ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: History
Areas: Ancient History
Center Faculty of Geography and History
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
The main objective of this subject is to become conscious of the complex nature of the ancient peninsular societies, their specificities and the difficulties for approaching them, due to the lack of news and the difficulties for using the different types of sources that are available: texts, epigraphy, archaeology.
We must also insist on the necessary prudence and open perspectives for examining and extracting conclusions from peoples whose views come very deformed to us even since Latin times, to which the contemporary age added new historical approaches, in issues like the problem of Celtism.
Finally, the teaching of this subject tries to highlight the fact that the History of the Iberian Peninsula in Antiquity cannot be separated from the history of the Mediterranean world. So, phenomena like the Phoenician, Greek and Carthaginian and the conquest and integration of Hispania by Rome show the uselessness of perspectives on the fringes of the development of the global ancient history in Mediterranean area.
The development of contens will be according to the theoretical aspects as regards the following topics: Colonisations, Ethnography, Romanization.
The syllabus will be developed around the following points:
1. The Phoenician colonization.
2. The Greek colonization.
3. The Punic colonization.
4. Ethnography in the Iberian Peninsula. Indo-Europeans and non-Indo-Europeans.
5. Peoples in the South: Tartessos and Turdetanos.
6. The Iberians.
7. The peoples in the centre and West of the Peninsula: Lusitani and Vettones.
8. The peoples in the North Meseta: Celtiberians and Vacceos.
9. Peoples in the North and North-East: The Castro culture.
10. Rome and Hispania: the fight against Cartago and the conquest of the peninsular South and East.
11. The conquest of Hispania during the Republic. Transformations in Hispania.
12. Hispania and the Empire: the policy of Caesar and Augustus.
13. Romanization: the spreading of the Roman civilization in Hispania.
14. The legal and political changes: lus latii, roman citizenship, etc.
15. Hispania in the 3rd century and in the Late Empire.
16. The end of the Roman Hispania and the Germanic kingdoms in the 5th century.
BASIC BIBLIOGRAPHY:
HISTORIA DE ESPAÑA ANTIGUA: Ed. Cátedra:
Tomo 1: BLÁZQUEZ, J. M.; PRESEDO, F.; LOMAS, F. J, FENÁNDEZ NIETO, F. J.: Protohistoria
Tomo II: BLÁZQUEZ, J. M.; MONTENEGRO, A.; ROLDÁN, J. M.; MANGAS, J., et Alii: Hispania Romana.
SALINAS DE FRIAS, M.: Los pueblos prerromanos de la península ibérica. Ed. Akal, Madrid, 2006.
MONTENEGRO (coord.): Historia de España, 2. Colonizaciones y formación de los pueblos prerromanos (1200-218 a. C.) Ed. Gredos, Madrid, 1989.
ROLDÁN HERVÁS, J. M. ; WULFF ALONSO, F. : Citerior y Ulterior. Las provincias romanas de hispania en la era republicana. Ed. Istmo, Madrid, 2001
SÁNCHEZ-MORENO, EDUARDO (COORD.) ; DOMÍNGUEZ MONEDERO, ADOLFO J., GÓMEZ-PANTOJA JOAQUÍN L.: Protohistoria y antigüedad de la Península Ibérica. Madrid : Silex, 2007-2008
Vol.1: Las Fuentes y la Iberia colonial
Vol.2: La Iberia prerromana y la romanidad
ADDITIONAL BIBLIOGRAPHY:
Abascal, J. M.; U. Espinosa. La ciudad hispano-romana: privilegios y poder. Logroño, 1989.
Álvarez Sanchís, J. Los señores del ganado. Arqueología de los pueblos prerromanos en el occidente de Iberia. Madrid, 2003.
Arce, J. El último siglo de la España romana. Madrid, 2009.
Aubet, Mª. E. (coord.). Tartessos. Arqueología protohistórica del Bajo Guadalquivir. Barcelona, 1989.
Aubet, Mª E.: Tiro y las colonias fenicias de Occidente. Barcelona, 1994
Bendala, M. Tartesios, iberos y celtas. Madrid, 2000.
Blázquez, J. M.; J. Alvar; C. G. Wagner. Fenicios y cartagineses en el Mediterráneo. Madrid, 1999.
Bravo Catsañeda, G. Hispania y el Imperio. Madrid, 2007.
Burillo, F. Los Celtíberos. Etnias y Estados. Zaragoza, 1.998.
Chaín Galán, A.; J. I. de la Torre Echávarri. Celtíberos. Tras la estela de Numancia (Catálogo exposición). Soria, 2005.
Caro Baroja, J.: Los pueblos de España. Ed. Istmo. Madrid, 1987
Díaz Martínez, P. C.; C. Martínez Maza; F. J. Sanz Huesma. Hispania tardoantigua y visigoda. Madrid, 2007.
Frankenstein, S. Arqueología del colonialismo. Barcelona, 1997.
Gómez Espelosín, F. J. Guerras ibéricas. Aníbal. Madrid, 2006.
Gómez Espelosín, F. J. Iberia e Hispania. Recursos para el estudio de la historia de la España antigua. Alcalá de Henares, 2011.
Gracia Alonso, F. Roma, Cartago, íberos y celtíberos: las grandes guerras en la Península Ibérica. Barceloa, 2006.
Gracia Alonso, F. ( coord.). De Iberia a Hispania. Barcelona, 2008.
Harrison, R. J. España en los albores de la historia: iberos, fenicios, griegos. Madrid, 1989.
Le Roux, P. Romanos de España: ciudades y política en las provincias, siglos II a. C.-III d. C., Barcelona, 2006.
López Castro, J. L. Hispania Poena. Los fenicios en la Hispania romana. Barcelona, 1993.
Lorrio, A. J. Los Celtíberos (Complutum, extra 7). Madrid, 1997.
Maya, J. L. Celtas e iberos en la península ibérica. Barcelona, 1999
Martín Almagro; Arteaga;Blech; Ruíz Mata; Schubart. Protohistoria de la Península Ibérica. Barcelona, 2001
Menéndez Fernández, M. (coord.) Prehistoria y Protohistoria de la Península Ibérica. Madrid, 2007.
Richardson, J. S. Hispania, provincia imperial. Madrid, 2007.
Roldán Hervás, J. M. La Hispania romana, Madrid, 1987.
Roldán Hervás, J. M. (dir.). Diccionario Akal de la Antigüedad hispana. Madrid, 2006.
Salinas de Frias, M.: El gobierno de las provincias hispanas durante la República romana ( 218-27 a. C.). Salamanca, 1999
Santos Yanguas, J. Los pueblos de la España antigua. Madrid, 1997.
The students have to acquire:
- Knowledge of the historical development and the characteristics of the societies in Hispania from the beginning of the colonial process to the end of Romanization.
- Consciousness of the problems we have for acquiring that knowledge, focused in:
„X Lack of literary sources and epigraphy.
„X Importance of archaeology as a knowledge source for complementing the literary sources and the epigraphy or for providing additional data.
„X Necessity of understanding the diversity of solutions and hypotheses for solving historical problems proposed by different historicists or historical schools. In summary, the open, precarious and always renovated nature of our knowledge.
The subject will be taught according to the established schedule, in an attempt to promote active learning through interactive activities and mentoring, through which you will promote teaching and learning assets, with activities for continuous evaluation and training to involve the university resource library in the matter of continuously throughout the semester. This teaching will include:
1-Classroom presentations in which shall be awarded the explanation of the theoretical contents. This is a classroom-based activity.
2-Interactive classes in which the activities will be practices related to the theoretical content of the subject. It is organized in different types of activities which purpose is to complete the contents of the theoretical units. We will make comments of classical sources ; we will analyze historical maps and archaeological sources; there would be critical compulsory readings ,and will be screened audiovisual resources too. This is also a classroom-based activity. All students must submit a written comment on the materials that are the subject of the practical classes, which are the academically directed activities.
3- Field Practical Activity, compulsory and subjet of evaluation. The activity vill be made according the organisation and financial chances.
4- Tutorials.
Will assess the performance and the learning acquired through a balanced mix between activities of formative assessment and final evaluation. In the first will assess the effort and progress in learning and incentives will be a continuing commitment to the subject matter throughout the semester. The second will assess learning outcomes. The assessment will consist of three parts
- A written exam, review of the theoretical content developed in the hours and exhibition activity in the classroom practice that will be in the place, day and time established by the secretariat of this Faculty (60 per cent of the final grade).
- Participation in the practical activities of the interactive classes and implementation of activities and work of the interactive classes, and the Field Practical Activity (20 per cent of the note).
- Personal work or group (research introduction or book critical reviews) on a specific thematic area of the subject (20 per cent of the note)-
Extraordinary Assessment: keeping the respective percentages, will be repeated that part failed and, in your case, will be delivered the practical works not delivered in the ordinary call.
In the case of students who have granted the dispensation of assistance; The subject will be evaluated through the official final exam (60% of grade), as well as the delivery of practical and course work that the teacher will determine taking into account particular situations if necessary (40%).
According to the European Credit System ECTS, this subject consists of 150 hours.
Classroom Activities: 50 hours
Theory hours (expositive classes): 32
Practice hours (interactive classes): 16
Tutorial: 2
Non-classroom-based activities:
100 hours for study and personal work.
To attend regularly the sessions and an active participation in the theoretical and practical classes, pursuing the matter to the day with his study continued throughout the semester.
Perform the practices with the least possible delay and, for a completion of the course work, draw from the beginning of the classes a program of work supervised by professor.
It is also recommended, to consult with the professor as soon as possible within the first month of class, to decide the choice of the theme of course work. It is recommended that you also have basic knowledge of Latin language and the functional command of one of the main foreign languages to be able to read literature (english, french, etc. )
The subject is taught in Galician language, but they will be addressed the needs of the students of the SICUE exchange programs-SENECA or ERASMUS, with special tutoring to ensure satisfactory monitoring of activities, with special attention to classroom expositive presentations hours. Students participate in one of these programs should consult with the professor at the beginning of the course.
"For cases of academic fraud as defined in article 42 of the USC Lei de Convivencia of March 2023, the sanctions provided for in article 11 will be applied, if plagiarism occurs in academic works or exams, or non-consensual use of "Artificial Intelligence tools"
Manuel Villanueva Acuña
Coordinador/a- Department
- History
- Area
- Ancient History
- Phone
- 881812563
- manuel.villanueva [at] usc.es
- Category
- Professor: University Lecturer
| Monday | |||
|---|---|---|---|
| 11:00-13:00 | Grupo /CLE_01 | Galician | Classroom 12 |
| Tuesday | |||
| 09:00-11:00 | Grupo /CLE_01 | Galician | Classroom 12 |
| Thursday | |||
| 11:00-13:00 | G5021323/CLE_02 | Galician | Classroom 05 |
| Friday | |||
| 09:00-11:00 | G5021323/CLE_02 | Galician | Classroom 05 |
| 01.14.2025 11:30-14:00 | Grupo /CLE_01 | Classroom 10 |
| 01.14.2025 11:30-14:00 | Grupo /CLE_01 | Classroom 11 |
| 06.20.2025 12:00-14:30 | Grupo /CLE_01 | Classroom 10 |