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ARCH10160

Academic Year 2026/2027

The Human Past (ARCH10160)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
1 (Introductory)
Credits:
5
Module Coordinator:
Assoc Professor Helen Lewis
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module introduces the archaeology of the prehistoric and historic world through examining key points in the development of ancient human societies, such as the emergence of Homo sapiens (modern humans) and their spread across all parts of the world; the development of agriculture and the transition from nomadic to settled societies; the invention of metalworking and its relationship to changes in human society; the emergence of early states and empires; and the archaeology of the historical world. Case studies are drawn from across the globe, including Europe, Asia and Africa. We will discuss the importance of a broad range of archaeological evidence (including some famous finds), and the module will outline some of the key ways in which these contribute to our understanding of diverse human societies.

Note: No Generative AI content is allowed in the submission for assessments in this module. Have confidence in your own reading, thoughts and voice.

About this Module

Learning Outcomes:

On completion of this module, you will be able to:
• recognise the range of evidence employed by archaeologists to interpret the past.

• explain how archaeologists use this evidence to understand specific aspects of past societies

• summarise the different ways in which archaeologists explain key moments in human history (such as the appearance of farming or the invention of metalworking).

• understand how similar phenomena (such as the emergence of early state societies) may have taken very different forms in different parts of the world.

• use archaeological evidence to support or challenge interpretations of past societies.

Indicative Module Content:

Key topics will include the material evidence for:
Human evolution
The development of human prehistoric culture and society
The Neolithic revolution and the development of farming
Early metallurgy and the emergence of the Bronze Age
The emergence of Greek and Roman civilisation
Early and Late Medieval Europe
The archaeology of the historic world

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Novice

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Novice

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Novice

Strategic

 The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Novice

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Novice

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Novice

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Novice

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Novice

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Not addressed

Wellbeing

 Wellbeing is having the resources and skills to meet life's challenges, including attributes such as personal development skills, resilience, stress management, strengths, lifestyle skills, nutrition, physical activity, sleep, alcohol/substance use, academic skills, time management, goal setting, interpersonal skills, group work, communication. Novice

Student Effort Hours:
Student Effort Type Hours
Lectures

22
Tutorial

5
Specified Learning Activities

30
Autonomous Student Learning

43
Total

100

Approaches to Teaching and Learning:
The primary vehicles for teaching are lectures and tutorials, which are measured through the assessments.

There will normally be 22 lectures. In lectures, the primary content of the course will be presented. Learning materials in the form of notes and bibliographies will be provided.
The tutorials will introduce additional materials, for group based learning in the form of small tasks, discussions and debates about key themes presented in the lectures. There will also be opportunity for preparation for the assessments.
The assessments offer opportunity for critical thinking and writing. They will test your engagement with the overall material.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
ARCH10020 - Out of the Distant Past

Additional Information:
Archaeology PhD students (DRHSC001 Z117, DRHSC001 Z118) may audit this module only.


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): 750 word review, with a set question Week 7 Graded No
30
 No
Quizzes/Short Exercises: Fortnightly online MCQ test (10 questions per test). A total of three MCQ quizzes will be held. Each quiz is completed online via Brightspace. Week 4, Week 6, Week 8 Alternative linear conversion grade scale 40% No
10
 No
Exam (In-person): 2 hour exam, essay-style and short questions End of trimester
Duration:
2 hr(s)
 Graded No
60
 No

Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring Yes - 1 Hour
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

UCD School of Archaeology uses standard feedback sheets for all modules. Your feedback is provided on this form - the form also contains feed forward details - this will help you think about how you could improve your approach in future assignments.

Scarre, C. (ed.) 2024. The Human Past. London, Thames & Hudson. 5th ediion (though the previous editions are very similar). This is available as an Ebook in the Library, so no need to buy it.

Name Role
Dr Jess Beck Lecturer / Co-Lecturer
Professor Joanna Bruck Lecturer / Co-Lecturer
Assoc Professor Neil Carlin Lecturer / Co-Lecturer
Dr Kate Kanne Lecturer / Co-Lecturer
Dr Amanda Kelly Lecturer / Co-Lecturer
Dr Ryan Lash Lecturer / Co-Lecturer
Assoc Professor Helen Lewis Lecturer / Co-Lecturer
Ms Angela McAteer Lecturer / Co-Lecturer
Assoc Professor Meriel McClatchie Lecturer / Co-Lecturer
Assoc Professor Barry Molloy Lecturer / Co-Lecturer
Professor Tadhg O'Keeffe Lecturer / Co-Lecturer
Dr Brendan O'Neill Lecturer / Co-Lecturer
Professor Aidan O'Sullivan Lecturer / Co-Lecturer
Dr Anita Radini Lecturer / Co-Lecturer
Professor Kate Robson Brown Lecturer / Co-Lecturer
Assoc Professor Rob Sands Lecturer / Co-Lecturer
Assoc Professor Jessica Smyth Lecturer / Co-Lecturer
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