UNIVERSITY OF KENT
SECTION 1: MODULE SPECIFICATIONS
1. Title of module
History of the Roman Empire from Trajan to Constantine
2. School or Partner institution which will be responsible for management of the module
SECL (Classical & Archaeological Studies)
3. Start date of the module
2001 (revised 2012)
4. The number of student expected to take the module
15
5. Modules to be withdrawn on the introduction of this proposed module and consultation with
other relevant Schools and Faculties regarding the withdrawal
None
.
6. The level of the module
I
7. The number of credits and the ECTS value which the module represents
15 credits, 7.5 ECTS
8. Which term(s) the module is to be taught in
Autumn or Spring
9. Prerequisite and co-requisite modules
None although it is recommended that students take the related module ‘History of the Roman Empire
from Augustus to Domitian’
10. The Programme of study to which the module contributes
Classical & Archaeological Studies, History and Archaeological Studies, Ancient History, History
11. The intended subject specific learning outcomes:
Students taking the module will:
11.1 - have studied and be able to articulate the main events, issues and themes in the history of the
Roman Empire between AD 96 and 312.
11.2- have studied and be able to show an understanding of the complex processes
relating to administrative, constitutional, social, economic and religious change in the Roman
Empire during this period.
11.3 examine in particular special features of the period such as the evolution of the imperial
bureaucracy and the working of the mechanism of patronage, both in the centre and the provinces.
11.4 have acquired a grasp of the relevant different kinds of evidence (official,
ecclesiastical, literary, visual and archaeological) and be able to show familiarity with the key
documents, and have an understanding of the uses of the different categories of evidence in the
investigation of historical problems.
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11.5 be able to construct historical arguments, orally and in writing, which will demonstrate analytical
ability, independence of thought and knowledge of the ancient sources, literary and otherwise
11.6- read widely in the ancient sources, historical, literary and documentary, and will
be introduced to the inscriptional evidence for imperial history.
12. The intended generic learning outcomes
Students taking the module will
12.1 acquire the skills necessary for documentary and textual analysis
12.2. develop more independent thinking
12.3 acquire skills and experience in group working
12.4 develop their oral and written communication skills
13. A synopsis of the curriculum
This module examines in detail the history of the Roman Empire from the commencement of the
principate of Trajan in AD97to the conversion of the Emperor Constantine I in AD 312, and provides
both a survey of a major period of Roman imperial history and an opportunity to study in greater depth
the administrative, social, economic and religious developments of this period. Students will read
widely in the ancient sources, historical, literary and documentary, and will be introduced to the
inscriptional evidence for imperial history. The module forms a key element in the sequence of survey
courses on Roman history and has links with Christianity in the Roman World and Roman Britain.
This module will concentrate on the main administrative, social, economic and religious developments
throughout the period rather than on the details of political and military history.
Students will read widely in the major ancient sources, including Pliny, Suetonius and the
Scriptores Historiae Augustae, and will be introduced to the inscriptional and documentary
evidence for imperial history
14. Indicative reading list
P Garnsey & R Saller The Roman Empire, 1981
N Lewis & M Reinhold Roman civilisation, a sourcebook, vol II: the Empire, 3rd ed.
Harper, 1990
F Millar The Roman Empire and its neighbours, 2nd ed, Duckworth,
1981
C M Wells The Roman Empire, 2nd ed, Fontana, 1992
15. Learning and Teaching Methods, including the nature and number of contact hours and the
total of study hours which will be expected of students, and how these relate to achievement
of the intended learning outcomes
Contact hours 24 hours, self-study 126, total hours 150
Weight given to coursework: 50%. Coursework: two essays of 2000 words each. Written
examination: 2 hours. Contact hours: one two-hour seminar per week for twelve weeks.
The module will be taught by two-hour seminars, which will include student presentations and
discussion of documents. The main mode of teaching will be the seminar discussion, to encourage
the acquisition of critical awareness, confidence and skill in debate through presentation and
discussion. This will be supplemented by group project work, to develop team skills, and by
document classes, to develop the specialised skills of the study and analysis of evidence.
Teaching methods address learning outcomes 11.1-11.6 and 12.1-12.4.
16. Assessment methods and how these relate to testing achievement of the intended learning
outcomes
The module is assessed by coursework (50%: two essays of 2000 words each) and by written
examination (a two-hour examination paper). The examination paper will include compulsory
source documents corresponding to the mode of teaching (see above).
The various assessment methods are designed to develop different skills: the short coursework
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essays, which make a critical analysis and assessment of prescribed reading material, with scholarly
apparatus; the presentation which develops the skills of argument and exposition to a seminar group,
and the unseen examination - used in conjunction with coursework - which develops the skills of
learning (especially presenting arguments and comparing different kinds of evidence),revision and
concentrated writing over a limited period.(Learning outcomes 11.1-6 and 12.1-4)
17. Implications for learning resources, including staff, library, IT and space
None
18. The School recognises and has embedded the expectations of current disability equality legislation,
and supports students with a declared disability or special educational need in its teaching. Within this
module we will make reasonable adjustments wherever necessary, including additional or substitute
materials, teaching modes or assessment methods for students who have declared and discussed their
learning support needs. Arrangements for students with declared disabilities will be made on an individual
basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be
provided where needed.
19. Campus(es) where module will be delivered: Canterbury
UNIVERSITY OF KENT
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY SCHOOL
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"
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Director of Learning and Teaching/Director of
Graduate Studies (delete as applicable)
Date
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Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction of the
module and, where the module is proposed by School staff, will be responsible for its resourcing"
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Head of School
Date
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Print Name
SECTION 3: MODULE IS PART OF A PROGRAMME IN A PARTNER COLLEGE OR VALIDATED
INSTITUTION
(Where the module is proposed by a Partner College/Validated Institution)
Statement by the Nominated Officer of the College/Validated Institution (delete as applicable): "I
confirm that the College/Validated Institution (delete as applicable) has approved the introduction of the
module and will be responsible for its resourcing"
.................................................................
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Nominated Responsible Officer of Partner
College/Validated Institution
Date
………………………………………………….
Print Name
…………………………………………………..
Post
………………………………………….
Partner College/Validated Institution
UNIVERSITY OF KENT
Module Specification Template
Last updated October 2012