Introductory description

This module is designed to offer an introduction to the age of Augustus. Over the course of the module, you will be asked to develop your analytical skills by engaging with a range of primary source materials, including ancient texts, epigraphy, numismatics, art, and archaeology, while becoming familiar with a key set of issues related to ancient history and historiography.

Q800, Q802, QQ36 students may take this module as a Latin text option.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

This module concentrates upon a critical period of Roman history, when Rome's first emperor came to power. It
explores the emergence of a new political and social order at Rome - not just in the form of the emperor
himself, but also new noble families, the imperial household (including women, children, freedmen, and slaves),
equestrians, and the inter-relationship between the common people,or plebs, of Rome and Rome's autocratic
ruler. The module deals with political, social, and cultural issues, confronting them through an inter-disciplinary
study of literature, art, archaeology, inscriptions, architecture, and coins. The module does not limit itself to the
city of Rome, but also considers the impact of Augustus' reign upon Italy and the provinces. It also assesses the
changing perception of Augustus' historical importance in the eyes of post-antique societies, considering factors
behind the relatively recent emphasis on Augustus rather than Julius Caesar as the key figure in the history of
Rome.

Learning outcomes

By the end of the module, students should be able to:

• assess the significance of material culture in the self-presentation of the Augustan regime
• appreciate the complexities of tracing the political history of a period for which no contemporary narrative historical source survives
• outline and understand the fundamental changes undergone by Roman society and politics from 31 BC to AD 14
• perceive how important the political programmes of modern regimes may be in forming our picture of the past
• develop methodological principles in how to deal with archaeology, epigraphy, numismatics, art, architecture, and literature
• be aware of the problems of studying the period chiefly through translated ancient texts
• Have enhanced their research, writing and communication skills

Indicative reading list

Cooley, M.G.L. ed. (2003) The Age of Augustus (LACTOR 17)
Edmondson, J. (2009) Augustus (Edinburgh UP) (Edinburgh Readings on the Ancient World)
Galinsky, K. (1996) Augustan Culture: an interpretive introduction (Princeton)
Galinsky, K. (2005) The Cambridge Companion to the Age of Augustus (CUP)
Millar, F. and Segal, E. ed. (1984) Caesar Augustus: Seven Aspects (London)
Raaflaub, K.A. and Toher, M. eds. (1990) Between republic and empire: interpretations of Augustus and his
principate (Oxford, Berkeley: University of California Press)
Syme, R. (1939) The Roman Revolution (OUP, Oxford)
Zanker, P. (1988) The Power of Images in the Age of Augustus (Ann Arbor, Michigan)

Subject specific skills

By the end of the module, students should be able to:

• assess the significance of material culture in the self-presentation of the Augustan regime
• appreciate the complexities of tracing the political history of a period for which no contemporary narrative historical source survives
• outline and understand the fundamental changes undergone by Roman society and politics from 31 BC to AD 14
• perceive how important the political programmes of modern regimes may be in forming our picture of the past
• develop methodological principles in how to deal with archaeology, epigraphy, numismatics, art, architecture, and literature be aware of the problems of studying the period chiefly through translated ancient text.

In addition, final-year students should be able to show:

• The ability to set their findings into a wider comparative context, drawing in other aspects of the study of the ancient world
• The ability to seek out appropriate secondary literature and show discernment in the types of primary evidence addressed.

Transferable skills

• critical thinking
• problem solving
• active lifelong learning
• communication
• information literacy
• ICT literacy
• organisational awareness