Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

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Aims

This module uses globally significant archaeological case studies as a way to discover how different scientific techniques inform our knowledge of the past, and to develop skills in the critical assessment of the use of scientific results in the popular media.

In this module, we explore the profound impact of archaeological science via some of the most exciting and important archaeological case studies in the world. No background in science is needed, but you do need a willingness to challenge yourself.

The case studies selected may vary from year to year, but they will always be high profile and of global significance. For example, you might learn how fossils of our early ancestors were dated by radioactivity in the surrounding rocks at Olduvai Gorge; how we know that King Tut’s dagger was from outer space (but wasn’t made by aliens); how non-invasive analysis has revealed the secrets of the mausoleum of China’s first emperor; and much more. Each case study is examined from multiple angles, demonstrating how specialists come together to create a three-dimensional picture of the past. You will see that science does not operate in a vacuum, and learn to recognise the social forces at work in scientific inquiry.

In seminars, you will look into case studies in more depth, and also develop your own analytical skillset. You will learn how to read and critique scientific reports, and how to summarise them in digestible – and engaging – ways for the general public.

Outline Of Syllabus

Every week we will examine a new high-profile archaeological case study. Case studies featured in the past have included bog bodies, Inca child sacrifices, the discovery of Richard III, and the tomb of Tutankhamun.

The week will be structured as follows:
- 1 lecture introducing the case study
- 1 lecture exploring the science behind it
- 1 seminar on media engagement

In addition, online resources including notes, additional videos, and weekly quizzes are provided to aid your learning.

Intended Knowledge Outcomes

1. Knowledge of a range of scientific techniques applied to archaeology, and the ability to critically assess their relative technical strengths and weaknesses.
2. Knowledge of several key archaeological case studies covering different time periods and regions of the globe.
3. Understanding of how scientific information is translated into archaeological hypotheses.
4. Understanding of the relationship between scientific research and media stories about archaeology.
5. Some understanding of the ethics of archaeological reporting.

Intended Skill Outcomes

1. Ability to digest academic papers in scientific journals, and to navigate the structure of scientific reporting.
2. Experience in ‘translating’ between the languages of the sciences and the humanities.
3. Experience in presenting the results of scientific analysis in a factual yet digestible manner for a young audience.
4. The ability to critically assess the way science is reported in the media.

Teaching Rationale And Relationship

Lectures will provide students with the knowledge of several archaeological case studies (KO 2), and with knowledge and understanding of a wide range of scientific techniques as applied to these (KO 1, KO 3). Each week, the first lecture will focus on the case study and its context, and the second on the theory behind the scientific techniques, and on the archaeological information they provide (SO 1, SO 2).

Seminars (small group teaching) will focus upon critical analysis of the scientific evidence, its archaeological interpretations, and/or the way it is reported in the media (KO 4, KO 5, SO 1, SO 4). Students will also receive key training (e.g. in preparing teaching materials aimed at Key Stage 2 school children).

Guided independent study will allow students to develop their knowledge and understanding of particular case studies (KO 1, KO 2, KO 3) and to develop skills in presenting complex scientific and archaeological reporting to a young audience (SO 3).

Assessment Rationale And Relationship

1. Critique or rebuttal of a piece of popular writing (traditional or online media – original text must be supplied). This will enable students to employ their developing abilities to critically assess popular science reporting, and to develop more detailed understanding of a particular archaeological case study. Students will be expected to read and refer to relevant scientific articles in their assessment. It will develop transferable skills in the critical analysis of popular reporting, and the ability to independently research the facts behind the headlines.

2. The creation of educational materials aimed at 8-11 year old children will provide students with experience in ‘translating’ complex scientific and archaeological data into a digestible format, and in STEM outreach. Through independent research, students will develop more detailed knowledge of their chosen case study, and will gain experience in the increasingly important interaction between the sciences and the humanities.

3. Formative assessment via weekly online quizzes is designed to help students cement their learning, and to encourage them to revisit their lecture notes and engage with each set of topics.

General Notes

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