Learning objectives
PREMISE
The aim of the Roman History course (LT) is to provide students with the critical tools for a basic approach to the study of the history of Rome from its origins up to the “noiseless fall” of the pars Occidentis. The course or Roman History is divided into two modules (A and B) of 30 hours each. Module A is open to all students; Module B is reserved for students who have completed Module A.
KNOWLEDGE AND UNDERSTANDING SKILLS
The Roman History course (LT) will provide students with general knowledge and understanding of the political, social and institutional history of the Roman world, from the foundation of the Urbs to the ‘fall’ of the pars Occidentis of the Empire.
ABILITY TO APPLY KNOWLEDGE AND UNDERSTANDING
The Roman History course (LT) will provide students with the basic critical and methodological tools required to read and understand the different types of sources for the study of the history of Rome; the course will also provide students with the ability to apply knowledge and understanding to issues in addition to those covered in the lessons.
INDEPENDENCE OF JUDGEMENT
Lessons focus on the different types of sources for the study of the history of Rome and their interaction with different aspects of historical reality. Students thus develop, at a basic level, their autonomy of judgement in reading ancient texts and interpreting historical facts.
COMMUNICATION SKILLS
At the end of the Roman History course (LT), students will have acquired the ability to present clearly non-specialist contents related to the main events and issues of the history of Rome, verbally and/or in writing.
LEARNING SKILLS
The Roman History course (LT) should provide students with the methodological tools and learning abilities required for the continuation of studies and/or for non-specialist professional activities.
Prerequisites
None. High school level knowledge of classic languages is a plus.
Course unit content
The Roman History course (LT) is divided into two modules (A and B): Module A (6 CFU) is basic; Module B (CFU) is in-depth, focusing on a key theme/period in the history of ancient Rome.
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ROMAN HISTORY (MODULE A)
Module A, basic (6 CFU = 30 hours of lessons), is aimed at students following the 6 CFU course and the 12 CFU course. Lessons focusing on political and military history from the foundation of the Urbs to the ‘fall’ of the pars Occidentis (754/3 BC - 476 AD) will alternate with other focusing on themes such as historical geography, economics, religion, law, epigraphy and historiography. A selection of literary and epigraphic texts and iconographic sources will be used to study: a) major political, social and economic issues of the Roman world; b) sources, tools and methodologies used to reconstruct the history of Rome, and to outline the development of Roman historiography.
ROMAN HISTORY (MODULE B)
Module B, in-depth study (30 hours = 6 CFU), is ONLY for students who are going to take the 12 CFU exam. This monographic focus will be dedicated to an introduction to the study of Latin epigraphy and a commented reading of selected passages from the "Res gestae divi Augusti" and Suetonius' "Divus Augustus".
Bibliography
A) 6 CFU EXAM
a) Students ATTENDING lessons:
1) A. Momigliano, Manuale di Storia romana, a c. di Attilio Mastrocinque, Torino, UTET Università, 2011 (o altra edizione);
2) A. Pagliara (a c. di), Roma e noi, Bari, Edipuglia, 2023;
3) Further readings and anthology of ancient texts provided during classes (available also on the Elly platform).
N.B. Highly recommended for ALL students is the use of a historical atlas of the ancient world, such as:
• M. BARATTA-P. FRACCARO et al., Atlante storico, Novara, Istituto geografico De Agostini, 1979;
• H. BENGTSON-V. MILOJCIC, Großer historischer Weltatlas, I. Teil (Vorgeschichte und Altertum), München, Bayerischer Schulbuch-Verlag, 1978;
• R. J. A. TALBERT, Atlas of Classical History, London, Routledge, 1985.
NON ITALIAN MOTHER TONGUE STUDENTS MAY CONTACT THE INSTRUCTOR FOR A SPECIFIC BIBLIOGRAPHY.
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b) Students NOT ATTENDING lessons:
1) A. Momigliano, Manuale di Storia romana, a c. di Attilio Mastrocinque, Torino, UTET Università, 2011 (o altra edizione);
2) A. Giardina, L’uomo romano, Roma-Bari, Laterza, 1989 (o altra edizione).
N.B. Highly recommended for ALL students is the use of a historical atlas of the ancient world, such as:
• M. BARATTA-P. FRACCARO et al., Atlante storico, Novara, Istituto geografico De Agostini, 1979;
• H. BENGTSON-V. MILOJCIC, Großer historischer Weltatlas, I. Teil (Vorgeschichte und Altertum), München, Bayerischer Schulbuch-Verlag, 1978;
• R. J. A. TALBERT, Atlas of Classical History, London, Routledge, 1985.
NON ITALIAN MOTHER TONGUE STUDENTS MAY CONTACT THE INSTRUCTOR FOR A SPECIFIC BIBLIOGRAPHY.
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B) 12 CFU EXAM
a) Students ATTENDING lessons:
1) G. Clemente, Guida alla storia romana, Milano, Mondadori, 2017;
2) A. Fraschetti, Augusto, Roma-Bari, Laterza, rist. 2000 (o qualsiasi altra edizione);
3) Further readings and anthology of ancient texts provided during classes (available also on the Elly platform).
N.B. Highly recommended for ALL students is the use of a historical atlas of the ancient world, such as:
• M. BARATTA-P. FRACCARO et al., Atlante storico, Novara, Istituto geografico De Agostini, 1979;
• H. BENGTSON-V. MILOJCIC, Großer historischer Weltatlas, I. Teil (Vorgeschichte und Altertum), München, Bayerischer Schulbuch-Verlag, 1978;
• R. J. A. TALBERT, Atlas of Classical History, London, Routledge, 1985.
NON ITALIAN MOTHER TONGUE STUDENTS MAY CONTACT THE INSTRUCTOR FOR A SPECIFIC BIBLIOGRAPHY.
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b) Students NOT ATTENDING lessons:
1) G. Clemente, Guida alla storia romana, Milano, Mondadori, 2017;
2) A. Giardina, L’uomo romano, Roma-Bari, Laterza, 1989 (o altra edizione).
N.B. Highly recommended for ALL students is the use of a historical atlas of the ancient world, such as:
• M. BARATTA-P. FRACCARO et al., Atlante storico, Novara, Istituto geografico De Agostini, 1979;
• H. BENGTSON-V. MILOJCIC, Großer historischer Weltatlas, I. Teil (Vorgeschichte und Altertum), München, Bayerischer Schulbuch-Verlag, 1978;
• R. J. A. TALBERT, Atlas of Classical History, London, Routledge, 1985.
NON ITALIAN MOTHER TONGUE STUDENTS MAY CONTACT THE INSTRUCTOR FOR A SPECIFIC BIBLIOGRAPHY.
Teaching methods
Lessons (supplemented with teaching material uploaded on the Elly platform); commented reading of texts; discussion and exercises on sample texts.
Assessment methods and criteria
Assessment will take place during the final exam, which will consist of an interview on the different parts of the program. The aims of the exam are: 1) to assess knowledge of the main developments in Roman history from the origins to Late Antiquity (on the basis of the textbook), as well as the themes studied monographically (for students attending lessons, the more detailed knowledge will be assessed on the basis of documents studied in class, and for non-attending students, on the basis of the supplementary bibliography); 2) to evaluate the clarity of exposition, the mastery of required language, and appropriacy of candidate answers.
A fail is mark is awarded for lack of an understanding of the minimum contents of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, and/or an inability to make independent judgments. A pass mark (18-23/30) is awarded to students demonstrating knowledge of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.
Other information
Classes are in the first semester (first and second teaching period).
2030 agenda goals for sustainable development
This teaching contributes to the realisation of the UN goals of the 2030 Agenda for Sustainable Development.
