CAH3036 : Roman Egypt
- Offered for Year: 2026/27
- 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 |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 67 | 1:00 | 67:00 | For two assessment components |
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | 2 lectures per week |
| Guided Independent Study | Directed research and reading | 11 | 3:00 | 33:00 | 3 hours reading per week |
| Structured Guided Learning | Structured research and reading activities | 10 | 2:00 | 20:00 | 2 hours per week preparation for seminar discussion |
| Scheduled Learning And Teaching Activities | Small group teaching | 7 | 1:00 | 7:00 | 1 hour per seminar |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 1:00 | 3:00 | N/A |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 3 | 1:00 | 3:00 | N/A |
| Guided Independent Study | Independent study | 47 | 1:00 | 47:00 | Student research activity related to the topics introduced each week (e.g. reading lists). |
| Total | 200:00 |
Teaching Rationale And Relationship
Lectures 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.
The three workshops will focus on assessment preparation and provide opportunities for formative assessment.
The drop-in sessions offer students an informal opportunity to ask questions and discuss any aspect of the module. In the three sessions, staff will be available to address students' queries and provide guidance on the assessment.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Portfolio | 2 | A | 75 | 2,700-word reflective portfolio |
| Written exercise | 2 | M | 25 | 400-word source analysis |
Assessment Rationale And Relationship
In the 2,700-word reflective portfolio students will have the opportunity to discuss the module's topics in a succinct and critical manner, taking into account also the seminar discussions
The 400-word source analysis will allow the students to engage directly with a specific text, typically a document written on papyrus, supporting the development of both critical skills and historical understanding.
The three workshops will focus on assessment preparation and provide opportunities for formative assessment:
Workshop 1: Guidance on how to complete the assessment.
Workshop 2: Assessment practice using provided materials. Working in groups, students will produce a 300-word portfolio entry (one per group) and submit it to me.
Workshop 3: Oral feedback on the submitted entries will be delivered and discussed.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- CAH3036's Timetable