School of History, Classics and Archaeology
Proposal for new or revised course
Guidance (in green type) for completing this form is available at the end of the document.
When completing this form using Word, download a copy and save to your local area. Either click on the
checkboxes, or start typing in the text boxes which will expand as you type.
All sections in bold and shaded yellow are mandatory and must be answered. No information is
required in grey shaded boxes. All sections marked * are additionally mandatory for EUCLID CCAM
data entry and must be completed.
Questions within the “Information for Subject Area Meeting / Board of Studies approval” section are
offered as a prompt for discussions that will take place to prepare a course for approval and when the
proposal is discussed at the Board of Studies. Not all of these questions will be relevant to all proposals,
or for both UG and PG courses. However, proposers and reviewers should ensure that all relevant
issues are addressed.
Once a course has been approved by the Board of Studies, this form will be used to generate the new
course details on EUCLID CCAM.
1.
UG course
PG course
2.
Proposal for a New Course
Proposal for a Revised Course
3. Course Name *
Studying Ancient History 7
4. Course Code
Before presenting this proposal to the appropriate Board of Studies, please ensure that:
 consultation with the appropriate Subject Area/s has been undertaken
 relevant support services (e.g. Library, Computing Services) will be able to support the course
5.
Approval
The new course has been discussed within, and is supported by, the
Subject Area
YES
11 Feb 2015
Please give date of Subject Area meeting which discussed this proposal
The School Liaison Librarian has been consulted and is satisfied that the
proposed reading list can be supported
n/a – see course
proposal rationale
The School Web, eLearning and IT Strategy Officer has been consulted
and is satisfied that the course IT requirements can be supported
n/a – see course
proposal rationale
To be considered at Board of Studies:
Undergraduate
(date)
Postgraduate
(date)
Approved without changes
YES
NO
Approved with amendments
YES
NO
Finalised copy of proposal passed for entry onto EUCLID
(date)
Course code confirmed and form passed to School Student
Administration Officer
(date)
SHCA Course Proposal - Guidance
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EUCLID information
(this information will be available to students via EUCLID/DRPS)
6. Normal Year Taken *
Year 1 UG
Year 2 UG
Year 3 UG (or 3/4)
Year 4
UG
PG
7. Course Level *
UG
8. Visiting Student
Availability *
Not available to Visiting Students
Available to All Students
Available to Part-year Visiting Students only
9. SCQF Credits *
10. Credit Level (SCQF) *
PG
20
40
Other: •
07
08
09
UG
10
PG
11
11. Home Subject Area *
Ancient History
Archaeology
Classical Art/Classical Archaeology
Common Course (HCA)
Classics General
Classical Literature in Translation
Economic and Social History
Greek
History
Latin
Scottish History
Postgraduate
12. Other Subject Area(s)
Ancient History
Archaeology
Classical Art/Classical Archaeology
Common Course (HCA)
Classics General
Classical Literature in Translation
Economic and Social History
Economic History
Social History
Greek
History
Latin
Scottish History
Postgraduate (list programmes)
---------------------------------------------------------------
13. Course
Organiser/Proposer
14. Course Secretary
--------------------------------------------------------------Dr Ulrike Roth
UG
SHCA Course Proposal - Guidance
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(Area)
Archaeology
Classics
British History
Economic and Social History
European History
Medieval / Scottish History
American / Asian / African History
PG
Archaeology / Classics
History
15. % not taught by this
institution
16. Collaboration
Information (School /
Institution)
17. Total contact teaching 20
hours *
18. Any costs to be met by
students
Pre-requisites, Co-requisites and Prohibited Combinations
19. Pre-requisites
Standard pre-reqs for this level in this Subject Area
Or other (please specify):
• A pass in AH 2a – Past and Present [ANHI08014] *AND* in AH 2b –
Themes and Theories in Ancient History [ANHI08013], is normally
required; or at discretion of the course organiser.
20. Co-requisites
21. Prohibited
Combinations
22. Visiting Students Prerequisites
23. Short Course
Description *
(200-250 words)
24. Keywords
25. Fee Code
26. Course Type *
Standard VS pre-reqs for this level in this Subject Area
Or other (please specify):
•
This course aims to introduce students to the study of a particular topic
in Ancient History. The topic is chosen by the courser organiser for
each outing of the course. Topics may include (but are not restricted to)
larger areas of study, such as ‘The Roman economy’, ‘Diet in the
ancient world’, or ‘Ancient imperialism’. The core aim of the course is to
teach students how to approach the study of a defined topic, how to
access the relevant sources and the modern debate, and how to
identify important questions and understudied areas within the study of
the relevant topic. Students will also learn how the studied topic relates
to other areas of ancient and modern history, as well as the study of the
ancient world more generally.
Specific thematic information for each outing of this course will be
provided during the course selection process.
course secretary will input for SMART
not used
Standard
Dissertation
Online Distance Learning
SHCA Course Proposal - Guidance
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Year-abroad
27. Default Course Mode
of Study *
Classes & Assessment incl centrally-arranged exams
Classes & Assessment excl centrally-arranged exams
Class only
Exam only (centrally-arranged)
28. Default delivery
period *
29. Marking Scheme *
Semester 1
Semester 2
Full year
CMS1: Undergraduate degree assessment (except BVM&S and
MBChB)
CMS4: Taught Postgraduate Assessment Mark
30. Taught in Gaidhlig? *
No
31. Intended Learning Outcomes:
• By the end of the course, students will have demonstrated the following learning outcomes in
coursework, an exam, and class discussion:
• a familiarity with a range of evidence – esp. literary, epigraphic, archaeological – for the study of the
course topic;
• the ability to engage critically with the both the relevant ancient evidence and the modern debate
• an understanding of the different modern approaches to the study of the course topic and the topic’s
interrelatedness with the study of other topics in ancient history.
• the ability to conduct a sustained individual inquiry into a particular aspect of the course topic (in the
coursework essay)
32. Special Arrangements
33. Components of Assessment, ‘Parent’ course *
•One Essay (40%); one (2-hour) Degree Examination (60%).
Components of Assessment for a ‘Visiting Student Instance’ of this course *
• Part-Year Visiting Student (VV1) Variant Assessment:
One Essay of 3,000 words – 40%; one Degree Examination – 60% (if the course is taught in Sem 2)
OR a subject-area administered Exam/Exercise in lieu of the Degree Examination if the course is
taught in Sem 1 – 60%
34. Syllabus (for EUCLID)
There is no predetermined contextual syllabus because
the teaching schedule will change with each outing of
the course depending on the chosen course topic. The
schedule given here is indicatory of the methodological
and source-based issues covered in this course:
W1: Introduction: evidence and models in ancient
history
W2: Approaching the topic: the modern historiography
W3: The evidence: literary sources
W4: The evidence: epigraphic evidence
W5: The evidence: archaeological evidence
W6: Viewpoints: geography
SHCA Course Proposal - Guidance
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35. Academic Description
36. Study Pattern
37. Transferable skills:
W7: Viewpoints: chronology
W8: Viewpoints: gender
W9: Viewpoints: class
W10: Beyond ancient history: the topic in other periods
W11: Conclusion: looking at the wider context
not used
not used
In addition to the ILOs listed under 32 above that contain already some transferable skills (such
as the capacity to compare cognate yet complex materials), students who successfully
complete the course will also gain:
• an enhancement of critical skills in reading and debate through engagement with alternative
approaches and ideas
• an improvement of skills in conducting research and writing essays
• an ability to work in and with a team
• verbal communication skills, esp. through class discussion and oral
presentations/contributions
38. Study Abroad
39. Reading List (for EUCLID)
not used
There is no predetermined reading list because the
bibliography will change with each outing of the course
depending on the chosen course topic.
A number of seminal methodological and sourceoriented studies will be employed for each outing of the
course though:
R.S. Bagnall, Reading Papyri, Writing Ancient History.
London and NY, 1995
J. Bodel, Epigraphic Evidence: Ancient History from
Inscriptions. London, NY 2001.
M.H. Crawford (ed.), Sources for Ancient History
Cambridge, 1984
C. W. Hedrick, Ancient History: Monuments and
Documents. Oxford, 2006.
K. Hopkins, ‘Rules of evidence’, JRS 68 (1978), 178-86
C. Howgego, Ancient History from Coins. London and
NY. 1995
M.I. Finley, Ancient History: Evidence and Models
London, 1985.
C. Pelling, Literary Texts and the Greek Historian,
London and NY, 1999
D.S. Potter, Literary Texts and the Roman Historian.
London and New York, 1999.
O.F. Robinson, The Sources of Roman Law: Problems
and Method for Ancient Historians. London and NY,
1996.
SHCA Course Proposal - Guidance
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D.M. Schaps, Handbook for Classical Research
(Routledge, 2010)
http://www.amazon.co.uk/Handbook-ClassicalResearch-David-Schaps/dp/0415425239
Upload Supporting Documents – finalised copy of this form to be uploaded
SHCA Course Proposal - Guidance
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Course Instance Information
40. Exam Information
Summative Exams
1st Sit Diet Month:
December
April/May
1st Sit Assessment Result Due
January
June
Resit Diet Month (if any): Resit Assessment Result Due
August
September
Exam Duration in hours and minutes (per exam paper)
• 2:00
Special requirements e.g. fixed date/time, specific room
e.g. computer lab; double desks; common content with
other exams (specify the other exams by code) etc
• None
Stationery Requirements e.g. script book specifications
e.g. 2x20sides; graph paper; pencils/rubbers etc
• 2x20 sides.
Keywords information also to be input by course secretary
41. Assessment Methods *
Whole numbers only and must add up
to 100
Written Exam *
60%
Coursework *
(including written assessment / report /
portfolio / dissertation / research project)
Practical Examination *
(including practical-based assessment /
oral assessment and presentation)
40%
42. Learning and Teaching Hours *
Whole numbers only and total hours for
the whole course
Lecture Hours
11
Seminar / Tutorial Hours
11
Dissertation / Project Supervision Hours
Supervised Practical / Workshop / Studio
Hours
Fieldwork Hours
External Visit Hours
Virtual Learning Environment /
Scheduled Online Activities
Feedback / Feedforward Hours
1
Formative Assessment Hours
Summative Assessment Hours
2
SHCA Course Proposal - Guidance
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Scheduled Revision Session Hours
Other Study Hours
100
Programme Level Learning and
Teaching Hours
automatically
calculated
Placement / Study Abroad Hours *
Directed Learning and Independent
Learning Hours
Additional Notes
automatically calculated
SHCA Course Proposal - Guidance
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Information for Subject Area Meeting / Board of Studies approval
(this information will not appear on EUCLID/DRPS)
Rationale
43. Why is this proposal being made?
1) This course (like nos. 5-6 and 8-10) are additional courses to the currently existing ‘Studying
Ancient History 1-4’. Since with current student numbers, we use all four courses in a single
year, we cannot reuse these in the following year, as this would mean that those students
who progressed from Year 3 to Year 4, and who have taken one or more of nos. 1-4 cannot
register for the same course code again, even if the course topic has changed.
2) Each ‘Studying AH’-course will offer a methodological framework for the delivery of courses
in Ancient History that are focussed on the study of a particular topic. Through this, the
importance of method will be foregrounded very formally in our teaching provision, adding to
our teaching provision in this area as required by the subject area benchmark statements.
3) In addition, the course will allow trialling the teaching of a particular topic by any member of
staff teaching Ancient History. It will also allow the offering of a particular topic for study still
at the point of course selection by our students – and thus after the normal period for course
proposal: this means that the course will enhance our research-led teaching provision by
allowing colleagues to teach a topic that may have only recently featured in their own
research and before they are able to propose a course on the new topic formally. The course
will thus enhance the range of course offerings in Ancient History by providing a flexibility that
is currently not available.
44. Comment on the alignment of this proposed course with the Subject Benchmark
Statement.
The course aims and objectives work quite consciously to help achieve a good attainment of the
kinds of skills and knowledge that the subject area benchmarks for Classics and Ancient History
prescribe. In particular they foster:
•
an understanding of a range of more and less familiar features of another culture through study
of a wide range of ancient evidence both in the lectures and the tutorials as well as in private study
(A1)
•
an understanding of the subject and discipline and its relatedness to other subjects and
disciplines [here: ‘Ancient History’ vs. ‘Modern Slavery’ / ‘Ancient History’ vs. ‘Classical Philology’,
‘Ancient Philosophy’, ‘Greek Archaeology’] in both lectures and class discussion (A2)
•
a familiarity with an appropriate and diverse range of primary materials relevant to a topic (here:
esp. literary, epigraphic and material evidence), in both lectures and class discussion (A3)
•
a command of a range of techniques and methodologies, such as bibliographical and library
research skills, a range of skills in reading and textual analysis, in interpreting material evidence, in
understanding the varieties of historical method, all in the course of intensive study of the ancient
evidence and the approaches of modern historians, combined with the students’ use of a range of
library provisions to this aim (A4)
•
an understanding of different viewpoints, and an ability to adopt different approaches in
discussing a topic, e.g. in the study of the different modern views on crucial aspects of the course
topic), especially in class discussion
•
a degree of intellectual autonomy, evidenced in self-directed study and time management, e.g.
in the preparation for class discussion and in the essay writing process, as well as in identifying
important reading materials by oneself and without formal direction (B1)
•
the capacity for critical reflection on the extent and limitations of how and what one has learned,
discovered and understood, especially through comparison with one’s peers in the weekly class
discussions (B2)
•
the capacity for critical judgment in the light of evidence and argument in relation to the set
tasks, especially in class (B3)
•
memory skills and the capacity to gather, organise and deploy evidence and information, and to
show awareness of the consequences of the unavailability of evidence, primarily in the course of
their private study and in subsequent class discussion (B4)
•
the ability to extract key elements from complex information, and to identify and solve
SHCA Course Proposal - Guidance
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associated problems through the weekly readings and any other assignments to be discussed in
class (B5)
•
the capacity to select and apply appropriate methodologies in assessing the meaning and
significance of information especially in relation to the answering of historical questions (B6)
•
an engagement in analytical and evaluative thinking about texts, arguments and interpretations,
both with due time as well as ‘on-the-spot’, independently estimating their relevance to the issue in
question, discriminating between opposing theories, and forming judgments on the basis of evidence
and argument, again through their weekly readings and assignments in preparation for class
discussion (B7)
•
an engagement in lateral thinking, making connections between ideas and information in
different fields of study, including the spontaneous connection of new evidence and argument,
especially between history and literature, history and archaeology, history and epigraphy, but also in
regard to geography, ethnology, or politics (B8)
•
the ability to marshal argument lucidly, coherently and concisely in class discussion (B9)
•
a capacity to present material orally in a clear and effective manner, using audiovisual aids
when appropriate, and relating it to the concerns of the audience in class discussion (B11)
•
a capacity to present material in written form, with discrimination and lucidity in use of language,
professional referencing, and clear and effective layout, including as appropriate tabular,
diagrammatic or photographic presentation in their coursework essay (B12)
•
the ability to work in groups as an active participant who contributes effectively to the group’s
task in class discussions (B13)
•
the ability to write and think under pressure and to meet deadlines through the coursework
essay and the degree examination as well as through note taking during the lectures (B14)
•
the deployment of a range of basic information technology resources effectively, such as wordprocessing the text of an essay with footnotes and basic formatting, using email, searching
databases and text-files, and locating and exploiting websites, esp. through use of the course
website, essay writing, communication with peers and the course organiser (B15)
45. Indicate the links between teaching and research in the proposed course.
• The topic is by definition a main research topic of the course organiser: the rationale for this arises
from the comments made under 45 above: thus, the course will constitute a cutting-edge researchled teaching option in Classics.
46. Is this an additional course, or is it a replacement course?
• Additional.
47. What are the steps needed to secure external validation, if appropriate?
• n/a
Course Aims and Objectives
48. What balance of knowledge, understanding and skills does the course aim to achieve?
The Course Aims and Objectives are set to achieve a good balance of knowledge, understanding
and skill with regard to the course topic. In particular,
- the course encourages students to analyse a good number of ancient writers, epigraphic
evidence, as well as material remains pertaining to the study of the course topic. By doing so,
students should gain a sound understanding of the different bodies of evidence available for the
study of the course topic, and learn how to handle these in their historical studies.
- in studying important historical writings, inscriptions and archaeological artefacts and remains,
students will explore the role of the course topic in ancient society in the round. Students will thus be
challenged to consider and reconsider their own and others’ assumptions of the role of the topic
under investigation in antiquity, and how it has developed over time, from antiquity to today.
- additionally, study of the different ‘niches’ in the ancient world that provide evidence for the course
topic should enable students to gain an understanding of the problems inherent in the construction of
a composite picture of ancient society in general.
- in exploring a number of modern approaches to the course topic, students should furthermore be
challenged to consider and reconsider the different cultural approaches to the study of this aspect of
SHCA Course Proposal - Guidance
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the ancient world, as well as to the writing of history in general, and gain a more sophisticated
understanding of the relationship between the evidence, the historian’s questions, and the modern
understanding of the course topic.
- lastly, the course will encourage students to gain an improved competence in digesting and
analysing often complex and difficult textual, epigraphic and archaeological material, and to maintain
at the same time a focus on the historical question.
49. Do the course aims and objectives complement those of existing courses?
• The proposed course has a deliberate methodological and thematic focus.Thus, the course adds to
the aims and objectives of courses that focus on a topic in Ancient History (e.g. ‘Roman Slavery’,
‘The Roman Games’, etc.) It will, however, also complement the existing course provision in Ancient
History by allowing a highly flexible course offering on an annual basis, especially with regard to
topics not previously or otherwise taught in Classics.
50. If there is overlap with other courses, can duplication of effort be justified?
• There is no overlap. The proposed courses of the same title (Studying Ancient History + number)
follow the very same teaching principles as this course but there is no contextual overlap.
Intended Learning Outcomes
51. Comment on the alignment of the ILOs with the descriptors for the relevant SCQF level:
The course will relate to key elements of the level ten descriptor; in particular:
- it will work with and inculcate a detailed knowledge of a specialised area of research;
- it will use skills and practices at the forefront of the development of the discipline;
- it will expect students to execute a defined research project;
- it will encourage students to assess and critically review information from a variety of sources;
- and it will expect students to take responsibility for their own work and relate to peers and
specialists.
Student Intake
52. At what students is the course aimed?
• 3rd and 4th Year UG students in Classics, studying ancient history.
53. Are there additional attainments needed to undertake the course?
• no.
54. What is the minimum number of students the course must attract if it is to be viable?
•6
55. What is the maximum number of students that can realistically be accommodated?
• 30
Content of the Course
56. Please outline an indicative teaching programme
There is no predetermined contextual syllabus because the teaching schedule will change with each
outing of the course depending on the chosen course topic. The schedule given here is indicatory of
the methodological and source-based issues covered in this course:
W1: Introduction: Evidence and models in ancient history
W2: Approaching the topic: the modern historiography
W3: The evidence: literary sources
W4: The evidence: epigraphic evidence
W5: The evidence: archaeological evidence
SHCA Course Proposal - Guidance
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W6: Viewpoints: geography
W7: Viewpoints: chronology
W8: Viewpoints: gender
W9: Viewpoints: class
W10: Beyond ancient history: the topic in other periods
W11: Conclusion: Looking at the wider context
57. Can the topics be handled on the basis of the presumed previous knowledge and experience of
students?
• Yes – if they have successfully completed the relevant Classics sub-honours courses (see 20
above) or have gained comparable experience and knowledge elsewhere.
58. Is the content within the expertise of the staff available?
• Yes – given that the ‘pop-up’ nature of these courses means that they are always taught straight
from the teachers’ areas of expertise.
Organisation of Teaching
59. What teaching methods will be used?
• Lecture, discussion, and assigned presentations and readings. One class of two hours per week,
divided into lecture and seminar elements; or two classes per week of one hour each.
60. Beyond participation in timetabled teaching, what independent study activities (and associated
time commitments) will be expected of students?
• All students will be expected to prepare for classes in advance by engaging with diverse source
materials and scholarship. They should come to class prepared and willing to participate effectively
in general discussion.
• All students will be expected to complete formative assignments and feed-forward activities.
61. Comment on the appropriateness of teaching and learning strategies proposed in the light of:
 programme/course objectives
 intended learning outcomes
 programme/course content and structure
 the students taking the programme/course
 staffing arrangements (including, where applicable, frequency and size of tutorial groups,
ratio of tutors to students)
The course is taught by lectures and tutorials over 11 weeks (22 contact hours). The teaching is
divided into a lecture part and a tutorial part. The tutorial part will afford the opportunity for in-depth
discussion in class on a weekly basis, i.e. the provisioning of weekly in-class discussions with the
main teacher/course organiser at Honours level will allow students to explore in greater depth and
with more guidance by the course organiser not only important aspects of the study of ancient
literature, but primarily how to approach difficult and complex materials in due conversation with a
specialist (i.e. the teacher), thus adding an important element to the students’ study experience.
More specifically, the teaching-learning strategies proposed are designed to encourage students to
develop an independent approach to their study of the ancient world. Through a good balance of topdown didactics and student-led group discussions on the basis of the students' own reading and
research, valuable skills of sifting evidence and thinking critically will be developed. Students will be
exposed to a broad variety of source materials to extend their knowledge of and familiarity with this
type of material, and to enhance their critical historical thinking.
62. What aspects of the teaching and learning proposed are innovative or enhance existing good
practice?
• The strong emphasis on research-centred learning enhances existing good practice in Classics,
SHCA Course Proposal - Guidance
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whilst at the same time advancing this approach by allowing a highly flexible course offering subject
to developing research interests.
63. Have checks been made for potential timetable clashes with other relevant courses?
• Timetabling is carried out centrally in Classics on an annual basis to ensure that there are no
clashes with relevant other courses.
Teachability
64. Discuss the course’s ‘teachability’.
• Given the large amount of regular reading and private study that students are required to undertake
for this course – to accompany the lectures and in preparation for class discussion, amounting to ca.
7-8 hours per week – in conjunction with the course's ILOs, it is essential that students with specific
learning disabilities that may have an impact on their ability to digest the required amount of reading,
to work independently, or to maintain information over a long period are provided with the necessary
support by the Disability Office in order to achieve the ILOs for this course. Teaching will be
supported by a dedicated course web-site, which, although designed to facilitate course organisation
in general, should be of particular advantage to students with learning difficulties, providing, as it
does, a 'one-stop-location' for handouts, course bibliography, etc. Moreover, the course organiser
and Classics secretarial staff will endeavour to ensure that materials, lecture and seminar format and
environment, and exam and essay requirements are suitably adapted to provide equality of access
to learning.
Student Assessment and Guidance
65. Comment on the alignment of the Components of Assessment with the descriptors for
the relevant SCQF level.
• The 3,000-word course essay is intended to fulfil the requirement that students should be able to
engage with an autonomous piece of research. The exam aims to satisfy the requirements that the
students should be able to demonstrate their acquired specific knowledge and skills.
66. How will coursework, examinations (including class exams) and any other assessed work be
timetabled?
• Continuous assessment deadlines in Classics Honours courses are planned with the specific
intention of ensuring that students’ commitments are spread out over a reasonable time period.
67. What provision is made, where appropriate, for resit examinations or for resubmission of
coursework?
• As is standard in Classics.
68. How will the course be externally examined?
• The course will be assigned to the Classics External Examiner in the area of Ancient History.
69. How will students be kept regularly informed on their progress?
• Students will normally be offered the possibilty of individual meetings with the course organiser to
discuss an essay plan and/or draft.
• Detailed written feedback will be given to all students when the course essay is returned.
• The lecturer is available to answer questions by email or to meet students individually during
designated office hours.
70. What help with difficulties will students be given?
• All students are always welcome to consult the course organiser at any point during the course with
any questions or problems concerning their learning. In particular, the course organiser will offer
individual guidance by means of:
i.
written feedback on continuous assessment;
SHCA Course Proposal - Guidance
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ii. email contacts in response to student queries;
iii. individual meetings.
In addition, the standard support for students with difficulties as provided by the Student Support
Office, the Teachability Scheme, etc. is also available for students on this course.
Feedback and Evaluation
71. How will the effectiveness of the course in meeting its objectives be determined?
• The course’s effectiveness will be monitored by:
• the evaluation of students' progress and understanding through interactive, student-centred
teaching;
• the quality of students’ assessed work;
• verbal and written feedback from students on their own assessment of the course.
72. What feedback will be sought from students and others (e.g., those involved in teaching)?
• Informal preliminary and midterm surveys will determine where students are at in the first week and
in the middle of the course.
A formal course survey in the final week will seek summative feedback.
Informal conversations and assessment by the organizer will also help the organizer to monitor the
effectiveness of the course.
73. What course monitoring procedures will be followed?
• A questionnaire will be issued to all students at the end of the course that seeks their comments for
the purpose of allowing the course teacher(s) to reflect on the course design, delivery of teaching,
student engagement, etc.
Resource Requirements
74. Will the course require significant new resources or additional funding?
• No.
75. How will the course be staffed (including provision for tutors)?
• The course will typically be taught by a single member of staff, but may also be taught by a team of
teachers.
76. What lecture theatres and other teaching space will be needed and what laboratory, computing
or other facilities will be required?
• Standard teaching space with data projection for a class of c. 25-30 students.
77. Are there any other significant resource implications?
• No.
78. Any costs to be met by students?
• c. £25 for a set text book.
Documentation
79. In addition to standard course documentation made available to students, external examiners,
staff running other related courses, Personal Tutors and to other Colleges (if appropriate), what
other steps, if any, will be taken to outline and publicise the course?
• The course will be publicised through the standard course choice procedure undertaken each year
in Classics. A limited number of places on the course will also be available to overseas visiting
students, and the course will be open to being publicised through the University’s standard
SHCA Course Proposal - Guidance
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procedures for informing these students.
Indicative Bibliography
80. This indicative bibliography should identify the core library resources for this course. Please
include any which are not available in University Library
There is no predetermined reading list because the bibliography will change with each outing of the
course depending on the chosen course topic.
A number of seminal methodological and source-oriented studies will be employed for each outing of
the course though:
R.S. Bagnall, Reading Papyri, Writing Ancient History. London and NY, 1995
J. Bodel, Epigraphic Evidence: Ancient History from Inscriptions. London, NY 2001.
M.H. Crawford (ed.), Sources for Ancient History. Cambridge, 1984
C. W. Hedrick, Ancient History: Monuments and Documents. Oxford, 2006.
K. Hopkins, ‘Rules of evidence’, JRS 68 (1978), 178-86
C. Howgego, Ancient History from Coins. London and NY. 1995
M.I. Finley, Ancient History: Evidence and Models. London, 1985.
C. Pelling, Literary Texts and the Greek Historian. London and NY, 1999
D.S. Potter, Literary Texts and the Roman Historian. London and New York, 1999.
O.F. Robinson, The Sources of Roman Law: Problems and Method for Ancient Historians. London
and NY, 1996.
D.M. Schaps, Handbook for Classical Research (Routledge, 2010)
http://www.amazon.co.uk/Handbook-Classical-Research-David-Schaps/dp/0415425239
SHCA Course Proposal - Guidance
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