- Class Number 4196
- Term Code 2930
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Duncan Wright
- Duncan Wright
- Class Dates
- Class Start Date 25/02/2019
- Class End Date 31/05/2019
- Census Date 31/03/2019
- Last Date to Enrol 04/03/2019
People have occupied Australia for at least 50,000 years. During that period geographically varied cultural systems changed frequently, adjusting to the altered economic and social circumstances. By using archaeological, historical, climate and biological evidence we can understand aspects of these ancient societies, such as how their economies operated, and how people perceived their society and environment. This course traces the long history of people on this continent. It also introduces you to unique skill sets required to work as an archaeologist in Australia.
Fieldwork Component Information: This course requires travel outside of the ACT. Students will only be permitted to travel upon completion of ANU required travel documentation and the approval of all documentation by the relevant delegate. Applicants are advised that due to circumstances beyond the University's control it may not be possible for students to commence or complete the fieldwork, in which case an alternative lesson plan will be arranged to fulfill the course requirements.
Upon successful completion, students will have the knowledge and skills to:Upon successful completion of this course, students will have the knowledge and skills to:
- understand principal themes, issues and debates in Australian archaeology;
- familiarise yourself with community (including Aboriginal) consultation;
- develop skills required to work as an archaeologist in Australia including preparation of grant applications and academic/ consultancy reports; and
- record sites using an “Aboriginal Site Impact Recording Form”.
This course encourages research by all of us on sites/ issues that are of greatest interest. These will be discussed in student mini tutorials, each week.
There will be a field-excursions (9-10 March). This is free and located near to Canberra. Should you wish to camp overnight you will need to bring your own tent and let DW know by the end of Week 1.
Please be aware that we collect data for assessments during the first field trip. If you can’t make it then you will need to re-consider taking this course.
For insurance purposes it is important that you fill out the following travel away form by the end of week 1: Travel away form: https://eforms.anu.edu.au/Infiniti_Prod/Produce/WebLogin.aspx?ReturnUrl=%2fInfiniti_Prod%2fProduce%2f
A help sheet will be provided for you on Wattle about how to do this.
We had a lot of fun last time (http://cass.anu.edu.au/videos/australianarchaeology-field-trip)!
Set readings will be provided by coordinators of mini tutorials (i.e. you). In addition:
- Archaeology of Ancient Australia, Peter Hiscock, 2008, Routledge
- First Footprints, Scott Cane, 2013, Allen and Unwin Press
Students will be given feedback in the following forms in this course:
ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.
|Week/Session||Summary of Activities||Assessment|
|1||Lecture: INTRODUCTION TO AUSTRALIAN ARCHAEOLOGY i) Introduction to the course ii) What is so different about Australian Archaeology?|
|2||Lecture: WORKING AS AN AUSTRALIAN ARCHAEOLOGIST(w. Dave Johnston & Oliver MacGregor) i) Consultancy archaeology ii) Working with Aboriginal organisations + introduction to field-experience||9-10 March field-experience Field trip: a requirement for all students|
|3||CANBERRA DAY – NO LECTURE|
|4||Lecture: THE FIRST AUSTRALIANS i) Escaping extinction ii) First footprints and Ice age adaptations|
|5||Lecture & workshop: Identifying and analysing stone artefacts|
|6||Lecture: ICE AGE ADAPTIONS i) Archaeology of Australia's deserts (Mike Smith, AO) ii) Innovations and migrations|
|7||Lecture: EASTER MONDAY - NO LECTURE|
|8||Lecture: THE WORLDS GREATEST ESTATE I) Hunter gatherer horticulturalists? ii) Nation building||Assessment 2|
|9||Lecture: LATE HOLOCENE EXPANSION i) Archaeology of the Dreamtime ii) Rock art through the ages (Tristan Jones)|
|10||Lecture: ARRIVAL OF WHITE GHOSTS i) Contact ii) Afghan fringe camps in Centrali Australia (Bec Parkes)|
|11||Lecture: CONCLUSIONS i) Community archaeology in the 21st century ii) Where to now?||Assessment 1|
|12||Lecture: No lecture Tutorial: No tutorial||Assessment 3|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Group Mini Tutorial||15 %||01/06/2019||01/06/2019||1|
|Aboriginal (or historic) Site Assessment Report||35 %||18/04/2019||05/05/2019||2, 3, 4|
|Essay||50 %||29/05/2019||18/06/2019||2, 3, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Policy and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.
Moderation of Assessment
Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.
It is important that you participate in all/ most tutorials. As coordinators of mini tutes you will require participation from the group to keep discussion going. It is therefore important to reciprocate.
Assessment Task 1
Learning Outcomes: 1
Group Mini Tutorial
Design and coordinate a mini tutorial on a topic of student interest (15%), Learning Outcome 1, comprising:
post discussion questions (x5, total 100 words) and focused readings (x2) on Wattle at least 4 days prior to the tutorial (5%); and
presentation of 10 minutes & coordinated discussion of 10 minutes (10%)”
Assessment Task 2
Learning Outcomes: 2, 3, 4
Aboriginal (or historic) Site Assessment Report
1500 word (minimum/ maximum 2000 words) Site Assessment Report
To complete this assessment you will use data collected during the Week 3 field trip and research into site/ region.
· Provide a short summary of the site including location and present the aims of this site report (< 400 words)
· Provide your survey methods (approx. 300 words)
· Introduce background (include Aboriginal or European activity in the region/ previous archaeological research - this could be done as a summary table) (approx. 800 words).
· Site description, photographs and plan. This should mainly consist of illustrations (e.g. maps/ photos/ tables), with detailed description of site features/ distributions.
Significance assessment - this would incorporate information from the RAPs to assess Aboriginal cultural values as well as an assessment of archaeological values etc; in the case of the historical site it would need to link the history into the assessment of historical associations etc (I can send you the relevant assessment criteria for historical sites as well as the OEH publication on assessing Aboriginal sites)
· Conclusion that makes recommendations for further investigation and/or site management
Assessment Task 3
Learning Outcomes: 2, 3, 4
2000 word essay
A good way of cementing core archaeology skills covered in this course is for you to do/ study these for yourself. Worksheets will prepare you for a time when you are working on your own archaeological site or assemblage! You can workshop an essay question with DW or:
1. It was originally argued by Harry Lourandos that the mid-Holocene was a period of intensification with increased social and economic complexity. Based on the available archaeological evidence, describe the social, economic and technological changes that occurred during the mid-Holocene period in Australia and assess the explanations which have been offered to explain those changes. Does the current evidence suggest the phenomenon is really pan-continental? Do the changes actually occur within the same window of time? How satisfying is ‘intensification’ as an explanation for observed changes in the archaeological record?
2. The past 25 years in particular have seen exponential growth in the ‘cultural heritage’ industry in Australian, which is where many archaeologists find employment after completing their academic training. Discuss the contribution that ‘development related’ or ‘consultancy based’ archaeology has made to our understanding of the Indigenous occupation of Australia. In your answer consider how consultancy based projects similar to or different from academic based research. Ensure your answer is illustrated with reference to at least six (6) case studies to help demonstrate your point of view.
3. Rock art research is a specialist area that falls within the purview of archaeology, though it has its own distinct techniques, methods, journals and conferences. Does the study of rock art have any relevance to the study of the archaeology of Indigenous Australia? If so, what contribution has it made? If not, why not? What can we learn, if anything, from rock art that is not knowable from other sources of information such as anthropology, ethnography and oral history?
4. Stone artefacts are the most abundant type of material culture present in the archaeological record of Australia; they are essentially ubiquitous across the landscape and through time. Discuss the contribution stone artefact studies have made to our understanding of the Indigenous occupation of Australia. Ensure your discussion includes reference to both past and present research, and refer to at least three (3) specific case studies to illustrate your answer.
5. Understanding how humans have used coastal and island resources has been a longstanding research issue, both in Australia and internationally. Discuss the history of coastal and/or island based research in Australia, drawing out the major themes and hypotheses. Ensure your answer includes some summary of what important research questions are yet to be answered in this area.
You are expected to use at least 15-20 published sources to support your argument, and of those a maximum of four (4) can be internet sites rather than journal articles or books (note that published journal articles accessed through the web do not constitute web pages); students who do not adhere to these referencing guidelines will be penalised. Students
ASSESSMENT DETAILS HAVE BEEN POSTED ON WATTLE
You are advised to familiarize yourself with this and the marking rubric below:
Work that demonstrates a satisfactory understanding of
the main ideas. Lack of clarity in expression and little
evidence for independent thought.
Work that demonstrates a good understanding of the
main ideas. Some critical/independent material may be
present but in an undeveloped state (e.g. faults or failures
Work that demonstrates good/ very good understanding
of the main ideas, clarity of expression, and has some
interesting/independent and critical response to these
ideas. Critical/reflective response is limited,
underdeveloped or not sustained and/ or clarity of
expression could be improved.
Work that demonstrates very good to excellent
understanding of the main ideas, engagement with the
literature, clarity of expression and a high degree of
independent research. Sometimes work is graded at this
level because it shows the ability to be self-reflective i.e.
there is critical assessment of one’s own ideas, or a
measured, musing level of argument.
Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.
You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.
For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.
No submission of assessment tasks without an extension after the due date will be permitted. If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.
Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.
Extensions and Penalties
Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.
Distribution of grades policy
Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.
Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.
Support for students
The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).
- ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
- ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
- ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
- ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
- ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
- ANUSA supports and represents undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students