation of material for seminars and for completion of the assessment.
GLO3) In relation to Programme Outcomes C1, C2, C3, C4.
GLO 4) In relation to Programme Outcome C6 (and also C1-5), in participating in seminars and in the completion of the assessment, students will “marshal argument lucidly and communicate interpretations using the appropriate academic conventions”.
GLO5) In relation to Programme Outcomes D1-7, students will develop all of these transferable skills through the lectures in which examples will be highlighted and in seminar classes, in which feedback will be provided on problem-solving, use of IT resources, and on the functioning of the seminar group.
14. A synopsis of the curriculum
Today most adults have a conception of the lives of Roman emperors derived from TV or film. Few can discuss how the nature of ancient biography shapes the way in which the modern conception of the Roman emperor. Biography was a genre developed under the Roman Empire, most notably by Suetonius. This can be seen as a response to the presence of the Emperor (or Princeps), but is also the genre which created a cultural memory that was shot through with the morals associated with good and bad; virtue and vice. Few dead emperors were ever seen a paradigms for the virtuous life; whereas the living ones provided moral exemplars. The module is designed to unpick our modern image of the emperors to reveal how this literary genre from antiquity constructs our image of the past. The module will focus mainly on the author Suetonius, but will also include Tacitus’ Agricola.
15. Indicative Reading List
The following is an indication of material to be covered
Ancient Biographies Suetonius The Twelve Caesars.
Tacitus The Agricola
Barrett, A. (1989) Caligula – the Corruption of Power, Routledge.
Ferrill, A. (1982) Caligula: Emperor of Rome, Thames and Hudson
Levick, B. (1990) Claudius, Routledge.
Champlin, E. (2003) Nero, Harvard UniversityPress
Levick, B. (1999) Vespasian, Routledge.
Wallace-Hadrill, A. (1983) Suetonius, Duckworth
Elsner, J. and Masters, J. (1994) Reflections of Nero: Culture, History and Representation, Duckworth
16. Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes
Contact hours: over 10 weeks 1 hour lecture and 1 hour hour seminar discussing specific texts with other weeks in term 2 devoted to preparation of coursework.
Lectures will survey evidence and interpretation of a range of themes, with time for questions at the end (LO1,LO4, LO5, LO6, LO8). The seminar discussions will allow students to explore problems in the use of evidence, critique interpretations and ask questions (LO2, LO4, LO5, LO6,LO8, LO9). The seminar will be the main opportunity to develop students’ understanding orally, to establish good academic practices (LO3) and to test whether their comprehension of issues and learning in relation to the study of biography and Roman emperors (as well as academic practice) is developing effectively.
Students will be advised to do the following in their study time so as to achieve all the learning outcomes: (a) read key texts as recommended by the lecturer (LO4); (b) take a critical attitude to reading away from the seminar and raise relevant examples in group discussion (LO5, LO6, LO8, LO9); (c) to manage their time effectively in preparing work for seminars and in planning, drafting and writing essays (LO3, LO7).
Total study hours: 150 hours for a 15 credit module.
Students will complete two written coursework assignments. The first will be a critical summary of the literary and historical content of a single ancient biography, length for this will be a maximum of 1200 words and account for 30% of the assessment (particular emphasis to be placed on LO2, LO3, LO6, LO7, LO9, GLO1, GLO2, GLO3, GLO4, GLO5) . The second piece of assessment will be an essay evaluating the nature of ancient and/or modern biography/ies of Roman emperor, length for this piece of work will be set at a maximum of 2,500 words and will account for 60% of the assessment (LO2, LO3, LO4 LO5, LO6, LO7, LO8, LO9, GLO1, GLO2, GLO3, GLO4, GLO5). Essay questions will be set in advance and designed to test the ability of the students to analyse biography as an ancient and modern genre to ensure that the learning outcomes are tested. The final 10% of the assessment will be awarded on the basis of seminar participation (particular emphasis in assessing this aspect to be placed on GLO1, GLO2, GLO3, GLO4, GLO5, LO3 and LO9).
18. Implications for learning resources, including staff, library, IT and space
This module has been developed by a new member of staff (Prof. Ray Laurence) to complement and reinforce teaching in Classical Studies and Ancient History in year 1. The Templeman Library is particularly well-equipped to resource the module with numerous modern biographies of emperors (including some older rarer editions from the 17th c.). Translations of the text of Suetonius’ Lives of the Emperors are available on-line (http://penelope.uchicago.edu/Thayer/E/Roman/Texts/Suetonius/12Caesars/Augustus*.html), as are numerous self-study sites relating to the understanding of biography (http://ablemedia.com/ctcweb/consortium/cotterlynchancientbiography8.html).
There are no implications in terms of IT, Space or staff resources. It should also be noted that there will be some saving in terms of expenditure on brought in part-time teaching with the withdrawal of CL313 (cost in 2009-10 was in region of £3k). If this new module recruits over 60 students, there will be a need to buy in additional seminar teaching.
19. A statement confirming that, as far as can be reasonably anticipated, the curriculum, learning and teaching methods and forms of assessment do not present any non-justifiable disadvantage to students with disabilities
As far as can be foreseen, there will be no non-justifiable disadvantages that students with disabilities will experience on this course. Liz Du Pré, Dorothy Gilmore and Tim Miles Dyslexia at College, 3rd edition, Routledge 2008: 247 for synopsis of strengths associated with dyslexic students has been consulted prior to the development of this module. On other areas of neuro-diversity, D. Pollak’s Neurodiversity in Higher Education. Positive Responses to Specific Learning Differences (Wiley-Blackwells, 2009, Oxford.) has been consulted. Every effort will be made to ensure that any person who has a physical disability will be able to fully participate in the module without encountering any non-justifiable disadvantage.
If the module is part of a programme in an Associate College, please complete the following:
20. Associate College:
21. University School (for cognate programmes) or Faculty (for non-cognate programmes) responsible for the programme:
Statement by the School Director of Learning and Teaching/School Director of Graduate Studies (as appropriate):"I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"