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ARA8293 : From Palaces to City States: Structure, Mobility and Change in Late Bronze Age and Iron Age Greece (Inactive)

  • Inactive for Year: 2021/22
  • Module Leader(s): Dr Matthew Haysom
  • Owning School: History, Classics and Archaeology
  • Teaching Location: Newcastle City Campus
Semester 2 Credit Value: 20
ECTS Credits: 10.0


This module aims:
•       To provide students with an advanced understanding of the social, cultural and economic developments in the Greek world between 1300BC and 600BC.
•       To provide students with a detailed knowledge of some of the key archaeological sites and elements of material culture from the period.
•       To provide students with sophisticated understanding of the key current approaches and debates in the scholarship.
•       To stimulate students to critically engage with current approaches and debates.
•       To encourage students to frame their own questions regarding the period.

Outline Of Syllabus

The period covered by this module witnesses radical changes in the Greek world. At the beginning, Greece was dominated by palace-states that were interconnected in a complex network of relationships with urban societies elsewhere in the eastern Mediterranean: Egypt, the Hittite empire, the Canaanite city states and Cyprus. The module starts by exploring this ‘first international age.’ This era came to an end with a crisis that witnessed both the disappearance of palace-cities and the introduction of new technologies and new ways of living. New forms of society emerged as did new networks entangling Greece with the rest of the world. By the end of the period a new form of urbanism had emerged and Greek material culture had spread to every coastline of the Mediterranean and beyond. In this module we will explore these extraordinary changes and the debates archaeologists are having in trying to understand them.

The module will consist of weekly thematic blocks. Each of which will consist of lecture material followed by seminar discussions on key debates and case studies.

One-on-one tuition meetings will guide students in framing and approaching an assessed essay question.

Teaching Methods

Teaching Activities
Category Activity Number Length Student Hours Comment
Structured Guided LearningLecture materials92:0018:00Weekly blocks of lecture material
Guided Independent StudyAssessment preparation and completion601:0060:00Essay and presentation research and preparation
Guided Independent StudyDirected research and reading681:0068:00Weekly reading
Scheduled Learning And Teaching ActivitiesSmall group teaching11:001:00Workshop to discuss and give feedback on student presentations
Scheduled Learning And Teaching ActivitiesSmall group teaching91:009:00Weekly seminars
Structured Guided LearningStructured research and reading activities361:0036:00Seminar preparation.
Scheduled Learning And Teaching ActivitiesDissertation/project related supervision24:008:00One on one tutorials (based on 8 students)
Teaching Rationale And Relationship

Weekly blocks of Lecture material introduce the students to the subject matter of the module, providing guidance and commentary on the reading materials they should be independently engaged with.

Weekly small group teaching will tackle key debates and case studies. Providing students an opportunity to develop their confidence in a group learning environment and their skills in oral argument and presentation.

One on one tutorials provide structured support for the students’ development as autonomous researchers.

A workshop discussing student presentations and providing feedback directly supports the assessment component of the module, whilst developing the students' peer assessment and reflexion skills.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment
Description Semester When Set Percentage Comment
Research paper2A1004,000 words (excluding bibliography) on a topic agreed with the module leader
Zero Weighted Pass/Fail Assessments
Description When Set Comment
Case studyMProduce a 10 minute video presentation on a case study from the module.
Formative Assessments
Description Semester When Set Comment
Research proposal1MShort bullet-point research proposal for research essay.
Assessment Rationale And Relationship

The written research-essay, due after the close of teaching for the semester, builds on the knowledge and skills content that the students engage with in the course of the module. Student will be asked to devise a research question on the basis of the material and themes covered during small-group teaching. Tutorials will give guidance in this structured step into autonomy. Students will present their plans for this research essay and a sample of the proposed content during a small group teaching session. This will allow them to obtain both staff- and peer- feedback. It will also ensure that the aims of the assessment are fully clarified. This research essay builds on the knowledge outcomes of module through the deployment of the skills outcomes.

Each student will also be asked to produce a 10 minute video presentation on a different case study from the module. These will be posted on canvas and then discussed in a workshop session. This ensures that the learning outcomes are more broadly covered, it provides experience in skills not required for a written essay, and it provides an opportunity for peer assessment and reflection. Guidance on producing these videos will be provided in small group teaching and supervision meetings.

Reading Lists