HCA1008 : Global Ancient Histories
- Offered for Year: 2021/22
- Module Leader(s): Dr John Holton
- Lecturer: Dr Joseph Skinner, Dr Matthew Haysom, Dr Micaela Langellotti, Dr Simon Corcoran, Dr Christina Mobley, Dr Philip Garrett
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Semesters
| Semester 1 Credit Value: | 20 |
| ECTS Credits: | 10.0 |
Aims
This module aims to look beyond ancient Greece and Rome and investigate a range of global ancient histories, prior to c. 500 CE (though this will be a flexible boundary). This global focus is in concert with the School-wide aim of supplementing traditional focuses with new, inclusive ways of thinking about the world’s historical past. Drawing on wide interests and expertise across the School, this module aims to explore significant historical issues in global antiquity and their recurrent or connected place in a diversity of regions and cultures. Methodologically, this module is committed to investigating evidence from the widest possible range of sources and viewpoints, and to contextualising and interpreting that evidence through exposure to interdisciplinary approaches (including various theoretical models). Overall, this module aims to promote the development of a broader and enhanced perspective on ancient history and to provoke a reassessment of traditional boundaries in our knowledge and understanding of the world’s past.
Outline Of Syllabus
The module’s syllabus will cycle, dependent on available staff’s expertise and with a commitment to creating a coherent programme of learning. Typically, the syllabus will be divided along the lines of important issues, themes, or questions in world history, with treatments of geographically diverse histories included within the ambit of each but also across issues where possible. Emphasis will also be placed on comparison, and on drawing patterns of connection, throughout.
Central issues that may be covered include:
• religion and beliefs
• urbanism and cities
• oral and written cultures
• empires and royal states
• inequality and status
• historiography and conceptions of the past
Regions of the ancient world that may be covered include:
• Anatolia
• China
• Central Asia
• Egypt
• Ethiopia
• India
• Japan
• Mesoamerica
• Mesopotamia
• North America
• Persia
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 11 | 1:00 | 11:00 | 1 lecture p/w |
| Structured Guided Learning | Lecture materials | 12 | 1:00 | 12:00 | Part of student contact hours (e.g. short lecture recordings) |
| Guided Independent Study | Assessment preparation and completion | 65 | 1:00 | 65:00 | For 3 assessment components (2 summative, 1 formative) |
| Guided Independent Study | Directed research and reading | 33 | 1:00 | 33:00 | 3 hrs reading p/w from module reading list |
| Scheduled Learning And Teaching Activities | Small group teaching | 8 | 1:00 | 8:00 | 8 weeks with seminars, 3 without |
| Structured Guided Learning | Structured research and reading activities | 16 | 1:00 | 16:00 | 2 hrs prep tasks per seminar |
| Guided Independent Study | Independent study | 53 | 1:00 | 53:00 | General consolidation activities (e.g. reviewing notes, recordings, readings) |
| Scheduled Learning And Teaching Activities | Module talk | 2 | 1:00 | 2:00 | Introduction/conclusion to the module (first/last weeks) |
| Total | 200:00 |
Teaching Rationale And Relationship
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.
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.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Portfolio | 1 | M | 40 | 1,500-word log for critical reflection on first 6 wks content, with in-class prompts and guidance |
| Essay | 1 | A | 60 | 2000-word essay answering one of a pre-set list of questions. |
Formative Assessments
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Computer assessment | 1 | M | Weekly Canvas quizzes |
Assessment Rationale And Relationship
Both of the assessment components are intended to assess progress against the module’s intended learning outcomes. The essay (a 2,000-word piece of work responding to a question chosen by the student from a pre-circulated set of options), is intended to allow the student to demonstrate the entire range of the knowledge and skills outcomes, while the portfolio (1,500 words, reflecting on certain weekly content) more specifically gives the opportunity to practise attainment against the skills outcomes. The computer assessment (weekly Canvas tests) is a formative component that helps to establish understanding of key topics in the module in a way that supports completion of the two summative components.
All Erasmus students at Newcastle University are expected to do the same assessment as students registered for a degree.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. This will take the form of an alternative assessment, as outlined in the formats below:
Modules assessed by Coursework and Exam:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be one essay in addition to the other coursework assessment (the length of the essay should be adjusted in order to comply with the assessment tariff); to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Exam only:
The normal alternative form of assessment for all semester 1 non-EU study abroad students will be two 2,000 word written exercises; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Modules assessed by Coursework only:
All semester 1 non-EU study abroad students will be expected to complete the standard assessment for the module; to be submitted no later than 12pm Friday of week 12. The essays should be set so as to assure coverage of the course content to date.
Study-abroad, non-Erasmus exchange and Loyola students spending the whole academic year or semester 2 are required to complete the standard assessment as set out in the MOF under all circumstances.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- HCA1008's Timetable