AR2R9: Celts and Romans: Northern Europe and Britain

Module code: AR2R9

Module provider: Archaeology; School of Archaeology, Geography and Environmental Science

Credits: 20

Level: Level 2 (Intermediate)

When you'll be taught: Semester 2

Module convenor: Dr John Creighton, email: j.d.creighton@reading.ac.uk

Module co-convenor: Professor Hella Eckardt, email: h.eckardt@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 20 May 2024

Overview

Module aims and purpose

The module aims to provide you with an understanding of the particular character of the archaeological evidence for the Roman presence in Northern Europe in the period 300 BC to AD 300, and its relation to the documentary evidence, in the context of the major social, cultural and economic changes of the region in this period.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Recognise and to evaluate the main types of archaeological and documentary evidence for the period
2. Identify social, cultural and economic developments Northern Europe during this period
3. Recognise current theoretical approaches to and interpretations of the period

Module content

This module looks at the interaction between the Iron Age communities of Northern Europe and that of Rome from 300 BC to c. AD 300, at first through diplomacy and trade, and then through conquest. The main emphasis is on exploring the resulting two-way processes of acculturation which led to the creation of a Romano-British and Gallo-Roman culture, and in particular on identifying what traits of the Later Iron Age continued well into the Roman period. Specific themes addressed are: problems surrounding identity and the use of the words 'Celt' and ‘Roman’; development of oppida and Roman towns; continuity and change in ritual practices; evidence for changing patterns of social structure; the relative impact of military force on social change.

Structure

Teaching and learning methods

Illustrated lectures are followed by structured group discussions and debates requiring preparatory reading and research. You will write one assessed essay which will be returned in an individual tutorial. You will also produce a poster on an archaeological site of your choice, which will combine a presentation of specific archaeological evidence with engagement with key theoretical themes and museum/heritage organisation outreach priorities.

Study hours

At least 22 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Reassessment

Additional costs