HST2025: Match of the Day: The Nika Riot in 532
20 credits (semester 1)
Module Leader: Dr. Julia Hillner
| Pre-requisites |
Pass in at least two of the Level One modules offered by the Department of History.
| Module Summary |
On Tuesday, 13 January 532, a chariot race in Constantinople's Hippodrome got out of control. Shouting 'Nika!' ('Conquer!'), the fans of the two competing Circus factions united in anger against the emperor Justinian. The week-long riot that followed was the most violent event Constantinople had ever seen. It is also the best documented, yet most enigmatic riot in late antique history. Circus riots were frequent and usually easily suppressed events in late antique cities, so what was different about this one? This module analyses the different contemporary and later accounts of the Nika riot in detail as a way into the study of sixth-century Byzantine society, and more broadly into the dynamic relationship of sport events and mass violence, the imperial authorities' varied responses to crowd behaviour, and the interaction of different social groups in moments of crisis in the late antique urban context.
| Module Aims |
This module aims to:
- Provide students with an in-depth understanding of the key events of the Nika riot and of the social demands underlying it.
- Enable students to appreciate both the definition and treatment of riots in fifth- and sixth-century Byzantine society on their own terms, and to relate them to modern concepts of riots.
- Foster students' ability critically to evaluate contrasting modern interpretations in the light of primary sources.
- Promote students' ability to write informed and cogent essays in clear, structured and grammatical prose.
- Promote collaborative learning among students and develop team-work skills.
- Encourage students to develop their confidence and competence in presenting their ideas orally.
| Teaching |
| Lectures | Seminars | |
| 1 | Introduction: Emperors, Sports and Riot Narratives | The Map Project (Introduction to Dreamweaver, with James Pearson) |
| 2 | The Nika Riot: Sources and Interpretations | How an uprising unfolds I: mobilisation |
| 3 | Taxation and Economic Hardship | How an uprising unfolds II: reformation |
| 4 | Social Hierarchies and Aristocratic Attitudes | How an uprising unfolds III: revolution |
| 5 | Legal and Illegal Violence | How an uprising unfolds IV: suppression |
| 6 | Sixth-Century Constantinople | Mapping the riot |
| 7 | Games and Politics | Acclamations |
| 8 | Games and Popular Culture | Elite Writing on Games |
| 9 | Circus Factions | Procopius and the Press |
| 10 | An Era of Riots | Towards a Classification of Late Antique Riots |
| 11 | The Nika Riot and the Age of Justinian | Course review and evaluation |
| Selected Reading |
Primary Sources
The Chronicle of John Malalas; The Chronicle of Marcellinus; The Chronicle of Theophanes Confessor; Chronicon Paschale; Procopius: History of the Wars; Procopius: Buildings; Romanos the Melode: Kontakia.
Secondary Sources
- J. B. Bury, 'The Nika Riot', The Journal of Hellenic Studies 17 (1897), pp. 92-119.
- A. Cameron, Circus Factions: Blues and Greens at Rome and Byzantium (Oxford, 1976)
- N. B. Crowther, 'Sports Violence in the Roman and Byzantine Empires: A Modern Legacy?', International Journal of the History of Sport 13 (1996), pp. 445-458.
- G. Greatrex, 'The Nika Riot: A Reappraisal', The Journal of Hellenic Studies, 117 (1997), pp. 60-86.
- A. Louth, 'The Eastern Empire in the Sixth Century', The New Cambridge Medieval History, vol. 1, (Cambridge, 2005) pp. 93-117.
- M. Maas (ed.), The Cambridge Companion to the Age of Justinian (Cambridge / New York, 2005)
| Intended Learning Outcomes |
By the end of the module, a candidate will be able to demonstrate:
- An advanced knowledge and understanding of the Nika riot and its background, and the ability to identify and engage with major historical debates and issues.
- The ability to use a critical knowledge of primary sources to engage with current historiography and to formulate independent conclusions, both orally and in well-written, grammatical prose.
- Ability and experience in presenting material orally in seminars, exchanging views with the tutor and other students.
- The ability to recognise, evaluate and analyse A variety of primary source materials and to apply these skills and knowledge in writing commentaries on source materials under pressure of time.