- Class Number 4159
- Term Code 3230
- Class Info
- Unit Value 6 units
- Mode of Delivery In-Person and Online
- AsPr Catherine Frieman
- AsPr Catherine Frieman
- Prof Philip Piper
- Class Dates
- Class Start Date 21/02/2022
- Class End Date 27/05/2022
- Census Date 31/03/2022
- Last Date to Enrol 28/02/2022
The first millennium CE was a turbulent period in western Eurasia: Empires formed and crumbled, new social formations emerged, new technologies were invented, and the seeds of the modern world were planted. In this course, students will explore the shifting social, political and ideological conformations of first millennium CE Europe through the lens of the archaeological record.
Upon successful completion, students will have the knowledge and skills to:
- identify and critically discuss key social, political, and cultural developments shaping first millennium CE Europe;
- recognise important sites and material culture and discuss them within larger technological, social and culture-historical contexts;
- analyse the key concepts, themes and narratives used to explain first millennium CE European societies;
- think, write and argue with these key concepts, themes and theories using supporting evidence from the archaeological record; and
- evaluate and compare key archaeological data and present them in writing, visually and orally.
Students will carry out independent research on a topic of their choice to produce a scholarly podcast relevant to the course topic. Workshops will focus on the diversity of research methods used to study the first millennium CE in Europe, including hands on work with archaeological materials in some weeks.
Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.
ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to the course and the prehistoric background|
|3||End of Empire|
|4||Migrations and Invasions 1: The Goths|
|5||Migrations and Invasions 2: The Vandals||FInal Project Proposal and status update 1|
|6||Migrations and Invasions 3: The Franks|
|7||Pagans and Christians in the Early Middle Ages||Key Site Poster|
|8||Al-Andalus and Islamic Europe|
|9||Viking Raiders and Traders||status update 2|
|10||Viking Magic and Mounds|
|11||The Viking World|
|12||Early Medieval Legacies||Podcast episode, group podcast overview, and status update 3|
Required: on the wattle page
|Assessment task||Value||Due Date||Learning Outcomes|
|KEY SITE POSTER||30 %||19/04/2022||1,2,3,4,5|
|GROUP PODCAST PROPOSAL||10 %||21/03/2022||1,3,4,5|
|INDEPENDENT STATUS UPDATES||15 %||02/05/2022||2,3,4,5|
|PODCAST EPISODE||35 %||03/06/2022||1,2,3,4,5|
|GROUP PODCAST OVERVIEW||10 %||03/06/2022||1,3,4,5|
* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 Skills website. 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: 1,2,3,4,5
KEY SITE POSTER
You will prepare a public signboard for an important European archaeological site dating to the first millennium CE. You will carry out independent research on a site of your choice and prepare a visually compelling poster about the site based on up-to-date research and with the aim of communicating key information to the wider, non-archaeological public. There is no official word-count for this poster, but 1000 words is probably the most you can comfortably fit on a poster – make good use of figures!
For the poster, you must
· Describe the site: tell us where it is, when it dates to and what kind of site it is (maps and tables are useful here)
· Establish the archaeological significance of the site: within its region, within its time period and with regard to other contemporary and similar types of sites;
· Sketch out some key archaeological finds at the site: why should a tourist be interested? What 3 big things should they know after reading this signboard?
Public communication rarely includes citations, but you should include on your poster the source of any figures (formats provided below). You should also submit a bibliography alongside your poster with annotations (notes! Not full sentences!) about what you used each reference for.
Assessment Task 2
Learning Outcomes: 1,3,4,5
GROUP PODCAST PROPOSAL
As a group, you should start thinking early about what you want to focus on for your research podcast series. Each group will submit a one-page proposal which presents your initial plans. The proposal has three parts:
The overarching theme and the individual podcast episode topics (with the name of the student producing it);
The significance of the approach and episodes to this course and why these are of interest to the group;
Evidence that a sufficient literature exists for the various episodes 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. While it might be tempting to just copy the first ten or 20 references off Google Scholar and call it a day, try to pick material that’s accessible and relevant to your topic and aims.
This proposal should be written to the highest academic standard.
Assessment Task 3
Learning Outcomes: 2,3,4,5
INDEPENDENT STATUS UPDATES
Over the course of the semester you will submit 3 independent status updates of max 400 words on your research progress. These will help make clear your independent contribution to group work and keep you on track to complete your podcast episode research.
· The first status update will accompany the group podcast proposal and reflect on your individual role in the initial group discussion, your plans for your personal episode, and any concerns you have about group work.
· The second status update will be submitted in week 9 and reflect on the research process and the reading you have done to date to prepare their podcast episode.
· The third status update will be submitted alongside their podcast and reflect on the process of making the podcast, including the choices you made and any challenges you encountered. You should include a full bibliography for your podcast episode in this status update (bibliography does not count towards the word count). The proper format for referencing is included in this syllabus.
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
You will research, write, and produce a 10-minute podcast on a topic of your choice that is of direct relevance to the course. The podcast episode will be part of a larger series, but should be able to be listened to and understood on its own. Episodes may be produced in any format but must engage with published scholarly research. You should use clear and explicit case studies of archaeological material to support your argument.
Assessment Task 5
Learning Outcomes: 1,3,4,5
GROUP PODCAST OVERVIEW
Each group will produce a one-page summary of their podcast series that will be submitted alongside the podcast. This will outline the final form the podcast series and individual episodes took; how the episodes connect to each other and to the theme; briefly why the group chose this direction; and any challenges faced by the group.
This overview should be written to the highest academic standards and, if appropriate, fully and completely referenced (reference lists will not count towards the word count).
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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 not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
- 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
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 Access 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
European Archaeology, Material Culture Studies, Social Theory
AsPr Catherine Frieman
AsPr Catherine Frieman