Greco-Roman Society and Technology

CAHE30262 Greco-Roman Society and Technology 20 Semester 2 Undergraduate Level 3 Duncan Keenan-Jones Unit coordinator Classics, Ancient History, Archaeology & Egyptolog 1 FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors ' European Credit Transfer & Accumulation System Rating : 10.0 This course explores the development of ancient science and technology and its interrelation with Greco-Roman societies and the environment. How did societies react to their environments and foster new discoveries and applications? How and why do societies adopt new technologies, and how do they, and their environments change as a result? Are tyrants good for technology? How much can we trust ancient technical writers? Did Roman imperium extend to mastery of their environment, as they seem to have thought? This course encompasses the ancient Mediterranean area and the Near and Middle East and range from the Bronze age to the early Middle Ages, focus on the Roman period. It takes a wide view of technology, ranging from primitive tools and agriculture to automata (robots), aqueducts and catapults. The course will use texts and archaeological evidence, and will incorporate field and museum learning experiences as well as explaining the latest scientific advances.  This course explores the development of ancient science and technology and its interrelation with Greco-Roman societies and the environment. How did societies react to their environments and foster new discoveries and applications? How and why do societies adopt new technologies, and how do they, and their environments change as a result? Are tyrants good for technology? How much can we trust ancient technical writers? Did Roman imperium extend to mastery of their environment, as they seem to have thought? This course encompasses the ancient Mediterranean area and the Near and Middle East and range from the Bronze age to the early Middle Ages, focus on the Roman period. It takes a wide view of technology, ranging from primitive tools and agriculture to automata (robots), aqueducts and catapults. The course will use texts and archaeological evidence, and will incorporate field and museum learning experiences as well as explaining the latest scientific advances. <ul> <li style="margin-bottom:13px">gain an understanding of the relationship between technology and societies from the Greco-Roman to our own</li> <li>develop critical research and thinking skills, knowledge and understanding of the Greco-Roman world by exploring the interaction of ancient technology with society and the environment.  </li> <li>apply a combination of discipline specific knowledge (ancient history, ancient societies, ancient technologies) and skills (creative and critical thinking, data analysis, applied research, writing, time management and attention to detail) in combination with skills often required in the workplace (such as written and verbal communication skills, professional presentation, rapport building, initiative and entrepreneurialism, and independent and team-based work). </li></ul> <ul><li>Determine and appreciate the ways in which Greek and Roman political, cultural and technological achievements have influenced the ancient and modern worlds, and continue to do so today.</li><li>Identify the main features of ancient technology in areas such as metals, ceramics, warfare, glass and entertainment.</li><li>Assess and explain the relationship between ancient technical theory and practice.</li></ul> <ul> <li style="text-align:justify; margin-left:8px">Recognise the constraints on the dynamics that connected humans, technology and the environment in the ancient Mediterranean</li> <li style="text-align:justify; margin-left:8px">Evaluate and apply theoretical and comparative models for technological diffusion and change.</li> <li style="text-align:justify; margin-left:8px">Use textual, material and environmental evidence to relate technology to its social and environmental context</li> <li style="text-align:justify; margin-left:8px">Critically reflect on your own work and the work of your peers.</li></ul> <ul> <li style="text-align:justify; margin-left:8px">Develop high level skills in computer literacy</li> <li style="text-align:justify; margin-left:8px">Reflect upon the implications of applying different methods for communicating the outcomes of historical research to different audiences</li> <li style="text-align:justify; margin-left:8px">Reduce complex scientific evidence to readily comprehensible components</li> <li style="text-align:justify; margin-left:8px">Work as part of a team on collaborative and individual tasks to produce an oral presentation</li> <li style="text-align:justify; margin-left:8px">Demonstrate creative and critical advanced-level research and communication skills.</li></ul> <ul><li style="margin-left:8px;text-align:justify;">Pitch and write a popular-style, concise yet comprehensive article and social media post in a Museum context</li><li style="margin-left:8px;text-align:justify;">Produce high quality oral and compact written work</li><li style="margin-left:8px;text-align:justify;">Develop skills and confidence in contributing to and leading group discussion</li></ul> This course contains authentic exercises that embed work-integrated learning and produce employability skills, many of which are listed above. In particular, these include public facing writing, oral presentation and interactive/group work. Students will also develop information technology skills important in the workplace. Two hours of lectures, frequently with the addition of analytical activities, are complemented by a one-hour discursive seminar. Preparation activities are assigned to students in preparation for each seminar. Course materials are delivered through Blackboard, including course literature and compulsory seminar preparation. Students will analyse objects, museum displays and/or archaeological sites in person (COVID/Government regulations permitting). The main assessment is scaffolded, with an earlier, predominantly formative stage built upon to produce the major piece of assessment. 0 Other 100% <table cellspacing="0" class="Table" style="border-collapse:collapse; border:none; margin-left:7px"> <tbody> <tr> <td style="border-bottom:1px solid black; border-left:1px solid black; border-right:1px solid black; border-top:1px solid black; vertical-align:top; width:266px">Assessment task </td> <td style="border-bottom:1px solid black; border-left:none; border-right:1px solid black; border-top:1px solid black; vertical-align:top; width:140px">Weighting within unit (if summative)</td> </tr> <tr> <td style="border-bottom:1px solid black; border-left:1px solid black; border-right:1px solid black; border-top:none; vertical-align:top; width:266px">Group oral seminar presentation</td> <td style="border-bottom:1px solid black; border-left:none; border-right:1px solid black; border-top:none; vertical-align:top; width:140px">30%</td> </tr> <tr> <td style="border-bottom:1px solid black; border-left:1px solid black; border-right:1px solid black; border-top:none; height:20px; vertical-align:top; width:266px">Conversation-style pitch</td> <td style="border-bottom:1px solid black; border-left:none; border-right:1px solid black; border-top:none; height:20px; vertical-align:top; width:140px">10%</td> </tr> <tr> <td style="border-bottom:1px solid black; border-left:1px solid black; border-right:1px solid black; border-top:none; vertical-align:top; width:266px">Popular review of archaeological objects</td> <td style="border-bottom:1px solid black; border-left:none; border-right:1px solid black; border-top:none; vertical-align:top; width:140px">60%</td> </tr> </tbody></table> <table class="Table" style="border-collapse: collapse; border: none; margin-left: 7px; width: 500px;" width="0"> <tbody> <tr> <td style="border-bottom:1px solid black; width:321px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:1px solid black" valign="top">Feedback method </td> <td style="border-bottom:1px solid black; width:340px; padding:0cm 7px 0cm 7px; border-top:1px solid black; border-right:1px solid black; border-left:none" valign="top">Formative or Summative</td> </tr> <tr> <td style="border-bottom:1px solid black; width:321px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Written Feedback</td> <td style="border-bottom:1px solid black; width:340px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">Students will receive summative and formative feedback on their coursework assessments. Students are encouraged to submit a draft of the review to the course convenor for written formative feedback in advance of the final submission</td> </tr> <tr> <td style="border-bottom:1px solid black; width:321px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:1px solid black" valign="top">Oral Feedback</td> <td style="border-bottom:1px solid black; width:340px; padding:0cm 7px 0cm 7px; border-top:none; border-right:1px solid black; border-left:none" valign="top">The seminars are a place for directed discussion and thus provide verbal formative feedback on the development and presentation of argument and interpretation on a weekly basis. In advance of submitting written coursework, students are encouraged to discuss their plans with the course convenor who will provide formative feedback.</td> </tr> </tbody></table> Y <ul> <li style="text-align:justify; margin-left:8px">Humphrey, J.W., Oleson, J.P. and Sherwood, A.N. 1998. Greek and Roman technology : a sourcebook : annotated translations of Greek and Latin texts and documents. London ; New York: Routledge.</li> <li style="text-align:justify; margin-left:8px">Vitruvius 1999. Vitruvius: ‘Ten Books on Architecture’. I. D. Rowland and T. N. Howe (eds.) Cambridge: Cambridge University Press.</li> <li style="text-align:justify; margin-left:8px">Irby-Massie, G. & Keyser, P. T. (2001). Greek Science of the Hellenistic Era: a Sourcebook. London: Routledge.</li> <li style="text-align:justify; margin-left:8px">Oleson, J. P. (2008). Oxford handbook of engineering and technology in the Classical world. Oxford ; New York, Oxford University Press.</li> <li style="text-align:justify; margin-left:8px">Humphrey, John W. 2006. Ancient technology. Westport CT: Greenwood. Easy-to-understand overview.</li> <li style="text-align:justify; margin-left:8px">Irby, G. (2016) A Companion to Ancient Science, Technology and Medicine, Chichester: Wiley.</li> <li style="text-align:justify; margin-left:8px">Thommen, L. (2012). An Environmental History of Ancient Greece and Rome. Cambridge University Press.</li></ul> Lectures 22 Seminars 11 0 167