01009 - Roman History (N-Z)

Academic Year 2019/2020

  • Teaching Mode: Traditional lectures
  • Campus: Bologna
  • Corso: First cycle degree programme (L) in Humanities (cod. 8850)

Learning outcomes

By the end of the course students know the issues and the most important events in Roman history (about politics, institutions, mindset, religion, economics) and can frame them critically as well. Students know the basic methodology of historical research and analysis of literary and documentary sources, with particular focus on historiography and epigraphy. They can address the main historical questions with awareness of their transformation over time and of the main scientific approaches.

Course contents

This is a six-month course (second semester).

1. Class lectures:


a. Introductory part: the main methodological problems in the reconstruction of Roman history: documentary sources and historiography;
b. Analysis of some case studies of Roman history and cross-cutting issues related to politics, institutions, mentality, religion, economics. Analysis of ancient documentation and of the historiographic debate; case study analysis is meant to facilitate a critical study of the themes and events of Roman history.


2. Students will be asked to study on the textbook the lines of development of Roman history, from the origins, also paying particular attention to the ancient documentation.


3. Further insights on themes and problems of the Republic, the Empire and Late Antiquity through autonomous reading.

Readings/Bibliography

1. Teaching materials presented during the classes and progressively available on the online page of the course unit


2. Autonomous study on one of the following textbooks:

  • G. Cresci Marrone/F. Rohr Vio/L. Calvelli, Roma antica. Storia e documenti, Il Mulino, Bologna 2014;
  • G. Geraci – A. Marcone, Storia romana, Firenze, Le Monnier 2002 or other editions.

3. Autonomous study of both essays:

  • L. Fezzi, Modelli politici di Roma antica, Roma, Carocci 2015;
  • T. Gnoli, Le guerre dell'imperatore Giuliano, Bologna, Il Mulino 2015.

Non-attending students will prepare the following textbook:

  • G. Geraci/A. Marcone, Storia romana. Editio maior, Firenze, Le Monnier 2017.

Non-attending students will prepare an additional reading to be chosen from the following list:

  • F. Cenerini, La donna romana. Modelli e realtà, Bologna, Il Mulino 2017, second edition;
  • G. Poma (a cura di), La storia antica. Metodi e fonti per lo studio, Bologna, Il Mulino 2016;
  • S. Segenni/C. Letta, Roma e le sue province, Roma, Carocci 2015;
  • M. Balbo, I dodici anni che cambiarono Roma. La vicenda dei Gracchi nella crisi della Repubblica, Zermeghedo (VI), Edizioni Saecula 2019.

Depending on the specific interests or needs of the students, it is possible to agree on different essays. 
Erasmus or International students who have difficulties with scientific essays, manuals or materials in Italian, can agree with the teacher a special reading list in other languages.
Everyone is recommended to use a historical atlas among the many available in the library of the Department of History Culture Civilization - Section of Ancient History, via Zamboni 38, 4th floor, under CONS ATL.

Teaching methods

Lectures focusing on the analysis of textual documentary and literary sources with specific attention on epigraphic sources.Students interaction will be welcomed.

Assessment methods

Assessment will be carried out, through an oral exam, aimed at testing if students can demonstrate:

  • Knowledge of the development of Roman history, from the origins to the Late Antiquity and the institutional aspects of the Roman world;
  • Knowledge of the methodology of analysis of ancient sources and documentation also based on the interpretations of modern bibliography;
  • the ability to use such knowledge to critically identify events, problems and themes of Roman history, also in the light of the materials developed in class and/or self-prepared readings;
  • capacity of oral expression. 

Grading criteria:


Excellent / very good:

  • comprehensive and analytical exposition of historical events and institutional issues in all three responses;
  • specific and critical recall to the sources behind the reconstruction and the main issues of the scientific debate;
  • synthetic organic vision of transversal themes;
  • expressive and specific language skills.

Good / satisfactory:

  • concise description and synthetic commentary on the events and themes proposed in all three responses;
  • constant reference to sources and to scientific debate, even if in essence;
  • awareness of the cross-cutting development lines; correct language, even if not always appropriate.

Sufficient: 

  • basic illustration of the exam material with some circumscribed gap or error in only one of the questions;
  • critical analysis of sources only at the examiner's solicitude;
  • uncertainty in the reference framework or in evaluating historical development lines or insecurity in correctly explaining transversal themes;
  • correct but partially inappropriate language. 

Fail:

  • Lacks in knowledge of events and lines of historical development in more than one question;
  • lack of critical analysis of sources, gaps in the analysis of sources and poor awareness of analytical methods;
  • poor orientation within the overall reference framework and limited ability to describe and explain cross-themes and issues;
  • inappropriate or incorrect language.

Teaching tools

  • PowerPoint slide shows (which will be available in the teaching materials;
  • texts and images that will be analyzed and commented in class will also be available in the teaching materials;
  • finally, the use of a good historical atlas is highly recommended.

The Textbook G. Cresci Marrone/F. Rohr Vio/L. Calvelli, Roma antica. Storia e documenti, Il Mulino, Bologna 2014 is available both on paper and in digital format at the web address: https://www.pandoracampus.it/pandora/booksheet/index/ean13/9788815251770

Both for the printed copy and for the digital one the manual is enhanced by materials, exercises, slides, and useful active content for the study and teaching. It is highly recommended to use this part for the preparation of the exam.

Office hours

See the website of Tommaso Gnoli

SDGs

Quality education

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.