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Unit outline_

ARCO1000: Ancient People: Hunters and Farmers

Semester 1, 2021 [Normal day] - Camperdown/Darlington, Sydney

Tracing the story of our species, Homo sapiens, we provide an introduction to world prehistory from the evolution of our distant ancestors in Africa up to the emergence of farming. This unit introduces the discipline of archaeology, providing a broad practical and conceptual foundation for the continuing study of archaeology.

Unit details and rules

Academic unit Archaeology
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
ARCA1000
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Patrick Faulkner, patrick.faulkner@sydney.edu.au
Lecturer(s) Patrick Faulkner, patrick.faulkner@sydney.edu.au
Joseph W. Lehner, joseph.lehner@sydney.edu.au
Trudy Doelman, trudy.doelman@sydney.edu.au
Type Description Weight Due Length
Assignment Short archaeological writing task
Short essay focused on evaluating archaeological literature
10% Week 05
Due date: 01 Apr 2021 at 23:59
500 words
Outcomes assessed: LO3 LO4
Small test Online multiple choice test 1
Online multiple choice exam covering content from Weeks 1-5
30% Week 06
Due date: 13 Apr 2021 at 10:00

Closing date: 13 Apr 2021
50 minutes
Outcomes assessed: LO1 LO4 LO2
Assignment Essay
Major essay addressing one of a set of provided questions
30% Week 12
Due date: 28 May 2021 at 23:59

Closing date: 23 May 2020
1500 words
Outcomes assessed: LO1 LO2 LO3 LO4
Small test Online multiple choice test
Online multiple choice exam covering content from Weeks 6-12
30% Week 13
Due date: 01 Jun 2021 at 10:00

Closing date: 01 Jun 2021
50 minutes
Outcomes assessed: LO1 LO4 LO2

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a High distinction indicates work of an exceptional standard, a Distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Work of exceptional standard.


An authoritative and highly effective response that engages with the full implications of the question. The issues and methodology are set out clearly, critical arguments are exceptionally well developed, and there is a clear and complete understanding of the material and terminology. Written work demonstrates initiative and ingenuity in research and reading, pointed and critical analysis of subject matter, innovative interpretation of evidence, and makes an insightful contribution to current debate. Persuasive use of case studies to drive home arguments, and unpack or challenge issues of archaeological context and  interpretation. A considerable degree of independent thought and interpretation is demonstrated, as is an understanding of the full nature and complexity of archaeological data, methodologies and interpretation. Evidence is provided of wide-ranging and insightful use of relevant literature, with demonstrated ability to widen the scope of research in pursuit of specific evidence or debate. The conclusion expresses the candidate''''''''''''''''s independent judgment in a mature way; writing will be scholarly and elegant. Expression is efficient and lucid, without unnecessary complication. Faultless presentation of citations and bibliography; judicious use of academic conventions.

Distinction

75 - 84

Work of a superior standard.


A sharply-focussed answer that engages with many implications of the question and maintains a sophisticated level of analysis throughout. Case studies will relate clearly to the question, and employed persuasively to demonstrate key points or arguments. A considerable degree of independent thought is demonstrated, and a strong understanding of the nature and complexity of archaeological data, methodologies and interpretation. Clear outline of issues and method of approach; differing arguments are presented critically, with a strong understanding of the material and vocabulary. The assignment concludes with a synthesis rather than a summary, showing some independence of view. Lucid writing characterised by style, clarity and creativity, with rare errors of form or style. Fully and consistently documented, with rare errors in referencing style or omissions. Referencing demonstrates: initiative in research; engagement with pivotal and current academic publications on the topic; and the ability to pursue archaeological debate across several sources. Makes good comparisons between different interpretations, linking these clearly to the data or issues of context, theory and/or method. ‘Gets behind’ the evidence to engage with underlying issues of archaeological context, processes, and/or biases in the evidence. Takes an interrogative stance in relation to assumptions, argument and interpretation, shows critical understanding of the principles and values underlying the unit.

Credit

65 - 74

High Credit (70-74) Highly competent work, demonstrating clear capacity to complete Honours successfully.


Engages critically and creatively with the question, with evidence of research-initiative and
extensive reading; solid grasp of subject matter and appreciation of key issues and context. Use of case studies will be extensive, with evidence employed effectively in support of key arguments. Has a strong essay structure that reinforces central arguments consistently; concluding paragraph employed deftly to drive these points home. Attempts an analytical evaluation of material, with solid understanding of the complexity of archaeological data, methodologies and interpretation. Use of relevant literature demonstrates some intellectual independence and an ability to weigh up different interpretations, perhaps drawing on ideas from outside the course. Makes a good attempt to critique alternate archaeological interpretations or issues of context, and offers a pointed and thoughtful contribution to an existing archaeological debate. Some evidence of ability to think theoretically as well as empirically, and to conceptualise and problematise issues in archaeological terms. Concisely and articulately written, with few errors of form or style. All sources for evidence, arguments, or interpretation cited appropriately, with a strong and consistent bibliography that extends well beyond the initial readings.

 

Low Credit (65-69) Competent work, demonstrating potential to complete Honours work, though further development needed to do so successfully.


Written work that engages with the question effectively, with a clear essay structure of the essay that builds and reinforces a critical argument, using an appropriate range of vocabulary. Case studies employed effectively to critically and consistently reinforce an argument. Offers synthesis and critical evaluation of material on its own terms, and takes a position in relation to various interpretations. In addition, it shows some extra spark of insight or analysis. Well written and documented with appropriate use of citations and evidence of comprehensive reading; has a strong bibliography that expands well beyond the recommended readings and is only minimally reliant on internet searches. Demonstrates understanding of broad archaeological context and methodologies, good selection of evidence, coherent and sustainable argument, some evidence of independent thought, grasp of relevant archaeological theory and debate.

Pass

50 - 64

Medium Pass (55-59) Work of a satisfactory standard.


Competent written work, with broad and reasonably accurate command of the subject matter and some sense of its broader significance; clearly understands the question. Case studies will be relevant, and used critically to support core argumentation. Offers synthesis and some evaluation of material, demonstrates an effort to go beyond the essential reading, although still reliant on basic search skills; bibliography may perhaps remain shallow or undeveloped. Clear essay structure with a coherent argument and consistent focus on the principal issues. Articulate, properly documented, with room for improvement in matters of style and/or grammar and punctuation. Demonstrates understanding of relevant scholarship and diverse interpretations, with a solid awareness of archaeological context and complexities. There may be some weaknesses of clarity or structure.

 

Low Pass (50-54) Work of an acceptable standard.


Written work contains evidence of minimal reading and some understanding of subject matter, offers descriptive summary of case-studies and material relevant to the question, but may have a tendency to paraphrase; makes a reasonable attempt to organise material logically and comprehensibly and to provide scholarly documentation but demonstrates little initiative in research and/or over-reliance on internet searches. Demonstrates rudimentary awareness of the nature and complexity of archaeological data, methodologies and interpretation. Language is clear and bibliography is adequate but limited; possibly some errors of form or style. There may be gaps in any or all of these areas.

Fail

0 - 49

Work not of an acceptable standard.


Work may fail for any or all of the following reasons: lack of sufficient research using appropriate sources; irrelevance of content; failure to answer the specific question or treat the specified theme; wholesale lack of analysis or interpretation; unacceptable levels of paraphrasing; direct copying of work from other students or sources; presentation, grammar or structure so poor that work cannot be understood; partial or incomplete work; very late submission without an extension; nonsubmission.

 

.

 

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 01 Introduction to Archaeology (online/Zoom) (PF) Lecture (2 hr) LO1 LO4
Tutorial/lab introduction (CCWM/Archaeology Labs) (PF) Tutorial (1 hr)  
Week 02 “A destroyer of the past”: Finding and digging (online/Zoom) (PF) Lecture (2 hr) LO1 LO2 LO4
Excavation and stratigraphy (CCWM) (PF) Tutorial (1 hr) LO1 LO4
Week 03 Time and archaeology (online/Zoom) (PF) Lecture (2 hr) LO1 LO2 LO4
Understanding stratigraphy (CCWM) (PF) Tutorial (1 hr) LO1 LO4
Week 04 Archaeozoology reveals the origins of humanity (online/Zoom) (PF) Lecture (2 hr) LO1 LO2 LO4
Human origins (CCWM) (PF) Tutorial (1 hr) LO1 LO2 LO4
Week 05 Evolution of technology (online/Zoom) (TD) Lecture (2 hr) LO1 LO2 LO4
Modern garbage and its meanings (Archaeology Labs) (PF) Tutorial (1 hr) LO1 LO4
Week 06 Global dispersal of modern humans (online/Zoom) (PF) Lecture (1 hr) LO1 LO2 LO4
Classification and sorting (CCWM) (PF) Tutorial (1 hr) LO1 LO4
Week 07 Ice age foragers (online/Zoom) (PF) Lecture (2 hr) LO1 LO2 LO4
Working with fauna (CCWM) (PF) Tutorial (1 hr) LO1 LO2 LO4
Week 08 Australia’s dynamic past (online/Zoom) (PF) Lecture (2 hr) LO1 LO2 LO4
Classifying lithics (CCWM) (PF) Tutorial (1 hr) LO1 LO2 LO4
Week 09 The human footprint? Human-environment interactions (online/Zoom) (PF) Lecture (2 hr) LO1 LO2 LO4
Essay writing (CCWM) (PF) Tutorial (1 hr) LO3
Week 10 How to explain the origins of agriculture? (online/Zoom) (JL) Lecture (2 hr) LO1 LO2 LO4
Palaeoethnobotany (CCWM) (JL) Tutorial (1 hr) LO1 LO2 LO4
Week 11 The Neolithic demographic transition (online/Zoom) (JL) Lecture (2 hr) LO1 LO2 LO4
Costs-benefits of agriculture (CCWM) (JL) Tutorial (1 hr) LO1 LO2 LO4
Week 12 Evolution of cooperation, conflict, and the rise of social complexity (online/Zoom) (JL) Lecture (2 hr) LO1 LO2 LO4
Cooperation and social complexity (CCWM) (JL) Tutorial (1 hr) LO1 LO2 LO4
Week 13 Archaeology and the Anthropocene (online/Zoom) (PF) Lecture (1 hr) LO1 LO2 LO4

Attendance and class requirements

  • Attendance: students are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board which will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
  • Lecture recoring: All lectures will be delivered and recorded via Zoom, and will be made available to students on the unit Canvas site. However, you should not rely on lecture recording to substitute your classroom learning experience.
  • Participation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

There are no prescribed lecture readings in this unit, however a list of required tutorial readings (and links to the University Library) will be provided through the unit Canvas site. Information you need for assessment will be delivered in lectures, tutorials and through Canvas.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate an understanding of how archaeology, as the study of material culture, is employed across a wide variety of spatial and temporal contexts
  • LO2. demonstrate an understanding of archaeological interpretations of early human society
  • LO3. demonstrate a basic capacity for scholarly evaluation, critical analysis, and problem solving within archaeology through the writing of an essay on a selected topic
  • LO4. demonstrate an understanding of the foundations of global archaeological processes, along with a basic awareness of archaeological sequences and cultural change.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

This unit has been revised to enhance the delivery of the core theme.

Please see full unit information on Canvas.

 

Coronavirus

Some of you may have your arrival delayed by travel restrictions imposed in relation to the Coronavirus outbreak, or indeed other events that the University recognises as circumstances beyond your control. If you fall into this category please contact us.  The University has provided answers to Frequently Asked Questions: https://sydney.edu.au/study/coronavirus-infection-university-of-sydney-advice/frequently-asked-questions.htmlLinks to an external site.

The University policy is that while you are subject to travel restrictions you will still be able to undertake this unit remotely, with the lectures recorded and streamed over the web and alternatives to the scheduled laboratory activities. If you are subject to restrictions and cannot attend classes please contact archaeologist Dr Peter Jia peter.jia@sydney.edu.au He will be focused on helping you while subject to restrictions.

Note: ICT has confirmed arrangements for a special VPN for our students in China to use. It is recommended that students only use the new VPN if they are having trouble accessing our materials without it. Instructions are online nowLinks to an external site..

Additional costs

There are no additional costs for this unit

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.