Module Catalogue 2025/26

Pre Requisite Comment

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Co Requisite Comment

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Aims

Are you interested in the 'Fall of the Western Roman Empire' and its impact in Britain? Want to learn more about the unequal and diverse societies of Late Roman Britain? Interested in who the 'Anglo-Saxons' were and what happened in the fifth century AD? Then this module might be for you.

This module covers the period from the third century crisis up until the fifth century AD. The modules aim to:

- Introduce students to the archaeology of the late Roman Britain and its regional complexity;
- Contextualise Britain’s regional complexity within the of the North-Western Provinces;
- Demonstrate the complexity and diversity of late Roman Society;
- Explore the manner in which the Roman Empire and its neighbours responded to social, economic and political pressures.
- Investigate how archaeologists and historians have explored the identities of ancient social groups.

Outline Of Syllabus

The third century saw the Roman Empire’s veneer of unity shattered as usurpers and regional emperors fought for their local interests. These competing loyalties and priorities were regularised at the end of the third century by Diocletian’s creation of the Tetrarchy, but were then subordinated to Constantine’s Empire. By the end of the fourth century the Empire was superficially unified but formally split into its eastern (Greek) and Western (Latin) halves. A century later the west was gone, replaced by a patchwork of ‘barbarian’ kingdoms and the East was beginning to follow a ‘Byzantine’ trajectory.

Understanding how the ideology of unity was created by the Empire and the complex regional, social, ethnic and economic geography of its inhabitants (in Britain especially) and neighbours is key to understanding why the Western Empire ‘Fell’. The regional patterns that were to re-emerge or coalesce after the fall of Rome would lay the foundations of Medieval Europe.

- Historical narratives and interpretive frameworks
- Military threats
- Social Inequality
- Paideia and shared values
- Material Culture and regionality
- Approaches to early medieval identity

Intended Knowledge Outcomes

- Students will develop an understanding of the history and archaeology of the late Roman period c.AD250-450
- Students will learn how to use archaeological evidence to explore regional patterning in economic, social and political terms
- Students will be familiar with different ways of studying and interpreting data.

Intended Skill Outcomes

In order to complete this module students will have to develop and demonstrate their use of the following skills:

- Reading, understanding and critiquing historical and archaeological data.
- Understanding and linking raw data to higher order interpretive models.
- Analysing and evaluating the use of archaeological evidence.
- Research, critical reading and reasoning, sustained discussion and appropriate presentation of results.

All students will develop the following skills:

- Time management
- Bibliographic, library and database research skills.
- Oral discussion and debate
- Writing and revising analytic prose.

Teaching Rationale And Relationship

The teaching methods provide students with a sounds basis of evidence, interpretation and theoretical approaches. These are developed in small group work and presentations where students explore and research issues independently and/or collaboratively. This allows students to develop their confidence, research sills and knowledge base.

Three modes of delivery are used: 1) lectures, which offer an opportunity to impart knowledge, methods and theories; 2) seminars and small group teaching exploring specific themes or sites 3) Practicals, which offer opportunities for skills and methods practice, artefact handling and discussion. These offer a diverse means of delivering the module learning outcomes and enhancing students skills.

Assessment Rationale And Relationship

The essays allow students to develop their critical research skills and bibliographic skills. It will also engage them in time management. The formative piece will serve as opportunity for students to test their research skills and receive feedback prior to completing the summative assessments.

Submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.

This module can be made available to Erasmus students only with the agreement of the Head of Subject and of the Module Leader. This option must be discussed in person at the beginning of your exchange period. No restrictions apply to study-abroad, exchange and Loyola students.

The form of any re-sit shall be determined by the Board of Examiners.

General Notes

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