CAH3036 : Roman Egypt
- Offered for Year: 2024/25
- Available for Study Abroad and Exchange students, subject to proof of pre-requisite knowledge.
- Module Leader(s): Dr Micaela Langellotti
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to provide you with a detailed introduction to the society, culture and economy of Egypt as a province of the Roman Empire between the first and the third century AD.
On a broader level, the module also aims to provide you with a better understanding of the power-relationships between Rome and a province in the Eastern Mediterranean.
Outline Of Syllabus
This module investigates the main topics of current scholarly interest in the history of Egypt from 30 BC, when Egypt became a Roman province, to the late third century AD, before the enforcement of the Diocletian’s reforms.
Topics include the position of Egypt within the Roman Empire and its relationship with Rome; identity and social mobility; religion; the role of non-agricultural activities, including trades and professional associations; slavery; population, family and the role of women; the city of Alexandria and the Jewish revolts; and the third-century developments.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 22 | 1:00 | 22:00 | 2 lectures per week |
| Guided Independent Study | Assessment preparation and completion | 67 | 1:00 | 67:00 | For two assessment components |
| Guided Independent Study | Directed research and reading | 11 | 3:00 | 33:00 | 3 hours reading per week |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 1:00 | 10:00 | 1 hour per seminar |
| Structured Guided Learning | Structured research and reading activities | 10 | 2:00 | 20:00 | 2 hours per week preparation for seminar discussion |
| Guided Independent Study | Reflective learning activity | 10 | 0:30 | 5:00 | Weekly Canvas quizzes |
| Guided Independent Study | Independent study | 42 | 1:00 | 42:00 | Student research activity related to the topics introduced each week (e.g. reading lists). |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | Introduction to the module |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures and non synchronous lecture materials will provide the students with a structured outline of core knowledge and methodologies which are essential for approaching the key historical topics of the module. They also offer the students the necessary instruments to analyse and discuss the primary evidence and secondary literature independently.
Seminars are specifically designed to provide the students with in-depth discussion and further analysis of a selected number of topics, issues and pieces of primary evidence which have been presented in the lectures.
Weekly guided reading tasks will enable students to engage with a particular aspect of the topic for the week.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Essay | 2 | M | 50 | 1,800-word essay |
| Essay | 2 | A | 50 | 1,800-word essay |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Computer assessment | 2 | M | Multiple choice quizzes relating to each week's topic will be posted on Canvas on a weekly basis. |
Assessment Rationale And Relationship
The two 1,800 word essays assess the students’ ability to conduct independent research on a chosen topic. They test their analytical skills and ability to discuss complex material (primary evidence and secondary literature) critically and succinctly.
The formative assessment is intended to support students in becoming acquainted with a wide range of topics and problems, and with a rich and diverse set of primary evidence and secondary material, and to provide them with prompt and tangible feedback on the progress they are making.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CAH3036's Timetable