Makerere University
Revised Course
Archaeology and Heritage Studies
History, Archaeology and Organizational Studies’ Department
School of Liberal and Performing Arts
February, 2011
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TABLE OF CONTENTS
PAGE
0.1 Introduction…………………………………………………………. 3
0.2 General Objectives…………………………….…………………….. 3
0.3 Job Opportunities…………………………………………………… 4
0.4 Proposed Course Structure………………...……………………….. 4
0.5 Entry Requirements…………………………………………………. 5
0.6 Subject Combination…………………………………………………5
0.7 Course Distribution…………………………………………………. 5
0.8 Detailed Course Description……………………………………….. 7
0.9 Organizational Structure…………………………………………… 50
10. Finances……………………………….……………………………. 51
11. Space and Equipment Considerations…...………………………… 51
12. Proposed Budget……………………….…………………………… 53
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01. Introduction
The discipline of archaeology has got a long history in the world. In Europe, Asia and America it has
been taught for the last century at both undergraduate and postgraduate levels. The last three decades have
also witnessed archaeology and heritage studies being taught in over 30 Sub-Saharan public universities.
Several of these universities have developed full archaeology programmes and units which combine both
teaching and research. These include Dar es Salaam, Universities of Ghana, Asmara, Nsuka, Ibadan,
Burkina Faso, Egypt and several of the South African Universities. The discipline has a rapidly expanding
literature with at least 5 journals devoted to African archaeology published annually. A positive
achievement of archaeology in Africa has been its ability to discover historical evidences not present from
written records. Despite this significance, the majority of African countries Uganda inclusive have not set
off in teaching of archaeology as a full programme or introducing the basic courses of archaeology to
history students or those in other fields. In Uganda, some archaeology is being taught at Kyambogo
University. Makerere which is a leading University, introduced and taught archaeology during the 1960s,
which unfortunately fizzled out. The Department of History, Archaeology and Organizational Studies
therefore, hereby presents this proposal for the re-introduction of archaeology at Makerere University. We
propose that Archaeology and Heritage studies will first be taught to Bachelor of Arts in Arts students as
a subject with prospects of offering full degree programmes in Archaeology and Heritage Studies.
Uganda is endowed with a remarkable number of archaeological and heritage sites such as Bigo Bya
Mugenyi, Ntusi, Bweyorere, Nsongezi, Nyero, Dindo, Kansyore Island, Hippo Bay, Aerodrome cave and
many others. However except a few sites that have been brought to light by American and European
researchers and Students interested in African archaeology, the biggest part of Uganda has remained
archaeologically terra incognita. Therefore producing Ugandan graduates with basic knowledge about
our heritage would encourage identification and registering of new sites, protection of our antiquities,
develop an enhanced image of Uganda’s past, develop professional management and sustainability of
historical monuments and visitors’ centre, as well as enriching the Ugandan archaeological record.
02. General Objectives

To familiarize students with archaeology as a multi-disciplinary field concerned basically
with reconstruction of humans past before the advent of written records. This is an ideal
course for Sub-Saharan Africa where 70% of her past is still embedded within unearthed
cultural materials.
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
To produce professional personnel who are equipped with skills management and
sustainability of Historical Monuments and cultural centers. It is envisage that cultural
centers would be compatible with sustainable development if such resources are
professionally managed.

Enhancing the level of public awareness concerning the significance of Cultural Heritage
Resources and how the local community immediate to these resources can be involved in
the maintenance and development processes.

Conveying an appreciation and understanding of human biological and cultural evolution
stressing Africa as the cradle of humanity. Emphasis will be put on evidence from East
Africa ant her contribution to the origin of humanity.
03. Job opportunities
Opportunities for archaeology graduates or students with basic knowledge on heritage management
include the following;
i)
ii)
iii)
iv)
v)
vi)
There is a bright future working in the National Museums of Uganda and the Department of
Antiquities.
Graduates can be good Cultural Resource Managers for Uganda’s Physical and Cultural Heritage
Resources both movable and immovable objects.
There are great possibilities of being involved in Environmental and Cultural Impact Assessment
for major development projects in the country including drilling of the newly discovered oil.
Students can minor in archaeology and major in other professional disciplines such as education,
those who combine archaeology with education will bee able to teach natural history and
aspects of archaeology at various levels of education in the country.
With a growing Tourism sector in Uganda, Archaeological Knowledge of cultural resources is an
invaluable asset.
There are chances for further professional developments leading to diverse job opportunities.
04. Proposed Course Structure for Archeology and Heritage Studies
The proposed course of Archaeology and Heritage Studies will be introduced as a subject commencing in
first year running throughout to third with appropriately tailored courses aimed at producing professional
archaeologists, heritage managers, curators and conservators. The Department of History has for some
time been consulting with reputable national and international scholars of archaeology, thus is
academically ready to kick-start the program. The Department was privileged to be granted a Fulbright
Prof. Merrick Posnansky, who had introduced Archaeology in the Department during the 1960s. Prof.
Merrick gave invaluable advice and direction to the proposed course. The late Prof. David Kiyaga
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Mulindwa, Mr. Muwonge Herman (BA, Educ (KYU), MA, Arch (UDSM), and Curator of Murchison
Falls National Park Museum Kara Blackmroe (M. Phill Archaeology: Heritage and Museums).
This course is designed to be introduced as a subject within the History Department. The target group is
students pursuing Bachelor of Arts in Arts. Students will have an opportunity to either major or minor in
Archaeology and Heritage Studies. Minors would be students studying Sociology, Development studies,
Geography, Geology History, Tourism, Anthropology etc. The course is structured to be taught as a
subject because that is what the University can afford apparently. However in future, a fully fledged
Programme of Bachelor of Arts in Archaeology can be introduced.
05. Entry Requirements
History and Geography, Biology and Chemistry will be essential for students intending to study
Archaeology and Heritage Studies. Economics, Physics, any of the Indigenous Languages and Fine Art
are considered relevant.
06. Subject combination
Archaeology and Heritage studies would be offered under the following subject combinations in the
School of Liberal and Performing Arts.
Pure arts
Two arts and one social science
Code
Code
089
HIS, ARC, GEO
071
ARC, HIS, SAN
090
HIS, ARC, RS
072
GEO, ARC, SAN
091
ARC, TOU, HIS
092
PHI, HIS, ARC
07. Archaeology and Heritage Studies Course Distribution
The Tables below show the Archaeology and Heritage Studies courses for First, Second and Third
year students.
First Year
Code
AHS 1100
AHS 1101
AHS 1202
AHS 1203
AHS 1310
Title
Introduction to Archaeology
Old World Prehistory
Principles and practices in Archaeology
New World Prehistory
Field Training in Archaeology
5
Units
4
4
4
4
4
Semester
I
I
II
II
III
Second Year
Cores
Code
AHS 2100
AHS 2101
Title
Units
Archaeological Theory and Methods up 4
to 1950s
Anthropological Studies
4
Semester
I
I
Electives
Code
AHS 2102
AHS 2103
AHS 2104
AHS 2105
Title
African Civilizations
Lithic Analysis in Archaeology
Ceramic Analysis in Archaeology
Primatology
Units
4
4
4
4
Semester
I
I
I
I
Title
Units
Human Evolution
4
Advanced Theories and Approaches in 4
Archaeology since 1950s
Field Attachment
4
Semester
II
II
Title
Units
Metal Analysis in Archaeology
4
Human Adaptations, Variations and 4
Growth
Fauna Analysis in Archaeology
4
Semester
II
II
Principles
of
Geographical 4
Information System (GIS)
II
Cores
Code
AHS 2206
AHS 2207
AHS 2220
III
Electives
Code
AHS 2208
AHS 2209
AHS 2210
ENV 2213
II
Third Year
Cores
Code
AHS 3100
AHS 3101
Title
Heritage and Cultural Resource Studies
Research Methods in Archaeology
Electives
6
Units
4
4
Semester
I
I
Code
AHS 3102
HIS 3101
AHS 3103
AHS 3104
Title
Human Osteology and Osteometry
The History of Uganda
Architectural Studies in Archaeology
People and Cultures of Africa
Units
4
4
4
4
Semester
I
I
I
I
Title
Units
Archaeological Methodology
4
Heritage Conservation and museum 4
Studies
Semester
II
II
Cores
Code
AHS 3205
AHS 3206
Electives
Code
AHS 3207
AHS 3208
GRM 3206
AHS 3220
Title
Cultural Heritage and Development
Basics in Archaeology
Stratigraphy
Independent Project in Archaeology
Units
4
4
4
6
Semester
II
II
II
II
08. Detailed Course Description
FIRST YEAR COURSES
AHS 1100: Introduction to Archaeology
Course objectives: The major goal of this course is to introduce students to archaeology as a discipline. It
is designed to familiarize students with archaeology as a multi-disciplinary field of study that concerns
itself primarily with the study of human’s past before the advent of written records.
Course Description
Among the topics to be covered by this course will include definition, history, goals and scope of
archaeology. The course will also introduce students to the concepts, nature of data, as well as the
significance and relevance of the discipline to the modern world. This course is pertinent for beginners in
Archaeological and Heritage Studies.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Introduction
1.1 Definition of archaeology
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1.2
1.3
1.4
1.5
1.6
1.7
1.8
Goals of Archaeology
Scope of archaeology
Ethnoarchaeology and Analogy
Archaeological Site
Sedimentation and Stratification
Survey and Excavation
Stone Age, Neolithic (Pastoral Neolithic) and Iron Age
Topic 2: Origin and Development of Archaeology
2.1 The dawn of archaeology up to the mid 19th century
2.2 Archaeology comes of Age: 1870-1950
2.3 1950 to the present
Topic 3: The Coming of Archaeology to Africa and the Contribution of Africa to the Growth of
Archaeology
3.1 The African version of Archaeology
3.2 Archeology as a Colonial Package
3.3 During the antiquarian period
3.4 1870-1950
3.5 Post-1950
Topic 4: The Archaeological Record
4.1 Tangible data (Artifacts, ecofacts, features and structures)
4.2 Intangible data (Ideology and Aesthetic values)
4.3 Archaeological Record and Context
4.4 Archaeological record and preservation factors (role of climate, nature of raw m
materials and soil chemistry
Topic 5: Site, Site Formation processes and Site Recovery Techniques
5.1 Definition
5.2 Formation processes (use, abandonment, post deposition processes)
5.3 Serendipitous recovery
5.4 Through Informants
5.6 Systematic survey
Topic 6: The Relevance of Archaeology
6.1 Education
6.2 Development
6.3 Economy
Basic readings
Ashmore, W. and Sharer, R. J. 2003. Archaeology: Discovering our Past. New York: McGraw Hill.
Fagan, B. (1997a), In the Beginning. New York: Longman
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Fagan, B. (1997b) Archaeology. New York: Longman
Joukowsky, M. (1980), A complete manual of field archaeology: Tools and techniques of fieldwork for
archaeologists. New Jersey: Prentice-Hall.
Renfrew, G and P. Bahn (2000), Archaeology: Theory, Method and Practice. London: Thames and
Hudson
Schmidt, P. R (2009), Post Colonial Archaeologies in Africa. New Mexico: SAR Press
Trigger, B (1989), A History of Archaeological Thought. Cambridge: Cambridge University Press.
AHS 1101: Old World Prehistory
Course Objectives: This course aims at surveying the major cultural developments and
adaptations in history from the beginning of humankind to establishment of literate complex
societies and early civilizations.
Course Description.
The first part of the course reviews the evidence for biological and cultural evolution as well as
environmental changes from Old World that documents the origin of humanity. It also examines
the growing of cultural complexity, the evolution of food production and the beginning of
permanent human settlement. Examples are drawn from many regions of the Old World to show
commonalities and differences in growth towards cultural complexity. The last part of the course
deals with the development of state level societies and comparative civilizations using case
studies, and archaeological evidence from Africa, Europe, the Middle East and Asia.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: On Studying Old World Prehistory
1.1 What is Prehistory
1.2 Why study Old World Prehistory
1.3 Sources for Prehistory (archaeology, oral history, linguistic and written record)
Topic 2: An overview of Human Biological and Cultural Evolution
2.1 The Plio-Pleistocene Epoch (geologic time scale, past environments and climates)
2.2 Plio-Pleistocene Hominids and their behaviours
2.3 Mid/late Pleistocene Hominids and their behaviours
Topic 3: The Mesolithic/Early Complex Societies-Case studies
3.1 Pos-glacial environments and climates in Africa
3.2 Europe
3.3 Asia (Including Middle East)
3.4 Australia
Topic 4: Food Production and Early Farmers- Case studies
4.1 Theories on the origins of animal and plant domestication
4.2 Primary centers of domestication
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4.3 Type of proxy data for domestication
4.4 Europe
4.5 Asia
4.6 Africa
4.7 Australia
Topic 5: Old World Civilizations- case studies
1.1 Theories and Models of Civilization
1.2 Mesopotamia and the first cities
1.3 Ancient Egypt and Nubia
1.4 Sub-Saharan Africa
1.5 Europe before the Romans
1.6 Anatolia, Greece and Italy
Basic Readings
Campbell, B. (1985) Human Evolution. New York: Aldine Publishing House
Champion. T, Gamble. C, Shennan. S. ad Whittle. A. (1984) Prehistoric Europe. Toronto:
Academic Press
Clark. J. D, and S. A. Brandt (1984) From hunters to Farmers. Berkeley: University of
California Press.
Cohen. M. N (1977) The food crisis in Prehistory: Overpopulation and the origins of agriculture.
New Haven: Yale University Press.
Fagan. B, (1995) People of the Earth. Harper Collins College Publisher
AHS 1202: Principles and Practices of Archaeology
Course Objectives: The major objective of this course is to introduce students to methods of
archaeology, secondly is to show students how archaeologists reconstruct past life ways.
Course Description
This course shows that archaeology is principally preoccupied with the exercises of establishing
evidence for the past cultural occurrences, recovering it and ultimately using it to reconstruct the
past life ways. In the exercise of establishing archaeological evidence archaeologists employ
various methods, but the chief of all is survey on larger landscapes using different methods.
Extensive and intensive surveys are conducted depending on the objective of the research.
Archaeological evidence is either found exposed on surface or all many cases buried in the
ground. Recovery or non-recovery of archaeological evidence depends too on the research
interest and objectives. Some archaeological evidence is not movable and the study has to be
conducted on the site. For the movable objects, archaeologists are some times obliged to
excavate deep trenches to study the evidence or recover it for laboratory study. Excavation has
become the prominent exercise in Archaeology because most past cultural materials are buried in
the ground and hence require proper and careful removal. Archaeologists have developed various
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techniques and strategies of excavation. The course also portrays how archaeologists put together
their field and laboratory finding to reconstruct the would be lost human past ways of life both
synchronically and diachronically.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Aims and Nature of Archaeology
1.1 Definition
1.2 Archaeology as Science
1.3 Archaeology as History
1.4 Archaeology as Anthropology
Topic 2: Archaeological Survey
2.1 Reconnaissance
2.2 Extensive survey
2.3 Intensive survey
2.4 Survey methods
2.5 total record of survey
Topic 3: Archaeological Excavation
3.1 Pre- excavation techniques
3.2 Stratigraphy
3.3 Types of excavation
3.4 Total record excavation
Topic 4: Classification and Interpretation of Archaeological Data
4.1 Cleaning
4.2 Inventory
4.3 Typology
4.4 Comparative analysis
Topic 5: Archaeological Dating
5.1 Calendars
5.2 Relative dating
5.3 Chronometric dating
5.4 Dendrochronolgy
5.5 Geo-magnetic dating
Basic readings
Fagan, B 1997. In the Beginning. New York: Longman
Damey, W 2001. Archaeological Field Methods. Minneapolis; Burgen publishers &co
Feder, K. L 2000. The Past in Perspective: An Introduction to Human Prehistory. California:
Mayfield Publishing Company.
Joukowsky, M. (1980), A complete manual of field archaeology: Tools and techniques of fieldwork for
archaeologists. New Jersey: Prentice-Hall.
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Renfrew, C and P. Bahn (1991), Archaeology: Theory, Method and Practice. London: Thames and
Hudson
AHS 1203: New World Prehistory
Course objectives: The course aims at surveying the major cultural developments and
adaptations from the earliest appearance of humans in America to the time of European contact.
Course Description
The first part of this course reviews the biological, cultural and geological/palaeoenvironmental
evidence for early occupation of America. In the second part, it examines post-Pleistocene
forager adaptations and the evolution of food production and village life. The last part deals with
the emergence of civilizations /complex societies (i.e. development of chiefdoms and state level
societies) in the New World and cultural similarities between the Old and New World.
Course Outline
Topic 1: On studying New World Prehistory
1.1 What is New World Prehistory
1.2 Why study New World Prehistory
1.3 What are the sources of world civilizations (archaeology, oral history, linguistics,
written record)
Topic 2: The First Americans: the Palaeo-Indians
2.1 Biological evidence
2.2 Archaeological and geological evidences
2.3 Subsistence patterns
2.4 Social Organizations
2.5 Settlement patterns
2.6 Ideology
Topic 3: Post- Pleistocene Foragers: The Archaics-Case studies
3.1 Eastern North America
3.2 Western North America
3.3 The Great Basin
3.4 The Plains
3.5 The Arctic and Sub-arctic
3.6 Central and South America
Topic 4: Early Farming Societies in America- Case studies
4.1 Mesoamerica
4.2 The Andes
4.3 South-western North America
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4.4 Eastern North America
4.5 south-western North America
Topic 5: New World Civilizations-Case studies
5.1 Evidences
5.2 Eastern North America (Adena, Hopewell, Mississippian)
5.3 Southwest North America
5.4 Mesoamerica (Olmec, Maya, Inca, Aztec)
5.5 Andean civilization
Topic 6: Old World/New World cultural similarities and differences
6.1 Identification of key cultural traits
6.2 Explanation for cultural similarities and differences
Basic readings
Berger, R. 1978. Thoughts on the first peopling of American and Australia. In Bryan, A. L (ed)
Early Man in America from a circum perspective. Alberta: Archaeological Research
International.
Fagan. B, (1995) People of the Earth. Harper Collins College Publisher
Feder, K. L. 2000. The past in perspective: an introduction to Human Prehistory. California:
Mayfield Publishing Company.
Fiedel, S. J. 1999. Prehistory of the Americas. Cambridge: Cambridge University press.
Jennings, J. D. 1983. Ancient North Americans. New York: W. H. Freeman and Company.
MacNeish, R. S. 1983. The Origins of New World Civilizations. In prehistoric times, Scientific
America. New York: W.H Freeman and Company.
Phillips, J.L and J. A Brown 1983 Archaic Hunters and Gatherers in American Midwest. New
Jersey: Academic Press.
Price, T.D and G.M Feinman 2001. Images of the Past. California: Mayfield Publishing
Company.
Weaver, M.P. 1981. The Aztecs, Maya and their Predecessors. New York: Academic Press.
Wheat, J. b 1983. A Palaeo-Indian Bison Kill. In Scientific American Prehistoric times. New
York: W.H Freeman and Company.
AHS 1110: Field Training in Archaeology
Course Objectives: The main objective of this course is to equip archaeology beginners with
fundamental skills of archaeological survey, excavations and site testing with focus on site mapping,
photographing, site recording assessment as well as artifact processing (cleaning, cataloging and
provenience management).
Course Description
This is a practical course for first year students who would major in Archaeology and Heritage Studies
offered during 3rd semester and lasts for 6 weeks. Students’ assessment is based upon their ability to
comprehend the different skills and apply them while in the field. They will also be graded on their
interest and commitment to archaeology and anthropology as demonstrated through endurance,
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perseverance, attendance and punctuality. Furthermore, ability to manage a camp and skills in handling
and tolerating social differences are important virtues for any field archaeologist or anthropologist. Thus
these virtues will also count in determining students’ performance in the field. During field training
students together with their instructors will camp and go through field experiences at sites like Ntusi,
Bweyorere, Lake Wamala, Chobi sector, Nyero, Bigo Bya Mugenyi, Kinanisi, etc.
Assessment: Comprehension 30%; Field report 50%; Others 20% (Interest and commitment, camp
management and good social relations),
NB Camping gears, an archaeological tool kit, feeding and lecturer’s allowances have to be budgeted for
and well arranged prior to the field school.
Basic Readings
Hall, M. 1996. Archaeology Africa. London: James Currey.
Joukowsky, M. 1980. A Complete manual pf Field Archaeology: Tools and Techniques of Field
work Archaeologists. Englewood Cliffs: Prentice Hall.
Renfrew, C and P. Bahn (1991), Archaeology: Theory, Method and Practice. London: Thames and
Hudson
SECOND YEAR COURSES
AHS 2100: Archaeological Theory and Methods up to 1950
This course has a fourfold objective: first to impart knowledge of how archaeology emerged as part of
classical and ancient philosophy about human antiquity. Second is to illustrate how our value into human
history and antiquity led to the rise of the discipline we today call archaeology. Third is to demonstrate
how archaeology emerged from a practice of looking for treasure, and hence destructive method to a
sober method of studying and preserving the past cultural materials. The fourth objective is to show how
the archaeological theories practiced today evolved from 1800 to 1950. The course traces the
development of archaeological ideas and practice from the remotest known antiquity to about 1950. How
Egyptian record keepers and Greek scholars came to see archaeology as an antiquity. The course goes to
trace late Medieval European interest in antiquity and hence the rise of Renaissance Philosophy, the value
in classical art and ancient civilization and how it triggered off collection of ancient and other prehistoric
objects.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Archaeology as an Idea and Practice
1.1 Mental exercise about human past
1.2 Field practice
Topic 2: The Idea of Archaeology before AD 1400
2.1 Chinese
2.2 Egyptians
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2.3 Greeks/Romans
2.4 Dark Age
Topic 3: Renaissance and Antiquarianism
3.1 Interest in classical art
3.2 Kings/Bishops’ collections
3.3 Earliest commissioned excavations
Topic 4: Factors Leading to the Rise of Archaeology
4.1 Antiquarianism
4.2 Darwinian
4.3 Uniformitarianism
4.4 Social evolution
4.5 Three age system
Topic 5: Development of Archaeological Theory, 1850-1950
5.1 Evolution
5.2 Diffusion
5.3 Historical Particularism
5.4 Neo-evolutionism
5.5 Functionalism
Topic 6: Development of Archaeological Methods and Techniques, 1900-50
6.1 Typology
6.2 Seriation
6.3 Cross-dating
6.4 Stratigraphy
6.5 Excavation
6.6 Survey
6.7 Absolute dating
6.8 Relative dating
Basic readings
Daniel, G. (1983), A short history of archaeology. London: Thames and Hudson.
Willey, G. and J. Fabloff (1980), A history of American archaeology. San Francisco: Freeman Company.
Gibbon, G. (1989), Explanation in archaeology. New York: Basil Blackwell.
Renfrew, C and P. Bahn (1991), Archaeology: Theory, Method and Practice. London: Thames and
Hudson.
Trigger, B 91989). A History of Archaeological Thought. Cambridge: Cambridge University press.
AHS 2101 Anthropological Studies
Course Objectives: the aim of this course is to examine why the four disciplines namely
biological anthropology, archaeology, linguistic anthropology and social anthropology are
considered to be sub disciplines of anthropology and at the same time show why and how they
are considered to be fully-fledged disciplines of their own.
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Course Description
AHS 201 introduces students to anthropology with emphasis on its relationship with the four
anthropology-related disciplines. The course will do that by examining definitions, goals, scopes
and origins of anthropology and comparing them with those of the four sub-disciplines. This
course is pertinent to Archaeology, History, and Sociology students.
Assessment: 30% Course work, 70% Final examination
Course Outline
Topic 1: Origins and Development of Anthropology
1.1 What is anthropology
1.2 The dawn of anthropology
1.3 Anthropology up to 1850
1.4 Anthropology between 1850-1950
1.5 Anthropology from 1950 to the present
Topic 2: Human biology as Anthropology
2.1 What is biological anthropology?
2.2 Origins and development of biological anthropology
2.3 Relationship between biological anthropology and general anthropology
2.4 Relationship between biological anthropology and the other three disciplines.
Topic 3: Archaeology as anthropology
3.1 What is archaeology?
3.2 Origins and development of archaeology
3.3 Relationship between archaeology and general anthropology
3.4 Relationship between archaeology and the other three disciplines
Topic 4: Linguistics as anthropology
4.1 What is linguistic anthropology?
4.2 Origins and development of linguistic anthropology
4.3 Relationship between Linguistic anthropology and general anthropology
4.4 Relationship between linguistic anthropology and the three other sub-disciplines
Topic 5: Sociology as Anthropology
5.1 What is social anthropology?
5.2 Origins and development of social anthropology
5.3 Relationship between social anthropology and general anthropology
5.4 Relationship between social anthropology and the other three sub disciplines
Topic 6: Anthropological Perspectives in the Developed World
6.1 Anthropology from a European viewpoint
6.2 Anthropology from a North American viewpoint
6.3 Anthropology from a Japanese viewpoint
Topic 7: Anthropological Perspectives in the Developing World
7.1 Anthropology from an African viewpoint
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7.2 Anthropology from South American viewpoint
7.3 Anthropology from Oceania and Australian viewpoint
Topic 8: Relevance of Anthropology to the Contemporary World
8.1 Economically
8.2 Socially
8.3 Culturally
8.4 Politically
Basic Readings
Aiello, L. and Dean, C. 1990. Human Evolutionary Anatomy. London: Academic Press
Bickerton, D. 1990. Language and Species. Chicago: University of Chicago Press
Fagan, B 1997. In the Beginning. New York: Longman
Fagan, B 1997b. Archaeology (sixth edition). New York: Longman
Ladefoged, P. 1992. Another view of endangered languages. Languge, 68:809-811
Johanson, D and B. Edgar 1996. From Lucy to Languages. New York: Simon and Schuster
Editions.
Jurmain, R, H. Nelson, Kilgore, L and Trevathan , W. 2000. Essentials of Physical Anthropology
(third edition) Belmont:P Wardsworth Publishing Company.
Mann, E.A and Weiss, M.L. 1975. Human Biology and Behaviour: An Anthropological
Perspective. Boston: Little Brown Company.
Parker, F. 1986. Lingustics for Non-Linguists. Boston: Little Brown Company
Salzmann, Z. 1993. Language, Culture and Society: An Introduction to Linguistic Anthropology.
Oxford: Westview press.
AHS 2102: African Civilizations
Course Objectives: the course is aimed at conveying an appreciation and understanding of
human cultural developments in Africa from about 12000 years to the emergence of ancient
African civilization, during the second millennium AD.
Course Description
AHS 202 reviews prehistoric cultural developments in Africa after the Pleistocene. The course
will critically examine the archaeological, linguistic, and oral historic evidence for cultural
developments and early African civilizations. Emphasis will be placed on understanding causes
for such early civilizations and the relationships of these early civilizations in different parts of
Africa. Also the theories that account for emergence of civilization will be evaluated. The course
is pertinent to Archaeology, History and education students.
Assessment: 30% Course Work; 70% Examination
Course Outline.
Topic 1: Mesolithic Environment and Climates
1.1 Past environments and climates
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1.2 Human responses
Topic 2: The African Mesolithic Cultures
2.1 Definition
2.2 The evidence
2.3 Geographic spatio-temporal distribution
Topic 3: The Evolution of African Food Producing Systems
3.1 Theories on the Origin(s) and spread of food production 1, global perspective
3.2 Theories on origins and spread of food production in 2, African perspectives
3.3 The evidence for early African food production
3.4 Regional approaches to food domestication
Topic 4: African Early Iron Working Societies
4.1 Theories on the origins of iron working technology
4.2 The evidence
4.3 Regional approaches to iron working adaptations
Topic 5: Ancient African Civilizations
5.1 Ancient Egypt and Nubia
5.2 West Africa
5.3 Ethiopia, Southern Sudan and neighbouring areas
5.4 East Coast of Africa
5.5 Great Zimbabwe
Basic Readings.
Chami, F. 1998. A Review of the Swahili Archaeology. African Archaeological Review 15:199218
Clark, D. J (ed) 1982. The Cambridge History of Africa. Vol.1. Cambridge: Cambridge
University Press
Connah, G. 1987. African Civilizations: Pre-colonial Cities and states in Tropical Africa; An
Archaeological Perspective. Cambridge: Cambridge University Press.
Mapunda, B. 1995. An Archaeological view of the History and Variation of Iron Working in
South-western Tanzania. Phd Thesis, University of Florida. Gainesville.
Mehlman, M. 1989. Later Quaternary Archaeological Sequence in Northern Tanzania. Doctoral
Dissertation, University of Illinois. Urbana- Champaign
Phillipson , D.W. 2005. African Archaeology. Cambridge: Cambridge University Press.
Robertshaw, p. 1990. Early Pastoralist of south-western Kenya. British Institute in Eastern
Africa memoir 11, p. 293-302.
AHS 2103: Lithic Analysis in Archaeology
Course objectives: The major goal of this course is to provide students with critical skills in
analyzing, processing and managing archaeological materials and data interpreting or explaining
the past.
Course Description
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The course will address both theoretical and practical aspects of analyzing, processing, and
managing the objects of the past material cultures. In particular, the course will focus on stone
artifact attribute, identification and analysis, classification, technology and raw material analysis,
tool use and ware and implications for archaeological interpretations. The course will provide
both lectures and practical laboratory experiences.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic1: types and Properties of Lithic Raw Materials
1.1 Cryptocrystalline rocks
1.2 Amorphous rocks
1.3 Conchoidal fracture
1.4 Quartz
1.5 Quartzite
1.6 Chert
1.7 Basalt
1.8 Obsidian
1.9 Phonolite, etc
Topic 2: Lithic Technology and Typology
2.1 Flakes, cores, shaped tools, angular waste, manuports, etc.
2.2 Flake termination
2.3 Categories of modification
Topic 3: Techniques of Stone Artifact Manufacture
3.1 Percussion flaking-hard hammer
3.2 Percussion flaking-block on block
3.3 Percussion flaking-bipolar technique
3.3 Percussion flaking-soft hammer
3.5 Percussion flaking-indirect/punch technique
Topic 4: Experimental Replication
4.1 Manufacture of stone artifacts and tools-practical
Topic 5: Lithic Attribute analysis
5.1 Definition of attributes
5.2 Sorting of artifacts into major categories
5.3 Laboratory practical analysis of stone artifacts
Topic 6: Lithic Illustration
6.1 Principles and techniques of drawing artifacts
6.2 Practical drawing of stone artifacts
Topic 7: Data Processing and Entry
7.1 Data processing
7.2 Entering data into a computer
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Topic 8: Statistical Analysis
8.1 Computer data manipulation
8.2 Statistical analysis
Topic 9: Archaeological Interpretations
9.1 Making sense about the prehistoric people
9.2 Making sense about past life ways
Basic readings
Clark, J.D. 1974. Kalambo Falls Prehistoric Site. Cambridge: Cambridge University Press
Feblot, A. 1999. Technology and Terminology of Knapped Stone. Nanterre: Crep
Hellwege, P. 1984. Flint-Knapping: The Art of Making Stone Tools. Canyon Publishing
Company.
Kuhn, S. L. 1995. Mousterian LithicTechnology: An Ecological Perspective. Princeton:
Princeton University Press.
Leakey, M. D. 1971. Olduvai Gorge III. Cambridge: Cambridge University Press
Whitaker, J. C. 1994. Flint-knapping: Making and Understanding Stone Tools. Austin:
University of Texas Press.
AHS 2104: Ceramic Analysis in Archaeology
Course Objectives: This course focuses on the study of pottery technology, manufacture and uses.
Course Description
The course will emphasize both theoretical and practical aspects of analyzing the different techniques of
pottery manufacture and the functional and aesthetic values of pottery in prehistoric times. Emphasis will
be placed on the importance and implications of pottery materials for archaeological interpretations.
Assessment: 30% Course Work; 70% Examination
Course Outline.
Topic 1: The History of Pottery in East Africa
1.1 The earliest pottery industry
1.2 Neolithic
1.3 Iron Age
Topic 2: Process of Pottery Making
2.1 Clay and temper
2.2 Coil method
2.2 Wheel method
2.3 Firing
Topic 3: Pottery Attribute Analysis
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3.1 Surface finish
3.2 Shape
3.3 Technique and decoration
3.4 Decorative motifs
3.4 Glazing/paint
Topic 4: Vessel Reconstruction
4.1 Orifice or maximum diameters
4.2 Shape
4.3 Vessel height
Topic 5: Illustration of a Shard
5.1 Profile
5.2 Decoration
Topic 6: Pottery Traditions
6.1 Typology
6.2 Attribute analysis statistics
Basic readings
Chami, F. 1994. The Tanzanian Coast in the First Millennium AD. Uppsala : Studies in African
Archaeology.
Chami, F. 1998. A Review of Swahili Archaeology. African Archaeological Review 15(3), pp199-218
Huffman, T. 1980. Ceramics Classification and Ceramic entities. African Studies 39(2):123-174
Shepard, A. O. 1980. Ceramics for the Archaeologists. Washington DC. Carnegie Institute Press
Olin, J. S and Frankalin, A. D. 1982. Archaeological Ceramics. Washington DC. Smithsonian Institute
Press.
Phillipson, D. W. 1985. African Archaeology. Cambridge: Cambridge University Press
Soper, 1985. Roulette Decoration on African Pottery: Technical Consideration, Dating, and Distributions.
African Archaeological Review 3, pp. 29-51.
AHS 2105: Primatology
Course objectives: The course aims at giving an overview of order primates. It will involve comparative
anatomy and behaviour within different groups.
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Course Description
The comparative approach will help to elucidate the significance of physiological and behavioural
systems as adaptive responses to various selective pressures throughout the course of evolution in order to
identify components that have shaped primate evolution. The point of departure must be a systematic
comparison between human and our closest living representatives, the almost 190 species of non human
primates (prosimians, monkeys and apes). The course will deal with the description of physical
characteristics that define the order primates, and will introduce some methods of comparing living
primates through genetic data and their skeletons. Emphasis will be put on various behavioural features
that characterize non-human primates. To facilitate students understanding, teaching aids will be
employed such as documentaries, films, slides, diagrams and material objects in form of casts. This is a
pertinent course for archaeology, zoology and B.Sc education majors.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: The Order Primates and Primate Adaptations
1.1
1.2
1.3
1.4
1.5
Primates as mammals
Characteristics of primates
The arboreal adaptation
Primate adaptation
Habitats, diet, teeth, locomotion
Topic 2: The Early Primates
2.1 Fossil evidence
2.2 Taxonomy
2.3 Distribution
Topic 3: Extant Primates
3.1 Taxonomy and distribution
3.2 Chromosomes, proteins, and DNA
3.3 Reproduction and reproductive strategies
Topic 4: Primate Behaviour and Socio- ecology/Socio-biology
4.1 What is primate behaviour?
4.2 Evolutionary ecology: current constraints
4.3 Dominance
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4.4 Communication
4.5 Aggressive and affiliative interactions
Topic 5: Primate Case Studies
5.1 Chimpanzee
5.2 Gorilla
5.3 Orangutan
5.4 Others
Topic 6: The Primate Continuum
6.1 Primates in biomedical research
6.2 Issues in primate conservation
6.3 Ethics and concerns in primate studies
Basic readings
Bramblett, C. A. 1994. Patterns of primate Behaviour 2nd ed. Prospect Heights: Waveland Press.
Goodall Jane. 1986. The Chimpanzee of Gombe. Cambridge: The Belknap Press
Fleagle, J1998. Primate Adaptation and evolution. New York; Academic Press.
Jolly, A. 1985. The evolution of primate behaviour, 2nd ed. New York; Macmillan.
Kano, T. 1992. The last Ape. Pygmy Chimpanzee Behaviour and Ecology. Standford: Standford
University Press.
McGrew, W. C. 1992. Chimpanzee Material Culture. Cambridge: Cambridge University Press
Napier, J. R. And Napier, P.H. 1985.the Natural history of Primates. Cambridge: MIT Press.
Quiatt, D and Vernon, R. 1993. Primate Behaviour information, Social Knowledge and the Evolution of
Culture. Cambridge: Cambridge University Press.
Smutts, B.B et al (eds). 1987. Primate societies. Chicago: University of Chicago Press.
AHS 2206: Human Evolution
Course Objectives: This course is aimed at conveying an appreciation and understanding of
human biological and cultural evolution by identifying the roots of human distinctiveness and the
evolutionary selective pressures responsible for the emergence of these traits.
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Course Description
AHS 206 will introduce students to the study of human evolution-palaeoanthropology, a branch
of anthropology that seeks to understand human uniqueness by studying the human past using
scientific methods. The course will critically examine the hominid fossil and cultural evidence.
Emphasis will be put on reconstruction of human behaviour from archaeological and anatomical
evidence and on evaluating how scientific theories about human evolution have been built, piece
by piece from a variety of sources. The time range covered in this course is from 7 million to
12,000 years ago . The course will be accompanied by periodic excursions to the national
museum to examine actual hominid cultural specimens. It is an appropriate course for
archaeology, history, and anthropology majors.
Assessment: 30% Course Work; 70% Examination
Course outline
Topic 1: Who are we and what is Our Place in Nature?
1.1 humanity defined (bipedalism, Large brain size, teeth, culture)
1.2 Classification of humankind
Topic 2: Plio-Pleistocene Hominids (5-1 million years ago)
2.1 Climate and hominid evolution
2.2 Sahelanhtropus
2.3 Genus orrorin
2.4 Genus Australopithecus: Adaptive radiation
2.5 Genus kenyanthropus
2.6 Genus Ardipithecus
2.7 Genus Homo: Adaptive radiation of early Homo
Topic 3: Early Tool Use and Manufacture (2.5 million-500K years ago)
3.1 Culture-history: terminology and nomenclature
3.2 Stone tool industrial complexes: Oldowan and Acheulian
3.3 Which hominid species made the early stone tools?
3.4 Raw material procurement
3.5 Techno-typological continuity and change.
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Topic 4: inferred Early Hominid Behaviours and Activities
4.1 Osteodontekeratic culture
4.2 Home base/central place model
4.3 Meat eating: hunting versus scavenging
4.4 Food sharing and division of labour
4.5 Use and control of fire
4.6 Language capabilities
Topic 5: Archaic Homo and Peopling of the World ( 500,000-12K years ago)
5.1 Origins and dispersal of anatomically modern humans
5.2 Subsistence and symbolic behaviour and land use patterns
5.3 Evolution and artistic capabilities
5.4 Language capabilities
5.5 Symbolic behaviours: stylized burials, rock art, bodily adornment, etc
Topic 6: MSA and LSA Tool Use and Manufacture
6.1 Culture-history: terminology and nomenclature
6.2 Stone tool industrial complexes: Oldowan and Acheulian
6.3 Raw material procurement
6.4 Techno-typological continuity and change and LSA Tool Use and Manufacture
Basic readings
Boyd, R and J. Silk. 1997. How Humans Evolved. WW Norton and CO
Jones, S et al. 1992. The Cambridge Encyclopedia of Human Evolution. Cambridge: Cambridge
University Press
Klein,R G. 1999. The human Career: Human Biological and Cultural Origins, 2nd ed. Chicago:
The University of Chicago Press.
Leakey, M. D. 1971. Olduvai Gorge III. Cambridge: Cambridge University Press
Leakey, M. G et al. 1995. New Four Million Year Hominid Species from Kanapoi and ALlia
Bay, Kenya. Nature vol376: 565-571
Lewin , R. 1998. Principles of Human Evolution. Blackwell Sciences Inc
Tobias, P. V et al 2001 Humanity from African Naissance to Coming Millenia: Italy: Firenze
University Press.
25
AHS 2207: Advanced Theories and Approaches in Archaeology since 1950 to
date
Course Objectives: This course aims at equipping students with recent and current theoretical
and practical approaches in archaeology.
Course Description
The course focuses on recent and current approaches influencing the thinking and practices of
archaeology in the world. Currently, such approaches include Ethnoarchaeology, landscape
archaeology, nautical archaeology, archaeological GIS, Public archaeology, developmental
archaeology and engendered archaeology.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: General Background
1.1 How approaches originate
1.2 Development and termination
Topic 2: Ethnoarchaeology
2.1 Definition
2.2 Historical Development of the concept
2.3 Application in Archaeology: strengths and weaknesses
Topic3: Landscape Archaeology
3.1 Definition
3.2 Historical Development of the concept
3.3 Application in Archaeology: strengths and weaknesses
Topic 4: Archaeology and GIS
4.1 Definition
4.2 Historical Development of the concept
4.3 Application in Archaeology: strengths and weaknesses
Topic 5: Public Archaeology
5.1 Definition
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5.2 Historical Development of the concept
5.3 Application in Archaeology: strengths and weaknesses
Topic 6: Developmental Archaeology
6.1 Definition
6.2 Historical Development of the concept
6.3 Application in Archaeology: strengths and weaknesses
Topic 7: Nautical Archaeology
7.1 Definition
7.2 Historical Development of the concept
7.3 Application in Archaeology: strengths and weaknesses
Topic 8: Engendered Archaeology
8.1 Definition
8.2 Historical Development of the concept
8.3 Application in Archaeology: strengths and weaknesses
Basic Readings
Cameron, E and T. Steve(eds) 1993. Abandonment of Settlements and Regions: Ethno
archaeological and Archaeological Approaches. Cambridge: Cambridge University Press
Conkey, M. and J, Gero 1996. Archaeology and Gender. Annual Review of Anthropology 24
Gero, J and M. Conkey (eds) 1991. Engendering archaeology: Women and Prehistory. Oxford:
Blackwell.
Gibbs, L. 1987. Identifying gender representation in the archaeological record: a contextual
study, In the archaeology of contextual meanings. Edited by Ian Hodder. Cambridge:
Cambridge University Press
Hammarsley, M. 1992. What’s wrong with Ethnoarchaeology: Methodological exploration?
London: Routlledge
Herbert, E. 1993. Iron, Gender, and Power. Bloomington: Indiana University Press.
AHS 2208: Metal Analysis in Archaeology
27
Course objectives: The course teaches students about the place of metallurgy in human culture
and how to analyze metallurgical remains found in archaeology.
Course Description
Students will learn how different metals (Fe, Au, Cu and Pb) and alloys (bronze, brass, and
carbon steel) are processed, how to recognize the material remains of different processes in the
field, how to conduct qualitative and quantitative analyses in the laboratory and how to interpret
results.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Introduction
1.1 Nomenclature
1.2 Metals and alloys
Topic 2: Origins of Metal Age
2.1 Hypothesis and evidence
2.2 Metal ages
Topic 3: The Process of Iron production
3.1 Accessories and raw materials
3.2 Types of iron technologies
3.3 Chemistry and Physics of Iron working
3.4 Products of iron working
Topic 4: Processing Iron and Steel Materials (Forging0
4.1 Cold processing
4.2 Hot processing
Topic 5: Preservation of Metals
5.1 Preservation on surface
5.2 Preservation underground
5.3 Preservation underwater
Topic 6: Techniques of Metal Analysis
6.1 Physical/attribute analysis
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6.2 Elemental analysis
6.3 Chemical analysis
6.4 Metallographic analysis
Topic 7: Attribute Analysis
7.1 Ore
7.2 Slag
7.3 Furnace walls
7.4 Tuyeres
7.5 Charcoal
7.6. Metal Objects
Basic Readings
Askeland, D.1989. The Science and Engineering of Materials. Boston: PWS-Kent Publishing
Company
Mapunda, B. 1995. An Archaeological view of the History and Variation of Iron Working in
South-western Tanzania. Phd Thesis, University of Florida. Gainesville.
Schmidt, P. 1997. Iron Technology in East Africa: Symbolism, science and archaeology.
Bloomington: Indiana University Press
AHS 2209 Human Adaptations, Variations and Growth
Course objectives: The course aims understanding the genetic, environmental , physiological
and cultural factors that influence human adaptations, variations and growth.
Course Description
AHS 209 focuses on biological and environmental basis of contemporary human adaptations,
variations, growth, population differences, distributions and history. In particular the course will
1) Explore the major environmental factors and how they are perceived by human body,
physiological and micro and macro-anatomical responses; 2) Examine human differences and
similarities; 3) Provide an overview of human physical growth and development. It is a pertinent
course for students from different disciplines.
Assessment: 30% Course Work; 70% Examination
29
Course Outline
Topic 1; Human Variations
1.1 Historical view of human diversity
1.2 General features of human diversity
1.3 The race concept and racism
1.4 Intelligence
1.5 Contemporary interpretation of human population diversity
Topic 2: adaptive Significance of Human variation
2.1 Solar radiation, vitamin D and skin colour
2.2 High altitudes
2.3 Nutritional Stress
2.4 Infectious diseases
Topic 3: Human Growth and Development
3.1 Fundamentals of growth and development
3.2 Factors influencing growth and development (nutrition, genetic, hormones,
environment etc)
3.3 the human life cycle (conception and pregnancy, birth infancy childhood adolescence,
adulthood and aging)
Basic readings
Boyd, R and J. Silk. 1997. How Humans Evolved. WW Norton and CO
Harrison, A.G. et al. 1988. Human biology: An Introduction to human evolution, variation,
growth and adaptability. Oxford: Oxford University Press]
Jurmain, R.H et al . 2000. Introduction to Physical Anthropology. California: Wadsworth
Klein, R. G. 1991. The Human career; Human biological and cultural origins. 2nd ed. Chicago;
Chicago University Press
Malina, R. M and C Bouchard 1999 Growth, maturation and physical activities. Champaign:
Human Kinetics Books.
30
AHS 2210: Faunal Analysis in Archaeology
Course objectives: The course is designed to teach students the basics skills necessary to
identify and analyze remains of animal recovered from archaeological excavations.
Course Description
Emphasis will be put on laboratory work with actual archaeological collection and testing
hypotheses about prehistoric human adaptive behavior. Thus the course will encompass such
issues as identification of animal bones, teeth and other faunal remains from archaeological
contexts. Data management on faunal remains will be carried out such as quantification
minimum numbers of individuals a s well as skeletal elements, bone modification and their
implications for palaeoanthropological interpretations.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Introducing the Animals’ Skeletons
1.1 Why study bones
1.2 The term skeleton
1.3 Parts of skeleton
1.4 Classes of bones
Topic 2; Structure of Bones
2.1 Bone composition
2.2 Chemical composition of bones
Topic3: Development and Growth of Bones
3.1 Developmental types of bone
3.2 Bone growth
3.3 Bone maturation
Topic 4: Basic Terms and Orientations of body
4.1 Planes of reference
4.2 directional terms
Topic 5; Care and Treatment of Bone
5.1 Discovery, excavation and recovery
5.2 Sorting an Preparation
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5.3 Preservation and restoration
5.4 Curation
Topic 6: Measurement of Bones
6.1 Analysis
6.2 Age estimation
6.3 bone modification
6.4 Minimum numbers of individuals (MNIs)
6.5 Minimum number of skeletal elements (MNEs)
Topic 7: THE Skull or Cranium
7.1 Handling the skull
7.2 Cranial anatomy
Topic 8: Teeth
8.1 Incisors
8.2 Canines
8.3 Premolars
8.4 Molars
Topic 9; Post-cranial Skeleton
9.1 Vertebral column
9.2 Ribs
9.3 Scapulae
9.4 Pelvic Girdle
9.5 Appendages
Topic 10; Human adaptive Behaviours
10.1 Human subsistence strategies
Topic 11: Data Management
11.1 Minimum Number of Individuals (MNIs)
11.2 Minimum Number of Elements (MNEs)
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11.3 Minimum Number of Animal Units(MNUs)
11.4 Identification of surfaces bone modification
11.5 Quantification of surface bone modification
Basic readings
Behrensmeyer, A.K 1978. Taphonomic and ecological information from bone weathering.
Paleaobiology 4:150-162
Binford, L. R. 1981. Bones: Ancient men and modern myths. New York: Academic press
Lyman, R. L. 1994. Vertebrate Taphonomy. Cambridge: Cambridge University Press
Olsen, S.L. and Shipman, P. 1988. Surface Modification on bone trampling versus butchery.
Journal of archaeological Science. 15; 535-553
Potts, R and Shipman, P. 1981. Cut marks made by stone tools on bones from Olduvai Gorge,
Tanzania. Nature 291: 577-580
Walker, R. 1985. A Guide to post-cranial bones of eats African Animals. Norwich: Hylochuerus
Press.
ENV 2213: Principles of Geographical Information System (Geography
Department)
AHS 2320: Field Attachment
Course Objectives: The main objective of this course is to equip archaeology majors with fundamental
skills of archaeological survey, excavations and site testing with focus on site mapping, photographing,
site recording assessment as well as artifact processing (cleaning, cataloging and provenience
management).
Course Description
This is a practical course for second year students who would major in Archaeology and Heritage Studies
offered during 3rd semester and lasts for 6 weeks. Students’ assessment is based upon their ability to
comprehend the different skills and apply them while in the field. They will also be graded on their
interest and commitment to archaeology and anthropology as demonstrated through endurance,
perseverance, attendance and punctuality. Furthermore, ability to manage a camp and skills in handling
and tolerating social differences are important virtues for any field archaeologist or anthropologist. Thus
these virtues will also count in determining students’ performance in the field.
Delivery: 6 weeks
Assessment: Comprehension, 30%; Field Report 50%
Others 20% (Interest and Commitment, Camp Management and Good Social Relations)
33
Basic Readings
Hall, M. 1996. Archaeology Africa. London: James Currey.
Joukowsky, M. 1980. A Complete manual pf Field Archaeology: Tools and Techniques of Field
work Archaeologists. Englewood Cliffs: Prentice Hall.
Renfrew, C and P. Bahn (1991), Archaeology: Theory, Method and Practice. London: Thames and
Hudson
THIRD YEAR COURSES
AHS 3100: Cultural Heritage Studies
Course Objectives: This course aims at enabling students to 1) become familiar with the basic concepts,
principles and problems of cultural resource management; 2) develop an awareness and sensitivity for
cultural heritage resources; 3) develop an understanding of public policy and heritage legislation; 4)
become familiar with techniques that are available to develop and manage cultural resources.
Course Description
The course focuses on the practices of cultural heritage management (CHM). It will equip students in any
appropriate discipline (not necessarily archaeology) with a professional qualification suitable for jobs in
collection management, site maintenance and development, heritage education and interpretation in
organizations such as Museums, heritage agencies, national parks and private practice. Typical discipline
backgrounds include history, prehistory, archaeology, art history, architecture, and geography.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Principles of CHM
1.1 What is Cultural Heritage and Cultural Heritage Management?
1.2 Value and significance of cultural resources.
Topic 2: The practice of CHM
2.1 Philosophical issues
2.2 Theoretical issues
2.3 Methodological issues
2.4 Ethical issues
2.5 Problems of looting, vandalism, and antiquities trade
Topic 3: The politics and legislative frameworks for CHM-case studies
3.1 The USA
3.2 Europe
3.3 Australia
34
3.4 Japan
3.5 Africa with emphasis on Uganda
Topic 4: International perspectives on Cultural Heritage Studies
4.1 Role of government agencies
4.2 Role of NGOs
4.3 Role of international agencies (IMF, World Bank, UNESCO)
Topic 5: Cultural Heritage Tourism
5.1 Potential for economy
5.2 Politics
5.3 Adverse effects
Topic 6: Heritage in East Africa
6.1 Heritage in Kenya
6.2 Heritage in Tanzania
6.3 Heritage in Uganda
Basic readings
Davison, G and C. McConville (ed) (1991), Heritage: a handbook. Allen and Unwin
King, T.F (1998), Cultural Resource Laws and Practice: An introductory guide. Walnut Creek: Altamira
press
Kerber, J. E (ed) (1994), Cultural resource management. Westport: Bergin and Gavey
Mabulla, A.Z.P (2000), strategy for cultural heritage management in Africa: A case study. African
Archaeological Review18 (4)
Mabulla, A.Z.P (1996), Tanzania’s endangered heritage: A call for a protection programme. African
archaeological review13 (3): 197-214. Mapunda, B and P. Msemwa (eds) (2005) Salvaging Tanzania’s
Cultural Heritage. Dar es Salaam: Dar es Salaam University Press.
Mapunda, B and P. Msemwa (eds) (2005) Salvaging Tanzania’s Cultural Heritage. Dar es Salaam: Dar
es Salaam University Press
Schmidt, P. (1996), Plundering Africa’s past. Bloomington: Indiana University Press
Sullivan, S and M, Pearson (1997), Cultural Heritage Management in Australia. Melbourne University
Press.
Uganda Journal
AHS 3101: Research Methods in Archaeology
Course objectives: The aim of this course is to teach students about the basic methods of
designing and implementing a scientific research in archaeology and anthropology.
Course Description
Training in archaeology appropriately emphasizes mastery of techniques and theories essential
elements of any original research. Within the social sciences, archaeology employs earth science,
35
biological and social science techniques necessitating her own research method course. The
course will focus on issues that are often neglected in the formal training of scientists, such as
how to plan a study adequately, secure research funds effectively, and present results (written
and oral) clearly and interestingly. Students will learn, for example, how to formulate problems
and to select relevant methods required for data collection, analysis and construction.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Scientific Epistemology
1.1 Science as a process and product
1.2 Deduction and prediction
1.3 Induction an model
1.4 Models: hypothesis, theory, law
1.5 Role of the individual researcher
Topic 2: Planning research
2.2 Finding a problem
2.2 Formulating a hypothesis/model
2.3 Devising testable predictions
2.4 Implementing the Plan
Topic 3: How to Write a Research Proposal
3.1 Significance of a title
3.2 Identifying objectives
3.3 Literature review
3.4 Defining a theoretical framework
3.5 Hypothesis and prediction
3.6 Methods
3.7 Significance
3.8 Conclusion
3.9 References
3.10 Budget and budget justification
3.11 Appendix
36
3.12 Table of contents
Topic 4: How to Write a Research Report
4.1 Front matter (title page and abstract)
4.2 Body of report (introduction, methods, results, discussion)
4.3 End matter (acknowledgement and appendices)
4.4 References
4.5 tables and figures
4.6 Submission and review
Topic 5: How to present Research
5.1 Research seminars (content and organization, Practice, style, delivery, ending the
talk, questions and answer time)
5.2
5.2 Audio-visual aids
5.3 Talks at scientific meetings
5.4 Posters at scientific meetings
Basic readings
Bernard, H. R 1995. Research Methods in Anthropology: Qualitative and Quantitative
Approaches. London: Altamira Press.
Denzin, N.K and Y.S. Lincoln (eds) 1994. Handbook of Qualitative Research. London: SAGE
Publications.
Fink, A 1995a. How to Analyze Survey Data. London: SAGE Publications.
_____ 1995b. How to Report on Surveys. London: SAGE Publications.
Hailman, J. P. and Karen, B. S. 1997. Planning, Proposing, and Presenting Science Effectively.
Cambridge: Cambridge University Press.
Kothari, C.R. 2005. Research Methodology: Methods and Techniques. New Delhi: Wiley
Eastern.
AHS 3102: Human Osteology and Osteometry
Course Objectives: the main goal of this course is to present basic skills in human Osteology
and Osteometry that will allow students to identify skeletal material by element.
37
Course Description
The course emphasize on dynamic nature of bone by integrating anatomy with a discussion of
bone physiology within the content of human life. Techniques for estimating age at death, stature
and sex will be employed. Measurements of human skeletal remains for comparative purposes
will be emphasized.
Assessment: 30% Course Work; 70% Examination
Course outline
Topic 1: Introduction
1.1 Why study bones?
Topic 2: Bone Biology
2.1 Variation, bones as elements of the musculoskeletal system
2.2 Gross anatomy, molecular structure of bone, histology and metabolism of bone, bone
growth and repair
Topic 3: Anatomical terminology
3.1 Planes of references
3.2 Directional terms
3.3 Motions of the body
3.4 General bone features
Topic 4: The skull
4.1 Bones of cranial vault
4.2 Bones of the face
4.3 Bones of the eye orbit
4.4 Bones of the palate and nose
4.5 Bones of the ear
4.6 Miscellaneous bones
Topic 5: Post-cranial Skeleton
5.1 Vertebral column
5.2. Sternum
5.3 Scapula
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5.4 Clavicle
5.5 Ribs
5.6 Humerus
5.7 Radius
5.8 Ulna
5.9 Hand
5.10 Hipbones
5.11 Femur
5.12 Patella
5.13 Patella
5.14 Tibia
5.15 Foot
Topic 6: human Dentition
6.1 Incisors
6.2 Canines
6.3 Premolars
6.4 Molars
Topic 7: Recovery, preparation and curation of skeletal remains
7.1 Discovery, excavation and retrieval
7.2 Transport
7.3 Sorting
7.4 Preparation
7.5 Preservation
7.5 Restoration
7.6 Moulding and casting
7.7 Curation
7.8 Analysis
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Topic 8: Analysis of skeletal remains
8.1 Analysis
8.2 Photography
8.3 Radiography
Topic 9: Assessment of Age, sex, stature and ancestry
9.1 Estimation of age
9.2 Determination of sex
9.3 Estimation of stature
9.4 Estimation of ancestry
Topic 10: Forensic case study
10.1 Investigation
10.2 Inventory
10.3 Identification
Topic 11: Ethics in Osteology
11.1 Ethics in Osteology
11.1 Ethics in archeological Osteology
Basic readings
Bass, W. M 1971. Human osteology: A laboratory and field manual of human skeleton.
Missouri: The Missouri archaeological Society
Lyman, R. L. 1994. Vertebrate Taphonomy. Cambridge: Cambridge University Press
Potts, R and Shipman, P. 1981. Cut marks made by stone tools on bones from Olduvai Gorge,
Tanzania. Nature 291: 577-580
Steele, D. G and Bramblett, CA. 1988. The anatomy and biology of the human skeleton. Texas:
A & M University Press
Walker, R. 1985. A Guide to post-cranial bones of eats African Animals. Norwich: Hylochuerus
Press.
White, T.D. 1991. Human Osteology. San Diego: California Academic Press Inc
HIS 3101: The History of Uganda (in History Department)
AHS 3103: Architectural Studies in Archaeology
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Objectives: The course aims at providing students with skills of identifying, analyzing and
explaining architectural and engineering structures and features which are found in
archaeological record. It will also address the origin and development of such structures as well
as their significance in human culture.
Course Description
The course is recommended for students majoring in archaeology, civil engineering, urban
planning and architecture. It covers identifying and analyzing of architectural and engineering
works, burial structures and buildings.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic.1: what are Architectural and Engineering Structures and Features
1.1 Identification of architectural and engineering features in the landscape and
subsurface
Aerial Photography
Resistivity and magnetometer surveys
Satellite remote sensing
Ground penetrating radar
1.2 Agricultural: Field systems and irrigation structures
Defensive/Military
Burial Structures
Buildings and related Structures,
Engineering structures (roads, canals, bridges)
Topic 2: Materials and construction technology
2.1 Organic and Inorganic materials
2.2 Roofing materials
2.3 Wood and Timber
2.4 Adobe
2.5Brick and masonry
2.6 Preservation in Archaeological record
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Topic 3: Case Studies
3.1 Africa
The Zimbabwe complexes
Swahili Architecture
Engaruka and Nyanga complexes
Bigo Earthworks
Built Heritage structures in Ethiopia and Sudan
Burial structures in Egypt
3.2 Europe
Agricultural field systems
Burial structures (Megalithic tombs)
Stonehenge
Fortifications (Earthworks, ditches and ramparts)
3.3 The Americas
Adobe structures-Pueblo
Maya and Aztecs
Civil structures
Palaces and other buildings
Basic readings
Chittick, N. 1974. Kilwa: An Islamic trading city of the East African coast. Vol 1. London: BIEA
Fallen, WJ. Et al. 1983 Coba: A classic Maya Metropolis. Academic Press
Jenings, J. D. 1968. Prehistory of North America. McGraw-Hill Book Co.
Kirkman, J 1964. Men and Monuments of the East African coast. London: Butterworth
Soper, R. 1996. The Nyanga: Prehistoric Settlements in Southern Rhodesia. Cambridge:
Cambridge University Press
Sutton, J. 1998. “Archaeological sites of east Africa: Four Studies; Engaruka, Ntusi-Bigo, Hyrax
hill and Kilwa” Azania xxxiii
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AHS 3104: People and Cultures of Africa
Objectives: The am of this course is to introduce students to the concept of culture and how it
can be understood from different peoples of Africa.
Course description
The African continent has varied people and cultural traditions. The north has Arabs, the Sahel
and Nilo-Saharan stock of people. The horn of Africa has Cushites and the rest of Africa is made
of myriad of agriculturalists, pastoralists, and foragers ranging from the Bantu speakers to
Khoisan speakers. The course focuses on selected groups of people from different parts of Africa
in order to understand their nature, cultural set-up and identity. It is appropriate course for
students in all disciplines.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic1: The concept of culture
1.1 What is culture
1.2 Socially transmitted and behavioural patterns
1.3 Cultural knowledge (norms and values)
1.4 Collective understandings
1.5 World views
1.6 Biology and culture
Topic 2: The peopling of Africa: Regional Unfolding
2.1 Northern Africa
2.2 Ethiopia and the Horn
2.3 Western Africa
2.4 Central Africa
2.5 Eastern Africa
2.6 Southern Africa
Basic readings
Lee, R. B. 1979. The Kung San. Cambridge: Cambridge University Press
Lee, R. B. and I. De Vore (eds) 1973. Kalahari Hunters and Gatherers. Cambridge: Cambridge
University Press
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Maylaw, P. 1986. A History of the African People of South Africa. London: Croon Helm.
Mazrui, A. A. 1986. The African: A Triple Heritage. Boston; Little Brown & Company
Skinner, E. P (ed) 1973) Peoples and cultures of Africa. New York: Natural History Press
AHS 3205: Archaeological Methodology
Objectives: The course intends to show how archaeology as a discipline has evolved strategies
and methods to move from unknown to known.
Course Description
This course is an advance of the previous AHS 102 (Principles and practices in archaeology). It
critically examines the nature of archaeology an academic discipline. Scholars have viewed
archaeology as either a hard science or a humanistic discipline. Scientific methodology is
examined In relation to the nature of archaeological evidence. Processes that have been
responsible for the formation of archaeological evidence are also examined in relation to the
method and strategies of survey, excavation and chronometer dating.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: The Nature f archaeological discipline
1.1 Archaeology as archaeology
1.2 Archaeology as history
1.3 Archaeology as anthropology
Topic 2: Scientific methodology
2.1 Cycle of science
2.2 Positivism
2.3 Realism
2.4 Conventionalism
Topic3: The nature of archaeological evidence
3.1 Features/artifacts/ecofacts
3.2 Matrix
3.3 Provenience
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3.4 Association
Topic 4: Site Formation process
4.1 Cultural (c-transforms)
4.2 Natural (n-transforms)
4.3 Darts/Brain /Binford/Potts debate
Topic 5: strategies and methods of archaeology
5.1 Modeling
5.2 Surveys and Excavations
5.3 Chronologies
5.4 Affinities
Basic readings
DeGroot, A. 1969. Methodology. The Hague: Monton & CO.
Kothari, C.R. 2005. Research Methodology: Methods and Techniques. New Delhi: Wiley
Eastern.
Kuhn, T 1970. The Structure of Scientific Revolution. Chicago: University of Chicago Press
Renfrew, G and P. Bahn (2000), Archaeology: Theory, Method and Practice. London: Thames and
Hudson
Shanks, M and C. Tilley. 1987. Social Theory and Archaeology. Oxford: Basil Blackwell.
Watson, P. 1984. Archaeological explanation: The Scientific method in archaeology. New York:
Columbia University Press
AHS 3206: Heritage Conservation and Museum Studies
Objectives: The main objective of this course is to give an overview of conservation, the museum
profession and institution. AHS 306 is an introduction to the principles and practices of conservation and
museum work. Emphasis is on the five functions of museums and conservators; Acquisition,
conservation/curation, research, exhibition, and interpretation. This course will be accompanied by
periodic excursions to the Uganda Museum and other Cultural resource centers. Although the course is
not restricted to students seeking careers in museum, it does serve as the first step in the training needed
by aspiring museum and conservation professionals.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Development of Conservation and Museum Studies
1.1 Science or just practical museum work?
Topic 2: History and Philosophy of museums
2.1 History of conservation and museums
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2.2 Types of museums
2.3 Roles of museums (past, present, and future)
2.4 Professional standards and ethics
Topic 3: Functions of Museums
3.1 Acquisition
3.2 Conservation/curation
3.3 Research
3.4 Exhibition
3.5 Interpretation
Topic 4: Museum as an Institution
4.1 Administrative structure and function
4.2 Infrastructure
Topic 5: Heritage Conservation and Museum work in East Africa
1.7 Kenya
1.8 Tanzania
1.9 Uganda
Basic readings
Lambert, D (1989), Conserving Australian rock arts: A manual for site managers. Canberra: Aboriginal
Studies Press.
Laster, J. (1981), A code of ethics for curators. Washington: American Association of Museums.
Mtambo, P (1941), The founding of King George V memorial Museum, Dar es Salaam, East Africa.
Tanganyika notes and records 12:20-22.
Msemwa, P. (2005), Community’s Perception of Heritage Resources: Conflicting interests. In B.B.B
Mapunda and P. Msemwa (eds) Salvaging Tanzania’s cultural Heritage. Pp 2229-235. Dar es Salaam:
Dar es Salaam University Press.
Mturi, A.A. (1975), Protection, preservation and development of Tanzania’s heritage. Tanzania Notes and
Records, 76:93-100.
Pearce, S. (1992), Museums, Objects and collections: A cultural study. Leicester: Leicester University
Press.
AHS 3207: Cultural Heritage and Development
Objectives: The course aims at equipping students with values attached to cultural resources, it
goes further to create an awareness of the existing conflict between culture and development.
Course Description
This course is pertinent to students majoring in Archaeology and Heritage studies and
Development studies. It entails a critical analysis of major development projects in the both
developed and developing countries. It also examines various ways through which Heritage
resources can be reconciled with development projects to achieve sustainable development. AHS
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306 also introduces various mitigation measures that can employed to avoid total destruction of
sites in favour of development.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic1: The Concept of Development
1.1 Definition
1.2 Indicators of development
1.3 Heritage for Development
Topic 2: Local Development Theory
2.1 Rural Development
2.2 Heritage site Management
2.3 Intellectual Property
2.4 Cultural Heritage and education
2.5. Valorization of Heritage
Topic 3: UNESCO
3.1 History of the Organization
3.2 Declarations
3.3 Recommendations
3.4 Conventions
Topic 4: World Heritage Sites
4.1 Yardstick for nominating world Heritage sites.
4.2 Benefits of world Heritage Sites to the surrounding populace
4.3 Types of sites
Topic 5: Cultural Districts
5.1 Industrial Cultural Districts
5.2 Open museum Cultural Districts
5.3 Institutional Cultural Districts
5.4 Metropolitan Cultural Districts
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5.5 Clustering and Cluster Theory
5.6 Idiosyncratic Knowledge
Basic Readings
Canibano, L., Garcia. A. 1999, The value relevance and managerial implications of intangibles: a
literature review, in Grojer, J.E. and Stolowy, H. (Eds), Classification of Intangibles, Groupe HEC, Jouyen-Josas, pp. 78-126.
Hopwood, A. G. 1987, The archaeology of accounting systems. Accounting, Organizations and Society,
12(3), 207–234.
Kotler, N. and Kotler, P. 1998, Museum strategy and marketing., Jossey – Bass Inc. Publishers.
Lev, B. 2001, Intangibles. Management, Measurement and Reporting, The Brookings Institution,
Washington, DC.
European Cultural Tourism Network. 2005. Cardiff Declaration on Cultural Tourism, ECTN.
ICOM. 2000. Proposal for a Charter of Principles for Museums and Cultural Heritage, ICOM.
National Trust for Historic Preservation. 2005. Cultural Heritage Tourism Fact Sheet
AHS 3208: Basics in Archaeology
Course Objectives: This course aims at providing basic and general archaeological knowledge
to students who do not major in archaeology but need archaeological know-how in their
respective fields of specialization. Such fields include history, sociology, geography, zoology,
botany, linguistics, anthropology etc.
Course Description
This is a specially designed course meant to offer service to disciplines which have some
relationship with archaeology. Students will be introduced to a selection of topics to enhance the
grasp of their fields of specialization. Students majoring in archaeology cannot take this course
for credit (can only audit) because they would have acquired an in depth coverage of the various
topics in other courses.
Assessment: 30% Course Work; 70% Examination
Course Outline
Topic 1: Introduction
1.1 Definition of Archaeology
1.2 Role of archaeology
1.3 Scope of archaeology
Topic 2: Archaeology and related Disciplines
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2.1 Archaeology and History
2.2 Archaeology and Anthropology
2.3 Archaeology and Sociology
2.4 Archaeology and Art
2.4 Archaeology and Zoology/Botany
2.5 Archaeology and Geography/Geology
Topic 3: Archaeological Methods
3.1 Written documents
3.2 Oral tradition
3.3 Archaeological Survey
3.4 Archaeological excavation
3.5 Common dating techniques
Topic 4: Archaeological Theories
4.1 Formative days
4.2 Pre-Processualism
4.3 Post- Processualism
Topic 5: Basics of Human Evolution
5.1 Primates
5.2. Ape-like human
5.3 Early humans
5.4 Modern humans
Topic 6: Basics of Cultural Evolution
6.1 Oldowan Industrial complex
6.2 Acheulian industrial complex
6.3 MSA
6.4 LSA
6.5 Neolithic and Domestication
6.6 Metal Age
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Topic 7: Archaeology and Environment
7.1 Archaeological determinants of Palaeoenvironment
7.2 Environmental Impact Assessment (EIA)
7.3 Cultural Heritage Impact Assessment (CHIA)
Topic 8: Archaeology and Society
8.1 Economic Development
8.2 Political Development
8.3 Cultural Development
8.4 Social development
Basic readings
Damey,W. 1999. Archaeological Field Methods. Minneapolis: Bergen Publishing Company
Fagan, B. (1997a), In the Beginning. New York: Longman.
Feeder, K. L. 2000. The Past in Perspective: An Introduction to human Prehistory. California: Mayfield
Publishing Company
Merriman, N. (ed) 2004. Public Archaeology. London: Routlledge.
Renfrew, C and P. Bahn (1991), Archaeology: Theory, Method and Practice. London: Thames and
Hudson.
GRM 3206: Stratigraphy (In Geology Department)
AHS 3220: Independent Project in Archaeology and Heritage Studies
Objectives: The main goal of this course is to train students in writing a thesis
Course Description
AHS 3220 is a supervised independent project whereby third year students who chose to study this course
can analyze archaeological, anthropological and cultural data the collected in the field during the AHS
2320 course. Students will develop research problems following skills acquired in AHS 3101 ( Research
Methods in archaeology). Intending students must be majors having a minimum CGPA of 3.60. The
course results into production of a dissertation on a topic of interest to a student.
Delivery; It will involve supervision and guidance from the lecturer as well as analyzing, and writing of a
dissertation by a student.
Assessment: 100% dissertation, graded on PASS or FAIL basis.
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09. Organizational Structure
Staff and Capacity Building
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The Department recommended Mr. Muwonge Herman (BA, Educ. (KYU), MA.
Arch. UDSM) who has been appointed by the University Appointments Board. He is
ready to start-off the courses and coordinate the programme immediately.
Meanwhile one of the staff Ms. Kyazike Elizabeth is undertaking a PhD in
archaeology at the University of Dar es Salaam. Elizabeth will taking some courses
while on her research interludes in Uganda, and on her completion, she will continue
in the Department as an archaeology staff.
The Department has identified other well qualified archaeologists who are ready to
join in any capacity to assist in teaching of Archaeology and Heritage studies.
While he was a Senior Research Fellow at Bergen University, Dr. Godfrey Asiimwe,
Ag, Head of the Department, made contacts and was personally promised a fully
funded scholarship for one member of staff to undertake a Masters in Archaeology.
This will build the capacity for the programme.
Collaborations: To support this growing programme, it is proposed that the course
will be enriched through a series of collaborations and guest lectures. It is especially
important for courses on Heritage and Cultural Heritage Studies, Heritage
Conservation and Museum Studies to have professionals working in their respective
fields to impart their knowledge and experience to the students. This will also offer an
opportunity for course work to relate to contemporary issues.
(a) In this regard, Mwanja Nkaala Rose (Ag. Commissioner, Museums and
Antiquities) has worked with interns from a variety of institutions and
backgrounds. She has been contacted and has pledged to working alongside
Makerere University’s Department of History on the course of Heritage studies.
(b) In addition, curator of Murchison Falls National Park Museum Kara Blackmroe
(M.Phill Archaeology; Heritage and Museums) has agreed to consult on the
development and execution of Heritage Courses, and where necessary provide
lecturing support as the program develops.
(c) The Department of History is also intending to consult Dr. Andrew Duncan Reid,
senior lecturer in African Archaeology at University College of London and Dr.
Lwanga Runyigo, a senior researcher in archaeology to offer their support.
10. Finances
Funding would be required from the University and other external sources. The Programme hopes to
attract approximately 100 students in the first year, who will pay tuition equivalent to U. Shs. 750,000,
thus raising U. Shs. 75,000,000 million per semester, and U. Shs. 150,000,000 per year.
Some projects will be long term, involving several seasons of fieldwork. Thus, the archaeology unit
through the department would be required to network and solicit funds for specific projects run solely by
the unit or in conjunction with outside participating agents.
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11. Space and Equipment considerations
The archaeology unit would require space for a laboratory where analysis of finds and instruction in
identifying, classifying and conserving of cultural materials will be conducted from. Guided analysis of
artifacts is a key component in the training of archaeologists; therefore space for practical classes is
paramount. Large archaeological collections are currently housed at the National Museum in Kampala
and students will be able to work with samples at that location. To begin with, one room will be identified
in the Faculty of Arts for housing the Archaeology Laboratory. Arrangements will also be made with the
Museum and Faculty of Veterinary Medicine which have functional laboratories.
a) Necessary Equipments







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Unit vehicle for field work. (To be acquired in future)
Camping gears (Tents, Mattresses, Tables, Chairs, Generator, Kitchen ware, metallic cases,
Sleeping bags, Jerrycans, Basins).
Survey materials (Total Station, GPS, Measuring Tapes, Compasses, Computers).
Photographic gears for both field and studio studies.
Laboratory equipments (weighing scale, veneer caliper, magnifying glasses, microscope, beakers,
etc)
Computer equipments for Analysis, Inventory and Site Imaging.
Projector for power point presentations.
Excavation Tool kit (Trowels, plumb bob, twines, tape measures, twisers,
hammers, mattock, hoes, shovels, buckets, sieves etc).
NB. Faculty vehicles can be used for
the start, whereas other items listed above can be procured. To
alleviate possible high set up costs, students will participate in field schools conducted by other
universities in the region. This will allow ample time for Makerere University Department of History,
Archaeology and Organizational Studies to acquire quality materials.
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12. ARCHAEOLOGY AND HERITAGE STUDIES BUDGET
Item
Unit Cost
Amount
Field Work Vehicle
85,000,000
85,000,000
Computer Equipment (Analysis, Inventory, Site Mapping) 70,000,000
70,000,000
Projector (Power Point)
5,000,000
Excavation Tool Kit
30,000,000
30,000,000
Camping Gears (Tents, Mattresses, Sleeping Bags)
15,000,000
10,000,000
TOTAL
5,000,000
205,000,000
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