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AHIS331 Prehistory to Pompeii: Introduction to Italian Archaeology 3 Credit Points

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AHIS331 Prehistory to Pompeii: Introduction to Italian Archaeology 3 Credit Points AHIS331 Prehistory to Pompeii: Introduction to Italian Archaeology 3 Credit Points Unit Guide Semester 2, 2011 Department of Ancient History http://learn.mq.edu.au GENERAL INFORMATION Convenor and teaching staff Position: Convenor Name: Dr Peter Keegan Email: [email protected] Phone: +61 2 9850 8819 Office: W6A512 For general enquiries Position: Departmental Administrator Name: Ms Beth Norris Email: [email protected] Phone: +61 2 9850 8833 Office: W6A 540 Department of Ancient History For information about the Department of Ancient History (including Staff, Units Offered, Honours, Postgraduate and Continuing Education Opportunities, Research, Conferences and Seminars, Online Units, and Teaching Materials), see http://www.anchist.mq.edu.au Student Support Services Student Support Services Macquarie University provides a range of Academic Student Support Services. Details of these services can accessed at http://www.student.mq.edu.au - 2 - ACADEMIC CONTENTS Prerequisite 30cp or (6cp in AHIS or AHST units at 200 level) Co-badged status AHIS231 Unit Description This unit examines Italian archaeology from the Late Bronze Age until the early Imperial period. Topics selected for particular attention include the Villanovan phase; early Rome; the Etruscan civilization; the early Greek settlements in Italy; the interactions of Etruscans, Greeks, and Phoenicians; the impact of Greek and Roman culture on the indigenous peoples of the Italian peninsula, and the archaeology of Pompeii from prehistorical times until its burial in AD 79. Unit Outcomes By the end of this unit, we hope that you will be able to: 1. Find, analyse and interpret primary and secondary sources and present the information in a written format; 2. Work with and respond to the views of staff and other students in the unit in an oral form; 3. Actively participate in group discussion; 4. Plan and revise work according to the unit schedule; 5. Analyse and express your judgement about archaeological methods and techniques in an oral and written form; 6. Appreciate how historical information (in the broadest sense) may be extracted from ancient remains; 7. Understand the importance of proper formulation of aims and show knowledge of the modern techniques used to recover information; 8. Understand the place of archaeological study (including museums) in our own society; 9. Interpret archaeological evidence with appreciation and understanding (in AHIS units at 300 level) Graduate capabilities 1. Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. 2. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able - 3 - to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. 3. Problem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. 4. Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. 5. Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. 6. Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. 7. Socially and Environmentally Active and Responsible We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability. 8. Capable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. - 4 - 9. Commitment to Continuous Learning Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially. Student Workload Activity: Teaching Week: Student Weeks: Per Semester: Per Week: Lecture 2 11 1.47 Tutorial 1 10 0.67 Participation Tutorial 2 10 1.33 Worksheet Essay 3.5 10 2.33 Private Study 2 12 1.60 Examination 2 12 1.60 Total: 9.00 - 5 - ASSESSMENT IN THIS UNIT Assessment at a glance Task: Weight: Due Date: Linked Unit Linked Brief Outcomes: Graduate Description: Capabilities: Participation 5% Every tutorial 2, 3, 5 1, 4, 5, 6, Discussion based on tutorial questions; see below for details Report 5% Every tutorial 1,2,3,4,5 1, 2, 3, 4, 5, 6, Written report based on tutorial questions; see below for details Worksheet 10% Every tutorial 1, 4, 6, 7, 8 1, 2, 3, 4, 5, 6, Worksheet based on tutorial exercise; see below for details Essay 40% Week 8 1, 4, 5, 6, 7, 8, 1, 2, 3, 5, 6, Written 9 assignment based on individual research study; see below for details Examination 40% End of 1, 4, 5, 6, 7, 8, 2, 3, 4, 5, 2-hour exam in Semester 2 9 three sections; exam period see below for details Assessment Tasks Participation (5%) Participation refers to much more than simply being in attendance. In order to receive full marks for participation, students must consistently demonstrate their commitment to the course by being punctual and well-prepared for all classes, and completing any required homework. Participation marks are also gained through active involvement during the lesson, demonstrated by asking and answering questions, participating constructively in pair or group work as required, and showing consideration for their fellow classmates and lecturer by behaving in a considerate and mature manner. Report (5%) AHIS331 students will submit a brief report based on the questions set for discussion in tutorials 1-4. This report will consist of direct written responses to each question. The word limit for each - 6 - report is 750 words. Tutorial Discussion 1: Mycenaean Pottery Read: Vagnetti, L., 'Mycenaean pottery in the Central Mediterranean: imports and local production in their context', in Crielaard, J. ed., The Complex Past of Pottery. Production, Circulation and Consumption of Mycenaean and Greek Pottery (1999), 137-61 (a copy of the article is available on eReserve). Answer the following questions: 1. Why and how has Mycenaean pottery been used as evidence for trade and exchange between the Aegean and the Central Mediterranean? What has been the most recent contribution to this work and why is it significant? 2. Outline the diverse nature of the evidence for Mycenaean pottery in the Central Mediterranean. 3. What are the reasons Vagnetti discusses Broglio di Trebisacce in detail? What information does the site provide that there was a relationship with the Aegean? What desirable feature does it NOT provide? 4. What conclusions does Vagnetti draw about links between the Aegean and the Central Mediterranean as a result of the study of Broglio di Trebisacce and other sites with similar evidence? Tutorial Discussion 2: Etruscan Tomb Painting Read: R. Leighton, 'House Urns and Etruscan Tomb Painting: Tradition versus Innovation in the ninth-seventh centuries BC', Oxford Journal of Archaeology 24 (1995), 363-80 (a copy of the article is available on eReserve). Answer the following questions: 1. What attitude towards Italian Iron Age archaeology is Leighton seeking to combat in studying connections between hut urns and tomb paintings? What view does he wish to promote? 2.
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