|Semester 2 Credit Value:||20|
This module explores the physical and social landscapes created in the ‘New World’ (and at ‘home’ in Europe too), as European colonisers interacted with indigenous peoples. We focus on four case study areas (the Caribbean, the USA, Western and Southern Africa, and Britain), and look mainly at the period from 1492 – c.1900. Topics to be covered include the archaeology of Spanish and British settlement in the Caribbean; the study of colonial elites and indigenous peoples in British North America; the archaeology of slavery and of global consumerism; archaeology and racism in Southern Africa, and colonial heritage presentation issues today.
The aims of this module are:
• To introduce students to the historical archaeology of European overseas exploration and settlement, in selected contexts from 1492 to the 19th century.
• To introduce students to the historical archaeology of Britain after 1492, and to encourage an understanding of the relationship between overseas exploration and developments in the ‘home’ country.
• To examine and engage in debates about the range of interpretative frameworks available for modelling contact and culture change in selected colonial contexts.
• To expand students’ understanding of the relationship between documentary sources and archaeological data that characterises historical archaeology as a discipline.
Week 1 - Introduction
Week 2-3 - The Caribbean
Week 4-7 - North America
Week 8-11 - The slave trade and West and Southern Africa
Week 12 - Bringing it home to Britain
• Students will demonstrate an awareness of the globalizing processes (conquest, empire, colonialism, trade and slavery) shaping Britain and its colonies after 1492.
• Students will demonstrate a detailed awareness of the role of archaeology in expanding our understanding of a variety of historically documented colonial encounters.
• Students will be familiar with a variety of interpretative frameworks for modelling contact and culture change in colonial contexts, and will show an understanding of the strengths and weaknesses of these models.
• Students will show an appreciation of the legacies of colonialism, and their impact upon archaeological scholarship, and heritage presentation.
In order to complete the module successfully, all students must demonstrate that they have developed the following intellectual skills:
Reading, understanding, critiquing historical and archaeological data
Analysing and evaluating archaeologists’ use of evidence.
Research, critical reading and reasoning, sustained discussion and appropriate presentation of the results.
All students will also develop the following key skills:
Bibliographic and library skills
Oral discussion and debate
Writing and revising analytic prose
|Graduate Skills Framework Applicable:||Yes|
|Scheduled Learning And Teaching Activities||Lecture||22||1:00||22:00||N/A|
|Guided Independent Study||Assessment preparation and completion||62||1:00||62:00||N/A|
|Guided Independent Study||Directed research and reading||62||1:00||62:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||14||1:00||14:00||Seminars|
|Guided Independent Study||Student-led group activity||10||1:00||10:00||N/A|
|Guided Independent Study||Independent study||30||1:00||30:00||N/A|
Lectures provide a broad overview of the historical archaeology of one of four selected case-studies areas. Seminars either examine one aspect of that week’s overview in greater depth, or cover aspects of study skills and coursework preparation. Many seminars involve some group work, and all are designed to tie in to, and support, the set written work. Advance (group) preparatory work is required for most seminars
The format of resits will be determined by the Board of Examiners
|Prob solv exercises||2||M||50||Problem solving exercise (New Frisia) 2000 words|
Data handling exercise (Assessment 1) fosters independent research and problem solving skills, and the exam (Assessment
2) tests breadth of understanding of the central concepts, datasets and issues raised in the module.
ERASMUS students at Newcastle have the option of writing one 3,000 word essay to be handed in by 12.00 p.m. of
the Friday of the first week of the assessment period. This will replace all assessment work required of domestic
students. If they wish to take up this option, they need to discuss it with the module leader. It remains the case that, if an ERASMUS student wishes to do the same assessment as the domestic students, that option remains open to
them. No variation of the deadlines will be allowed except on production of medical or equivalent evidence.
Study Abroad students (i.e. non-EU exchange students) are required to complete the normal assessment under all
Note: The Module Catalogue now reflects module information relating to academic year 14/15. Please contact your School Office if you require module information for a previous academic year.
Disclaimer: The University will use all reasonable endeavours to deliver modules in accordance with the descriptions set out in this catalogue. Every effort has been made to ensure the accuracy of the information, however, the University reserves the right to introduce changes to the information given including the addition, withdrawal or restructuring of modules if it considers such action to be necessary.