Unit rationale, description and aim
The site of Pompeii has fascinated archaeologists, historians and tourists alike for centuries. Yet, despite its popularity, little is known about the people who lived there. This unit will engage with different types of evidence in an examination of the Roman town of Pompeii within the context of the Roman Empire of the first century. Areas of study include the eruption of Vesuvius which buried Pompeii in 79, the town's rebirth as an archaeological site, and the political, social, cultural, economic and religious lives of the town's first-century inhabitants. Evidence from Herculaneum will also be considered where appropriate.
The aim of this unit, is to develop a student's understanding of the importance of the site of Pompeii in its historical context and to explore what this site can tell researchers about what it was like to live in a provincial town in the first century of the Roman Empire.
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 ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Discuss theoretical and factual knowledge of the h...
Learning Outcome 01
Communicate clearly in written and/or oral form, i...
Learning Outcome 02
Locate, evaluate and appropriately reference a var...
Learning Outcome 03
Critically analyse historical evidence, synthesise...
Learning Outcome 04
Interpret and reflect on key historical theories a...
Learning Outcome 05
Content
Topics will include:
- Vesuvius and the eruption
- Pompeii as an archaeological site
- Public life and politics
- Civic and domestic religion
- Economy and commercial life
- Houses and households
- Leisure and cultural activities
- Consideration of archaeological, epigraphic and literary sources
- Consideration of significant historiographical issues, including the relationship between archaeological and more traditional historical analysis.
Assessment strategy and rationale
A range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with University assessment requirements. Such procedures may include, but are not limited to: essays, examinations, student presentations or case studies. The Skills/Knowledge Development Assignment requires students to focus on learning and correctly applying some key discipline and content specific terminology. This is particularly important in ancient history because students are often introduced to words and concepts with which they are unfamiliar. In completing this assignment students will demonstrate their ability to correctly apply ideas and knowledge relevant to the unit content (LO1) and to express this clearly for an academic audience (LO2). The Active Research Task gives student the opportunity to apply research techniques developed in tutorials, and key content and skills developed in the first assessment to investigate a research question and present their findings in the form of an evidence-based narrative or argument. The Summative/Analytical Task asks students to reflect on the unit as a whole and draw together themes, ideas and information in response to a specific question or questions.
Overview of assessments
Skills/Knowledge Development Assignment: Requires...
Skills/Knowledge Development Assignment: Requires students to demonstrate their ability to write a brief description of key terms and their meaning.
30%
Active research task: This task is designed for s...
Active research task: This task is designed for students to apply methodological, historical and historiographical knowledge and prove an evidence-based argument on an independent research topic related to Pompeii.
40%
Summative/Analytical Task (s): This assessment is...
Summative/Analytical Task (s): This assessment is an opportunity for students to demonstrate their theoretical and factual knowledge of the case studies from the ancient past.
The lecturer may designate this task to be in the form of short answer responses, test/s, take-home exam, exam, reflective essay/poster/poster or simulation exercise.
30%
Learning and teaching strategy and rationale
This unit will use learning and teaching strategies that engage students in active learning. Active learning gives students 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 a study of ancient history. Students in this unit will be encouraged to develop specific skills in locating, reading and analysing sources; consider different approaches to the past and the dynamics of historical and historiographical debate; and employ active research techniques into their own research and analysis.
The learning and teaching and assessment strategies employed in this unit include a range of approaches to support student learning, chosen to complement the mode of delivery of the unit. These may include lectures, online modules, tutorials, (online) discussion and debate, reading, small group activities, reflection, film screenings, presentations, historical skills-building activities, and assignments.
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 teaching period. To achieve a passing standard in this unit, students will find it helpful to engage in the full range of learning activities and assessments used in this unit, as described in the learning and teaching strategy and the assessment strategy.
The unit is hosted on a Learning Management System (LMS) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between content and educational experiences.
Mode of deliver: This unit may be offered in different modes, as described below.
On Campus
Most learning activities or classes are delivered at a scheduled time, on campus, to enable in-person interactions. Activities will appear in a student’s timetable.
Multi-mode
Learning activities are delivered through a planned mix of online and in-person classes, which may include full-day sessions, to enable interaction. Activities that require attendance will appear in a student’s timetable.
Online unscheduled
Learning activities are accessible anytime, anywhere. These units are normally delivered fully online and will not appear in a student’s timetable.
Online scheduled
All learning activities are held online, at scheduled times, and will require some attendance to enable online interaction. Activities will appear in a student’s timetable.
ACU Online
In ACU Online mode, this unit is delivered asynchronously, fully online using an active, guided learning approach. Students are encouraged to contribute to asynchronous weekly discussions. Active learning opportunities provide students with opportunities to practice and apply their learning. Activities encourage students to bring their own examples to demonstrate understanding, application and engage constructively with their peers. Students receive regular and timely feedback on their learning, which includes information on their progress [JC1]All that follows is new text.