War and Games in Democratic Athens (ANCH3540)

Course overview

This course will examine a special topic in Ancient History determined by the research backgrounds of the teaching staff. It affords a special opportunity to experience research topics, methods and outcomes in Ancient History at an advanced level.

ANCH3540 War and Games in Democratic Athens

ﾠﾠﾠﾠﾠﾠﾠﾠ This third-year course of 3 hours per week investigates the endlessly fascinating and complex relationship between war, games and democracy in ancient Athens. In addition to democratic politics, the overriding passions of the Athenian people were the waging of war and the staging of agōnes or games as part of religious festivals. By the time Athenian democracy was consolidated, war dominated the politics of this famous city and the lives of the dēmos or people. Athens of the fifth and fourth centuries BC waged wars almost constantly, was Greece’s premier innovator in military affairs and dominated the eastern Mediterranean militarily. This classical polis was famous for spending more time and money than any other city-state on state-sponsored festivals. Many Athenian religious celebrations had agōnes (‘contests’) in a wide variety of athletic, equestrian, musical or dramatic events and it was out of such games that the new genres of ancient theatre emerged.

ﾠﾠﾠﾠﾠﾠﾠﾠ War and Games in Democratic Athens considers in detail the institutions and the history of this pair of public activities, the pattern of citizen participation in each, and the perceptions that ordinary citizens had of war and games. This course also explores some ways in which each activity supported or undercut the other and how the military and cultural innovations of the classical Athenians were closely connected to the practices of their dēmokratia or democracy. It deals in translation with the main classes of evidence for classical Athenian history, teaches the skills that are required for independent research in Ancient History, considers the utility of social-science theory for the Humanities, and introduces many of the latest controversies and current pressing problems in the historiography of ancient Athens.

ﾠﾠﾠﾠﾠﾠﾠﾠﾠ War and Games in Democratic Athens is equally suited for those who wish to consolidate their expertise in Ancient History before they graduate or for those who are developing their skills in order to continue their own investigations of ancient Greece as an Honours or Higher-Degree-Research (HDR) student. The skills that you will develop in this course will be critical ones for those who go on to work in the public or private sector after university.

Course requirements

Assumed background

ANCH3540 War and Games in Democratic Athens

ﾠ

There are no compulsory prerequisites for this course. Students can acquire some background knowledge for this third-year ‘capstone’ course by taking ANCH2040 The World of Classical Athens: Politics and Society and/or ANCH1240 The Rise of Ancient Greece: Greek History to the Fourth Century BC.

Recommended prerequisites

We recommend completing the following courses before enrolling in this one:

ANCH1240, ANCH1250

Incompatible

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

ANCH3020

Course contact

Course staff

Timetable

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

Additional timetable information

Aims and outcomes

ANCH3540 War and Games in Democratic Athens

This third-year 'capstone' course aims:

1 To investigate the institutional, social and cultural history of war and games in democratic Athens during the classical period

2 To understand the characteristics and utility of the major classes of evidence for classical Athenian history

3 To rehearse the skills which are required for independent research in Ancient History

4 To introduce social-science theory as an aid for Humanities-based research

5 To canvass some of the latest controversies and important pressing problems in the historiography of ancient Athens

6 To ready students for independent study as honours or higher degree research students

7 To rehearse general skills that are required for graduate-level jobs in the public and private sectors

8 To introduce aspects of the cultural history of indigenous Australians. 

Learning outcomes

After successfully completing this course you should be able to:

Assessment

Assessment summary

Assessment details

Tutorial participation

Mode

Activity/ Performance

Category

Participation/ Student contribution

Weight

15%

Due date

Week 2 Wed - Week 11 Fri

Learning outcomes

L01, L03, L04, L07, L08

Task description

Submission guidelines

Deferral or extension

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

Tutorial papers

Mode

Written

Category

Essay/ Critique, Tutorial/ Problem Set

Weight

30% 15% per tutorial paper

Due date

Week 1 - Week 13

Learning outcomes

L01, L02, L03, L04, L05, L06, L07, L08

Task description

Submission guidelines

Via Turnitin

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

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.

Seminar Participation

Mode

Written

Category

Essay/ Critique

Weight

15%

Due date

8/06/2026 2:00 pm

Learning outcomes

L08

Task description

Submission guidelines

Via Turnitin

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

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.

Research Essay

Mode

Written

Category

Essay/ Critique

Weight

40%

Due date

8/06/2026 2:00 pm

Learning outcomes

L01, L02, L03, L04, L05, L06, L07, L08

Task description

Submission guidelines

via Turnitin

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

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.

Course grading

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

Additional course grading information

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.

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 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 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. Alternatively, your essay may, in part, be well written and suggest human engagement and achievement but (whether actually developed with the help of AI or not) will (a) mostly exhibit the stereotypical and/or superficial understanding characteristic of generative AI text and/or (b) mostly fail, in a manner characteristic of generative AI text, to develop a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 45-49%. See assessment components for specific grading criteria.

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. Alternatively, your essay may suggest developing or higher achievement but (whether actually developed with the help of AI or not) will (a) exhibit the stereotypical and/or superficial understanding that is characteristic of generative AI text and/or (b) may fail to develop, in a way that is characteristic of generative AI text, a sustained (multi-layered) argument: This grade is assigned for a total (sum of all the assessment components) in the range 25-44%. See assessment components for specific grading criteria

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.

Failing Criteria and Academic Misconduct

Fabrication or misrepresentation of sources will result in an automatic maximum grade of 2 for this assessment, regardless of performance in other criteria. This includes but is not limited to: citing non-existent sources or attributing false quotes to real sources. Such issues demonstrate failure to meet the core learning outcomes for the course and may also be referred for academic misconduct.

Word-Count Flexibility

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.

Seminar Participation Marking-Criteria

For speakers, your participation will be marked against the following criteria:

1. the inclusion of original ideas or insights

2. the relevancy of what you say for answering the essay question

3. the clarity of your talk

4. keeping to the set time of 3-4 minutes

5. an ability to answer questions

6. a good fit with what the other speakers say.

For the chairperson, you will be assessed against these criteria:

1. the introducing of each speaker

2. the managing of the seminar’s time

3. the soliciting of audience-questions

4. the appropriate assigning of questions to individual speakers.

For the agenda-writer, your participation requires you to produce an agenda that:

1. lists speakers and topics logically

2. flags clearly the exact time for each speech

3. includes the names of the chairperson and PPT-maker

4. is emailed to the course-coordinator at least 2 hours before the seminar.

For the PPT-maker, you slides need to be

1. consistently formatted throughout

2. clear and visually engaging

3. emailed to the Course-Coordinator at least 2 hours before the seminar. 

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.ﾠWithout evidence, the assessment will receive the standard late penalty, or after 7 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

Library resources are available on the UQ Library website.

Additional learning resources information

L.B. Zaidman and P. S. Pantel 1992, Religion in the Ancient Greek City, trans. P. Cartledge, Cambridge (Cambridge University Press).

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 for Students Policy and Procedure
• AI for Assessment Guide

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