Aims

The module will provide students with an advanced knowledge of the Roman Empire’s armies and frontiers from the 1st-5th centuries AD.

This module draws upon Newcastle University’s exceptional history of research into the armies and frontiers of the Roman Empire. It capitalizes on both the University’s proximity to Hadrian’s Wall, the most famous stretch of the Roman frontier works in the world, and its extensive archival holdings with data on the Danubian, North African and Eastern Provinces. The module examines both the unifying and divergent attributes of provincial armies, frontier communities, and frontier zones. In so doing it emphasizes the importance of frontier studies to our understanding of the Empire as a whole. The frontiers of the Roman Empire emerge not as remote and marginal zones, but as some of the most dynamic regions in the provinces, enjoying a distinct and privileged relationship with the heart of the Empire. Furthermore, frontiers are amongst the most intensively studied areas of the Roman world. Students will develop advanced knowledge of key imperial frontier regions.

Outline Of Syllabus

The following are some of the central topics typically included in lectures and non-synchronous materials:
1. What is a Roman frontier?
2. Archaeologies of the Roman Army
3. Comparative Approaches to Roman Frontier Studies
4. Barbarians (and Persians)
5. Archaeologies of Conflict
6. Frontier Economics
7. The Final Frontiers
8. Frontier Case Studies (Britain; Rhine; Danube; Near East; North Africa)

Aligned with lectures and non-synchronous materials, the following are some of topics typically included in seminars:
A. Military identities and communities
B. Ethnicity
C. Violence in our sources
D. Supplying military garrisons
E. Decline, Collapse, or Transformation
F. Interrogating excavation reports
G. Resources for the study of frontiers and Roman soldiers

Teaching Rationale And Relationship

Synchronous lectures and non-synchronous lecture materials will introduce topics and provide expert orientation and exposition on a broad range of themes and issues, supplemented by the module reading list. In-person lectures will provide opportunities for dialogue, while lecture materials can be reviewed at any time across the week and revisited numerous times afterwards. In the event that on-campus sessions need to be reduced, there is the capacity to present recorded materials asynchronously and retain timetabled slots for live discussion of these materials.

Synchronous seminars will also consolidate the learning progress from lectures, lecture materials, and weekly readings by enabling students to focus on connected issues and material in greater depth. Seminars will be student-led and facilitated by teaching staff, and will hinge upon group discussion and debate about materials circulated in advance (for example, sets of evidence, scholarship, and questions). In the event that on-campus sessions need to be reduced, there is the capacity to hold live seminar discussions online and retain timetabled slots.

The fieldtrip provides practical experience of the observation and study of physical remains of past societies, and in conjunction with classroom based-learning allows the student to gain experience with the diverse sources of evidence used in Archaeology and build links between class-room based learning and application of knowledge in the field, including building a responsible attitude to the study, interpretation, preservation, and presentation of archaeological remains. The high levels of Roman military remains within the region means the trip is viable as a 1-day excursion.

Assessment Rationale And Relationship

Essay - 2,500 words (plus tables, illustrations, and appendices) a critical essay in the form of a concise encyclopaedia entry assessing and synthesising current thinking of a specified frontier (or portion of frontier) to be agreed by the Module Leader.

Report - 1,500 words (plus tables, illustrations and appendices) in the form of an annotated bibliography and concise report on academic and other research resources for a specified frontier (or portion of a frontier), to be agreed by the Module Leader.

The task of completing an essay and a report that synthesises information across a number of sites and evidence from multiple media challenges students' understanding of the research process, proper use of archaeological resources, and their knowledge of particular research agendas as well as site-specific details.

The report, in the form of an annotated bibliography provides students with time to research and engage key sources for a specified frontier, which provides underpinning research and feeds forward into the final module assessment of an essay. The exercises prepare them for the type of data-summary and analysis that would be expected of anyone entering the archaeological or heritage profession. The assessments also develop skills that contribute to the dissertation.

Submitted work tests intended knowledge and skills outcomes (listed under Learning Outcomes), develops key skills in research, reading and writing.

All of the assessments for this module will be submitted and marked online.