AR3P21-The Archaeology and Anthropology of Hunter-Gatherers

Module Provider: Archaeology
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2022/3

Module Convenor: Prof Steve Mithen
Email: s.j.mithen@reading.ac.uk

Type of module:

Summary module description:

The module concerns the archaeology and anthropology of hunter-gatherer lifestyles of behaviourally modern humans –ÌýHomo sapiensÌýafter c. 100,000 years ago. This was the only human life-style up until the emergence of farming economies around 10,000 years ago. It was gradually replaced throughout the world as farming spread, surviving in several regions until the early 20th century. Very few hunter-gatherer groups survive today, but indigenous peoples often relate to, invoke, and temporally adopt this ancient way of life. The module will explore the similarities and differences between hunter-gatherer societies in the historic record, examining issues of social and economic organisation, mobility, material culture and ideology. It will explore three case studies of hunter-gatherers from the archaeological record: Upper Palaeolithic hunter-gatherers from Europe who made the cave paintings; Mesolithic hunter-gatherers from Britain; and early Neolithic hunter-gatherers from southern Jordan who began experimenting with the cultivation of plants and sedentary lifestyles. The module will consider the political and environmental context of surviving hunter-gatherers in the modern world and threats to their communities and culture.

Aims:

• To gain an understanding of the characteristics and diversity of hunter-gatherer lifestyles as documented in the historical and archaeological records;


• To acquire specific knowledge about a sample of historically and archaeologically documented hunter-gatherer societies;


• To gain skills regarding the interpretation of archaeological remains pertaining to hunter-gatherer lifestyles;


• To appreciate the role that hunter-gathering has played in the long-term development of human society;


• To gain an understanding of the issuesÌý

Assessable learning outcomes:

On successful completion of the module, students will be able to:

• Demonstrate generic knowledge about hunter-gatherer lifestyles as represented in the historical and archaeological records, and specific knowledge about a selection of case-studies;


• Demonstrate an understanding of the key theoretical and methodological issues involved in the study of hunter-gatherers;


• Demonstrate knowledge of the types of archaeological evidence a rising from hunter-gatherer lifestyles, and be able to provide critical interpretations of such data-sets;


• Demonstrate an awareness of issues relating to the rights and survival of remaining hunter-gatherer groups in today’s world.

Additional outcomes:

Your oral and communication skills will also be enhanced through the seminar discussions and your assessed seminar presentation. You will also develop your IT skills through preparing for the seminar presentation and researching textual and visual sources for your written coursework. Research and analytical skills will be developed through participation in the seminars and completion of the written coursework components.Ìý

Outline content:

Following an introductory session, the module will consist of four units. The first will consider the ethnoarchaeological study of hunter-gatherers, looking at recent and historically documented societies to identify generic characteristics of these lifestyles and the diversity in mobility, subsistence and social organisation, with a view of developing theory and method for interpreting the archaeological record.Ìý The second unit will consist of three cases studies of prehistoric hunter- gatherers: Upper Palaeolithic hunter-gatherers from Europe who made the cave paintings; Mesolithic hunter-gatherers from Britain; and early Neolithic hunter-gatherers from southern Jordan who began experimenting with the cultivation of plants and sedentary lifestyles. Through these case studies we will explore the nature and interpretations of a wide range of archaeological data-sets, including artefacts, settlement remains, food debris and artworks. The third unit will consider two case studies of current indigenous groups with a recent hunter-gatherer ancestry, exploring their lifestyles and current political and environment issues regarding the survival of their communities and culture. One of these will be the Ainu of Japan.

Global context:

The module will draw on hunter-gatherer societies from across the world

Brief description of teaching and learning methods:

The module will be delivered through a combination of online and face to face lectures, seminars, group discussions, student presentations, directed reading, and assignments.

The module will be delivered over ten weeks in the spring term. As a 20 credit module, the module should involve 200 hours of study time:

• 30 contact hours: Each week there will be one two-hour session and one single hour session


• 20 hours: watching scree ncasts and other online material


• 60 hours: background reading


• 90 hours: researching and preparing the written assignments

Contact hours:

Ìý	Autumn	Spring	Summer
Lectures		20
Seminars		10
Tutorials		2
Guided independent study:	Ìý	Ìý	Ìý
Ìý Ìý Wider reading (independent)		40
Ìý Ìý Wider reading (directed)		40
Ìý Ìý Advance preparation for classes		10
Ìý Ìý Preparation for seminars		10
Ìý Ìý Essay preparation		60
Ìý Ìý Reflection		8
Ìý	Ìý	Ìý	Ìý
Total hours by term	0	200	0
Ìý	Ìý	Ìý	Ìý
Total hours for module	200

Summative Assessment Methods:

Method	Percentage
Written assignment including essay	90
Oral assessment and presentation	10

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:

One short written assignment (1500 words; 30%), one longer essay (3000 words; 60%)

One presentation (10 mins; 10%)

Formative assessment methods:

Each student will have a tutorial/supervisory meeting with convenor during the course of the term.

Penalties for late submission:

The Support Centres will apply the following penalties for work submitted late:

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
• where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/cqsd-old-site-documents/penaltiesforlatesubmission.pdf
You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Assessment requirements for a pass:

40%

Reassessment arrangements:

August/September

Additional Costs (specified where applicable):

1) Required text books:Ìý

2) Specialist equipment or materials:Ìý

3) Specialist clothing, footwear or headgear:Ìý

4) Printing and binding:Ìý

5) Computers and devices with a particular specification:Ìý

6) Travel, accommodation and subsistence:Ìý

Last updated: 22 September 2022