Introductory description

This module focuses on the history the third century 'crisis' of the Roman Empire and the beginnings of late antiquity. Historical events are considered, as are political, cultural and social developments in Roman society in this period.

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.

Ilustrative syllabus
Term 2:
Week 1: Maximinus to Gordian III / Was there a 'third century crisis?'
Week 2: Examining private monuments / The modern reception of later Roman emperors
Week 2: The reign of Philip I / Saecular festivals and their representation
Week 3: Trajan Decius to Aemilian: changes in imperial representation / Third century coinage
Week 4: Tips for designing an exhibition / Valerian
Week 5: Gallienus to Quintullus / Damnatio memoriae and Roman memory
Week 6: Reading Week
Week 7: Shapur I and the victory monument at Naqš-i Rustam / Aurelian
Week 8: Tacitus to Carinus / Diocletian and the Tetrarchy
Week 9: Constantine / Literature of Late Antiquity
Week 10: Constantine in text and image / Cities of Late Antiquity
Seminars will focus on the development of an exhibition display for the Antiquities Room.

Term 3:
Week 1: Assignment discussion
Week 2: Exhibiting Antiquity
Week 3: Drop in assignment support

Learning outcomes

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

• Students should possess a knowledge of the key political, cultural and social developments in the Roman Empire in the period from AD 235 to 337, and have a good understanding of different types of ancient media (literary genres, sculpture, etc) and how to approach them.
• Students should be able to communicate their ideas clearly and concisely in written and oral form.
• Students should be able to critically analyse different types of media, both textual and visual, as well as other scholarship. They should be able to test hypotheses and sustain a reasoned argument.
• Students should be able to use libraries and online databases to research a particular subject or object. They should be able to draw upon images, maps, and other diagrams and critically assess these. They should be able to organise and present research in a clear and convincing manner, supported by evidence.
• Students should be able to communicate their ideas and research to a general audience.

Indicative reading list

Barnes, T.D. (1981). Constantine and Eusebius. Cambridge, Mass.
Barnes, T.D. (1982) The new empire of Diocletian and Constantine. Cambridge, Mass.
Barnes, T. (2011). Constantine: dynasty, religion and power inn the later Roman Empire.
Ewald, B.C. & Norena, C.F. The emperor and Rome: space, representation, and ritual. Cambridge.
Dodgeon, M.H. & Lieu, S.C. (1991) The Roman eastern frontier and the Persian Wars (AD226-363). London.
Hedlund, R. (2008). '…achieved nothing worthy of memory'. Coinage and authority in the Roman Empire, c. AD 260-295. Uppsala.
Hekster, O. & Zair, N. (2008). Rome and its Empire AD 193-284. Edinburgh.
Icks, M. (2011). The crimes of Elagabalus: the life and legacy of Rome's decadent boy emperor. London.
Leadbetter, B. (2009). Galerius and the will of Diocletian. London.
Lenski, N. (2012). The Cambridge Companion to the Age of Constantine. Cambridge.
Millar, F. (1964). A Study of Cassius Dio. Oxford.
Potter, D.S. (2006). A companion to the Roman Empire. Malden, MA.
Stoneman, R. (1992). Palmyra and its Empire: Zenobia's revolt against Rome. Michigan.
Syme, R. (1983). Historia Augusta Papers. Oxford.
Syme, R. (1971). Emperors and biography: studies in the Historia Augusta.
Varner, E. (2004). Mutilation and transformation: damnatio memoriae and Roman imperial portraiture. Leiden.
Watson, A. (1999). Aurelian and the Third Century. London.

View reading list on Talis Aspire

Subject specific skills

By the end of the module, students:

• should possess a knowledge of the key political, cultural and social developments in the Roman Empire in the period from AD 235-337.

• should be able to critically analyse different types of media, both textual and visual, as well as the views of modern scholarship. They should be able to test hypotheses and sustain a reasoned argument

• develop an improved awareness of how this period of history has been constructed by scholars, artists, politicians and others, from the Renaissance to the present day

• have enhanced research, writing and communication skills, both in terms of an academic voice and writing for a
  general audience

Transferable skills

• critical thinking
• problem solving
• active lifelong learning
• communication
• information literacy
• ICT literacy
• citizenship
• professionalism