School of History, Classics and Archaeology
Proposal for new or revised course
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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
OLL course
Proposal for a Revised Course
3. Course Name *
Greek Prose Texts: Historiography, Oratory and/or Philosophy 1
4. Course Code
Not yet known.
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
NO
(Circulated
electronically,
23-25 March 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
YES
NO
The School IT Manager has been consulted and is satisfied that the
course IT requirements can be supported
YES
NO
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)
August 2014
EUCLID information
(this information will be available to students via EUCLID/DRPS)
6. Normal Year Taken *
Year 1 UG
7. Course Level *
8. Visiting Student
Availability *
PG
OLL
UG
PG
Year 3 UG (or 3/4)
Year 4 UG
OLL
Not available to Visiting Students
Available to All Students
Available to Part-year Visiting Students only
9. SCQF Credits *
10. Credit Level (SCQF) *
Year 2 UG
20
40
Other: •
07
08
09
UG
10
PG
11
11. Home Subject Area *
Lifelong Learning (HCA)
Postgraduate
UG
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
12. Other Subject Area(s)
(for UG courses)
13. Programmes to which
course is to be
available (for PG
courses)
14. Course
Organiser/Proposer
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
Please list the programmes to which this course should be available
•
Benjamin Gray and Mirko Canevaro
August 2014
15. Course Secretary
(Area)
UG
Archaeology
Classics
British History
Economic and Social History
European History
Medieval / Scottish History
American / Asian / African History
PG
Archaeology / Classics
History
OLL
16. % not taught by this
institution
17. Collaboration
Information (School /
Institution)
18. Total contact teaching
hours *
19. Any costs to be met by
students
0
Not applicable
22
c. £ 20, i.e. the cost of buying own copy of set texts (e.g. the two volumes
of the Oxford Classical Text of Thucydides)
Pre-requisites, Co-requisites and Prohibited Combinations
20. Pre-requisites
Standard pre-reqs for this level in this Subject Area
Or other (please specify):
• A pass in Greek 2a and 2b, or at the discretion of the course
organisers.
21. Co-requisites
22. Prohibited
Combinations
23. Visiting Students Prerequisites
24. Course Description *
a. Summary
b. Description
Standard VS pre-reqs for this level in this Subject Area
Or other (please specify):
• Ability in Greek consistent with having passed Edinburgh’s Greek 2a
and 2b.
As part of PCIM project we need:
a. Summary (2-3 sentences)
This course gives students the opportunity to read in detail in the
original a sample of the rich surviving range of ancient Greek texts in
prose. The focus will be on texts of interest for studying the political,
social and cultural history of ancient Greece, but the texts will also be
studied from a literary and linguistic perspective. Texts to be studied in
any particular year will be drawn from, for example, historians such as
Thucydides, Xenophon or Polybius; orators such as Lysias and
Demosthenes; and philosophers such as Plato and Aristotle.
b. Description (longer description with list of topics etc)
This course enables students to study in detail in the original samples of
the rich range of ancient Greek works of historiography, rhetoric and/or
philosophy. Texts will be selected which give students the opportunity to
study and debate ancient Greek history, politics, society and ethics,
including themes such as nature, culture, law, democracy and virtue.
The texts will normally be studied primarily from a historical point of
view, though philosophical concerns will become more prominent when
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25. Keywords
26. Fee Code
the course concentrates on Plato and/or Aristotle. All texts will also be
studied from a literary, textual and linguistic perspective. The first
iteration of this course will focus on the fifth-century BC historian
Thucydides and his History of the Peloponnesian War, an exceptionally
rich and influential work of history. In this version of the course,
students will study samples of Thucydides’ work, such as his
representations of tumultuous debates in the political assembly of
democratic Athens; his narratives of the complex relationships between
large and small Greek cities; and his more theoretical reflections about
history, politics, culture and character. In future versions of this course,
the focus will be on other Greek historians, such as Xenophon or
Polybius, or on works of oratory or philosophy, by authors such as
Demosthenes or Plato.
Greek prose, Historiography, Oratory, Philosophy, Thucydides,
Demosthenes, Plato
only for use for ODL courses
Standard Course Fee by credits
27. Course Type *
Standard
Dissertation
Online Distance Learning
Year-abroad
OLL course
28. Default Course Mode
of Study *
Classes & Assessment incl centrally-arranged exams
Classes & Assessment excl centrally-arranged exams
Class only
Exam only (centrally-arranged)
Distance Learning
29. Default delivery
period *
Semester 1
Semester 2
Full year
30. Marking Scheme *
CMS1: Undergraduate degree assessment (except BVM&S and
MBChB)
31. Taught in Gaidhlig? *
No
CMS4: Taught Postgraduate Assessment Mark
32. Intended Learning Outcomes (maximum of 5 permitted) *
Upon completion of the course it is intended that students will be able to:
1. demonstrate, in class discussion, coursework and examination as required, that they can confidently
translate and interpret ancient Greek prose texts;
2. demonstrate, in class discussion, coursework and examination as required, a sound understanding
of the social, literary and cultural role of different prose genres in the ancient Greek world, including
historiography, oratory and/or philosophy;
3. demonstrate, in class discussion, coursework and examination as required, that they understand
how the close study of ancient Greek prose texts can illuminate ancient Greek political, social, cultural
and intellectual history;
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4. demonstrate, in class discussion, coursework and examination as required, that they understand
how to find and use modern scholarship and commentaries to enrich the close study of ancient Greek
prose texts, and their historical context and importance;
5. demonstrate, in class discussion, coursework and examination as required, that they can discuss
and debate issues in ancient Greek history and culture, drawing on the evidence of the language and
content of significant ancient Greek prose texts.
33. Special Arrangements
34. Components of Assessment, ‘Parent’ course *
Degree Examination: 60% (1 two-hour paper)
Coursework: Essay 40% (c. 3500 words)
35. Components of Assessment for a ‘Visiting Student Instance’ of this course *
Semester 1 Only Visiting Student (VV1) Variant Assessment:
Coursework Essay (40%);
and a Subject-Area administered Exam/Exercise in lieu of Degree Examination (60%).
36. Syllabus (for EUCLID)
The syllabus for this course will vary from year to year, depending on the author(s) chosen as its
focus. In this respect, this course will resemble the ‘Studying Ancient History....’ courses which have
been introduced in Ancient History at Honours level. A new syllabus will be normally be submitted for
display in Euclid when the choice of author(s) changes. The following list is an indicative syllabus for
the first iteration of this course, concentrating on Thucydides.
Sample syllabus (for course on Thucydides):
Week 1: Introduction – Thucydides as a historian of the Greek world.
Weeks 2 and 3: Pericles’ Funeral Speech: democracy, freedom and virtue
Week 4, 5 and 6: The Athenian democratic assembly in action: the Mytilenian debate; the Sicilian
debate
Weeks 7 and 8: Athenian imperialism: the Melian dialogue
Weeks 9 and 10: The Greek world beyond Athens: Corcyra, Syracuse, Samos
Week 11: The failure of Athenian democracy? Thucydides on the Athenian oligarchy of 411
37. Academic Description
not used
38. Study Pattern
not used
39. Transferable skills:
• In addition to the ILOs described above, students will also demonstrate a number of transferable
skills, such as
• reading skills, including the ability to read critically and accurately a high volume of complex text in
a foreign language;
• general analytical skills;
• written and verbal communication skills;
• oral presentation and discussion skills.
40. Study Abroad
not used
41. Reading List (Indicative)
The core bibliography for this course will vary from year to year, depending on the author(s)
chosen as its focus. A new bibliography will be submitted for display in Euclid on each
occasion. The following list is the indicative bibliography for the first iteration of this course,
concentrating on Thucydides.
Text: Oxford Classical Text of Thucydides (eds. H.S. Jones and J.E. Powell), two volumes
Translation:
Hammond, M., with introduction and notes by P.J. Rhodes, Thucydides: The Peloponnesian
War (Oxford: World Classics, 2009).
Commentaries:
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Gomme, A.W., Andrewes, A., and Dover, K.J., A Historical Commentary on Thucydides (five
volumes, Oxford 1945–1981).
Hornblower, S., A Commentary on Thucydides (three volumes, Oxford 1991–2008).
Rhodes, P.J., Thucydides History, Book I (2014), Book II (1988), Book III (1994), Books
IV.1-V.24 (1998) (Aris and Phillips).
Key General Works:
Rusten, J.S. (ed.), Oxford Readings in Classical Studies: Thucydides (Oxford 2009).
Hornblower, S., Thucydides (Johns Hopkins 1987).
Loraux, N., The Invention of Athens (Cambridge, MA, 1986).
Marincola, J., ‘Thucydides’, pp. 61–104 in id., New Surveys in the Classics: Greek
Historiography (Oxford 2001).
Rengakos, A., and Tsakmakis, A. (eds.), Brill’s Companion to Thucydides (Leiden 2006).
Rhodes, P.J. 2005. A History of the Classical Greek World: 478-323 BC (Oxford).
Upload Supporting Documents – finalised copy of this form to be uploaded
August 2014
Course Instance Information
42. Exam Information
Summative Exams
not applicable (“Classes & Assessment excl centrallyarranged exams” or “Class only” course)
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 hours.
Special requirements
• n/a
Stationery Requirements
• n/a
Keywords information also to be input by course secretary
43. Assessment Methods *
Whole numbers only and must add up
to 100%
44. Learning and Teaching Hours *
Whole numbers only and total hours for
the whole course
Written Exam *
60%
Coursework *
(including written assessment / report /
portfolio / dissertation / research project)
Practical Examination *
(including practical-based assessment /
oral assessment and presentation)
40%
Lecture Hours
11
Seminar / Tutorial Hours
11
0%
Dissertation / Project Supervision Hours
Supervised Practical / Workshop / Studio
Hours
Fieldwork Hours
External Visit Hours
Virtual Learning Environment /
Scheduled Online Activities
Feedback / Feedforward Hours
0
Formative Assessment Hours
0
Summative Assessment Hours
2 hours.
Scheduled Revision Session Hours
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Other Study Hours
Programme Level Learning and
Teaching Hours
automatically
calculated
Placement / Study Abroad Hours *
Directed Learning and Independent
Learning Hours
Additional Notes
automatically calculated
August 2014
Information for Subject Area Meeting / Board of Studies approval
(this information will not appear on EUCLID/DRPS)
Rationale
45. Why is this proposal being made?
• This proposal is being made to create two courses that can, in alternative years, expose Honours
students to the direct study of Greek prose authors such as Thucydides, Demosthenes, Lysias,
Aeschines, Xenophon, Plato and Aristotle. This will enrich Edinburgh’s offerings in Greek prose at
Honours level: the focus in Honours Greek teaching in recent years has mainly been on poetry, and
most of the authors listed above have not normally been studied in detail. The flexible character of
these ‘Ancient Greek Prose...’ courses, modelled on the ‘Studying Ancient History...’ courses which
have recently been introduced for Honours students in Ancient History, will make it possible to tailor
the courses to suit particular needs and opportunities in different years.
46. Comment on the alignment of this proposed course with the Subject Benchmark
Statement.
• These 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 in the lectures and seminars as well as in private study (A1)
• an understanding of the subject [here: ‘language, literature, linguistics, philosophy, history’] and its
relatedness to other subjects [here: ‘ancient Greek society, Athenian law, Greek political theory’] in
both lectures and seminars (A2)
• familiarity with an appropriate and diverse range of primary materials relevant to a topic (here:
textual evidence), in the lectures and seminars (A3)
• 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 understanding the varieties of
historical method, all in the course of intensive study of the ancient evidence and the approaches of
modern historians and scholars, combined with the students’ use of a range of library provisions to
pursue 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 the meaning of important Greek
prose texts, and their historical and intellectual implications.
• a degree of intellectual autonomy, evidenced in self-directed study and time management, e.g. in
the preparation for class discussion and the essay-writing process (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 tutorial and class
discussion (B2)
• the capacity for critical judgment in the light of evidence and argument in relation to the set tasks,
esp. in class discussion (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 subsequent discussion in the tutorials (B4)
• the ability to extract key elements from complex information, and to identify and solve associated
problems through the weekly reading and ‘problem’ assignments to be discussed in the tutorials
(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 reading and ‘problem’ assignments for the tutorials and in
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, but also in regard to law and legal thinking, and economics (B8).
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• 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 the 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 the 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 and seminars (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)
[References in parentheses are to the relevant Benchmark statements.].
47. Indicate the links between teaching and research in the proposed course.
• Members of staff in the school are conducting important research on Greek prose texts, in
particular on texts from Classical Athens. For instance Canevaro has worked extensively on the
orators and on Aristotle, Gray on Xenophon and Plato. This course will give students the chance to
be exposed to innovative research by various members of staff.
48. Is this an additional course, or is it a replacement course?
• This is an additional course.
49. What are the steps needed to secure external validation, if appropriate?
• n/a
Course Aims and Objectives
50. What balance of knowledge, understanding and skills does the course aim to achieve?
• This course encourages studies to engage with Greek prose texts at a deep level, testing literary,
linguistic, historical and sometimes also philosophical skills.
- Students’ proficiency with Attic Greek will increase through sophisticated engagement with complex
texts.
- Students will improve their grammatical and syntactical knowledge, and acquire new skills in textual
criticism.
- By studying texts such as Thucydides’ history or Demosthenes’ speeches, students will be
introduced to key legal, political and philosophical concepts, such as citizenship, democracy,
ownership, honour, empire, domination and justice.
- Additionally, by studying the different texts students will learn about the problems involved in
making effective generalisations and comparisons with other forms of evidence (e.g. epigraphical).
- In the course of acquiring that knowledge and understanding students will have developed their
skills in the use of evidence, weighing the value of contradictory source material and understanding
the particular bias of specific pieces of evidence, to build from complex clues integrated
reconstructions of particular political, legal and economic institutions and connected social and
cultural practices;
- students will also improve their skills in problem-solving, and learn the basics of legal reasoning
and political and philosophical thought;
- students will have developed their skills in the use of written English through translation and essay
writing;
- students will have developed their skills in oral presentation through discussion in classes.
51. Do the course aims and objectives complement those of existing courses?
• This course builds upon the training and the knowledge that students will have acquired through
sub-Honours language instruction in Greek, and complements the training offered in other Greek
language courses, such as Greek lyric, Greek tragedy, Homer, Early-Greek philosophy, Greek
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comedy, Hellenistic poetry and Greek literature of the Roman empire. It also complements Greek
Prose Texts: Historiography, Oratory and/or Philosophy 1. It also complements the topics and
materials discussed in the Ancient History courses Athenian Law and Economy, Sparta and Crete
and Political Thought and Practice in the Greek City.
52. If there is overlap with other courses, can duplication of effort be justified?
• n/a
Intended Learning Outcomes
53. Comment on the alignment of the ILOs with the descriptors for the relevant SCQF level:
• The ILOs have been conceived according to the relevant descriptors, focussing as they do on
promoting knowledge of the discipline, critical understanding of approaches to the discipline, detailed
knowledge of select methodologies, and application of these approaches, also where a degree of
unpredictability is introduced.
Student Intake
54. At what students is the course aimed?
• The course is an Honours option course in Classics It is primarily aimed at students on Classics
programmes (Single and Joint Honours), as well as at students of Ancient History programmes who
have studied Greek at sub-Honours level ((i.e., a pass in Greek 2A [GREE08007) and Greek 2B
[GREE08008]). The course is effectively open to students on all Classics programmes who have the
relevant prerequisites, as well as to students on other programmes in the School (esp. the ‘History’programmes) if they fulfil the same requirements.
55. Is it to be offered on-campus, distance-learning or both?
• n/a
56. Is the course likely to be taken by students on programmes outside of the School?
• No, it is unlikely, as it requires previous instruction in Greek.
57. Are there additional attainments needed to undertake the course?
• n/a
58. What is the minimum number of students the course must attract if it is to be viable?
• Average student numbers are expected to be similar to those in other Honours courses of this type
(c. 10-15 at present); and there is no minimum number for this course other than what the School
chooses to impose from time to time.
59. What is the maximum number of students that can realistically be accommodated?
• The course is designed to offer small-group-teaching contact hours in all lectures and seminars.
From this it follows that the course should not take in more than c. 15 students to allow for
meaningful discussion in class, and checking on the students progress.
Content of the Course
60. Please outline an indicative teaching programme
The outline of this course will vary from year to year, depending on the author(s) chosen as its focus.
In this respect, this course will resemble the ‘Studying Ancient History....’ courses which have been
introduced in Ancient History at Honours level. A new syllabus will normally be submitted for display
in Euclid when the choice of author(s) changes. The following list is an indicative syllabus for the first
iteration of this course, concentrating on Thucydides.
Sample syllabus (for course on Thucydides):
Week 1: Introduction – Thucydides as a historian of the Greek world.
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Weeks 2 and 3: Pericles’ Funeral Speech: democracy, freedom and virtue
Week 4, 5 and 6: The Athenian democratic assembly in action: the Mytilinean debate; the Sicilian
debate
Weeks 7 and 8: Athenian imperialism: the Melian dialogue
Weeks 9 and 10: The Greek world beyond Athens: Corcyra, Syracuse, Samos
Week 11: The failure of Athenian democracy? Thucydides on the Athenian oligarchy of 411
61. Can the topics be handled on the basis of the presumed previous knowledge and experience of
students?
• The content of the course builds on the students’ knowledge and skills gained in their first and
second year Greek language instruction, and provides a specific progression in its detailed
concentration on a specific set of authors and texts, analysed with a deeper level of literary, historical
and often also philosophical engagement.
62. Is the content within the expertise of the staff available?
• Yes.
Organisation of Teaching
63. What teaching methods will be used?
• The course will be taught through two one-hour classes per week. During these classes students
will be required to translate the Greek text, and this will be followed by class discussion, focusing on
grammar, literary, historical and philosophical commentary, textual criticism, and other matters of
interest arising from the text. Students will also be required to give presentations on particular topics
and sections of the text. These will be informally assessed (as formative feedback towards the essay
and the exam), but they will not constitute part of the final mark.
64. Beyond participation in timetabled teaching, what independent study activities (and associated
time commitments) will be expected of students?
• As with similar Honours courses, large amount of regular reading and private study is required for
this course – to accompany and in preparation for the lectures and seminars – amounting to ca. 7-8
hours per week.
65. Comment on the appropriateness of teaching and learning strategies proposed in the light of:
• As outlined under 63, the course is taught by lectures and seminars over 11 weeks (22 contact
hours). The teaching is typically conducted through translation of particularly significant or
particularly difficult parts of the Greek text by students, checked and commented upon by the
lecturer. This will help the students to improve their skills in Greek, and the lecturer to check their
progress in real time, and offer guidance whenever a gap in knowledge becomes apparent. The
translation will then be followed by comments, in lecture form, by the lecturer, who will elucidate the
text from a literary, historical and/or philosophical point of view, with attention also to textual criticism.
This will be followed by class discussion. Students will learn how to engage with the text through
discussion in class; through wide-ranging preparation on specific topics of interest reflecting the
changing topics of the daily passages of text; and through intensive preparation for their
presentations, in which they will take the role of the lecturer and discuss a particular passage from a
literary, historical and philosophical point of view.
66. What aspects of the teaching and learning proposed are innovative or enhance existing good
practice?
• Seminar-style language teaching, with the students translating under the guidance of the lecturer,
and then a discussion on the text guided by the lecturer, is the most traditional, and the most
effective, form of advanced language teaching. What is innovative in this course is the material, as
Honours language teaching in Classics at Edinburgh has concentrated in recent years mainly on
Greek poetry.
67. Have checks been made for potential timetable clashes with other relevant courses?
• n/a
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Teachability
68. 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 seminars, 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 and Greek translation,
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.
Student Assessment and Guidance
69. Comment on the alignment of the Components of Assessment with the descriptors for
the relevant SCQF level.
• The CoAs are well in line with the relevant descriptors.
70. How will coursework, examinations (including class exams) and any other assessed work be
timetabled?
• In line with the standard procedures in both the Subject Area and the School, as well as the
College were relevant.
71. What provision is made, where appropriate, for resit examinations or for resubmission of
coursework?
• In line with the standard procedures in both the Subject Area and the School, as well as the
College were relevant.
72. How will the course be externally examined?
• In line with the standard procedures in both the Subject Area and the School, as well as the
College were relevant.
73. How will students be kept regularly informed on their progress?
• Students will gain a sense of their progress in the class discussions, through direct comparison with
peers, in the presentations, and in the course work due during the semester.
74. What help with difficulties will students be given?
i All students are always welcome to consult the course organisers at any point during the course
with any questions or problems concerning their learning;
ii. Dr. Gray and Dr. Canevaro offer as a rule comments on essay outlines and/or drafts;
iii. 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
75. How will the effectiveness of the course in meeting its objectives be determined?
• In line with the standard procedures in both the Subject Area and the School, as well as the
College where relevant.
76. What feedback will be sought from students and others (e.g., those involved in teaching)?
• Feedback will be sought in line with the standard procedures in both the Subject Area and the
School, as well as the College were relevant.
77. What course monitoring procedures will be followed?
• The course monitoring procedures will be in line with the standard procedures in both the Subject
Area and the School, as well as the College were relevant.
Resource Requirements
78. Will the course require significant new resources or additional funding?
• No, it will not.
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79. How will the course be staffed (including provision for tutors)?
• The course will be taught by Dr Gray and Dr Canevaro.
80. What lecture theatres and other teaching space will be needed and what laboratory, computing
or other facilities will be required?
• For the delivery of the lectures and seminars, a suitable lecture room seating ca. 15-20 students is
required, with the usual audio-visual aids (data-projector, overhead, VCR tape, white-board, object
camera).
81. Are there any other significant resource implications?
• No.
82. Any costs to be met by students?
• Students will be required to purchase one text/textbook, c. £20-30
Documentation
83. 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 basic course materials will be posted onto the course website; e.g. the course booklet, the
course bibliography, etc. In addition, the obligatory weekly reading in preparation for the lectures will
be posted onto the course website (by way of a link). Students will receive a course flyer in hard
copy form in the first class meeting, detailing all important aspects of the teaching programme for
this course.
Indicative Bibliography
84. This indicative bibliography should identify the core library resources for this course.
The core bibliography for this course will vary from year to year, depending on the author(s) chosen
as its focus. In this respect, this course will resemble the ‘Studying Ancient History....’ courses which
have been introduced in Ancient History at Honours level. A new bibliography will normally be
submitted for display in Euclid when the choice of author(s) changes. The following list is an
indicative bibliography for the first iteration of this course, concentrating on Thucydides.
Text: Oxford Classical Text of Thucydides (eds. H.S. Jones and J.E. Powell), two volumes
Translations:
Warner, R., Thucydides: History of the Peloponnesian War (Penguin, revised edition, 1972).
Lattimore, C., Thucydides: The Peloponnesian War (Hackett 1998).
Crawley, R., revised by Lateiner, D., The History of the Peloponnesian War (New York,
Barnes and Noble Classics 2006).
Hammond, M., with introduction and notes by P.J. Rhodes, Thucydides: The Peloponnesian
War (Oxford: World Classics).
Commentaries:
Gomme, A.W., Andrewes, A., and Dover, K.J., A Historical Commentary on Thucydides (five
volumes, Oxford 1945–1981).
Hornblower, S., A Commentary on Thucydides (three volumes, Oxford 1991–2008).
Rhodes, P.J., Thucydides History, Book I (2014), Book II (1988), Book III (1994), Books
IV.1-V.24 (1998) (Aris and Phillips).
Key General Works:
Rusten, J.S. (ed.), Oxford Readings in Classical Studies: Thucydides (Oxford 2009).
Hornblower, S., Thucydides (Johns Hopkins 1987).
Hornblower, S., Thucydidean Themes (Oxford 2010).
Loraux, N., The Invention of Athens (Cambridge, MA, 1986).
Rengakos, A., and Tsakmakis, A. (eds.), Brill's Companion to Thucydides (Leiden 2006).
Rhodes, P.J. 2005. A History of the Classical Greek World: 478-323 BC (Oxford).
August 2014
Rood, T., Thucydides: Narrative and Explanation (Oxford 1998).
Other Secondary Literature:
Canfora, L., ‘Biographical obscurities and problems of composition’, in Rengakos and
Tsakmakis (2006, see above).
Connor, W.R., Thucydides (Princeton 1984).
Finley, G.H., Thucydides (second edition, Cambridge MA 1963).
Greenwood, E., Thucydides and the Shaping of History (London 2006).
Hornblower, S. (ed.), Greek Historiography (Oxford 1994).
Hornblower, S., Thucydides and Pindar: Historical Narrative and the World of Epinikian
Poetry (Oxford 2004).
Hornblower, S., The Greek World, 479-323 BC (4th ed., London 2011).
Kallet-Marx, L., Money, Expense and Naval Power in Thucydides 1–5.24 (Berkeley 1993).
Kallet, L., Money and the Corrosion of Power in Thucydides: the Sicilian Expedition and its
Aftermath (Berkeley 2001).
Lee, C., and Morley, N., A Handbook to the Reception of Thucydides (Wiley-Blackwell 2015).
Loraux, N., ‘Thucydides is not a colleague’, ch. 1 in Marincola (2011, see below).
Macleod, C., Collected Essays (Oxford 1983).
Marincola, J., ‘Thucydides’, pp. 61–104 in id., New Surveys in the Classics: Greek Historiography
(2001).
Marincola, J., Oxford Readings in Classical Studies: Greek and Roman Historiography (Oxford
2011).
Ober, J., Political Dissent in Democratic Athens: Intellectual Critics of Popular Rule (Princeton 1998).
Price, J., Thucydides and Internal War (Cambridge 2001).
Shanske, D., Thucydides and the Philosophical Origins of History (Cambridge 2007).
Stadter, P. The Speeches in Thucydides: A Collection of Original Studies with a Bibliography
(Chapel Hill 1971).
Stahl, H.-P. Thucydides: Man’s Place in History (Swansea 2003).
Taylor, M.C., ‘Implicating the Demos: A Reading of Thucydides on the Rise of the Four
Hundred’, JHS 122 (2002), 91–108.
Taylor, M.C., Thucydides, Pericles, and the Idea of Athens in the Peloponnesian War (Cambridge
2010).
Guidance
Please see Course design within the Quality assurance and enhancement section of the School’s
website for further information and guidance, www.ed.ac.uk/schools-departments/history-classicsarchaeology/about-us/academic-excellence/teaching-quality/course-design/overview.
UG only information
PG only information
ODL only information
EUCLID information
(this information will be available to students via EUCLID/DRPS)
1. UG / PG course
2. Proposal for a New /
Revised Course
3. Course Name *
4. Course Code
5. Approval
If you are creating mirror UG and PG courses (especially for
Archaeology), please complete separate forms for the UG and PG
courses.
If any changes are to be made to the course name a new proposal is
required.
No changes whatsoever can be made to the course name once
entered into EUCLID.
For courses to be revised please enter the course code; for a new
course the code will be automatically generated by EUCLID at the end
of the process.
Before a proposal can be submitted to the Board of Studies it must be
approved at the appropriate Subject Area meeting and the relevant
August 2014
6. Normal Year Taken *
7. Course Level *
8. Visiting Student
Availability *
9. SCQF Credits *
10. Credit Level (SCQF) *
11. Home Subject Area *
12. Other Subject Area(s)
(for UG courses)
13. Programmes to
which course is to be
available (for PG
courses)
14. Course
Organiser/Proposer
15. Course Secretary
(Area)
16. % not taught by this
institution
17. Collaboration
Information (School /
Institution)
18. Total contact
teaching hours *
support services (e.g. Library, Computing Services) must have been
consulted about any necessary support required for the course.
Please see www.ed.ac.uk/schools-departments/history-classicsarchaeology/about-us/academic-excellence/teaching-quality/coursedesign/year-level-progression
Please see www.ed.ac.uk/schools-departments/history-classicsarchaeology/about-us/academic-excellence/teaching-quality/coursedesign/year-level-progression
Available to All Students
Separate VS variant courses are no longer created, if the credit
value and course content is the same as the ‘parent’ course.
Available to Part-year Visiting Students only
Select this for a one-semester VS variant which has a different
credit value or course content to its ‘parent’ course.
Please see www.ed.ac.uk/schools-departments/history-classicsarchaeology/about-us/academic-excellence/teaching-quality/coursedesign/year-level-progression
Please see www.ed.ac.uk/schools-departments/history-classicsarchaeology/about-us/academic-excellence/teaching-quality/coursedesign/year-level-progression
The Home Subject Area determines the EUCLID course code (e.g.,
Greek course codes all begin GREE).
For OLL and PG courses use the appropriate of the top two boxes, for
UG choose from the bottom section.
This has implications for the collections of courses in EUCLID DPTs.
Please indicate any other EUCLID / DRPS subject areas this course
should be available to.
PG courses are all listed as “Postgraduate (History, Classics and
Archaeology)”.
Please indicate which programmes the course should be available to,
please see list at www.ed.ac.uk/schools-departments/history-classicsarchaeology/graduate-school/programmes/a-z.
If all taught by University of Edinburgh please input 0%.
Where there is collaboration with another Institution, the percentage
not taught by the University of Edinburgh should be recorded.
Where there is collaboration with another School or Institution, this
should be recorded along with any additional comments relating to the
collaboration.
Record the total contact teaching hours for the course. This will be the
sum of all lectures, tutorials and labs to be attended. Note this is the
total for the duration of the course and not the weekly contact hours.
19. Any costs to be met by
students
Pre-requisites, Co-requisites and Prohibited Combinations
These will be recorded as a set of ‘rules’ following course approval that will be validated during the
course enrolment process.
Pre-requisite requirements will be printed in the Course Catalogue within the DRPS.
20. Pre-requisites
If you are unsure of the “Standard pre-reqs for this level in this Subject
Area” or are proposing “other” pre-requisites, please consult the
appropriate Head of Subject Area.
21. Co-requisites
SHCA Course Proposal - Guidance
2
22. Prohibited
Combinations
23. Visiting Students Prerequisites
24. Course Description
*
25. Keywords
26. Fee Code
27. Course Type *
28. Default Course
Mode of Study *
29. Default delivery
period *
30. Marking Scheme *
31. Taught in Gaidhlig? *
If you are unsure of the “Standard pre-reqs for this level in this Subject
Area” or are proposing “other” pre-requisites please consult the
appropriate Head of Subject Area.
Include research/teaching linkage
This will appear in the course catalogue within the DRPS
a. Summary – concise description of course in 2 to 3 sentences.
b. Course Description – succinct paragraph describing your
course, providing students with the course aims, list of topics
and outline of contents. A brief indication of what makes the
course distinctive and its place within the wider curriculum or
discipline would also be helpful.
For ODL courses please include details of any IT requirements of the
student to take the course (e.g. internet connection).
course secretary will input for SMART
This field should only be used for ODL courses
The student will be charged the standard course fee calculated on the
credit value of the course.
These values are used to identify which students are expected to be
examined (for examination timetabling etc) and/or whether the student
is attending classes.
This is not necessarily the actual delivery period on a year-by-year
basis. Once a course is approved, a course delivery or multiple
deliveries are created to record the actual delivery period for each
instance of the course.
Please see www.ed.ac.uk/schoolsdepartments/registry/exams/regulations/common-marking-scheme.
No
32. Intended Learning Outcomes:
Please see www.ed.ac.uk/schools-departments/history-classics-archaeology/about-us/academicexcellence/teaching-quality/course-design/learning-outcomes which includes Sample Intended
Learning Outcomes. These sample LOs can be adopted as is or can be adapted as appropriate to
your course. Other ILOs are perfectly acceptable as long as they are separately numbered and do
not exceed five in total.
33. Special Arrangements
Any special arrangements which are to apply to this
course as part of student course enrolment.
34. Components of Assessment, ‘Parent’ course *
Please indicate the breakdown of assessment, word count of essays or assignments, nature of
examination (as appropriate), and any other relevant information concerning assessment.
For ODL courses please also provide detail on how you’d like the assessment to be submitted
(i.e. via electronic dropbox, as a blog, as a wiki using group-work, etc.).
The details entered here should match the information entered at 43. Assessment Methods
below.
35. Components of Assessment for a ‘Visiting Student Instance’ of this course *
Where this course is available to part-year Visiting Students but the Components of Assessment
are different from above, provide details of the VS assessment.
36. Syllabus (for EUCLID)
SHCA Course Proposal - Guidance
3
If you wish a course syllabus, e.g. seminar / lecture programme to appear on EUCLID please
enter (brief) details here, a fuller syllabus can be entered at 60. Please outline an indicative
teaching programme below.
For ODL courses please give a description of the types of events which will happen weekly such
as: online tutorial, seminar, discussion, etc.
37. Academic Description
not used
38. Study Pattern
not used
39. Transferable skills:
40. Study Abroad
41. Reading List (for EUCLID)
not used
Please include no more than 12 books or articles that
represent exemplary or essential reading for the course.
A fuller bibliography can be entered at 84. Indicative
Bibliography below.
For ODL courses please indicate which, if any, items
will be provided to students, paid for from their fees.
SHCA Course Proposal - Guidance
4
Course Instance Information
42. Exam Information
Summative Exams
not applicable (“Classes & Assessment excl centrallyarranged exams” or “Class only” course)
1st Sit Diet Month:
1st Sit Assessment Result Due
December
January
April/May
June
Resit Diet Month (if any): Resit Assessment Result Due
August
September
Exam Duration in hours and minutes (per exam paper)
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.
Stationery Requirements
e.g. script book specifications e.g. 2x20sides; graph paper;
pencils/rubbers etc.
43. Assessment Methods *
Whole numbers only and must add up
to 100%
Written Exam *
Coursework *
(including written assessment / report /
portfolio / dissertation / research project)
Practical Examination *
(including practical-based assessment /
oral assessment and presentation)
44. Learning and Teaching Hours *
Values must be entered as whole numbers only and total
hours for the whole course.



Lecture Hours
Seminar / Tutorial Hours
Dissertation / Project
Supervision Hours
 Supervised Practical /
Workshop / Studio Hours
 Fieldwork Hours
 Virtual Learning Environment /
Scheduled Online Activities
 Feedback / Feedforward Hours
 Formative Assessment Hours
 Summative Assessment Hours
 Scheduled Revision Session
Hours
 Other Study Hours
 Programme Level Learning and
Teaching Hours
Placement / Study Abroad Hours *
For the majority of courses “Lecture Hours” and “Seminar /
Tutorial Hours” will need to be completed along with the
duration of the exam in “Summative Assessment Hours”.
The “Programme Level Learning and Teaching Hours”
value is automatically calculated at 2 hours per 10 credits.
SHCA Course Proposal - Guidance
5
Directed Learning and Independent
Learning Hours
Additional Notes
This value is automatically calculated and represents the
remaining time after the Learning and Teaching Hours
above have been calculated.
Any additional information on Learning and Teaching
Activities and mandatory if “Other Study Hours” specified.
SHCA Course Proposal - Guidance
6
Information for Subject Area Meeting / Board of Studies approval
(this information will NOT appear on EUCLID)
Rationale
45. Why is this proposal being made?
46. Comment on the alignment of this
proposed course with the Subject
Benchmark Statement.
Please consider, for example, internal
considerations such as staff changes, extension
of research interests, new initiatives in
interdepartmental collaboration; external
considerations such as developments in the
subject or discipline, employers’ needs, national
policies. Please mention student demand for the
proposed course.
Please see www.ed.ac.uk/schoolsdepartments/history-classics-archaeology/aboutus/academic-excellence/teaching-quality/coursedesign/learning-outcomes for links to the Subject
Benchmark Statements.
47. Indicate the links between teaching and
research in the proposed course.
48. Is this an additional course, or is it a
replacement course?
49. What are the steps needed to secure
external validation, if appropriate?
Course Aims and Objectives
50. What balance of knowledge,
understanding and skills does the course
aim to achieve?
51. Do the course aims and objectives
complement those of existing courses?
52. If there is overlap with other courses, can
duplication of effort be justified?
Intended Learning Outcomes
53. Comment on the alignment of the ILOs
with the descriptors for the relevant SCQF
level:
Student Intake
54. At what students is the course aimed?
55. Is it to be offered on-campus, distancelearning or both?
56. Is the course likely to be taken by students
on programmes outside of the School?
57. Are there additional attainments needed to
undertake the course?
58. What is the minimum number of students
the course must attract if it is to be viable?
59. What is the maximum number of students
that can realistically be accommodated?
Content of the Course
60. Please outline an indicative teaching
programme
Please also complete section 22. Prohibited
Combinations in EUCLID information if
appropriate.
Please see www.ed.ac.uk/schoolsdepartments/history-classics-archaeology/aboutus/academic-excellence/teaching-quality/coursedesign/learning-outcomes.
Please consider, for example, certain IT
competences, knowledge of a foreign language.
Please include any additional information not
covered by 36. Syllabus in EUCLID Information
above.
SHCA Course Proposal - Guidance
7
61. Can the topics be handled on the basis of
the presumed previous knowledge and
experience of students?
62. Is the content within the expertise of the
staff available?
Organisation of Teaching
63. What teaching methods will be used?
64. Beyond participation in timetabled teaching,
what independent study activities (and
associated time commitments) will be expected
of students?
65. 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)
66. What aspects of the teaching and learning
proposed are innovative or enhance existing
good practice?
67. Have checks been made for potential
timetable clashes with other relevant courses?
Teachability
68. Discuss the course’s ‘teachability’.
Student Assessment and Guidance
69. Comment on the alignment of the
Components of Assessment with the
descriptors for the relevant SCQF level.
For example number and frequency of lectures
and/or tutorials, practical, laboratory or field
work.
This will be of most relevance for pre-honours
courses.
There is a legal obligation to promote disability
equality and to consider the needs of disabled
students when proposing and delivering
courses.
For useful advice and guidance on
‘teachability’, please consult:
www.teachability.strath.ac.uk
Please see www.ed.ac.uk/schoolsdepartments/history-classicsarchaeology/about-us/academicexcellence/teaching-quality/coursedesign/year-level-progression
For PG courses with shared teaching with
undergraduates please also describe what
additional requirements are set for
postgraduates to ensure that learning
outcomes aligned to level 11 grade descriptors
are achieved.
70. How will coursework, examinations (including
class exams) and any other assessed work be
timetabled?
71. What provision is made, where appropriate, for
resit examinations or for resubmission of
coursework?
SHCA Course Proposal - Guidance
8
72. How will the course be externally examined?
73. How will students be kept regularly informed
on their progress?
74. What help with difficulties will students be
given?
Feedback and Evaluation
75. How will the effectiveness of the course in
meeting its objectives be determined?
76. What feedback will be sought from students
and others (e.g., those involved in teaching)?
77. What course monitoring procedures will be
followed?
Resource Requirements
78. Will the course require significant new
resources or additional funding?
79. How will the course be staffed (including
provision for tutors)?
80. What lecture theatres and other teaching
space will be needed and what laboratory,
computing or other facilities will be required?
81. Are there any other significant resource
implications?
82. Any costs to be met by students?
Course resources required: please rate as
required or desirable.
For ODL courses electronic resources are
preferable; resources may include a recorded
lecture, other video, podcast, reading, map or
online databases.
This should be consistent with the Scottish
Executive (SE)/Scottish Higher Education
Funding Council (SHEFC) guidance. In
particular, charges should not be levied for
goods, services or facilities which comprise
core provision as defined by SE/SHEFC.
Documentation
83. 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?
Indicative Bibliography
84. This indicative bibliography should identify
the core library resources for this course.
Please include any additional information not
covered by 41. Reading List in EUCLID
Information above.
Please include any which are not available in
University Library.
For ODL courses please include details of and
highlight any key texts that are not currently
available electronically.
SHCA Course Proposal - Guidance
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