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Module

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

  • Inactive for Year: 2023/24
  • Module Leader(s): Dr Matthew Haysom
  • 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

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.

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
Guided Independent StudyAssessment preparation and completion601:0060:00Essay and presentation research and preparation
Structured Guided LearningStructured research and reading activities105:0350:30Seminar preparation.
Scheduled Learning And Teaching ActivitiesSmall group teaching112:0022:00Weekly seminars
Guided Independent StudyIndependent study671:0067:00Weekly reading
Scheduled Learning And Teaching ActivitiesDissertation/project related supervision20:150:30One on one tutorials
Total200:00
Teaching Rationale And Relationship

The weekly seminars will consist of a mixture of teacher presented material to introduce the week's topic, student presentation of case studies and group discussion. This will foster a collegiate learning environment and will support the students in the initial steps to developing their own research topics for assessment: familiarising them with a range of material, approaches and debates they may wish to explore in more depth for their essay. Students will frame their own essay questions and research them supported by 2 1-on-1 tutorial sessions. One of the seminars 2/3 of the way through the term will be devoted to students presenting their initial research for peer and teacher feedback and discussion. Overall, the learning activities are structured to develop and support the students as autonomous researchers.

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
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
Oral Presentation2MShort 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 in the form of a powerpoint research proposal (as this contributes directly to the final assessment the word limit of the latter has not been reduced). 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.

Reading Lists

Timetable