ARA2011 : Prehistoric Europe
ARA2011 : Prehistoric Europe
- Offered for Year: 2023/24
- Module Leader(s): Professor Chris Fowler
- Lecturer: Professor Chantal Conneller, Professor Andrea Dolfini
- Owning School: History, Classics and Archaeology
- Teaching Location: Newcastle City Campus
Your programme is made up of credits, the total differs on programme to programme.
|Semester 1 Credit Value:||20|
|European Credit Transfer System|
Modules you must have done previously to study this module
Pre Requisite Comment
Modules you need to take at the same time
Co Requisite Comment
This course explores the archaeology of Europe from the appearance of the first people more than a million years ago to the Iron Age. This is a period that witnesses a number of key transformations: changes in human species, social organisation, new relationships with animals and the landscape and the use of new materials such as ceramics and metals. The module aims to give students a broad understanding the emergence of these changes across Europe and how they played out at a regional level. Through this we will address number of major issues and key debates that have arisen in the interpretation of the archaeology of this period. These include the extinction of the Neanderthals and the emergence of spiritual beliefs at the height of the last ice age; the adoption of the Neolithic and monumental architecture; the appearance of metal and associated social changes; population mobility and cultural interaction in the Neolithic and Chalcolithic; changes in understandings of the landscape, identity and death in the Bronze and Iron Age.
• To introduce students to key themes and debates in an archaeological understanding of European Prehistory.
• To familiarise students with the defining characteristics and the archaeological materials encountered in the Palaeolithic, Mesolithic, Neolithic, Chalcolithic (& Beaker period), Bronze Age and Iron Age periods.
• To introduce students to the approaches used by archaeologists to address this material and the problems that these pose.
• To provide students with an awareness of the regional variation involved in the way these key transformations were played out across Europe.
• To develop students’ ability to discuss the relationship between evidence and interpretation
Outline Of Syllabus
The syllabus may vary slightly from year to year, but the following is broadly indicative of the module structure:
1. The Lower Palaeolithic
Themes: The first people
2. The Neanderthals
Themes: The last days of the Neanderthals and the origins of modern humans
3. The Upper Palaeolithic
Themes: The origins of spirituality, Life in the Ice Age
4. The Mesolithic
Themes: Pioneers in the north, the first cemeteries
5. Early Neolithic 1
Themes: Neolithic settlements and subsistence
6. Early Neolithic 2
Themes Neolithic death and burial
7. The Chalcolithic and the origins of metallurgy
8. Late Neolithic/Chalcolithic
Themes: Cultural change, population mobility and social interaction in the third millennium – Yamnaya, Corded Ware and early Beaker communities
8. Bronze Age 1
Themes: Exploring Bronze Age hoarding practices, violence and warfare
9. Bronze Age 2
Themes: Death and cosmology
10. The Iron Age
Themes: The Iron Age in Northern Europe
Intended Knowledge Outcomes
• Knowledge of the key debates in European Prehistory
• An appreciation of issues involved in origins research
• An understanding of the defining characteristics and the archaeological materials encountered in the Palaeolithic, Mesolithic, Neolithic, Bronze Age and Iron Age periods.
• An understanding of cultural change and social transformations from the start of the Palaeolithic to the end of the Iron Age
• An awareness of the regional variation involved in the way these key transformations were played out across Europe.
Intended Skill Outcomes
• Ability to analyse and evaluate a variety of competing interpretations of archaeological evidence.
• To think independently and imaginatively
• To integrate specific archaeological evidence with broader ideas and debates
• To synthesise different kinds of archaeological evidence to produce accounts of the past
|Scheduled Learning And Teaching Activities||Lecture||21||1:00||21:00||PiP|
|Guided Independent Study||Assessment preparation and completion||65||1:00||65:00||N/A|
|Guided Independent Study||Directed research and reading||11||3:00||33:00||Independent reading, based on reading list|
|Structured Guided Learning||Structured research and reading activities||10||2:00||20:00||Set reading for seminars|
|Scheduled Learning And Teaching Activities||Small group teaching||10||1:00||10:00||PiP|
|Scheduled Learning And Teaching Activities||Workshops||2||1:00||2:00||poster workshop|
|Scheduled Learning And Teaching Activities||Fieldwork||1||8:00||8:00||Fieldtrip to Museum|
|Guided Independent Study||Independent study||41||1:00||41:00||N/A|
Teaching Rationale And Relationship
A series of subject-specific lectures will provide a detailed outline of the key features and social changes encountered in European Prehistory. Seminars will provide students with the opportunity to explore key debates in greater depth and interpret archaeological material. A workshop on poster production will enable students to successfully complete assessment 2. A museum visit will help familiarise students with artefacts and materials specific to each period.
The format of resits will be determined by the Board of Examiners
|Poster||1||A||40||1000 word upper limit|
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
Assessment Rationale And Relationship
The extended essay will provide experience of discussing subject-specific knowledge, including the relationship between evidence and interpretation, and encourage understanding, time management and literacy skills. The poster will test students' abilities to investigate specific case studies, drawing upon detailed archaeological evidence, and its relation to broader issues. It will test their ability to present evidence concisely and in an engaging manner. The formative assessment allows students to get oral feedback on their poster design, thus making them more confident in an unfamiliar assessment form before they produce the final version of the poster. All submitted work tests intended knowledge and skills outcomes, develops key skills in research, reading and writing.
Study-abroad, non-Erasmus exchange and Loyola students spending semester 1 only are required to finish their assessment while in Newcastle. Where an exam is present, an alternative form of assessment will be set and where coursework is present, an alternative deadline will be set. Details of the alternative assessment will be provided by the module leader.
Past Exam Papers
Welcome to Newcastle University Module Catalogue
This is where you will be able to find all key information about modules on your programme of study. It will help you make an informed decision on the options available to you within your programme.
You may have some queries about the modules available to you. Your school office will be able to signpost you to someone who will support you with any queries.
The information contained within the Module Catalogue relates to the 2023 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, and student feedback. Module information for the 2024/25 entry will be published here in early-April 2024. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.