The module introduces students to sites and museum resources in the City of Rome through a series of weekly study blocks. Each block has been developed to ensure that classroom based learning (including the study of primary sources), and library based research by the students are fully integrated as a thematic package.
Total contact hours: 20
Method of assessment
Presentation blog (1000 words) - 20%;
Itinerary design (3000 words) - 20%;
Itinerary presentation (120 minutes) - 40%;
Itinerary blog (2000 words) - 20%
Claridge, A. (2010) Rome: An Oxford Archaeological Guide, Oxford: OUP;
Coarelli, F. (2008) Rome and Environs: An Archaeological Guide, Berkeley: University of California Press;
Dyson, S.L. (2010) Rome: Portrait of a Living City, Baltimore: Johns Hopkins;
Edwards, C. (1996) Writing Rome: Textual Approaches to the City, Cambridge: CUP;
Favro, D. (1998) The Urban Image of Augustan Rome, Cambridge, CUP;
Galinsky, K. (1998) Augustan Culture: An Interpretive Introduction, Princeton University Press.
See the library reading list for this module (Canterbury)
On successfully completing the module, students will be able to:
Demonstrate transferable skills, which will equip them for a further career either for doctoral research in Roman History and/or Archaeology or in employment;
Demonstrate competence in applying skills to analysis of a diverse body of ancient evidence including that of study of standing remains and museum collections;
Demonstrate critical and analytical powers of the student in relation to ancient texts, excavation reports, standing remains and publications associated with these forms of evidence;
Demonstrate critical, analytical problem-based learning skills in relation to the sites of the city of Rome, as well as modern scholarship on the subject matter;
Command a range of techniques and methodologies, such as bibliographical and library research skills, a range of skills in reading and textual analysis, the varieties of historical method, the visual skills characteristic of art criticism, use of statistics (e.g. in archaeology or the study of ancient demography), academic argumentation and analysis;
Communicate effectively with a wide range of individuals using a variety of means in seminars;
Evaluate their own academic performance;
Manage change effectively and respond to changing demands including the access to sites in Rome;
Take responsibility for personal and professional learning and development (Personal Development Planning);
Manage time, prioritise workloads, recognise and manage personal emotions and stress;
Demonstrate information management skills, e.g. IT skills.
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