Ancient History & Archaeology and Classics
Module Descriptions 2019-20
Level I (i.e. 2nd Yr.) Modules
Please be aware that all modules are subject to availability.
If you have any questions about the administration of the modules, please contact us at
For many of these modules, some experience of studying Ancient History & Archaeology and Classics
may be required, and you should remember this when choosing your modules. If there is another
module that you need to have studied before taking this, it will be stated in the module description.
Please note that at the time this document has been prepared (February 2019) the following
information is provisional, and there may be minor changes between now and the beginning of
2019/20 academic year.
Please note the following:
Each of the modules are worth 20 credits.
Options are usually assessed by 4000 word essay if running in Semester 1, and by 3-hour exam if running in Semester 2. If an option has a different form of assessment, it is stated in the table below. Please note that there are different assessments for language modules.
If you opt for a language module you may have to undertake an aptitude test.
Beginners’ language modules are 20+20 credits. You may take both units, or only the first.
MODULE TITLE Athenian Drama
MODULE CODE 27279
CREDIT VALUE 20
ASSESSMENT METHOD 4000 word essay
TEACHING METHOD TBC
SEMESTER 1
DESCRIPTION
In this module you will put Athenian drama into action: producing your own vital and relevant interpretation, and, through performance, rediscovering the energy and vibrancy of the Dionysiac festival.
For further information, please contact the current module convenor, Dr Dalida Agri,
MODULE TITLE Human Remains
MODULE CODE 28688
CREDIT VALUE 20
ASSESSMENT METHOD 3000 word essay (75%) and 1500 word lab book (25%)
TEACHING METHOD TBC
SEMESTER 1
DESCRIPTION
This module will look at how we excavate, record and analyse human remains and how we interpret them in the archaeological record. This module not only teaches this with conventional classes but it is also taught in the laboratory. This module is not just about skeletons, but also about how human death helps us understand the role of the living.
Main contents:
Where are, human remains found and how are they excavated, recorded and analysed? Legislation, the law and ethical considerations when you dig the dead. How and when are human remains preserved? How can we identify violence, warfare and abuse in the past? What can large cemetery burials tell us about human populations, health and burial? We will also look the recent work undertaken on human genetics and stable isotopes from
human skeletons. A number of ‘life and death stories’ will be considered for a range of people such as Otzi ‘the
ice man’, Lindow man and other bog bodies and Richard the Third will be presented. Three laboratory classes focus on human skeletal anatomy, recording skeletons, and aging,
sexing and pathology.
For further information, please contact the current module convenor, Dr David
Smith: [email protected]
MODULE TITLE Roman Women
MODULE CODE 28096
CREDIT VALUE 20
ASSESSMENT METHOD 1,000 word commentary (25%) and 3,000 word essay (75%), to be submitted as portfolio.
TEACHING METHOD Lecture, discussion
SEMESTER 1
DESCRIPTION
This module will examine the portrayal of Roman women, in contexts such as marriage, family,
public life, religion, and in texts ranging from late republican to late imperial Rome. Sources will
include Roman letters, historiography, epic, satire and elegy, as well as some epigraphic material.
We will also spend some time on the impact of feminism and feminist theory and criticism on the
study of Classics. Representation of historical characters such as Clodia Metelli, Cornelia, the mother
of the Gracchi, or the empress Messalina will be studied alongside fictional creations such as
Horace’s witch Canidia, or Propertius’ mistress, known as Cynthia. The module should appeal to
those who are interested in considering literary texts in their historical contexts.
For further information, please contact the current module convenor, Dr Elena Theodorakopoulos: [email protected]
MODULE TITLE Classical Epic
MODULE CODE 27261
CREDIT VALUE 20
ASSESSMENT METHOD 4000 word essay
TEACHING METHOD TBC
SEMESTER 1
DESCRIPTION
This module assumes and builds on knowledge of the Homeric poems and of Virgil’s Aeneid. We
also study other ancient epics, such as Apollonius Rhodius’ Argonautica, Ennius’ Annales, and
Catullus’ Peleus and Thetis. Themes covered in this module typically include:
-Greek epic and the Indo-European tradition;
-Greek epic and other ancient Eastern Mediterranean traditions;
-The development of epic characters in tragedy;
-The influence of tragedy and other genres on later epic;
-Latin epic after Virgil.
For further information, please contact the current module lead, Dr Phil Burton:
MODULE TITLE Thinking Athenian
MODULE CODE 27272
CREDIT VALUE 20
ASSESSMENT METHOD 4000 word essay
TEACHING METHOD TBC
SEMESTER 1
DESCRIPTION
Classical Athenians saw themselves as special. Descended from kings born from the earth itself,
championed by the goddess Athena (who had to fight Poseidon for the honour!), inventors of
democracy, victors at Marathon and Salamis, inventors of the dramatic arts, home to the best minds
in the world, the list goes on and on. This module will look at Athenian attitudes to a variety of issues
including: bravery, leisure, sexuality, politics, religion, warfare, money, and imperialism. It will also
focus closely on the Athenian tendency towards the “othering” of non-elite male groups such as
women, slaves, and foreigners, and even the poor. Ultimately we will be aiming to answer the
question of whether the Athenians were peculiar in how they thought about the world.
MODULE TITLE Mediterranean and European Archaeology
MODULE CODE 27314
CREDIT VALUE 20
ASSESSMENT METHOD 3 -hour exam
TEACHING METHOD TBC
SEMESTER 2
DESCRIPTION
How and from where did Mycenae get its amber? What was the importance of salt from Austria?
Why is there Classical Greek pottery and metalwork in central Europe? Why had Roman amphorae
already overrun Gaul long before Caesar? The Mediterranean and Temperate Europe are often
regarded as two separate worlds before they were forcibly united by Rome. But in fact there was
always contact between the two regions and they impacted on each other in crucial ways. This
module will look at the evidence (principally archaeological, some textual) for these interactions
from the later Bronze Age through the Iron Age and the Roman expansion out of the Mediterranean.
It will look at the evidence for how contact was driven by the needs for natural resources and for
luxury items and how these were obtained and how control of access to these resources resulted in
profound social changes visible in the evidence for activities such as trade, warfare, ritual and
religion, feasting, coinage. The evidence will include fortifications, settlements, funerary practice and
material culture, with an emphasis on the long-distance links.
For further information, please contact the current module convenor, Dr Ken Wardle: [email protected]
MODULE TITLE Britain in the Roman Empire
MODULE CODE 30748
CREDIT VALUE 20
ASSESSMENT METHOD 3 hour exam
TEACHING METHOD TBC
SEMESTER 2
DESCRIPTION
What was it like to live under Roman rule? How were peoples and landscapes changed by Roman occupation? This module examines how Rome’s rule impacted on Britain and its peoples, and how its people engaged with the Roman Empire. The module draws upon the extensive archaeological evidence that has accumulated on the province, especially in the last 30 years, making it one of the most intensively studied parts of the Empire. The module provides a basic chronological framework but also looks thematically at the evidence from the province, stressing how new approaches and data can cast fresh insights into Roman rule.
MODULE TITLE Imperial Egypt (Dynasties 18-20)
MODULE CODE 27271
CREDIT VALUE 20
ASSESSMENT METHOD 3-hour exam
TEACHING METHOD TBC
SEMESTER 2
DESCRIPTION
The New Kingdom (Eighteenth to Twentieth Dynasties, c. 1550-1070 BC) saw the transformation of
Egypt from an impoverished country ruled by the foreign ‘Hyksos’ to an empire stretching from the
Euphrates in Syria to the fifth cataract on the Nile in modern Sudan. It was thus an era of warrior
pharaohs but also of Hatshepsut, Akhenaten and Tutankhamun. International trade and diplomacy
figure prominently, as do enormous religious building projects, extensively decorated tombs such as
that of Nebamun, the Book of the Dead, personal religion and the village of Deir el-Medina. It’s also
the period of Amenhotep, son of Hapu, later deified, and Khaemwese, the ‘first Egyptologist’.
The New Kingdom has left an extensive archaeological and historical record, richer in many respects
than any other period of Egyptian history. This module addresses a range of different topics and
themes in a broadly chronological framework and consistently emphasises primary sources. If you’re
intrigued by Egyptian temples and gods, by what they believed about an afterlife, by famous
pharaohs, by relief carving, painting and sculpture, diplomatic correspondence and private letters, or
interconnections with Africa, the Near East and the Mediterranean, there is something here for you.
Much of what you read about ancient Egypt is interpretation rather than ‘fact’, and this module will
enable you to understand the evidence on which such discussion is based.
For further information, please contact the current module convenor, Dr Claus
Jurman: [email protected]
MODULE TITLE Imperial Rome
MODULE CODE 27269
CREDIT VALUE 20
ASSESSMENT METHOD 3 hour exam
TEACHING METHOD TBC
SEMESTER 2
DESCRIPTION
This module will examine Roman society in the first to third centuries AD – the time when the empire was at its height, when building projects expressed its wealth and confidence and when one could travel from northern Britain to Iraq within the same state. One strand will examine the power structures of the empire: the state under Augustus; imperial rule; imperial women; imperialism and conquest; and imperial cult. The second will look at our writers – Pliny the Younger, Tacitus and Suetonius and will consider how far our ‘Rome’ is a product of their agendas. The third will look at wider society: the poor, women and slaves; Rome’s eastern populations including the Greeks and the Jews; religion; Rome; death and disease.
For further information, please contact the current module convenor, Dr Gareth Sears:
MODULE TITLE Republican Rome
MODULE CODE 28747
CREDIT VALUE 20
ASSESSMENT METHOD 3-hour exam
TEACHING METHOD TBC
SEMESTER 2
DESCRIPTION
This module examines the last century of the Roman Republic and in particular the political, social
and cultural shifts that took place. A central question will be how the Roman political system coped
with the effects of having become the dominant power in the Mediterranean, and the internal,
social strains which intensified as a result. Students will gain a thorough grounding in the primary
sources for this period (including the writings of Cicero, Caesar and Plutarch, as well as other
material, including epigraphical and archaeological evidence where appropriate), and also with the
latest developments in the study of the Late Roman Republic.
MODULE TITLE Outcasts and undesirables in Byzantium
MODULE CODE TBC
CREDIT VALUE 20
ASSESSMENT METHOD 3 hour exam
TEACHING METHOD TBC
SEMESTER 2
DESCRIPTION
This option module explores core concepts of social identity and community in Byzantium by looking specifically at groups and individuals marginalised from court histories and normative Byzantine social practice (criminals, heretics, orphans, prostitutes, and homosexuals). Drawing together a diverse range of primary material (law codes, papyri, archaeology, material culture and visual arts), we will explore how we might approach the history and daily life of people and communities that were pushed to the margins of Byzantine society.
Who do I contact about this module?
Dr Dan Reynolds: [email protected]
Languages
MODULE TITLE Beginners Greek 1
MODULE CODE 27265
CREDIT VALUE 20
ASSESSMENT METHOD Three language tests (100%) set as homework or in class, all to be completed by the end of Semester 1
TEACHING METHOD TBC
SEMESTER 1
Please note: Students may select only Beginners Greek 1 or they may select both 1&2.
DESCRIPTION
This module gives students an intensive introduction to the ancient Greek language, focusing on
classical Attic prose. Classes introduce the basic concepts required to understand and learn an
inflected language, cover the essential elements of accidence and syntax, and focus on a core
vocabulary of common words. At the same time, they progressively introduce students to examples
of real Greek usage drawn from literary texts and historical sources, and nurture an awareness of
differences of register, tone and style. Class exercises provide practice in both passive and active use
of the students’ developing knowledge of Greek.
By the end of the module students should be able to:
Demonstrate knowledge of inflected forms and of the principles of accidence and
agreement by identifying and manipulating word forms and the relations between them in
Greek sentences.
Show an understanding of ancient Greek syntax by identifying a range of common
grammatical constructions and by constructing simple Greek sentences.
Translate simple passages from Greek into English.
MODULE TITLE Beginners Latin 1
MODULE CODE 27267
CREDIT VALUE 20
ASSESSMENT METHOD Three language tests (100%) set as homework or in class, all to be completed by the end of Semester 1.
TEACHING METHOD TBC
SEMESTER 1
Please note: Students may select only Beginners Latin 1 or they may select both 1&2.
DESCRIPTION
This module gives students an intensive introduction to the Latin language. Classes introduce the basic concepts required to understand and learn an inflected language, cover the essential elements of accidence and syntax, and focus on a core vocabulary of common words. At the same time, they progressively introduce students to examples of real Latin usage drawn from literary texts and historical sources , and nurture an awareness of differences of register, tone and style. Class exercises provide practice in both passive and active use of the students’ developing knowledge of Latin.
By the end of the module students should be able to:
Demonstrate knowledge of inflected forms and of the principles of accidence and agreement by identifying and manipulating word forms and the relations between them in Latin sentences.
Show an understanding of Latin syntax by identifying a range of common grammatical constructions and by constructing simple Latin sentences.
Translate simple passages from Latin into English.
MODULE TITLE Introduction to Ancient Egyptian Language A
MODULE CODE 27301
CREDIT VALUE 20
ASSESSMENT METHOD 3-hour class test
TEACHING METHOD TBC
SEMESTER 1
Students may select only Ancient Egyptian A or they may select A and B.
DESCRIPTION
These very challenging and demanding modules introduce students to the ‘classic’ phase of the
ancient Egyptian language, known as ‘Middle Egyptian’. The first part of the year is devoted to the
study of the hieroglyphic script and to the acquisition of a basic knowledge of the nominal grammar
as well as a working vocabulary. Towards the end of part 1 we will be able to work on short passages
from Middle Egyptian texts. In the second part of the year we will explore the complex verbal system
and translate short literary and historical texts from the Middle Kingdom such as the the ‘Tale of the
Shipwrecked Sailor’ and commemorative stelae. The course requires regular submission of exercises
for marking as well as class contributions from all. Continuous attendance of the sessions and active
participation are essential for a good learning outcome!
MODULE TITLE Akkadian 1
MODULE CODE TBC
CREDIT VALUE 20
ASSESSMENT METHOD TBC
TEACHING METHOD TBC
SEMESTER 1
Please note: Students may select only Akkadian 1 or they may select both 1&2.
DESCRIPTION
This course is the entryway to the study of cuneiform and Akkadian, the most important language of ancient Mesopotamia. We will learn approximately 100 cuneiform signs in the first term as well as the basics of the Old Babylonian dialect of Akkadian. The Old Babylonian dialect of Akkadian was the language of the Code of Hammurabi and the letters from Mari as well as a host of other ancient texts from Mesopotamia, including legal contracts, extispicy records and astrological omens. By the end of the first term you will be able to parse nominal and prepositional phrases as well as simple (G-stem) verbs.
MODULE TITLE Beginners Greek 2
MODULE CODE 27266
CREDIT VALUE 20
ASSESSMENT METHOD 4 short class tests/off-site assessments, of which the best three count for 10% each (total 30%) and 1x 90-minute exam (70%)
TEACHING METHOD TBC
SEMESTER 2
Please note: Students may select only Beginners Greek 1 or they may select both 1&2.
DESCRIPTION
This module assumes a sound knowledge of the basic principles of Greek grammar and the more
common inflectional forms, along with a good grasp of basic vocabulary. Students will build on this
foundation to gain a knowledge of all common noun and verb forms, along with a wider vocabulary.
By the end of the module students should be able to:
Know all the common forms of classical Attic Greek verbs and nouns; recognize all the
common constructions of classical Greek; have a sound grasp of a reasonably extensive
vocabulary.
Translate short passages of 'real Greek' into English independently; read longer and more
complex passages with a degree of support.
MODULE TITLE Beginners Latin 2
MODULE CODE 27268
CREDIT VALUE 20
ASSESSMENT METHOD Four language tests set in class during Semester 2 (the best three of which contribute 30%) and a 1.5 hour examination (70%).
TEACHING METHOD TBC
SEMESTER 2
Please note: Students may select only Beginners Latin 1 or they may select both 1&2.
DESCRIPTION
This module assumes a sound knowledge of the basic principles of Latin grammar and the more
common inflectional forms, along with a good grasp of basic vocabulary. Students will build on this
foundation to gain a knowledge of all common noun and verb forms, along with a wider vocabulary.
By the end of the module students should be able to:
Know all the common forms of classical Latin verbs and nouns; recognize all the common
constructions of Latin; have a sound grasp of a reasonably extensive vocabulary.
Translate short passages of ‘real Latin’ into English independently; read longer and more
complex passages with a degree of support.
MODULE TITLE Introduction to Ancient Egyptian Language B
MODULE CODE 27302
CREDIT VALUE 20
ASSESSMENT METHOD 3-hour written exam
TEACHING METHOD TBC
SEMESTER 2
Students may select only Ancient Egyptian A or they may select A and B
DESCRIPTION
These very challenging and demanding modules introduce students to the ‘classic’ phase of the
ancient Egyptian language, known as ‘Middle Egyptian’. The first part of the year is devoted to the
study of the hieroglyphic script and to the acquisition of a basic knowledge of the nominal grammar
as well as a working vocabulary. Towards the end of part 1 we will be able to work on short passages
from Middle Egyptian texts. In the second part of the year we will explore the complex verbal system
and translate short literary and historical texts from the Middle Kingdom such as the the ‘Tale of the
Shipwrecked Sailor’ and commemorative stelae. The course requires regular submission of exercises
for marking as well as class contributions from all. Continuous attendance of the sessions and active
participation are essential for a good learning outcome!
MODULE TITLE Akkadian 2
MODULE CODE TBC
CREDIT VALUE 20
ASSESSMENT METHOD TBC
TEACHING METHOD TBC
SEMESTER 2
Please note: Students may select only Akkadian 1 or they may select both 1&2.
DESCRIPTION
In the second term of this two term sequence we will learn a second set of 100 cuneiform signs and
move into the study of the derived verbal stems in Old Babylonian Akkadian. We will also begin to
read legal statues from the Code of Hammurabi and our first examples of Old Babylonian letters and
royal inscriptions. This two-term sequence serves as the basis for all other cuneiform courses at the
University of Birmingham and is based on Huehnergard’s A Grammar of Akkadian
