From ancient Greece to 20th-century Australia, there has been a desire to understand our ancestors. This course explores major developments that have shaped archaeology as a discipline around the world. We will travel from the time of 'Antiquarians' in 16th-century England, through discovery of ancient human bones in
Africa and ruins of famous sites and vanished civilizations in America, Australia, Pacific islands and Europe. This course will also explore tipping points in archaeological theory and assess how these have influenced current perspectives on the past. Tutorials will focus on the contribution of individuals to the practice and interpretation of archaeology.

Learning Outcomes

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:

1. Critically evaluate individual contributions towards our current understanding of the past;
2. Critically assess the relationship between archaeological practice and archaeological thought;
3. Evaluate principal themes, issues and debates in archaeology; and
4. Critically assess the theoretical underpinnings of archaeology and reflect on your own placement within these.

Recommended Resources

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.

Staff Feedback

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

Student Feedback

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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Introduction – Archaeological thought and practice
2	The Birth of Archaeology
3	History of “Prehistory”
4	Colonial Archaeologies
5	History of Museums & Cultural Heritage
6	Archaeology in Australia
7	Archaeology in Asia
8	Culture History, Power and Civilisations
9	Scientific archaeology, Marxism and the New Archaeology
10	Post-Processual archaeology
11	Archaeology in Australia
12	Conclusions: Where to now?

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Learning Outcomes
Oral presentation and guided discussion	20 %	1,2,3
Short Essay	30 %	1,2,3
Argumentative Essay	50 %	1,2,3,4

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

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

Assessment Requirements

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

Oral presentation and guided discussion

Instructions

You are required to do one oral presentation about the life and work of an important figure in the History of Archaeology. This should be 15 minutes long.

An indicative list of individuals is provided in the tute table on page 3 of this outline, but feel free to pick up any other archaeologist you’re interested in and who does not appear on this list.  

The presentation should attempt to summarise important aspects of the individuals’ careers, the nature of their archaeological arguments, and the role they played in historical changes in the discipline. But most importantly, read something written by them, rather than just something about them! It will be more interesting and insightful to have your comments on what they said, or what was difficult to understand about what they said, than to recite second hand biographical information. There is no substitute for going to the author themselves! 

You must prepare a powerpoint-style presentation that will include a list of references on the last slide.

On the day of your presentation, before you start, you will provide me with a one-page summary (see template on Wattle) including the title, the structure of your talk and the list of references consulted.  

The oral presentation will be followed by a 5-10 minutes guided discussion with the group. As the presenter, you must prepare at least 3 questions for the other students to tackle. You will lead the discussions and encourage students’ participation. 

Marking criteria

• A one-page summary including the structure (sections) of your presentation and a bibliography of texts reviewed (at least 5 academic references) – see template on

wattle

• Depth of understanding and relevance of information provided         
• Structure and presentation (incl. quality of powerpoint presentation/respect of time)
• Clarity of expression
• Quality of references
• Preparation, quality and relevance of questions + participation encouragement during guided discussion

Assessment Task 2

Short Essay

Instructions

1500 words and up to 4 figures.

In this assessment, you will discuss one archaeological site or discovery and its importance in the History of Archaeology.  An indicative list of sites/discoveries is provided below but feel free to pick up any other topic you’re interested in even if it does not appear on this list.  

This essay should attempt to summarize critical aspects of the archaeological site / discovery such as the historical context, the main protagonists involved, the importance of the site/discovery with regards to previous state of knowledge, why could this be considered as a breakthrough, how it changed previous interpretations/methodologies etc.  

You can include up to 4 figures but these must be relevant to your argument (maps, stratigraphic sections, photographs…), and you must indicate the source of the figure in the legend.  

Bibliography: You must reference all published material you cite in text. Do not include sources you may have read but did not cite within your project. Ensure the citations are listed alphabetically. You are expected to reference at least 5 academic publications.  

Reference list will not count towards the word count. 

Marking criteria

• Structure and presentation
• Clarity / accuracy of expression
• Depth of understanding and relevance of information provided
• Quality of references
• How illustrations have been used to bolster content (i.e. how this has benefited description/ interpretation)
• Word count

Indicative list of topics for assessment 2

Lascaux, Pompeii, The mound builders, Temple of Talum, Palenque (Maya), Machu Picchu, Zimbabwe ruins, Jericho, the Louvre Museum, the Bishop Museum, NAGPRA, repatriation of maori skulls, Queen Gunhild, Runamo affair, Diospolis Parva Tutankhamun, Cemetery of Ur, Star Carr, Chinese Terracotta army, The Turin Shroud, The Dead Sea Scrolls, Scara Brae, Tollund man, Radiocarbon dating, Keniff Cave, Koonalda Cave, Fromm’s Landing, Malakunanja II, Homo Floresiensis, Mungo burials, Kuk, the Lapita site, Roy Mata burial site, DNA Revolution, Jerusalem, Ground Zero in New York City, Homo Floresiensis …

Assessment Task 3

Argumentative Essay

Instructions

You are required to carry out independent research and write an essay on the topic below:

Explore the nature of archaeological research and discovery within a particular time period or school of thought. Explain the goals and practice of this archaeology and the ways this approach to archaeology differs from archaeology of other forms and/or other times.

Specific components of this essay are:

• Introduction: This is where you provide a broad overview of your chosen topic (i.e. regional/ temporal context). When did it begin? Why? Also, provide broad aims of this essay.
• Main section: Here you will outline details about your chosen subject. You may wish to move from broad (what people have said about it) to narrow (case studies that exemplify the event). Be explicit, detailed and clear. This section should present previous research/ideas without providing any of your own interpretation.
• Discussion/ Conclusion: Provide your own interpretation of why this is significant for understanding the history of archaeology AND assess whether your own practice may be influenced by this. If not, why not?

 Bibliography: You must reference all published material you cite in text. Do not include sources you may have read but did not cite within your project. Ensure the citations are listed alphabetically. You are expected to reference at least 10 academic publications.  

Reference list will not count towards the word count.

Marking criteria

• Structure and presentation
• Clarity / accuracy of expression
• Depth of understanding and relevance of information provided
• Quality of references
• Personal reflection on the subject
• Relevance of illustration (if any)
• Word count

Academic Integrity

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.

Online Submission

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.

Hardcopy Submission

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.

Late Submission

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.

Referencing Requirements

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.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

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