Unit rationale, description and aim
Archaeologists and historians benefit from gaining a close understanding of the nexus between their disciplines. This unit will focus on the history of Roman Judaea and the valuable contribution archaeologists make in complementing and correcting our understanding of history derived from literary sources. The Roman occupation of Judaea was, from the creation of the Roman province in 6 CE, a time of simmering discontent, conflict and revolts. The Jewish Wars saw the destruction of the Second Temple in 70 CE and, following the Bar Kokhba revolt, the fall of Jerusalem in 136 CE, with extensive depopulation of Judaean communities. It featured complex ethnic and economic entanglements and the rise of diverse social groups such as the Pharisees and the mysterious Essenes, new directions for Judaism, and the emergence of early Christianity. Because of its archaeological richness and well-documented history, as well as its strategic importance, Roman Judaea serves as an important case study for the administration of the eastern provinces of the Roman Empire. The aim of the unit is to examine this turbulent period, comparing the archaeological, numismatic, literary and papyrological record of the Roman occupation including military fortifications and urban infrastructure.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from 糖心原创 with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Apply critical analysis skills to interpret variou...
Learning Outcome 01
Explain theoretical and factual knowledge of the h...
Learning Outcome 02
Evaluate the methods historians and archaeologists...
Learning Outcome 03
Content
Topics will include:
- The incorporation of the Hasmonean state into the Roman province of Syria in 63 BCE.
- Daily life in Galilee and Judaea
- Ethnic and cultural diversity and interactions in Judaea and surrounding areas
- Archaeological, numismatic, and papyrological evidence
- Literary sources, especially Josephus and Cassius Dio
- Responses to Roman imperialism, including apocalyptic literature
- Power and politics in Rome and the East
- The wars of Rome as they played out in the East
- Masada and the first Jewish Revolt
- The types of rule of Judaea as a free and client state
- Religions and cults in Judaea
- Theories of communal identity and sectarianism
- Depopulation of Judaea and the scattering of the Jews from their homeland
- The emergence of early Christianity
Assessment strategy and rationale
Assessment tasks are designed to demonstrate the achievement of each Learning Outcome. To pass this unit, students must submit and participate in all assessment tasks and attain a pass grade of 50% for Assignment 3.
The Skills Development Assignment requires students to focus on learning and correctly applying key discipline and content-specific analytical skills to a specified case study(s). Students will demonstrate their ability to correctly apply interpretative skills relevant to the unit content (LO1) and to express this clearly for an academic audience (LO2).
In the Active Research Task students apply research techniques developed in tutorials, and key content knowledge and skills developed in the first assessment task to investigate a research question and present their findings in the form of an evidence-based narrative or argument (LO1, LO2, LO3).
The Summative/Analytical Task is designed to give students an opportunity to demonstrate LO3. Students reflect on the unit as a whole and draw together themes, ideas, and information in response to a specific question or questions. Students will demonstrate their mastery of the skills and knowledge attained in the unit and reflect on the value of the study of the past for modern audiences (LO1, LO2, LO3).
Overview of assessments
Assessment Task 1: Skills Development Assignment...
Assessment Task 1:
Skills Development Assignment:
Students will apply skills and approaches appropriate to the study of ancient sources to a specified case study or case studies. The key purpose of this task is for students to demonstrate fundamental skills used in the analysis of ancient evidence. Skills developed in this task will help prepare students for the research task.
20%
Assessment Task 2: Active research task: Student...
Assessment Task 2:
Active research task:
Students will locate, use and appropriately reference a variety of primary and secondary materials relevant to the Roman province of Judaea to develop an evidence-based historical narrative or argument.
40%
Assessment Task 3: Summative/Analytical Task: Th...
Assessment Task 3:
Summative/Analytical Task:
The purpose of this assessment is for students to demonstrate their knowledge of the history and archaeology of the Roman province of Judaea, critical thinking, and clear communication skills. Students will apply appropriate analytical skills to different types of evidence and reflect on the significance of historical methods and arguments for modern audiences.
40%
Learning and teaching strategy and rationale
Preparatory materials and learning activities provide students with content that will help inform their understanding of primary and secondary sources related to the unit’s content, and the two-hour tutorials provide an opportunity for a variety of active learning experiences. Engaging students in active learning gives them the opportunity to work through the challenges that historians grapple with when studying ancient sources, and this will allow students to develop practical skills and learn how to apply them to the study of ancient history.
This unit has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments utilised in this unit, as described in the learning and teaching strategy and the assessment strategy. The learning and teaching and assessment strategies include a range of approaches to support learning such as lectures, tutorials, reading, reflection, discussion, film screenings, skills workshops, and assignments.