The Roman Empire: Politics and Society (ANCH2230)

Course overview

This course introduces students to the first two centuries of the Roman imperial period, from the accession of Tiberius (14 CE) to the Severan Dynasty (193-235 CE). Students will engage with key ancient sources in translation, including the writings of Tacitus, Pliny the Younger, and Cassius Dio, along with inscriptions and other non-literary evidence. Particular emphasis will be placed on comparing historical accounts with inscriptions and other contemporary evidence. A programme of linked lectures and tutorials tracks major developments during the reign of each emperor, alongside thematic discussion of topics including the nature of imperial power; relations between emperor, senate, soldiers, and other groups; women of the imperial family; provincial governance; the practice of emperor-worship; and imperial building programmes. This course may not run if there are fewer than 20 enrolments.

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This course introduces students to the Roman Empire in its first two centuries, from Tiberius (14–37 CE) to the Severan Dynasty (193–235 CE). Students will engage with key ancient sources in translation, including the writings of Tacitus, Suetonius, Pliny the Younger, and Cassius Dio, along with inscriptions, Roman coins, and other non-literary evidence. Particular emphasis will be placed on comparing historical accounts with inscriptions and other contemporary evidence. Students will also be introduced to a range of modern scholarly perspectives. The course blends chronological and thematic approaches to politics and society in the Roman imperial period. A programme of linked lectures and tutorials tracks major developments during the reign of each emperor or dynasty, alongside thematic discussion on topics including the nature of imperial power; relations between emperor, senate, soldiers, and other groups; women of the imperial family; provincial governance; the practice of emperor-worship; and imperial building programmes.

Course requirements

Assumed background

ANCH2230 is a two-unit (#2) advanced level course. If you have not completed ANCH1250, please do some background reading on the Late Roman Republic and the age of Augustus. All students should ensure they are familiar with the UQ Classics and Ancient History Study Guide (available on Blackboard). If this is your first Ancient History course at UQ, please give special attention to the Study Guide and its instructions on how to use and reference ancient and modern works in your assignments. Workshops on essay-writing will be available during the semester. If you require further information, please contact your lecturer or tutor or post a question on the Blackboard Discussion Board.

Incompatible

You can't enrol in this course if you've already completed the following:

CN223, ANCH7230

Course contact

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

The course includes 13 lectures and 10 tutorials (see Learning Activities for dates and topics).

Lectures will be held from 10-12 on Thursdays and also recorded (links will be made available on Blackboard). Attendance at the live lecture is strongly encouraged.

Tutorials will take place face-to-face on Thursday afternoons. Students are required to sign up for a tutorial group before the commencement of semester and remain in that group for the entire semester.

Please note that lecture and tutorial topics are linked, so that each tutorial relates to the previous week's lecture (that is, the tutorial in week 3 relates to the lecture in week 2, etc.). Students should ensure that they have attended or watched the relevant lecture before the linked tutorial.

Aims and outcomes

This course aims to introduce students to the Roman imperial period, from the accession of Tiberius (14 CE) to the Severan Dynasty (193-235 CE). Students will engage with key ancient sources in translation, including the writings of Tacitus, Pliny the Younger, and Cassius Dio, along with inscriptions and other non-literary evidence. Particular emphasis will be placed on comparing historical accounts with inscriptions and other contemporary evidence. Lectures and tutorials will assess major developments during the reign of each emperor or dynasty, alongside thematic discussion of topics including the nature of imperial power; relations between emperor, senate, soldiers, and other groups; women of the imperial family; provincial governance; the practice of emperor-worship; and imperial building programmes. By the end of the course, students should be familiar with major developments, personalities, and institutions in the first two centuries of the Roman imperial period and should have developed skills in comparing and analysing a range of ancient evidence, along with relevant modern scholarship.

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

Assessment details

Tutorial Essay

Mode

Written

Category

Essay/ Critique

Weight

40%

Learning outcomes

L01, L02, L03, L04, L05, L08

Task description

Submission guidelines

Submit through the relevant Turnitin link on Blackboard

Deferral or extension

You may be able to apply for an extension.

Late submission

A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.

In-Semester Test

Mode

Written

Category

Quiz

Weight

10%

Due date

20/09/2024 2:00 pm

Learning outcomes

L01, L02, L03, L04, L09

Task description

Submission guidelines

Deferral or extension

You may be able to apply for an extension.

Tutorial Participation

Mode

Activity/ Performance

Category

Participation/ Student contribution

Weight

10%

Learning outcomes

L01, L02, L03, L04, L05, L06, L07

Task description

Submission guidelines

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Final Exam: In Person

Mode

Written

Category

Examination

Weight

40%

Learning outcomes

L01, L02, L03, L04, L05

Task description

Exam details

Submission guidelines

Deferral or extension

You may be able to defer this exam.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Additional course grading information

Tutorial Essay Assessment Criteria

Your essay will be assessed according to the following criteria: 

1.             Ability to construct a well-reasoned argument.

2.             Depth and breadth of knowledge and understanding of central issues.

3.             Ability to form a well-structured essay.

4.             Engagement with academic sources and evidence.

5.             Insight and/or creativity in interpreting texts or constructing a point of view or argument.

6.             Capacity to produce a coherent and well-written essay using correct grammar and syntax.

7.             Appropriately referenced, as per discipline conventions.

To achieve a grade of 7 (High Distinction, 85 – 100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.

To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.

To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.

To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.

To achieve a grade of 2 (Fail, 25 – 44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.

To achieve a grade of 1 (Low Fail, 0 – 24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate

Word counts: A word count that is within ±10% of the set length (word limit) is acceptable. Word count does not include footnotes; however, discursive footnotes are included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.

Tutorial Participation Assessment Criteria

Your tutorial participation will be assessed according to the following criteria: 

1.             Evidence of participation in discussions.

2.             Evidence of preparation for the tutorial, most notably through completing the set readings.

3.             Quality of contributions to discussions.

4.             Fostering of group discussions, through courteous and respectful interactions with staff and students.

5.             Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.

To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.

To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.

To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.

To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.

To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.

To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.

To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.

In-Semester Test Assessment Criteria

Multiple–Choice/One-Word Answer Questions

Students will be assessed on:

1.             Ability to recall terminology and factual knowledge.

2.             Ability to recognise the correct contexts for the application of factual knowledge.

3.             Comprehension/understanding of ancient sources.

Answers are marked on a right or wrong basis.

Exam Assessment Criteria

Your exam responses will be assessed according to the following criteria:

Multiple–Choice/One-Word Answer Questions

Students will be assessed on:

1.             Ability to recall terminology and factual knowledge.

2.             Ability to recognise the correct contexts for the application of factual knowledge.

Short Answer Questions

Students will be assessed on:

1.             Ability to produce a succinct response to a directed question.

2.             Knowledge of key themes or ideas.

3.             Ability to employ relevant terminology, as required.

4.             Clear and concise written expression, well presented.

Gobbets/Textual/Object Analyses

Students will be assessed on:

1.             Ability to identify author and/or creator of the item.

2.             Ability to explain the context of the item.

3.             Ability to identify the key components, themes or features that allow critical appreciation.

4.             Ability to explain the significance of the item.

5.             Clear and concise written expression, well presented.

Essay Questions

Students will be assessed on:

1.             Ability to recognize key issues in the question.

2.             Ability to structure an argument.

3.             Use of evidence.

4.             Engagement with academic scholarship and/or debates.

5.             Clear and concise written expression, well presented.

Unlike formative assessments undertaken during your course (such as book reviews and essays), exam answers are typically marked on right or wrong basis for multiple choice, single word and short answer questions. Individual exam essays and other exam questions are not awarded grades, but are assessed numerically (such as a mark out of five, or a mark out of ten). The overall grade achieved for an exam is arrived at by totalling the marks for the constituent elements of the exam.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

• Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
• By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
• All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
• A valid Turnitin receipt will be the only evidence accepted if assessments are missing.

Without evidence, the assessment will receive the standard late penalty, or after ten calendar days, will receive zero.

In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.

• It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available.

If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.

• Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
• Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
• For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Find the required and recommended resources for this course on the UQ Library website.

Additional learning resources information

Further information will be made available on Blackboard and in the tutorial programme. All required reading for tutorials will be linked directly from Blackboard.

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

• Student Code of Conduct Policy
• Student Integrity and Misconduct Policy and Procedure
• Assessment Procedure
• Examinations Procedure
• Reasonable Adjustments - Students Policy and Procedure

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.