- Class Number 4197
- 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 and engage with principal themes, issues and debates in Australian archaeology;
- prepare an Aboriginal cultural heritage assessment report;
- increase your familiarity with community (including Aboriginal) consultation; and
- record sites using an “Aboriginal Site Impact Recording Form”.
This course challenges us to research aspects of Australian archaeology that interest us the most and then present these to the class through mini tutorials.
There will be one field-excursions (9-10 March). Please be aware that we collect data for assessments during this period. If you can’t make this you will need to re-consider taking this course.
The field trip is free and camping overnight is optional (we will be close to Canberra). Should you wish to join us (Aboriginal Traditional Custodians, staff etc) you will require a tent and need to inform DW and fill out your travel away form by the end of Week 1.
For insurance purposes please apply for travel away: https://eforms.anu.edu.au/Infiniti_Prod/Produce/WebLogin.aspx?ReturnUrl=%2fInfiniti_Prod%2fProduce%2f
There is a help sheet provided on Wattle for you
You will be setting readings for tutorials (see assessment details).
Additional readings are:
- Archaeology of Ancient Australia, Peter Hiscock, 2008, Routledge
- First Footprints, Scott Cane, 2013, Allen and Unwin Pres
Students will be given feedback in the following forms in this course:
- Wattle messages
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? Tutorial: Introduction|
|2||Lecture: WORKING IN AUSTRALIAN ARCHAEOLOGY (w. Dave Johnston & Oliver MacGregor) i) Consultancy archaeology ii) Working with Aboriginal organisations + introduction to field-experience||9-10 March: Field trip - this is a requirement for ALL students|
|3||CANBERRA DAY - NO Lecture|
|4||Lecture: THE FIRST AUSTRALIANS i) Escaping extinction ii) First footprints|
|5||Lecture and stone artefact workshop|
|6||Lecture: ICE AGE ADAPTATIONS i) Archaeology of Australia's deserts (Prof. Mike Smith, AO) ii) Prehistoric economies|
|7||Easter Monday - no lecture|
|8||Lecture: THE WORLD'S GREATEST ESTATE ?i) Landscape management ii) Innovations and new arrivals||Assessment 2|
|9||Lecture: LATE HOLOCENE EXPANSION i) Nation building ii) Rock art through the ages (Tristen Jones)|
|10||Lecture: ARRIVAL OF WHITE GHOSTS i) Contact ii) Afghan fringe camps in central Australia (Bec Parkes)|
|11||Lecture: CONCLUSIONS i) Community archaeology in the 21st Century ii) Where to now? (discussion with Australian archaeologists)||Assessment 1|
|12||Lecture: No lecture Tutorial: No tutorial||Assessment 3|
|Assessment task||Value||Due Date||Return of assessment||Learning Outcomes|
|Mini tutorial: design and coordinate a mini tutorial on a topic of student interest||15 %||01/06/2019||10/06/2019||1|
|2500 word Site Assessment Report||35 %||18/04/2019||01/05/2019||2, 3, 4|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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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.
You are expected to participate in tutorials and lectures. Tutorials are critical. Mini tutorial assessments require discussion, which requires the class to attend.
Assessment Task 1
Learning Outcomes: 1
Mini tutorial: design and coordinate a mini tutorial on a topic of student interest
Post discussion questions (x7, total 200 words) and focused readings (x3) on Wattle prior to the tutorial (5%); and
presentation of 10 minutes and coordinated discussion of 10 minutes (10%)
Assessment Task 2
Learning Outcomes: 2, 3, 4
2500 word Site Assessment Report
Aboriginal or Historic Site Assessment
Using data collected during the Week 3 field trip and a literature relating to site/ area you will record an important site and tease out it's significance. This will prepare you for future work in cultural heritage and academia by increasing your capacity to analyse and interpreting archaeological artefacts and presenting data as a site report. Components include:
i) A short summary setting out the location and topography of the site, together with the aims of the assessment (this should include a map showing the site location)
ii) Brief overview of the field methodology
iii) Background information (patterns of Aboriginal site location/chronology or brief historical context for the site - could be done as a summary table)
iv) Site description, photographs and site plan(s)
v) Significance assessment - this would incorporate information from Traditional Owners about Aboriginal cultural values as well as an assessment of archaeological values. In the case of the historical site you will need to link this into broader cultural environment
vi) Conclusion that makes recommendations for further investigation and/or site management
Assessment Task 3
Learning Outcomes: 1
3000 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.
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