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1 School of Archaeology & Ancient History AH3020 North Africa in Late Antiquity Academic Year: 2009-2010 Semester: 2 Time and location: Tue. 2-3pm. KE 526 (provisional) Fri. 1-2pm ATT SB 2.07 First meeting: Tue. January 26 2pm KE 526 (provisional) Module coordinator: Andy Merrills e-mail: [email protected] Room: 110 Office hours: Thursdays 9.30-11.30 Your individual appointments (e.g. tutorials, seminars): …………………………………………………… …………………………………………………… …………………………………………………… …………………………………………………… document prepared by: AHM 1/12/09 2 3 AR3020 North Africa in Late Antiquity Weighting: 20 credits Coordinator: Andy Merrills Other tutors: Dave Edwards; David Mattingly Module outline: Classical North Africa was shaped profoundly by the imperial domination of Rome and Meroe. When these great empires began to fragment from the later fourth century, the region experienced a number of political, cultural and economic convulsions every bit as profound as those experienced elsewhere in the classical world. This module explores the ‘forgotten’ history of Africa from c.350-c.550 CE, from a consciously comparative perspective. We will examine a variety of different post- imperial societies, and post-imperial phenomena, from Egyptian monasticism and Berber pyramid-building to the warrior aristocracies of Nubia and Vandal Carthage. Aims: To examine a crucial (but neglected!) area in the history of late Antiquity, and in the history of Africa. To introduce students to a wide array of translated sources and documents, the archaeological data and secondary works, and to encourage their critical analysis and evaluation. To develop further skills in written presentation Intended On completion of the module, students will be able to: learning outcomes: Research a well-defined aspect of a topic and communicate the results effectively in an oral presentation Demonstrate knowledge and understanding of many of the principal historical themes of this period Display a nuanced appreciation of the themes and controversies surrounding the study of North Africa in the Roman and post- Roman period. Evaluate critically translated sources and archaeological data and employ them effectively as appropriate. Method(s) of 9x 1 hour lectures; 9 x seminars teaching: Method of Source-based presentation: 10% assessment: Final written project (3,000 words): 40% Final Written Examination: 2 hours 50% 4 Teaching schedule Preparation for each class is listed in the weekly bibliographies listed at the end of this module handbook. Week 13 Tues. 26 Jan. Introduction: Getting to know North Africa GEOGRAPHY QUIZ! Fri 29 Jan Introduction: Getting to know North Africa ANCIENT GEOGRAPHY QUIZ! Week 14 Tues. 2 Feb. Lecture: Egypt: monasticism, heresy and paganism in Late Antiquity (AHM) Fri 5 Feb Seminar: The Desert a City: Egyptian Monasticism Week 15 Tues 9 Feb. Lecture: Philae and Nubia: new military aristocracies (DNE) Fri 12 Feb Seminar: The Nubian Treasure Week 16 Tues 16 Feb. Lecture: Cyrenaica in Late Antiquity (AHM) Fri 19 Feb Seminar: Synesius Goes it Alone Week 17 Tues 23 Feb Lecture: Augustine of Hippo and the Donatists (AHM) Fri 26 Feb Seminar: Dunkin’ Donatists Week 18 Tues. 2 Mar Lecture: Vandalpocalypse now? The Vandals in Carthage (AHM) Fri 5 Mar Seminar: Vandal Society Week 19 Tues. 9 Mar Lecture: Pyramids in the west (AHM) Fri 12 Mar Seminar: Moorish Society Week 20 Tues 16 Mar Lecture/Seminar: Summary of themes: Power and Politics Fri 19 Mar Lecture/Seminar: Summary of themes: Religion Week 21 Tues 23 Mar Lecture/Seminar: Summary of themes: Identity Fri 26 Mar Lecture/Seminar: Summary of themes EASTER VACATION Week 22 Tues. 4 May. Presentation Session 1 Fri 7 May Presentation Session 2 Week 23 Tues. 11 May Presentation Session 3 Fri 14 May Revision Session 5 Week 24 Fri. 16 May Revision Session 6 Assignments and Deadlines (non-graded) Along with this module handbook, you will have received a ‘Gobbets Pack’ for this course (extra copies are available on Blackboard). This pack includes a short selection of primary source passages (or archaeologically relevant images) related to the different topics of the course. You will be expected to prepare AT LEAST ONE of these gobbets each week in preparation for Friday’s seminar: these will provide the basis for discussion for the class itself. For each gobbet you should include a short discussion of 300-500 words. (You may do more than one, or write more than 500 words if you wish!). These discussions should include: i) A short account of the context of the passage concerned, including the nature of the text in which it appears, or its physical context in the case of inscriptions and other sources. ii) A brief summary of the content of the source to demonstrate that you have grasped its meaning. iii) A more detailed analysis of the historical significance of the gobbet in question. How does the passage in question illuminate our understanding of late Antique North Africa? Does it contain information found nowhere else? Or is it directly contradicted by other evidence available? Suggestions about how to approach each of the passages will be provided in the lecture, and in the suggested secondary reading. All of the passages have been chosen carefully, and all have a great deal to say about the topics under discussion! These gobbets will be marked, but will not contribute directly to your overall grade. Nevertheless, this exercise is a central part of the course: the gobbets themselves will form the basis for discussion in many of the seminars, and will provide an essential platform for both your longer essays and your exams (which will be assessed!) 7 Assignments and deadlines (graded) Group presentations: (10%) In the last week of the semester (after Easter), you will have the opportunity to present to the rest of the class a short summary of the principal themes discussed in one of the seminars this term. This will serve both as a graded presentation exercise, and as an opportunity for group revision of the principal themes of the course. The distribution of presentation topics will be decided in the first class. Essay: (40%) you are required to write a 3,000 word essay for this course. Please read the section on essay writing in the School Handbook. If you have any questions about your essay, please arrange to see me well before the due date. All essays must be word-processed and properly referenced (consult the Handbook). Essays should be submitted to the third year box in the SAAH Foyer by 5pm on the deadline, or lateness penalties will be incurred (see the Handbook). Essays are expected to be well researched. You may start with the reading recommended on the Blackboard website but you must go further. Ancient sources are essential reading and should be studied closely; modern literature is there to help you identify and understand the key issues and the problems the ancient sources may present. Introductory bibliographies for these essays are available on Blackboard. These topics are suggestions only. You should feel free to develop your own research topic on any of the areas covered in class. 1. Why did monks and holy men play such a prominent role in the society of Late Antique Egypt? 2. To what extent does Procopius’ account provide a misleading impression of Nubia in Late Antiquity? 3. What does the career of Synesius tell us about the changing role of bishops in the late Antique world? 4. ‚A nationalist movement masquerading as a religious dispute‛. Is this a fair assessment of the Donatist controversy? 5. Do the Vandals deserve their reputation? 6. To what extent was Berber rulership shaped by Roman precedent? Essay Deadline: FRIDAY 14 MAY Exam: (50%). The remainder of your assessment for this course will come from an exam. This will last 2 hours, and you will be expected to answer 2 questions from a selection of 8. There will be a sample exam paper posted on Blackboard and we will cover aspects of exam technique during the course. Bear in mind that good exam answers will always pay particular attention to the primary sources available. 8 Bibliographies Part of the appeal of this subject is the opportunity to engage directly with primary sources. A full list of North African sources available in translation is included on Blackboard, and you should feel free to read as widely as you can: you’ll pick up more from this reading than you ever will from the secondary literature. Secondary literature is somewhat patchy (especially in English). Some studies are terrific, some are less good, some are wide-ranging and some are mind-numbingly specific. I don’t expect you to read everything on this list (obviously), but have included quite full bibliographies to allow you to pursue topics you’re interested in, and to prevent anguish from excess demand for a few key works. Texts that are particularly recommended are marked with a *. Everything should be available, either online, via blackboard or in the library, but if there’s anything you can’t get hold of, let me know and I’ll supply you with a photocopy. KEY TEXTS Bagnall, Roger. 1993. Egypt in Late Antiquity. Princeton: Princeton UP Outstanding survey of Egypt in this period. A little dry in places, but well worth struggling through! Frankfurter, David. 1998. Religion in Roman Egypt : assimilation and resistance. Princeton: Princeton UP. Brilliant summary of religious change in the region, from the occupation to Christianization. Edwards, David N. 2004. The Nubian Past. An Archaeology of the Sudan. London: Routledge. Useful English survey of the Nubian Material. Welsby, Derek. A. 2002. The Medieval Kingdoms of Nubia. London: British Museum Press. Brown, Peter. 1972. Augustine of Hippo. London: Routledge. Superlative biography of one of the great figures of late Antiquity by the great modern scholar of the period.
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  • Africa and Africans Brent D. Shaw

    Africa and Africans Brent D. Shaw

    Princeton/Stanford Working Papers in Classics Who Are You? Africa and Africans Version 1.3 September 2011 Brent D. Shaw Princeton University Abstract: This is the third revised version of a chapter that is being prepared for the Wiley-Blackwell Companion to Ethnicity in the Ancient Mediterranean. © Brent D. [email protected] 2 Who Are You? Africa and Africans Brent D. Shaw In a letter written to his former teacher from the city of Madauros, the Christian bishop Augustine of Hippo addressed the rhetor Maximus by saying, ‘well now, as one African writing to another African, and since we are both from Africa...’ (Aug. Ep. 17.2 = CCL 31: 41; 390 CE). His deliberate seeking of common ground in being ‘African’ was, it should be confessed, a rhetorical gambit. It was a powerful ploy because the identity to which appeal was made was a strong one of real substance. Not only among Christians like Augustine, but also among non-Christian interlocutors of the time like Maximus, being African had become an identity that they shared in common. How this came to be was the result of a long process of changes and responses. As late as the first century CE, no persons of Punic background, or any indigenous inhabitants of the land, or any Italian, Etruscan, or Greek settlers living in the region that we today call North Africa ever thought of themselves as ‘African,’ even if the matrix for this new identity was beginning to be formed all around them. The process of creating the new identity followed a path that ethnic labelling had often travelled in the past.