UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
1. The title of the module:
CL899 Age, Gender and Ethnicity in the Roman World
2. The School which will be responsible for management of the module
School of European Culture and Languages
3. The Start Date of the Module
Spring 2012
4. The cohort of students (onwards) to which the module will be applicable
MA Autumn 2011 entry
5. The number of students expected to take the module
10-15
6. Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
N/A
7. The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
M
8. The number of credits which the module represents
30
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)
Autumn or Spring Term
10. Prerequisite and co-requisite modules
None
11. The programmes of study to which the module contributes
Taught MA in Ancient History
Taught MA in Roman History and Archaeology
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
1. Provide the students with skills to equip them for a further career either for doctoral
research in Ancient History or in employment with through the use of these transferable
skills (A1, A2, A3, A4, A5, A6, B1, C1).
2. Develop the students' competence in applying skills to analysis of a diverse body of
ancient evidence (, A1, A2, A3 A5, B2, B3, B4,C3, C4).
3. Develop the critical and analytical powers of the student in relation to the ancient material
(A2, A5, B1, B2, B3, C2, C3, C4).
New module specification approved by Faculty 12 October 2011
UNIVERSITY OF KENT
4. Develop critical, analytical problem-based learning skills in relation to the ancient
evidence and modern scholarship on the subject matter (B1, B2, B3, B4, B5, B6, C2, C3,
C4).
5. Command a range of techniques and methodologies, such as bibliographical and library
research skills, a range of skills in reading and textual analysis, the varieties of historical
method, the visual skills characteristic of art criticism, use of statistics (eg in archaeology),
philosophical argument and analysis (C2, C4)
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
1. Communicate effectively with a wide range of individuals using a variety of means in
seminars. (D1)
2. Evaluate his/her own academic performance. (D2)
3. Manage change effectively and respond to changing demands. (D3)
4. Take responsibility for personal and professional learning and development (Personal
Development Planning (D4)
5. Manage time, prioritise workloads and recognise and manage personal emotions and
stress. (D5)
6. Information management skills, eg IT skills (D6)
14. A synopsis of the curriculum
The module introduces students to key research skills for the study of age, gender and
ethnicity in the Roman World. The focus will be on group work that will investigate how we
can gain greater knowledge of an aspect of the ancient city. In so doing, students will learn
new skills ranging from researching bibliographies to the development of a sustained
research project. An indicative list of classes is given below:
1. Lecture 1: recent developments in the study of age, gender, and ethnicity in the
Roman World
Seminar: Developing Bibliographies and Research Skills for the study of age, gender
and ethnicity
2. Lecture 2: Roman Marriage and Legal Texts – from gender to age
Seminar : The Digest of Justinian
3. Lecture 3: Age and the Roman Life Course
Seminar: Age and Narrative Texts in the 2nd Century AD: Biography and Annalistic
History
4. Lecture 4: Ethnicity and Papyri
Seminar: Using Papyri for the study of age, gender and ethnicity
5. Writing week – Assessment 1: Using Sources to Produce New Knowledge
6. Assessment 1: Using Sources to Produce New Knowledge
7. Lecture 5: Age and Epigraphy
Seminar: Investigating Epitaphs – a synthesis of recent work
8. Lecture 6: Gender and Identity
Seminar: Synthesis of recent research on gender in the Roman world
9. Reading Week
10. Lecture 7: Looking at statues/friezes/frescoes to identify age, gender and ethnicity
Seminar: How is age/gender/ethnicity represented in art?
New module specification approved by Faculty 12 October 2011
UNIVERSITY OF KENT
11. Lecture 8: Objects and Space – Gender and Time
Seminar 8: How does the material world intersect with gender and age
12. Lecture 9: Bringing it together – the intersection of gender, age and ethnicity
Seminar 9: How do we define an adult identity in the Roman world?
13. Lecture 10: Creating a Synthesis – choices in writing people into the past
Seminar 10: Analysis of Narratives in Ancient History and the Popular Media
15. Indicative Reading List
Harlow, M. and Laurence, R. (2002) Growing Up and Growing Old in Ancient Rome, London.
Harlow, M. and Laurence, R. (2007) Age and Ageing in the Roman Empire, Portsmouth RI.
Bourdieu,P. (1976) ‘Marriage strategies as strategies of social reproduction’ in R. Forster and
O. Ranum (eds) Family and Society.
Bradley, K. (1993) ‘Writing the history of the Roman family’ CP 88: 237-50.
Cohen, D and Saller, R ‘Foucault on sexuality in Greco-Roman antiquity’ in J. Goldstein (ed)
Foucault and the Writing of History (1994)
Davidson, J. (2001), ‘Dover, Foucault and Greek homosexuality: penetrations and the truth of
sex’, Past and Present 170: 3-51Dixon, S. (1992) The Roman Family Johns Hopkins:
Baltimore: chap. 5.
Duncan-Jones, R. P. (1990) ‘Age Awareness in the Roman World’ in Structure and Scale in
the Roman Economy Cambridge: Cambridge University Press, chap. 5.
Duncan-Jones, R.P. (1977) ‘Age-rounding, illiteracy and social differentiation in the Roman
Empire’, Chiron 7: 333-53.
Duncan-Jones, R.P. (1990) Structure and Scale in the Roman Economy, Cambridge:
Cambridge University Press.
Eyben, E. (1973) ‘Roman notes on the life course’ Ancient Society 4: 213-38.
Foucault, M. (1981, 84) A History of Sexuality vols. 1 and 3..
Gardner, J and Weidemann, T. (1991) The Roman Household: a sourcebook Routledge:
London:Laurence, R. (2000) ‘Metaphors, monuments and texts: the life-course in Roman
culture’ World Archaeology 31.
Parkin, T. (1992) Demography and Roman Society, Baltimore: John Hopkins.
Parkin, T. (1994) Review article on recent books on the Roman family JRS 84: 178-85.
Quadagno, J. (1999) Aging and the Life Course. An Introduction to Social Gerontology,
Boston: McGraw Hill College.
Rawson, B (1995) ‘From daily life to demography’ in R. Hawley and B. Levick (eds) Women
in Antiquity: new assessments. Pp. 1-20.
Rossi, A.S. (1985) Gender and the Life Course. New York: Aldine.
Saller, R. (1995) Patriarchy, Property and Death in the Roman Family Cambridge UP: chap. 1.
Scheidel,W. (2001a) ‘Roman Age Structure: Evidence and Models’ JRS 91: 1-26.
Scheidel, W. (ed.), (2001b). Debating Roman Demography, Leiden: Brill.
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: one 1 hour lecture and one 2 hour seminar per week (over a period of 10
weeks), plus formal feedback session on first piece of written work.
Additional time is expected to be invested by students in the form of private study in
preparation of seminars and towards the completion and submission of coursework. While
the contact hours will enhance students’ overall knowledge on the topics addressed, on
the available material, on particular arguments, and on how to debate themselves, the
private study hours will offer them the opportunity to deepen their awareness and
understanding on specific topics and issues, and to research on particular themes. This
time will also be used in improving their communication and independent learning skills,
New module specification approved by Faculty 12 October 2011
UNIVERSITY OF KENT
and methods of constructing coherent arguments and critical thinking (learning outcome.
Students will be required to read and think critically about the prescribed ancient sources
and modern scholarly literature in preparation for each seminar, to prepare for the seminar
discussions and to research and write their assignments. Students will be advised to do
the following in their study time so as to achieve all the learning outcomes: (a) read the
seminar reading and associated readings recommended by the lecturer or which they
have found themselves; (b) discuss the reading and lecture with each other away from the
seminar; (c) prepare for their in-class assignment; and (d) plan, draft and write their
course essay.
Total study hours: 300 hours
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
1) Using Sources to Produce New Knowledge (interpretative essay 2,500 words – 30%)
will provide assessment of LO 12.2, 12.3 and 12.5 in particular but also of LO 12.1,
and 12.4.
2)
Seminar presentation and participation (10%) will enable the on-going assessment of
LO12.1-12.5.
3)
Summative Essay (3,500 words – 60%) will assess the level to which students had
achieved the LO 12.1-12.5
18. Implications for learning resources, including staff, library, IT and space
Some additional purchases will need to be made for the library. However the Templeman
Library has good resources in this area – study of resources for the Roman Family (summer
2011) revealed presence of most key texts.
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 reasonably anticipated, the curriculum, learning and teaching methods and
forms of assessment will not present any non-justifiable disadvantage to students with
disabilities. The module’s teaching methods include both audio and visual delivery, enabling
attendance by visually or hearing impaired students.
New module specification approved by Faculty 12 October 2011