- Class Number 4481
- Term Code 3130
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- AsPr Catherine Frieman
- AsPr Catherine Frieman
- Class Dates
- Class Start Date 22/02/2021
- Class End Date 28/05/2021
- Census Date 31/03/2021
- Last Date to Enrol 01/03/2021
This course will serve as an introduction to the prehistory of Europe from the first farming communities to the Roman era from the Balkans to Britain, and Norway to the Iberian Peninsula. From 8000 BC to the 1st century AD people on the European continent developed new technologies, adopted unique ways of life and built the monuments which fill our TV screens. This course asks who they were and how they did it.
Upon successful completion, students will have the knowledge and skills to:
- analyse the key concepts, themes and narratives used to explain prehistoric European societies;
- develop novel research questions based on these key concepts, themes and theories and using supporting evidence from the archaeological record;
- recognise important sites and material culture from prehistoric Europe and discuss them within larger technological, social and culture-historical contexts; and
- evaluate and compare key archaeological data and present them in a sophisticated manner in writing and orally.
The course assessment is structured around an independent research project from proposal to podcast.
Students will be given feedback in the following forms in this course:
- written comments
- verbal comments
- feedback to whole class, groups, individuals, focus group etc
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||Introduction to European prehistory|
|2||The hunter-gatherer background|
|3||The earliest Neolithic in Europe|
|4||The Linearbandkeramik||Research proposal due|
|5||Megaliths, monuments & copper|
|6||The beginning of the Bronze Age|
|7||Tumuli and Urnfields|
|8||The Nordic Bronze Age||Annotated bibliography due|
|9||Iberia in Later prehistory|
|10||The rise of Iron Age chiefdoms|
|11||The La Tene period|
|12||The long Iron Age of the Atlantic fringes||Podcast and reflection due|
You will have a choice to register for a remote (zoom) or in-person tutorial
|Assessment task||Value||Learning Outcomes|
|Guided discussion||10 %||1,2,4|
|Big Questions research proposal||15 %||1,2,4|
|Annotated Bibliography||25 %||1,2,4|
|Big Question podcast||40 %||1,2,3,4|
|Podcast reflection||10 %||1,2,3,4|
* 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:
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 Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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.
Assessment Task 1
Learning Outcomes: 1,2,4
Over the course of the semester, you will 'guide' two weekly discussions by preparing summaries of supplementary reading and proposing discussion questions based around the required reading and weekly topic. Each facilitated discussion is worth 5% of your total grade and will be assessed based on the relevance of your questions and quality of your engagement with your classmates. You should prepare to guide your seminar group, but also prepare a forum post with your summaries of the supplementary readings and some indicative questions, thoughts or issues you felt needed more clarification. It's perfectly fine to ask questions you don't have the answer for (encouraged even!) and if you didn't understand something, make a note of it because chances are your classmates didn't either.
Assessment Task 2
Learning Outcomes: 1,2,4
Big Questions research proposal
You should start thinking early about what you want to focus on for your end of semester research project. You will submit a 500-1000 word proposal which presents your developing ideas about your final project. The proposal has two parts:
A Title (descriptive, interesting, and creative) – This does not need to take the form of a question and probably should not
A description of your research topic (see some guidelines under ‘Big Questions podcast’ below), a research question that you will address (only 1!), the significance of the topic to this course, evidence that a sufficient literature exists for your study, why this topic interests you, an outline of your proposed research project, and a list of the sources that you have been able to find thus far.
Since this is a preliminary report, you do not need to have read all the material you submit as relevant literature, but you should have a sense of what is available in the ANU library and how relevant different books or papers might be.
Assessment Task 3
Learning Outcomes: 1,2,4
As you begin to research your final project, you will need to produce an annotated bibliography (examples and helpful resources will be made available on wattle) of key references. This annotated bibliography should be 2-3 pages in length and include at least fifteen references. Reference types should include key books, chapters and journal articles.
Your annotations should address (briefly! Complete sentences not required!):
The main points/thesis of the work, effectiveness of the arguments
The author’s authority (eg, what other work in the field has he or she done? What do published reviews say about the work?), point of view, etc.
Contextualisation of the work within its larger field
Relevance to your research topic
The bibliographies will be assessed based on the following criteria:
Evidence of critical thinking and reflection
Knowledge and choice of references
Relevance of materials and annotations to your research
Structure/presentation (referencing format, spelling)
Assessment Task 4
Learning Outcomes: 1,2,3,4
Big Question podcast
You will produce a fully researched podcast, 15 minutes in length, that addresses a Big Question in European prehistory.
Your BIG QUESTION should be something that particularly interests you. It might relate to archaeological methods (Sr analysis and mobility studies, aDNA research, changing dating methods, LiDAR for site identification, etc.) or archaeological interpretation ( the adoption of metallurgy, beginnings of agriculture, construction of monuments, relationship between Romans and non-Romans on their boundaries, etc).
For the podcast, you need to:
-Outline the history of research - set the scene, how did we get here? who are the big players? what are the primary interpretations?
-Present your own approach. Why do you think this is a BIG QUESTION for the present and future of European archaeology? What are we learning? What don't we know?
-Develop a clear case study (or two)
Podcasts will be posted on a shared padlet so the whole class can listen, include the bibliography here. They may be video or audio and no marks will be based on technical aspects (editing, etc). Basic resources for making podcasts will be available on the wattle page.
The Podcasts will be assessed on the following criteria:
Accuracy in describing issues and facts
Range/comprehensiveness of material covered
Depth of understanding
Relevance of references and examples to your argument
Use of explicit examples to support your argument
Use of figures and tables to support your work
Critical approach to academic sources
Use of bibliography
Assessment Task 5
Learning Outcomes: 1,2,3,4
Your podcast should be accompanied by a 1000 word reflective statement that both explains the aims of your podcast, the choices you made in developing their podcast and how (or whether) you felt the process improved your understanding of European prehistory. This reflective statement should be written to the highest academic standards and, if appropriate, fully and completely referenced (reference lists will not count towards the word count).
The podcasts reflections will be assessed on the following criteria
Relevance of references and examples to your aims
Use of explicit examples to support your aims
Critical approach to your own work as well as other sources and materials
Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.
The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.
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) 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.
Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:
- Late submission permitted. 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. Extensions may be granted 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
AsPr Catherine Frieman