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AEC module booklet, Tiberius to Hadrian
UNIVERSITY OF WARWICK
DEPARTMENT OF CLASSICS AND ANCIENT
HISTORY
THE ROMAN EMPIRE FROM
TIBERIUS TO HADRIAN
CX 244/344
http://www2.warwick.ac.uk/fac/arts/classics/modules/tibtohad/
Mondays 10-11
Room A0.23
Fridays 10-11
Room H148
Reading Classes: Mondays 9-10
Room A0.05
CONVENOR: Prof ALISON COOLEY
MODULE BOOKLET
Autumn term, 2015
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AEC module booklet, Tiberius to Hadrian
Module Outline
This module explores the politics, culture, and society of Rome and the provinces, AD
14-138, looking at art, archaeology, epigraphy, and literature. It considers how the
power of emperors was consolidated and developed after the death of Augustus, and
how the relationship between Rome and its provinces changed during this period.
Term 1 has a chronological framework, covering the whole period in terms of key
characteristics of each emperor's reign, and is primarily political in emphasis. With
the death of Rome's first emperor, Augustus, and the accession of his chosen heir
Tiberius in AD 14, Rome witnessed for the first time the implementation of a dynastic
succession. Heirs of Augustus (the 'Julio-Claudians') ruled Rome until the suicide of
Nero in AD 68 heralded the tumultuous 'year of the four emperors'. The ending of the
civil wars was achieved by the emergence of a new dynasty - the Flavians - who
adopted a variety of strategies in order to consolidate their primacy at Rome. The
advent of Trajan, the first provincial to become emperor at Rome, confirms the
gradual shift towards intergration of provincials in Roman political, social, and
cultural life, and marks the emergence of a system for passing on imperial power by
adoption rather than birthright.
Term 2 has a more thematic framework, and explores significant changes in culture
and society. The module draws upon the rich diversity of material and literary culture
from the period. Key literary works for detailed examination include the historical
works of Tacitus, the letters of the Younger Pliny, and the imperial biographies of
Suetonius. Urban life in both West and East is explored via art, architecture, and
archaeology.
Term 3 explores aspects of the modern 'reception' of the era.
Syllabus – Lectures & Seminars for all
Autumn Term 2015
Week 1 Mon 05/10: No lecture
Fri 09/10: The first imperial succession
Week 2 Mon 12/10: Tacitus' Germanicus
Fri 16/10: Death of Germanicus
Week 3 Mon 19/10: Maiestas - treason against the state?
Fri 23/10: Trial of Piso - Seminar Debate
Week 4 Mon 26/10: Tacitus and the Principate
Fri 30/10: Caligula: mad, bad, or misunderstood?
Week 5 Mon 02/11: Claudius, 'Saturnalian emperor'?
Fri 06/11: Claudius in his own words - Seminar Presentations
Week 6 Reading Week - No lectures
Week 7 Mon 16/11: Nero's Golden Age
Fri 20/11: Year of the Four Emperors
Week 8 Mon 23/11: The new Flavian dynasty
Fri 27/11: The last of the Flavians - Seminar Presentations
Week 9 Mon 30/11: The Flavian Reconstruction of Rome
Fri 04/12: Trajan's foreign conquests
Week 10 Mon 07/12: Hadrian's New Athens
Fri 11/12: The Panhellenion
Spring Term 2016
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AEC module booklet, Tiberius to Hadrian
Week 1 Mon 11/01: Being Greek in a Roman World 1
Fri 15/01: Being Greek in a Roman World 2
Week 2 Mon 18/01: Images of the elite
Fri 22/01: Civic life in the East: a world of festivals?
Week 3 Mon 25/01: Hadrian and the Greek East
Fri 29/01: Hadrian and the City of Rome - Seminar presentations
Week 4 Mon 01/02: Integration of provincials into Roman society
Fri 05/02: Ruling the empire
Week 5 Mon 08/02: Pliny and Bithynia
Fri 12/02: The Best Roman Governor - Seminar debate
Week 6 Reading Week - No lectures
Week 7 Mon 22/02: Running the economy
Fri 26/02: Life in Egypt under Roman rule
Week 8 Mon 29/02: Popular resistance to Rome
Fri 04/03: Opposition to Nero - Seminar presentations
Week 9 Mon 07/03: Jewish revolts and resistance 1
Fri 11/03: Jewish revolts and resistance 2
Week 10 Mon 14/03: Civic life in the West: Spain
Fri 18/03: Emperor worship
Summer Term 2016
Week 1 Mon 25/04: Robert Graves' I Claudius and Claudius the God
Fri 29/04: Robert Graves' Claudius
Week 2 Mon 02/05: No lecture (Bank holiday)
Fri 06/05: Balloon debate
Week 3 Mon 09/05: Revision Class
Fri 13/03: Revision Class
Seminars:
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Gp A, Fri at 10 in H1.48
Gp B, Fri at 9 in H3.56
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Gp C, Fri at 11 in H0.56
Language classes for Q800 students
Mondays 9-10 in A0.05.
Please read the texts in advance and ALWAYS bring a copy of your text to class.
Recommended editions – NB texts available as PDF from module online bibliography:
 Tacitus, Agricola
A.J. Woodman, with C.S. Kraus, Tacitus Agricola (Cambridge 2014) [PA6706.A3]
{Online download: Woodman, A (2014) De vita Iulii Agricolae. In: Agricola / Tacitus.
ed,.A.J. Woodman, Basil L. Gildersleeve. with contributions from C.S. Kraus, Thomas A.
Thacher. ed., Cambridge, United Kingdom : Cambridge University Press. pp.41-64}
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SCPP
Lott, J (2012) Texts and translation: SCPP. In: Death and dynasty in early imperial Rome :
key sources, with text, translation, and commentary . ed., Cambridge ; New York:
Cambridge University Press, Ch.2 (2.6), pp.125-157
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Juvenal Satire 3
Braund, S., Juvenal, Satires: book 1 (Cambridge 1996) [PA 6446.A5]
{Online download: Juvenal (1996) Juvenal Satires 3 - Text and Essay. In: Juvenal Satires:
Book 1. 1st ed., Cambridge: Cambridge University Press, pp.55-64, 230-236}
Statius Silvae
Coleman, K. Silvae IV (Oxford 1988 - available as Bristol Classical Press reprint,
1998) [PA 6697.A3]
{Online download: Statius, P. (1998) Text and translation. In: Silvae IV / Statius;
edited with an English translation, commentary and bibliography by K.M. Coleman.
1st ed., London: Bristol Classical Press, pp.2-21}
Autumn term 2015
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Week 2: Mon 12th Oct - Tacitus, Agricola 1-3
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Week 3: Mon 19th Oct - Tacitus, Agricola 4-9
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Week 4: Mon 26th Oct - Tacitus, Agricola 10-17
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Week 5: Mon 2nd Nov - Tacitus, Agricola 18-28
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Week 7: Mon 16th Nov - Tacitus, Agricola 29-32
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Week 8: Mon 23rd Nov - Tacitus, Agricola 33-38
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Week 9: Mon 30th Nov - Tacitus, Agricola 39-43
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Week 10: Mon 7th Dec - Tacitus, Agricola 44-46
Spring term 2016
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Week 1: Mon 11th Jan - SCPP 1-70
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Week 2: Mon 18th Jan - SCPP 71-176
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Week 3: Mon 25th Jan - Juvenal Satire 3 vv.1-57
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Week 4: Mon 1st Feb - Juvenal Satire 3 vv.58-125
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Week 5: Mon 8th Feb - Juvenal Satire 3 vv.126-189
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Week 7: Mon 22nd Feb - Juvenal Satire 3 vv.190-267
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Week 8: Mon 29th Feb - Juvenal Satire 3 vv.268-322
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Week 9: Mon 7th Mar - Statius Silvae 4.1
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Week 10: Mon 14th Mar - Statius Silvae 4.2
Summer term 2016
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Week 1: Mon 25th Apr - Statius Silvae 4.3
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Week 2: No class: Bank Holiday
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Week 3: Mon 9th May - Revision
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AEC module booklet, Tiberius to Hadrian
Module Organization
There are two one-hour weekly lecture sessions, Mondays 10-11 in Room A0.23 and
Fridays 10-11 in Room H148, three seminars in the autumn and spring terms.
The lectures will present the basic chronological framework of the period, and
will explore how to interpret many different types of primary sources, providing
guidance in assessing their relative strengths and weaknesses as historical evidence,
and will highlight some of the main areas of debate.
After each lecture, students are advised how best to consolidate the topic
covered through independent study, and will be required to read a small
article/chapter to prepare for the following lecture. See details on the web:
http://www2.warwick.ac.uk/fac/arts/classics/modules/tibtohad/preparation/
http://www2.warwick.ac.uk/fac/arts/classics/modules/tibtohad/consolidation/
In addition, the group will be divided into three for seminars in the first two
terms. Some of these seminars will take the form of class debates for which everyone
will be expected to prepare and in which all should participate. Other seminars will
offer you to chance to practise making formal presentations and responding to such
presentations. Seminar worksheets will be distributed two weeks before each seminar,
and are available online.
http://www2.warwick.ac.uk/fac/arts/classics/modules/tibtohad/seminars/
Students are advised that attendance for every lecture and seminar is
compulsory since the assessed essays and exam paper will draw upon the material
covered in them. Lecture topics are listed above. If you have to miss a lecture or
seminar for some good reason, please let me know in advance if possible, or as soon
as possible thereafter. I will email anyone who misses a class to check all is well.
The weekly language classes are crucial for Q800 students since they not only
offer linguistic and grammatical help in translating what are interesting but difficult
texts, but they also offer the chance for us to discuss issues of historical and literary
interpretation. They are essential background both for preparing for the second
assessed essay and for the exam.
Assessment
Assessment of the module for all students is 50% for work submitted during the
course and 50% for a 2-hour exam in the May/June session of examinations. Overlap
should be avoided between pre-submitted essays and the questions answered in the
exam. Lack of breadth may be penalised.
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Non-assessed work:
During the first half of the autumn term, students will also be required to produce
a piece of non-assessed work. This will consist of practice in writing a gobbet, a
skill required for the examination. The gobbet answer should be handed in during
the classes in Week 3. It will be marked and returned to you.
Seminars:
Note that all students are required to attend seminars, and are expected to prepare
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for and to be able to take part actively in them. Seminar groups will be finalized in
due course, and worksheets distributed.
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Assessed Essays:
Students are required to produce TWO essays during the module (length 2,500
words, including footnotes, but excluding bibliography). The normal expected
length for assessed essays is ‘c. 2,500 words’, which in practice means 2250-3000
words (including footnotes not including bibliography). Students are required to
declare a word count on the cover sheet. Essays will be penalized for being too short
or too long.

Use a clear type-face such as Arial or Times New Roman and do not use a tiny
font. A 12-point font is recommended. Print with 1.5 or double line spacing, and
with adequate margins.

Footnotes: these should acknowledge with accurate references what ancient or
modern works you are using or quoting. Essays must include footnotes where
appropriate, and a bibliography of works cited.
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Due attention should be given to literacy (both spelling and grammar). Titles and
submission dates follow below. Please refer to the departmental handbook and the
documents ‘Advice on writing essays’ and the Style guide for further information
about assessment criteria and marking. This is available online:

http://www2.warwick.ac.uk/fac/arts/classics/students/advice/
The second assessed essay for Q800 Classics students will be closely focused upon
the set texts, and require detailed linguistic analysis of the Latin original.
Exam
The exam will be divided into two parts: students will be required
 to comment on two 'gobbets' (from a choice of six) – one text and one artefact from a choice of six
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to write two essays (from a choice of seven titles).
Q800 Classics students will translate and comment on two text ‘gobbets’ (from a
choice of six), and write one essay (from a choice of seven titles).
General guidance on essay writing
1. Presentation: Marks will be awarded for good English expression; marks will
be deducted for poor presentation, including poor grammar and spelling. Marks will
be awarded for correct presentation of footnotes and bibliography
2. Clarity of analysis: Marks will be awarded for work which is organised
coherently on the basis of arguments and deducted for work which is incoherent or
presents a mass of amorphous material. The case the student is arguing should be
clear to the assessor in every paragraph - don't fall automatically into a chronological
arrangement of your material, or a line by line examination of a text, unless you are
making a specific point, narrowly argued, about development or change over time.
3. Primary data: Marks will be awarded for good use of a range of ancient texts
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and other materials – inscriptions, images, coins, archaeology etc. - and deducted for
unsubstantiated arguments and opinions. Marks will be awarded for pertinent
quotation and for thoughtfulness about its usefulness as evidence. Don’t use
quotations of primary materials or images merely as illustrations. Think about what
contribution they make to your argument, what role they play as evidence, where the
producers of the text or artefact are 'coming from'.
4. Secondary material: Marks will be awarded for isolating the main issues and
debates in modern scholarship on the subject. Marks will be deducted for
overdependence on a single unquestioned modern authority. Think also about where
modern scholars are 'coming from', e.g. by reading reviews of their work from the
websites of JSTOR, Bryn Mawr Classical Review, or Project Muse.
5. Originality and Sophistication: Marks will be awarded for thoughtfulness,
well-founded scepticism and original ideas which attempt to surpass the issues and
debates found in modern discussions in order to take the argument in a new direction.
Refer to the departmental essay-writing checklist in order to help ensure that you
meet these criteria.
http://www2.warwick.ac.uk/fac/arts/classics/students/modules/rcs/essays/
Plagiarism
Plagiarism, defined as ‘the attempt to pass off someone else’s work as one’s own’
is a variety of cheating or fraud. It is taken very seriously by the University and
students who are caught can suffer penalties which are extremely detrimental to their
career. If in doubt about what constitutes plagiarism, please consult the online tutorial
at
http://www2.warwick.ac.uk/services/its/servicessupport/eassessment/jiscpds/avoiding
plagiarism2/
To avoid any confusion however you should take special care with two things:
1: Cite the sources you are using
2: Use quotation marks for the quotes you are quoting.
Avoiding plagiarism
All written work produced for assessment must be entirely yours. Your work will
often use material covered in lectures and seminars, but your work must demonstrably
be your own representation of that material. You must not quote from other people’s
work word-for-word without acknowledging this by use of “quotation-marks”. If you
present someone else’s thoughts, words, or other work as your own, then you will
have committed plagiarism. In general it is poor practice to scatter quotations from
other scholars throughout your essay; you should attempt to rephrase what other
people have said in your own words, and then also include a reference to the source of
your ideas in a footnote. When taking notes from journals and books, make sure that
you indicate clearly in your notes, using quotation marks, if you’re copying directly
word-for-word. This will ensure that you do not inadvertently reproduce someone
else’s words in your essay. In general, however, the best practice is to paraphrase and
analyse as you read and make notes so that your notes do not simply copy out chunks
of other people’s work. You should also avoid referring to what a lecturer has said
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without finding out for yourself on what his/her ideas are based. You may cite
primary sources on handouts.
Rules for avoiding plagiarism
Good study technique, writing style and correct referencing of quotations will help
you to avoid unintentional plagiarism. If you follow these simple rules you will
always be safe:
 Always take down a detailed reference for each text that you read and take
notes from.
 While copying quotations, make sure you clearly mark them as quotations in
your working notes.
 Gather and use your own examples whenever you want to support a particular
view.
 Ensure that all quotations are surrounded by quotation marks.
 Ensure that your references can be used to locate the original source text.
Submission of Essays
Essays/dissertations
should
be
submitted
online
via
the
Tabula
site
(http://www2.warwick.ac.uk/fac/arts/classics/students/esubmission/) AND a hard copy of the
essay should also be signed into the log in the departmental office and a cover sheet filled in
before 12 noon on or before the deadline. Please indicate your year of study on the cover
sheet. You should ensure that hard copy and e-copy are identical submissions. A copy of the
e-submission receipt should also be submitted at the same time. Anonymity of marking is an
adopted principle of the University for both assessed essays and examinations, so DO NOT
put your name on your work. By University regulation, late essays will attract a penalty of 5
marks for each day they are late, excluding weekends (from 12.01 on the day they are due
to 12.00 the next day is counted as 1 day).
Deadlines

Non-assessed gobbet: hand this in during classes in Week 3.

1st assessed essay: 12 noon, Tuesday 8 December 2015.

2nd assessed essay: 12 noon, Tuesday 8 March 2016.
Extensions to Essay Deadlines
Applications for an extension of the essay-deadline are only allowed in exceptional
circumstances – such as well-documented medical reasons/ family bereavement. Predictable
problems with time management as a result of deadline bunching or other commitments, and
social problems with housemates are not usually admissible. Any such application can only
be made to the Head of Department or Director of Undergraduate Studies well before
the deadline. Problems with e.g. printers/computers, getting hold of books, bunching-up of
essay-deadlines are not considered acceptable excuses. Nor is involvement in an
extracurricular activity, whether sport, drama, or music. Students who wish to apply for an
extension should support their case with independent documentation (eg GP medical note,
Student Support report). When an extension is granted, students must ensure that the module
coordinator is informed and that the extension (with date limit) is recorded by the secretaries
in the ledger in the Dept Office. Only in very exceptional circumstances will an extension be
allowed beyond one week.
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Class descriptors
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2nd YEAR - 1st class essay will present a reasoned and analytical argument
throughout, its individual points presented in a manner that displays a logical flow
between paragraphs and in good English. It will demonstrate an intelligent and
critical use of primary and secondary sources; the referencing of these will be clear
and accurate. The essay will also display an ability on the part of the student to
advance ideas that display a considerable degree of sophistication and some degree of
originality.
3rd YEAR - 1st class essay will present a reasoned and analytical argument
throughout, its individual points presented in a manner that displays a logical flow
between paragraphs and in good English. It will demonstrate intelligent interpretation
of appropriate primary sources and the ability to identify, characterise, and interrogate
appropriate secondary literature on the subject; it may also demonstrate the ability to
situate the topic within a broader intellectual/academic context. The referencing of
both primary and secondary sources will be clear and accurate. The essay will also
display an ability on the part of the student to advance ideas that display a
considerable degree of sophistication and some degree of originality.
2nd YEAR - Upper 2nd class essay will present a reasoned and analytical argument,
its individual points presented in a manner that displays a logical flow between
paragraphs and in good English. It will demonstrate an intelligent use of primary and
secondary sources; the referencing of these will be clear and accurate.
3rd YEAR - Upper 2nd class essay will present a reasoned and analytical argument,
its individual points presented in a manner that displays a logical flow between
paragraphs and in good English. It will demonstrate an interpretation of appropriate
primary sources and the ability to identify and characterise appropriate secondary
literature on the subject; the referencing of both primary and secondary sources will
be clear and accurate.
2nd YEAR - Lower 2nd class essay may rely heavily upon narrative, from which
salient points of argument will, or are expected, to emerge. It will demonstrate a
moderate use of primary and secondary sources and include referencing to these
which is clear and accurate. It may also answer only part of the question.
3rd YEAR - Lower 2nd class essay may rely heavily upon narrative, from which
salient points of argument will, or are expected, to emerge. It will demonstrate a
moderate capacity to interpret primary and secondary sources and include referencing
to these which is clear and accurate. It may also answer only part of the question.
2nd YEAR - 3rd class essay will either 1) deviate from the question set in whole or at
significant points; or 2) will be presented in a manner that shows few signs of
coherent thought and in a form that is ill-referenced and poorly formulated.
3rd YEAR - 3rd class essay will either 1) deviate from the question set in whole or at
significant points; or 2) will be presented in a manner that shows few signs of
coherent thought and in a form that is ill-referenced and poorly formulated; or 3)
show little acumen in interpreting primary sources and/or shows little recognition of
appropriate secondary literature on the subject.
2nd YEAR - fail essay will display considerable ineptitude in terms of knowledge,
essay-structure, use of English, and referencing.
3rd YEAR – fail essay will display considerable ineptitude in terms of knowledge,
essay-structure, use of English, and referencing; or 2) offer little or no interpretation
of primary sources and no recognition of appropriate secondary literature on the
subject.
Feedback
Essay marks should be returned to students within 20 working days: students will receive an
email from Tabula once feedback has been published on the site, which you can then access
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and download. Students will also be alerted to times for essay tutorials, which are designed to
offer additional clarification about the marking, and a valuable chance for you to discuss your
work personally with your module tutor. If an essay is returned to you before it has been
second-marked, its mark is always provisional. The marked copy of an assessed essay is
retained by the Office.
http://www2.warwick.ac.uk/fac/arts/classics/students/advice
If any of the above is unclear, contact the Module convenor: Prof Alison Cooley, Room
H226; a.cooley@warwick.ac.uk
Also consult the Departmental Handbook.
http://www2.warwick.ac.uk/fac/arts/classics/students/depthandbk/
ASSESSED ESSAYS
Write an essay of approximately 2,500 words on ONE of the following subjects, to be
handed in to the departmental office (Room 222) and by Tabula by 12 noon
on Tuesday 8 December 2015 (Week 10). Make sure that your essay is only identified by
your university number from your library card, and that a cover sheet is attached.
Please ensure that your pages are numbered, and that you state a word count. Use 12point font, and double-space text. See dept handbook for further advice about writing
and presenting essays. Refer to the departmental essay-writing checklist for help.
The reading lists below are not exhaustive: please consult module bibliography & feel
free to explore further on your own. Don't forget to use primary sources extensively
and to consider the questions from a historiographical as well as historical
perspective.
Essay 1 – Titles
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Did Tacitus overcome the structural limitations of annalistic history?
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Was the law of maiestas a necessary evil?
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Analyse how Germanicus is characterized in Tacitus’ Annals and the reasons
for this characterization.
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Can we understand why Gaius Caligula was assassinated?
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Did the Flavians want their regime to represent fundamental change or
continuity from what had come before?
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How important was Alexandria to the fortunes of emperors at Rome?
Essay Bibliographies
Consult LACTOR sourcebooks, Tiberius to Nero and The Flavians to identify suitable primary
sources. The Cambridge Ancient History vols 10 and 11 will also be of much use.
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Did Tacitus overcome the structural limitations of annalistic history?
Oxford Online bibliography ‘Tacitus’
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Ash, R. (2006) Tacitus (Ancients in Action, Duckworth/BCP) [PA 6716.A84]
Ash, R. (2012) Oxford Readings in Tacitus [PA6716.A75]
Ginsburg, J. (1981) Tradition and theme in the Annals of Tacitus [PA 6705.A9]
Goodyear, F.R.D. (1970) Tacitus
O'Gorman, E. (2011) in Oxford History of Historical Writing vol. 1, eds Feldherr & Harvey
[D13.O9 Vol.1]
@O’Gorman, E. (2000) Irony and misreading in the Annals of Tacitus [PA 6705.A9]
Martin, R.H. (1981) Tacitus
@Pagan, E. (2012) A Companion to Tacitus [PA 6716.C66]
Syme, R. (1958) Tacitus
Walker, B. (1951) The Annals of Tacitus [PA 6705.A9]
Woodman, A.J. (1998) Tacitus Reviewed [DG 207.T2]
@Woodman, A.J. (2009) The Cambridge Companion to Tacitus [PA 6716.C3]
Was the law of maiestas a necessary evil?
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Bauman, R. (1996) Crime and Punishment in Ancient Rome [DG 88.B2]
@Bradley, K.R. (1973) “Tum primum revocata ea lex”, AJPhil 94.2: 172-81
@Chilton, C.W. (1955) ‘Roman law of treason under the early Principate’, JRS 45: 73-81
@Evans, J.K. (1979) ‘The trial of P. Egnatius Celer’, CQ 29: 198-202
@Katzoff, R. (1971) ‘Tacitus, Annales 1.74: the case of Granius Marcellus’, AJPhil 92.4:
680-84
@Keaveney, A. & Madden, J.A. (1998) ‘The crimen maiestatis under Caligula: the
evidence of Dio Cassius’, CQ 48: 316-20
@Levick, B. (1979) ‘Poena legis maiestatis’, Historia 28: 358-79
@Levick, B. (1983) ‘The senatus consultum from Larinum’, JRS 73: 97-115
@McAlindon, D. (1956) ‘Senatorial opposition to Claudius and Nero’, AJPhil 77.2: 113-32
@Richardson, J.S. (1997) ‘The senate, the courts and the SC de Cn. Pisone Patre’, CQ
47.2: 510-18
@Rogers, R.S. (1960) ‘A group of Domitianic treason-trials’, CPhil 55.1: 19-23
@Shotter, D. (1966) ‘Tiberius’ part in the trial of Aemilia Lepida’, Historia 15.3: 312-17
@Shotter, D. (1969) ‘The trial of Clutorius Priscus’ G&R 16.1: 14-18
@Shotter, D. (1980) ‘A group of maiestas trials in AD 21’, Hermes 108.2: 230-33
Talbert, R. (1984) The Senate of Imperial Rome, 460-87 [DG 83.T2]
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Talbert, R. in CAH X2, 324-43
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Analyse how Germanicus is characterized in Tacitus’ Annals and the
reasons for this characterization.
Oxford Online bibliography ‘Tacitus’
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Ash, R. (2012) Oxford Readings in Tacitus [PA6716.A75]
Gill, C. (1983) ‘The question of character development: Plutarch and Tacitus’, Classical
Quarterly 33: 469-87
@Kelly, B. (2010) ‘Tacitus, Germanicus and the kings of Egypt’ Classical Quarterly 60.1:
221-37
@O’Gorman, E. (2000) Irony and misreading in the Annals of Tacitus [PA 6705.A9]
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@Pagan, E. (2012) A Companion to Tacitus [PA 6716.C66]
Pelling, C. (1993) 'Tacitus and Germanicus', in A.J. Woodman & T.J. Luce, eds Tacitus and
the Tacitean Tradition (Princeton) 59-85 [PA 6716.T2]
Rowe, G. (2002) Princes and Political Cultures: The New Tiberian Senatorial Decrees [DG
282.R6]
Shotter, D.C.A. (1968) 'Tacitus, Tiberius and Germanicus', Historia 17: 194-214
Woodman, A.J. (1998) Tacitus Reviewed [DG 207.T2]
@Woodman, A.J. (2009) The Cambridge Companion to Tacitus [PA 6716.C3]
Can we understand why Gaius Caligula was assassinated?
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Barrett, A. (1989) Caligula: the corruption of power [DG 283.B2]
Gradel, I. (2002) Emperor worship and Roman religion
@Keaveney, A. & Madden, J.A. (1998) ‘The crimen maiestatis under Caligula: the
evidence of Dio Cassius’, CQ 48: 316-20
Pollini, J. (2012) From republic to empire: rhetoric, religion & power in the visual
culture of ancient Rome
*@Wilkinson, S. (2005) Caligula
Winterling, A. (2011) Caligula: a biography
Did the Flavians want their regime to represent fundamental change
or continuity from what had come before?
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Boyle, A.J.,Dominik, W.J. , eds (2003) Flavian Rome. Culture, Image, Text (Brill, Leiden)
@Brunt, P.A. (1977) 'Lex de imperio Vespasiani', JRS 67: 95-116
Dominik, W.J., Garthwaite, J., Roche, P.A. (2009) Writing politics in Imperial Rome
@Edmondson, Mason, Rives, eds (2005) Flavius Josephus and Flavian Rome
@Ferrill, A. (1965) ‘Otho, Vitellius and the Propaganda of Vespasian’, CJ 60.6: 267-69
Jones, B.W. (1984) The Emperor Titus [DG 290.J6]
Jones, B.W. (1992) The Emperor Domitian [DG 291.J6]
@Lattimore, R. (1934) ‘Portents and Prophecies in Connection with the Emperor
Vespasian’ CJ 29.6: 441-49
*Levick, B. (1999) Vespasian [DG 289.L3]
@Ramage, E.S. (1983) ‘Denigration of predecessor under Claudius, Galba, and
Vespasian’, Historia 32.2: 201-14
@Wardle, D. (1996) ‘Vespasian, Helvidius Priscus, and the restoration of the Capitol’,
Historia 45.2: 208-22
Waters, K.H. (1963) ‘The second dynasty of Rome’, Phoenix 17.3: 198-218
Wiseman, T.P. (1978) Titus Flavius and the Indivisible Subject [DG 289.W4]
How important was Alexandria to the fortunes of emperors at Rome?
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Bowman, A.K. (1986) Egypt after the pharaohs
Bowman chapter in Cambridge Ancient History vol 10
Capponi, L. (2005) Augustan Egypt
Smallwood, E.M. The Jews under Roman Rule (1976) ch.10 [DS 122.S6 + GRID]
@Turner, E.G. (1954) 'Tiberius Iulius Alexander', JRS 44 54-64
Cameron, A. 'The letter of Claudius to the Alexandrines', CQ 20.1 (1926)
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