INSTITUTE OF ARCHAEOLOGY
ARCL3096: IRON AGE EUROPE
2014-15
Year 3 Option, 0.5 unit
Turnitin Class ID: 783267
Turnitin Password IoA1415
Co-ordinator: Mike Parker Pearson
m.parker-pearson@ucl.ac.uk
Room 310 Tel. 020 7679 4767
Please see the last page of this document for important information about submission
and marking procedures, or links to the relevant webpages.
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1
OVERVIEW
Short description
This half-module will introduce students to the main features of the Iron Age in
Europe. It begins with the Late Bronze Age background, and develops through the
Hallstatt period of central Europe, the La Tène period, and the Roman Iron Age north
of the Roman frontier. Specialist topics covered in detail are drawn from current
research foci, and include the spread of iron technology, the nature of specialist
knowledge and cosmology, the Mediterranean impact on the north, the roles of votive
deposition and funerary practices, and the development of architecture and
urbanism.
Week-by-week summary
SPRING TERM:
I. INTRODUCTION.
14.1.15 11:00 1. The adoption of iron and its spread across Europe.
2. CHRONOLOGY.
21.1.15 11:00 2. The Late Hallstatt period: salt miners and paramount chiefs
28.1.15 11:00 3.
The La Tène period: from barbarians to townspeople
4.2.15
The Iron Age in Britain: from brochs to banjos
11:00 4.
3. SPECIAL THEMES.
11.2.15 11:00 5. Celts and Britons: identity in the Iron Age
READING WEEK (NO TEACHING)
25.2.15 11:00 6.
Celtic art: what did it mean and what was it for?
4.3.15
The Iron Age north of the Roman Empire: bog bodies and booty
11:00 7.
11.3.15 11:00 8.
Druids and divination: magic and religion in the Iron Age
18.3.15 11:00 9.
Living in the Iron Age: house and home
25.3.15 11:00 10. Iron Age karaoke
Basic texts
Collis, J.R. 1997. The European Iron Age. London: Routledge. This is the second
edition of the only book entirely devoted to this subject, and it is essential reading for
this half-module.
Students preparing to take this half-module should also read the relevant chapters of
the following books:
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Bradley, R. 2007. The Prehistory of Britain and Ireland. Cambridge: Cambridge University Press. ISSUE DESK
IoA BRA 11, INST ARCH DAA 100 BRA
Cunliffe, B. 1997. The Ancient Celts. Oxford: Oxford University Press. INST ARCH DA 161 CUN
Cunliffe, B. (ed.) 2001. The Oxford Illustrated History of Prehistoric Europe. Oxford: Oxford University Press.
Chapters 10-12 (pp. 336-446). INST ARCH DA 100 CUN
st
Vandkilde, H. 2007. Culture and Change in Central European Prehistory: 6th to 1 millennium BC. Aarhus:
Aarhus University Press. ISSUE DESK IoA VAN 4, INST ARCH DA 100 VAN
Methods of assessment
This course is assessed by means of:
two pieces of coursework, each of 2,375-2,625 words, which each contribute 50% to
the final grade for the course.
Teaching methods
The course is taught through lectures and a small number of seminars. Seminars
have been incorporated into the scheduled sessions for the course. In addition, an
additional gallery visit will be arranged to give students greater familiarity with the
material covered in the course.
Workload
There will be 16 hours of lectures and 4 hours of seminar sessions for this course.
Students will be expected to undertake around 80 hours of reading for the course,
plus 50 hours preparing for and producing the assessed work. This adds up to a
total workload of some 150 hours for the course.
Prerequisites
While there are no formal prerequisites for this course, students are advised that
previous attendance at ARCL2005 Structure and Change in Later European
Prehistory is likely to facilitate comprehension of the material presented in this
course.
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AIMS, OBJECTIVES AND ASSESSMENT
Aims
To provide the student with:
1. detailed knowledge of the archaeological evidence for societies in Europe
1000 BC-AD 500;
2. a geographical and chronological understanding of the main artefact, site and
organisational categories for the European Late Bronze and Iron Ages;
3. an ability to assess primary data, based on a broad understanding of the
formation of the later prehistoric record and its limitations;
4. a good knowledge and understanding of the changes in society in this period;
5. an ability to analyse and reflect critically upon a range of interpretations,
particularly in areas of current controversy in Iron Age studies.
Objectives
On successful completion of this course a student should:
Knowledge and Understanding:
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1) Have a familiarity with major sources of relevant evidence
2) Have a familiarity with the current theoretical and methodological debate in the
field
Skills:
1) Be able to produce logical and structured arguments supported by relevant
evidence
2) Have developed a critical perusal of literature
Teaching, Learning and Assessment:
1) Have conducted directed reading of specialist literature,
2) Have written essays prepared to a defined timetable to assess communication,
analytical, and presentation skills
Learning Outcomes
On successful completion of the course, students should be able to
demonstrate/have developed:
1) An understanding of the European Iron Age and its prelude.
2) Critical awareness of context and multiple sources of evidence in the
archaeological record for Iron Age Europe.
3) Expansion of written and oral skills to allow for the communication of complex
ideas and data derived from a range of academic disciplines.
4) Awareness of current issues, theoretical frameworks and debates in Iron Age
archaeology.
Coursework
Assessment tasks
The half-module will be assessed by two 2,375-2,625-word essays, written at
different points within the term.
If students are unclear about the nature of an assignment, they should discuss this
with the Course Co-ordinator.
Students are not permitted to re-write and re-submit essays in order to try to improve
their marks. However, students may be permitted, in advance of the deadline for a
given assignment, to submit for comment a brief outline of the assignment.
The nature of the assignment and possible approaches to it will be discussed in
class, in advance of the submission deadline.
Essay 1:
What were the social, economic and political connections between the
Mediterranean world and the communities northwest of the Alps in the Hallstatt
D period?
Reading:
Biel, J. 1981. The late Hallstatt chieftain's grave at Hochdorf. Antiquity 55: 16-18. Electronic
resource
Dietler, M. 1990. Driven by drink: the role of drinking in the political economy and the case of
Early Iron Age France. Journal of Anthropological Archaeology 9: 352-406.
Electronic resource
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Fernández-Götz, M., Krausse, D. 2012. Heuneburg, first city north of the Alps. Current
Archaeology 55: 28-34. Electronic resource
Frankenstein, S. and Rowlands, M. 1978. The internal structure and regional context of Early
Iron Age society in south-western Germany. Bulletin of the Institute of Archaeology,
London 15: 73-112. INST ARCH Periodicals
Knüsel, C. 2002. More Circe than Cassandra: the princess of Vix in ritualized social context.
European Journal of Archaeology 5: 275-308. Electronic resource
Krausse, D. 1999. Der ‘Keltenfürst’ von Hochdorf: Dorfältester oder Sakralkönig? Anspruch
und Wirklichkeit der sogenannten kulturanthropologischen Hallstatt-Archäologie.
Archäologisches Korrespondenzblatt 29: 339-58. INST ARCH Periodicals
Kristianssen, K. 1998. Europe Before History. Cambridge: Cambridge University Press. pp.
249-73. INST ARCH DA 150 KRI
Pare, C. 1991. Fürstensitze, Celts and the Mediterranean world: developments in the west
Hallstatt culture in the 6th and 5th centuries BC. Proceedings of the Prehistoric Society
57: 183-202. INST ARCH Periodicals
Submission date: 2 March 2015
Essay 2:
Was warfare endemic in the British Iron Age?
Reading:
Armit, I. 2007. Hillforts at war: from Maiden Castle to Taniwaha Pā. Proceedings of the
Prehistoric Society 73: 25-37. INST ARCH Periodicals
Bowden, M. and McOmish, D. 1987. The required barrier. Scottish Archaeological Review 4:
76-84. INST ARCH Periodicals
Hamilton, S. and Manley, J. 2001. Hillforts, monumentality and place: a chronological and
topographic review of first millennium BC hillforts of south-east England. European
Journal of Archaeology 4: 7-42. Electronic resource
Lock, G. 2011. Hillforts, emotional metaphors, and the good life: a response to Armit.
Proceedings of the Prehistoric Society 77: 355-62. INST ARCH Periodicals
Redfern, R. 2008. New evidence for Iron Age secondary burial practice and bone
modification from Gussage All Saints and Maiden Castle (Dorset, England). Oxford
Journal of Archaeology 27: 281-301. Electronic resource
Sharples, N. 1991. Warfare in the Iron Age of Wessex. Scottish Archaeological Review 9: 7989. INST ARCH Periodicals
Sharples, N. 2010. Social Relations in Later Prehistory: Wessex in the first millennium BC.
Oxford: Oxford University Press. pp. 116-24. INST ARCH DAA 100 SHA
Thomas, R.M. 1997. Land, kinship relations and the rise of enclosed settlement in first
millennium BC Britain. Oxford Journal of Archaeology 16: 211-18. Electronic
resource
Submission date: 30 March 2015
Word counts
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The following should not be included in the word-count: title page, contents pages,
lists of figure and tables, abstract, preface, acknowledgements, bibliography, lists of
references, captions and contents of tables and figures, appendices.
Penalties will only be imposed if you exceed the upper figure in the range. There is
no penalty for using fewer words than the lower figure in the range: the lower figure is
simply for your guidance to indicate the sort of length that is expected.
Submission procedures
Students are required to submit hard copy of all coursework to the course coordinator’s pigeon hole via the Red Essay Box at Reception by the appropriate
deadline. The coursework must be stapled to a completed coversheet (available
from the web, from outside Room 411A or from the library)
Please note that new, stringent penalties for late submission were introduced UCLwide from 2010-11. Late submission will be penalized in accordance with these
regulations unless permission has been granted and an Extension Request Form
(ERF) completed.
Date-stamping will be via ‘Turnitin’ (see below), so in addition to submitting hard
copy, students must also submit their work to Turnitin by the midnight on the day of
the deadline.
Students who encounter technical problems submitting their work to Turnitin should
email the nature of the problem to ioa-turnitin@ucl.ac.uk in advance of the deadline
in order that the Turnitin Advisers can notify the Course Co-ordinator that it may be
appropriate to waive the late submission penalty.
If there is any other unexpected crisis on the submission day, students should
telephone or (preferably) e-mail the Course Co-ordinator, and follow this up with a
completed ERF
Please see the Coursework Guidelines on the IoA website (or your Degree
Handbook) for further details of penalties.
http://www.ucl.ac.uk/archaeology/administration/students/handbook/submission
Hard copy will no longer be date-stamped.
The Turnitin 'Class ID' is 783267 and the 'Class Enrolment Password' is
IoA1415 Further information is given on the IoA website.
http://www.ucl.ac.uk/archaeology/administration/students/handbook/turnitin
Turnitin advisers will be available to help you via email: ioa-turnitin@ucl.ac.uk if
needed.
UCL-WIDE PENALTIES FOR LATE SUBMISSION OF COURSEWORK
· The full allocated mark should be reduced by 5 percentage points for the first
working day after the deadline for the submission of the coursework or dissertation.
· The mark will be reduced by a further 10 percentage points if the coursework or
dissertation is submitted during the following six calendar days.
· Providing the coursework is submitted before the end of the first week of term 3 for
undergraduate courses or by a date during term 3 defined in advance by the relevant
Master’s Board of Examiners for postgraduate taught programmes, but had not been
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submitted within seven days of the deadline for the submission of the coursework, it
will be recorded as zero but the assessment would be considered to be complete.
· Where there are extenuating circumstances that have been recognised by the Board
of Examiners or its representative, these penalties will not apply until the agreed
extension period has been exceeded.
Timescale for return of marked coursework to students.
You can expect to receive your marked work within four calendar weeks of the official
submission deadline. If you do not receive your work within this period, or a written
explanation from the marker, you should notify the IoA’s Academic Administrator,
Judy Medrington.
Keeping copies
Please note that it is an Institute requirement that you retain a copy (this can be
electronic) of all coursework submitted. When your marked essay is returned to you,
you should return it to the marker within two weeks.
Citing of sources
Coursework should be expressed in a student’s own words giving the exact source of
any ideas, information, diagrams etc. that are taken from the work of others. Any
direct quotations from the work of others must be indicated as such by being placed
between inverted commas. Plagiarism is regarded as a very serious irregularity
which can carry very heavy penalties. It is your responsibility to read and abide by
the requirements for presentation, referencing and avoidance of plagiarism to be
found in the IoA ‘Coursework Guidelines’ on the IoA website
http://www.ucl.ac.uk/archaeology/administration/students/handbook
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SCHEDULE AND SYLLABUS
Teaching schedule
Lectures will be held 11:00-13:00 on Wednesdays, in room 612. One visit will be
scheduled to the British Museum. It is anticipated that this will be held in the fourth
week of the Spring term, subject to finalization of the arrangements and discussion
with the class. Further details will be announced closer to the date.
Lecturer:
Mike Parker Pearson.
Syllabus
The following is an outline for the course as a whole, and identifies essential and
supplementary readings relevant to each session. Information is provided as to
where in the UCL library system individual readings are available; their location and
Teaching Collection (TC) number, and status (whether out on loan) can also be
accessed on the eUCLid computer catalogue system. Readings marked with an *
are considered essential to keep up with the topics covered in the course. Copies of
individual articles and chapters identified as essential reading are in the Teaching
Collection in the Institute Library (where permitted by copyright) or are available
online.
I. INTRODUCTION.
1. (MPP): The adoption of iron and its spread across Europe.
7
This lecture explores the early uses of iron before the beginning of the 1st millennium
BC and its gradual adoption from the eastern Mediterranean to northwest Europe
and Britain. It examines the Late Bronze Age social and economic background to the
bronze-iron transition, as well as the changing value of iron through time.
Reading:
*Haarer, P. 2001. Problematising the transition from bronze to iron. In A. Shortland
(ed.) The Social Context of Technological Change, Egypt and the Near East,
1650-1550 BC. Oxford: Oxbow. 255-73. ISSUE DESK IoA SHO, INST ARCH
DBA 100 SHO
Mazarakis Ainian, A. 2002 Recent excavations at Oropos (northern Attica). In
Stamatopoulou, M. and Yeroulanou, M. (eds) Excavating Classical Culture:
Recent archaeological discoveries in Greece (Studies in Classical Archaeology
1). BAR (International Series) S1031. Archaeopress: Oxford. 149-178. YATES
QUARTOS E 10 STA
*Waldbaum, J. C. 1980. The First Archaeological Appearance of Iron. In T. A.
Wertime and J. D. Muhly (eds) The Coming of the Age of Iron. New Haven: Yale
University Press. 69-98. ISSUE DESK IoA WER, INST ARCH KEA 2 WER
*Sherratt, S. 1994. Commerce, iron and ideology: metallurgical innovation in 12th11th century Cyprus. In V. Karageorghis (ed.) Cyprus in the 11th century B.C.
Proceedings of the International Symposium organized by the Archaeological
Research Unit of the University of Cyprus and the Anastasios G. Leventis
Foundation, Nicosia 30-31 October 1993. Nicosia. 59-106. INST ARCH DAG 15
KAR
Collard, M., Darvill, T. and Watts, M. 2006. Ironworking in the Bronze Age? Evidence
from a 10th century BC Settlement at Hartshill Copse, Upper Bucklebury, West
Berkshire. Proceedings of the Prehistoric Society 72: 367-422. INST ARCH
Periodicals
2. CHRONOLOGY.
2. (MPP): The Late Hallstatt period: salt miners and paramount chiefs.
This lecture outlines the chronology of the early part of the European Iron Age and
explores the significance of the trade in raw materials for Mediterranean finished
goods. It will focus on the centralization of power in the hands of groups north of the
Alps, as demonstrated by the lavishly equipped burials from Vix, Hochdorf and the
Hohmichele barrow.
Reading:
*Arnold, B. 2011. The illusion of power, the power of illusion: ideology and the
concretization of social difference in Early-Iron Age Europe. In Bernbeck, R.
and McGuire, R.H. (eds) Ideologies in Archaeology. Tucson: University of
Arizona Press. 151-72. INST ARCH AG BER
Biel, J. 1981. The late Hallstatt chieftains's grave at Hochdorf. Antiquity 55: 1618. INST ARCH Periodicals
*Knüsel, C. 2002. More Circe than Cassandra: the princess of Vix in ritualized social
context. European Journal of Archaeology 5: 275-309. INST ARCH Periodicals
3. (MPP): The La Tène period: from barbarians to townspeople
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Europe’s later Iron Age is named after the site of La Tène in Switzerland where a
mass of artefacts were deposited in water. The lecture outlines the principal forms of
archaeological evidence, such as burials and watery deposits, and investigates the
settlement record and the transition to urban centres, the use of coinage and the
development of state institutions north of the Mediterranean world.
Reading:
Collis, J.R. 2003. The Celts: Origins, Myths and Inventions. Stroud: Tempus. INST
ARCH DA 161 COL
*Field, N. and Parker Pearson, M. 2003 Fiskerton: an Iron Age timber causeway with
Iron Age and Roman votive offerings. Oxford: Oxbow. 179-88. INST ARCH
DAA 410 Qto FIE
Kristiansen, K. 1998. Europe Before History. Cambridge: Cambridge University
Press. Chapter 7. 314-58. INST ARCH DA 150 KRI
*Müller, F., Jud, P. and Alt, K.W. 2008. Artefacts, skulls and written sources: the
social ranking of a Celtic family buried at Münsingen-Rain. Antiquity 82: 462-9.
INST ARCH Periodicals
*Woolf, G.D. 1993. Rethinking the Oppida. Oxford Journal of Archaeology 12: 22334. INST ARCH Periodicals
4. (MPP): The Iron Age in Britain: from brochs to banjos.
This lecture introduces the diversity and regionalism of Iron Age Britain in the seven
centuries before the Roman invasion. From the hillforts and banjo enclosures of
southern England to the brochs and wheelhouses of northern Scotland, it examines
the different types of settlements and societies across Britain as well as changing
forms of material culture and burial practices.
Reading:
Cunliffe, B. 2005. Iron Age communities in Britain: an account of England, Scotland
and Wales from the seventh century BC until the Roman conquest. 4th edition.
London: Routledge. INST ARCH DAA 160 CUN
Haselgrove, C. and Moore, T. (eds) 2007. The Later Iron Age in Britain and
Beyond. Oxford: Oxbow. ISSUE DESK IoA HAS, INST ARCH DAA 160 Qto
HAS
Haselgrove, C. and Pope, R. (eds) 2007. The Earlier Iron Age in Britain and the Near
Continent. Oxford: Oxbow . ISSUE DESK IoA HAS 1, INST ARCH DAA 160
Qto HAS
Sharples, N. 2010. Social Relations in Later Prehistory: Wessex in the first
millennium BC. Oxford: Oxford University Press. INST ARCH DAA 100 SHA
5. (MPP): Celts and Britons: identity in the Iron Age.
The identity of the European barbarians was a matter of some interest to Classical
commentators but their accounts are problematic. Modern-day notions about Celts in
Iron Age Europe are also riven with disagreement. This lecture explores the difficult
issue of Iron Age ethnicity and its relationship with language and material culture.
Reading:
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*Collis, J.R. 2003 The Celts: Origins, Myths and Inventions. Stroud: Tempus. 93132. INST ARCH DA 161 COL
*Cunliffe, B. 1997. The Ancient Celts. Oxford: Oxford University Press. INST ARCH
DA 161 CUN
*James, S. 1999. The Atlantic Celts: ancient peoples or modern invention? London:
British Museum Press. INST ARCH DA 161 JAM
Megaw, J.V.S. and Megaw, R. 1998. The mechanism of (Celtic) dreams? A partial
response to our critics. Antiquity 72: 432-435. INST ARCH Periodicals
6. (MPP): Celtic art: what did it mean and what was it for?
One of the most remarkable developments in the La Tène period was the
development of a distinctive art style that has enjoyed a major revival in recent years.
This seminar will explore the different interpretations of this ancient art style, and will
investigate new approaches and recent re-dating schemes to unravel the context,
use and meaning of Celtic art for Iron Age societies.
Reading:
Fitzpatrick A., 1997. Everyday life in Iron Age Wessex. In A. Gwilt & C. Haselgrove
(eds) Reconstructing Iron Age Societies: new approaches to the British Iron
Age. Oxford: Oxbow Monograph 71. 73-86. ISSUE DESK IoA GWI, INST
ARCH DAA 160 Qto GWI
*Garrow, D., Gosden, C. and Hill, J.D. (eds) 2008. Rethinking Celtic Art. Oxford:
Oxbow Books. INST ARCH DAA 161 GAR
*Garrow, D., Gosden, C., Hill, J.D. and Bronk Ramsey, C. 2010. Dating Celtic art: a
major radiocarbon dating programme of Iron Age and Early Roman metalwork
in Britain. Archaeological Journal 166, 79-123. INST ARCH Pers
Megaw, J.V.S. and Megaw, R. 1989. Celtic Art: from its beginnings to the Book of
Kells. London: Thames & Hudson. INST ARCH DA 161 MEG
*Stead, I.M. 1985 Celtic Art in Britain before the Roman Conquest. London: British
Museum. Chapter 2. INST ARCH DAA 161 STE
7. (MPP): The Iron Age north of the Roman Empire: bog bodies and booty.
In northern Germany and southern Scandinavia, archaeologists have recognized a
very different Iron Age to the La Tène societies further south, formed of longhouses
organized in small villages and dispersed settlements. Bog bodies, the remains of
people who met mysterious deaths, have been found in their hundreds. Lakes and
bogs were also used for depositing booty from battles, becoming particularly
common in the Roman period when arms were exported across the frontier.
Reading:
*Hedeager, L. 1992. Iron-Age Societies: from tribe to state in northern Europe, 500
BC to AD 700. Oxford: Blackwell. ISSUE DESK IoA HED
Martens, J. 2010 A magnate’s farm at Borremose? . In H. Jöns, P. Schmid, M.D.
Schön and W.H. Zimmerman (eds) Settlement and Coastal Research in the
southern North Sea region (Siedlungs- und Küstenforschung im südlichen
Nordseegebiet) 33. Rahden: Leidorf. 181-95. INST ARCH Pers
Møller-Jensen, E. 2010. The ‘princely’ estate at Tjørring on Jutland. In H. Jöns, P.
Schmid, M.D. Schön and W.H. Zimmerman (eds) Settlement and Coastal
10
Research in the southern North Sea region (Siedlungs- und Küstenforschung im
südlichen Nordseegebiet) 33. Rahden: Leidorf. 197-223. INST ARCH Pers
Rindel, P.O. 1999. Development of the village community 500 BC-100 AD in west
Jutland, Denmark. In C. Fabech and J. Ringtved (eds) Settlement and
Landscape. Procedings of a conference in Århus, Denmark, May 4-7, 1998.
Århus: Århus University Press. 79-99. INST ARCH DA Qto FAB
8. (MPP): Druids and divination: magic and religion in the Iron Age.
Classical authors such as Julius Caesar and Pliny the Elder have left vivid
impressions of the druids as religious and judicial specialists of the European Iron
Age. The archaeological record also gives us indications of Iron Age religion, for
example, from sanctuaries and votive deposits. This lecture investigates the
evidence from both written and archaeological sources for ritual specialization in the
Iron Age.
Reading:
Aldhouse Green, M. 2001. Dying for the Gods: human sacrifice in Iron Age and
Roman Europe. Stroud: Tempus. INST ARCH DA 160 GRE
Aldhouse-Green, M. 2010. Caesar's Druids: story of an ancient priesthood. New
Haven: Yale University Press. INST ARCH DA 161 ALD
Cunliffe, B.W. 2010 Druids: a very short introduction. Oxford: Oxford University
Press. FLS L 138 CUN
Field, N. and Parker Pearson, M. 2003 Fiskerton: an Iron Age timber causeway with
Iron Age and Roman votive offerings. Oxford: Oxbow. 133-48. INST ARCH
DAA 410 Qto FIE
Fitzpatrick A.P. 1996 Night and day: the symbolism of astral signs on later Iron Age
anthropomorphic short swords. Proceedings Prehistoric Society 62, 373-398.
INST ARCH Periodicals
9. (MPP): Living in the Iron Age: house and home.
Domestic architecture varied across Europe, with longhouses in Germany and
Scandinavia, rectangular houses to the south, and roundhouses in Britain and
Ireland. Good preservation from a number of sites in Europe and Britain has allowed
archaeologists to recover evidence for how people lived in their houses. These
examples range from preserved house floors to burnt-down houses with people and
animals inside.
Reading:
Armit, I. 2006. Anatomy of an Iron Age Roundhouse: the Cnip wheelhouse
excavations, Lewis. Edinburgh: Society of Antiquaries of Scotland. 233-51.
INST ARCH DAA 510 ARM
*Bradley, R. 2006. Ritual and Domestic Life in Prehistoric Europe. London:
Routledge. 44-50, 55-57, 165-96, 200-10. INST ARCH DA 100 BRA
*Holst, M.K. 2010. Inconstancy and stability – large and small farmsteads in the
village of Nørre Snede (central Jutland) in the first millennium AD. . In H. Jöns,
P. Schmid, M.D. Schön and W.H. Zimmerman (eds) Settlement and Coastal
Research in the southern North Sea region (Siedlungs- und Küstenforschung im
südlichen Nordseegebiet) 33. Rahden: Leidorf. 155-79. INST ARCH Pers
11
Parker Pearson, M. and Richards, C. (eds) Architecture and Order: approaches to
social space. London: Routledge. 38-72. ISSUE DESK IoA PAR 7, INST
ARCH AH PAR, ARCHITECTURE A 20 PAR
10. (MPP). Roundhouses and longhouses: society or environment?
To what extent is domestic architecture conditioned by social as opposed to
environmental considerations? This seminar will explore the arguments for different
approaches to understanding Iron Age roundhouse architecture.
Reading:
Brück, J. 2006. Fragmentation, personhood and the social construction of technology
in Middle and Late Bronze Age Britain. Cambridge Archaeological Journal 16,
297-315. INST ARCH Pers, Available online
Oswald, A. 1997. A doorway on the past: practical and mystical concerns in the
orientation of roundhouse doorways. In A. Gwilt and C. Haselgrove (eds)
Reconstructing Iron Age Societies. Oxford: Oxbow. 87-95. ISSUE DESK IoA
GWI, INST ARCH DAA 160 Qto GWI
Pope, R.E. 2007. Ritual and the roundhouse: a critique of recent ideas on domestic
space in later British prehistory. In C.C. Haselgrove and R.E. Pope (eds) The
Earlier Iron Age in Britain and the near Continent. Oxford: Oxbow. 204-228.
ISSUE DESK IoA HAS 1, INST ARCH DAA 160 Qto HAS
Parker Pearson, M. 1999. Food, sex and death: cosmologies in the British Iron Age
with particular reference to East Yorkshire. Cambridge Archaeological Journal
9, 43-69. INST ARCH Pers, Available online
Sharples, N. 2010. Social Relations in Later Prehistory: Wessex in the first
millennium BC. Oxford: Oxford University Press. Chapter 4 (174-237). INST
ARCH DAA 100 SHA
4
ONLINE RESOURCES
The full UCL Institute of Archaeology coursework guidelines are given here:
http://www.ucl.ac.uk/archaeology/administration/students/handbook
The full text of this handbook is available here (includes clickable links to Moodle and
online reading lists if applicable)
http://www.ucl.ac.uk/archaeology/administration/staff/handbook
Moodle
All courses use Moodle. Please include the access code in your handbook (normally in the
format ARCL3096 – using the course code)
Please contact Charlotte Frearson in room
G4 (c.frearson@ucl.ac.uk) for advice.
5
ADDITIONAL INFORMATION
Libraries and other resources
The Library of the Institute of Archaeology contains holdings of particular relevance
to this degree.
12
Attendance
A register will be taken at each class. If you are unable to attend a class, please
notify the lecturer by email. Departments are required to report each student’s
attendance to UCL Registry at frequent intervals throughout each term.
Information for intercollegiate and interdepartmental students
Students enrolled in Departments outside the Institute should collect hard copy of the
Institute’s coursework guidelines from Judy Medrington’s office.
Dyslexia
If you have dyslexia or any other disability, please make your lecturers aware of this.
Please discuss with your lecturers whether there is any way in which they can help
you. Students with dyslexia are reminded to indicate this on each piece of
coursework.
Feedback
In trying to make this course as effective as possible, we welcome feedback from
students during the course of the year. All students are asked to give their views on
the course in an anonymous questionnaire which will be circulated at one of the last
sessions of the course. These questionnaires are taken seriously and help the
Course Co-ordinator to develop the course. The summarised responses are
considered by the Institute's Staff-Student Consultative Committee, Teaching
Committee, and by the Faculty Teaching Committee.
If students are concerned about any aspect of this course we hope they will feel able
to talk to the Course Co-ordinator, but if they feel this is not appropriate, they should
consult their Personal Tutor, the Academic Administrator (Judy Medrington), or the
Chair of Teaching Committee (Dr. Mark Lake).
Health and safety
The Institute has a Health and Safety policy and code of practice which provides
guidance on laboratory work, etc. This is revised annually and the new edition will be
issued in due course. All work undertaken in the Institute is governed by these
guidelines and students have a duty to be aware of them and to adhere to them at all
times.
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HOW TO UPLOAD YOUR WORK TO TURNITIN
Note that Turnitin uses the term ‘class’ for what we normally call a ‘course’.
1. Ensure that your essay or other item of coursework has been saved properly, and that you
have the Class ID for the course, available from the course handbook or here:
http://www.ucl.ac.uk/archaeology/studying/undergraduate/courses
http://www.ucl.ac.uk/archaeology/studying/masters/courses
and enrolment password (this is IoA1415 for all courses this session - note that this is capital
letter I, lower case letter o, upper case A, number 1, number 4, number 1, number 5)
2.
Click on http://www.submit.ac.uk/static_jisc/ac_uk_index.html (NB Not www.turnitin.com, which
is the US site) or copy this URL into your favourite web browser
3.
Click on ‘New user’
4.
Click on ‘Enrol as a student’
5.
Create an account using your UCL or other email address. Note that you will be asked to
specify a new password for your account - do not use your UCL password or the enrolment
password, but invent one of your own (Turnitin will permanently associate this with your
account, so you will not have to change it every 3 months unlike your UCL password). Once
you have created an account you can just log in at http://www.submit.ac.uk and enrol for your
other classes without going through the new user process again.
6.
You will then be prompted for the Class ID and enrolment password
7.
Click on the course to which you wish to submit your work.
8.
Click on the correct assignment.
9.
Double-check that you are in the correct course and assignment and then click ‘Submit’
10.
Attach document
If you have problems, please email the Turnitin Advisers on ioa-turnitin@ucl.ac.uk, explaining the
nature of the problem and the exact course and assignment involved.
One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday during term.
Please be sure to email the Turnitin Advisers if technical problems prevent you from uploading work in
time to meet a submission deadline - even if you do not obtain an immediate response from one of the
Advisers they will be able to notify the relevant Course Coordinator that you had attempted to submit
the work before the deadline.
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UCL Institute of Archaeology
Syllabus Working Group
Glossary of Types of Assessment with Learning Outcomes
Introduction
The following guidelines indicate the full extent of undergraduate assessment
procedures and their learning outcomes within our department. These various types
of assessment have been created in order to allow students to both draw upon and
develop a diverse range of skills and individual talents. We believe that this range
provides a balance between unseen and continuous evaluation strategies, allowing
the discernment of real learning while not overly biasing towards students who are
better in one type of assessment than another.
Glossary of Types of Assessment:
(NB: Roman numerals refer to learning outcomes, see end of document)
Standard Essay – An essay based upon a specific question and researched via a
range of reading (books, journals, online). Alternatively, the readings may be
from a given reading list, or researched in addition to a given reading list (Ia, II
[perhaps only in years 2 and 3, depending upon degree of independence
involved in library research])
Practical Essay – A piece of written work relating to the analysis of specific, given
datasets; this may include individual artefacts, lab data, epigraphic texts,
questionnaire data, etc… (III)
Book Reviews – A short critical assessment of a book that also indicates wider
knowledge and contextual situation of the source (Ib)
QATI – Critical commentary of about 600-700 words contrasting two articles, based
around a structured format with headings: Central Quotation (a sentence or
series of phrases that indicate the central argument of the text; Argument
(summary of the argument in 5-7 sentences); Textual connection (discussion
and comparison of the principal text with a second one); Implications
(implications of the argument for the interpretation of the archaeological
record). Commentaries are used as a basis of group discussion for a topic (Ia,
IX)
Field and Lab Notebooks – Notes, observations (written and illustrative) on all
aspects of fieldwork site visits and laboratory work, followed by reflective
writing on the field/lab experience. (VI)
Portfolios – Assemblages of original illustrative or written work (may be sketches,
technical drawings, computer websites, posters, exhibit plans, photographs,
examples of field notebook entries, newspaper articles, museum/school
oriented writing etc…). (IV, VII)
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Powerpoint Presentation – Creation of a Powerpoint presentation file on a specified
subject, integrating texts and graphics. (IVa)
Project Paper – A lengthy piece of original work on a particular topic featuring
elements of independent research (original research may include a wide range
of activities: library research, site planning, translations, practical study of
assemblages, microscopic work, model building, certain placements [e.g. in
museums, schools] etc…). Normally, project papers include an oral
presentation of the project to the rest of the class (Ia, II, III, IVb)
Dissertation – A lengthy piece of original research on a topic determined by the
student, in consultation with a supervisor. Topics may include fieldwork,
labwork, or synthetic analyses of existing data. This project will normally be
undertaken over the length of the academic year and will include an oral
presentation component, normally with Powerpoint. (Ia, II, III, IVa, IVb)
Standard Unseen Exam – An essay based exam on a set of written questions
and/or images which may include short answer questions, traditional longer
answers, or a mixture of both. Completed within a set time limit (Va)
Practical Unseen Exams /Worksheets – Quiz or Practical work on pre-formatted
sheets (including multiple-choice or yes/no questions and short answers [i.e.
no more than one paragraph]) which may be undertaken while in class or lab
(can include epigraphic and computer work for example). Only standard
references permitted by the examiner may be used. This might also be set up
on Moodle or similar online format (Va [depending on subject, may also
include III])
Open Book Exam - essay- and/or quiz-based exam held in a specified location and
for which students may bring a set number of sources of their own choice to
use during the exam (Ia, Vb)
Take Home Open Book Exam - essay- and/or short answer question-based exam
to be completed within a set period and for which students may use published
sources of their choice. (Ia, Vb)
Group Work - collaborative project (poster, oral and/or visual presentation)
organised and undertaken by a group of students. A group mark is given for
the final project, individual members are assessed through a short written
piece relating to the topic of the project, and through individual reflection on
group dynamics in preparing, undertaking and completing the project. The
group mark should form the lowest percentage of the final mark (VII, VIII).
Glossary of Learning Outcomes
Ia – Reasoned and Critical Assessment of Multiple Sources
Ib – Reasoned and Critical Assessment of a Single Source
II – Independent Research Use of Library/ Archival facilities
III – Independent Problem-solving based on Real Data Sets
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IVa – Experience in the Production of Presentation Graphics at a Professional level
IVb – Experience in the Oral Presentation of Original Research Results
Va – Time Limited and Invigilated Assessment, Testing Comprehension and Critical
Use of Taught Knowledge
Vb – Time Limited Assessment, permitting use of sources, testing the employment of
information learned in class, as well as appropriate choice of sources, and
independent research skills.
VI – Critical Self-reflection and Evaluation of Field Experiences
VII – Demonstration of the ability to Manage and Integrate Different Research Tasks.
VIII – Demonstration of Ability to Work as part of a team towards the Production of an
Original Project
IX – Experience in an alternative forms of note taking and essay structure
General policies and procedures concerning courses and coursework, including submission
procedures, assessment criteria, and general resources are available in your Year/Degree
Handbook and on the following website:
http://www.ucl.ac.uk/archaeology/studying/undergraduate/courses/ARCL3096.
It is essential that you read and comply with these. Note that some of the policies and
procedures will be different depending on your status (e.g. undergraduate, postgraduate
taught, affiliate, graduate diploma, intercollegiate, interdepartmental). If in doubt, please
consult your course co-ordinator.
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