Explore UCD

UCD Home >

ARCH20670

Academic Year 2026/2027

Mediterranean Archaeology (ARCH20670)

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

Curricular information is subject to change.

The Mediterranean region has been home to myriad distinct societies, including the first farmers in the Neolithic, Pharaonic Egypt, the Mycenaeans, the Roman Empire, Crusader kingdoms and Islamic empires. We will discuss fundamental social developments from the rise of urban centres with monumental architecture, sophisticated administrations, complex trade networks and rich burial traditions through to non-hierarchical fortified networks of prehistoric Mediterranean Europe to groups managing the semi-arid landscapes of north Africa. This diversity enables exploration of varied topical themes in archaeology including mobility and migration, social complexity, craftwork and industry, foodways, climate change and conflict.

In this module, you will be introduced to basic chronological and cultural horizons in the context of key concepts, methodological and theoretical developments and current debates in Mediterranean archaeology. Through lectures and seminars, you will develop critical thinking skills and build experience in comparative approaches to understanding past societies.

Taking case studies from different areas, we will follow a broadly chronological order. Beginning with the Palaeolithic, we next move the Neolithic - the time of the first farmers, after which we focus for several sessions on the Bronze Age because it was a time key aspects of Mediterranean lifeways were consolidaetd, and we then progress to the Graeco-Roman period before finishing with the rise and fall of the Ottoman Empire.

For this module, it is not permitted to use AI generated text either verbatim or re-worded by you in any texts submitted for assessments. The use of such text may be judged to be academic misconduct which carries substantial grade and administrative penalties. You may choose to use Generative AI for brainstorming, creating structures and generating ideas for improving work only. No text or visual content generated can be included in any form in material submitted for assessment. Always keep firmly in mind that reliance on AI can bring you down a confusing and incorrect path, particularly because it lacks the creative, critical thinking skills you are here to develop. Have confidence in your own reading, thoughts and voice.

About this Module

Learning Outcomes:

1) Recognise and be able to discuss and write coherently about the main chronological divisions, social and cultural developments, basic material culture, settlements and iconography of ancient Mediterranean societies
2) Critically evaluate the ways in which past engagements with landscapes and material culture shaped, and were shaped by, social interactions in the periods and places covered
3) Have demonstrable knowledge of the performance of basic craft, religious, mortuary, political, military and economic traditions in the societies you will study
4) Present your competencies in a range of transferable skills, including comparing and contrasting different forms of social organisation and the associated archaeological datasets, interrogating past and current trends in how archaeologists link these in their narratives, and articulating your own observations and opinions about this

Indicative Module Content:

In this module we cover over 10,000 years of the human story in the Mediterranean and its hinterlands. We will dip into various periods and places, but will focus in on some key periods and places that provide as springboards to engage with themes that allow us to explore the uniquely important archaeological record of the circum-Mediterranean region. We will look at early Urbanism in southwest Asia, Pharonic Egypt, Minoan and Mycenaean periods in the Aegean, the Central and West Mediterranean in later prehistory, ancient North Africa, Greece and Rome, Crusader and Islamic archaeology. Though diverse in time and space, key themes will link up each session including different ways of organising societies, the character of interaction, how environments and societies intersect and other themes.

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. Advanced Beginner

Critical Thinking

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

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. Competent

Strategic

The ability to collectively develop and implement innovative actions that further sustainability at the local level and further afield. Not addressed

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. Not addressed

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. Advanced Beginner

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. Competent

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. Not addressed

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Lectures

24

Autonomous Student Learning

76

Total

100


Approaches to Teaching and Learning:
Assessment is closely linked with your journey through this module and is designed to help you achieve the learning outcomes. Much of the content will be traditional lectures, mixed with group work and seminars.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
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 Component repeat (in-module) Offered
Individual Project: Create one annotated illustration of an Aegean Bronze Age tomb of your own original design, based on specific criteria in Brightspace and the Module Handbook and drawing on the archaeological record. Week 8 Standard conversion grade scale 40% No
30
No
Individual Project: Design an audio-visual presentation (up to 10 slides) that critically evaluates both biomolecular and archaeological evidence suited to addressing claims for a Mycenaean invasion of Crete. Week 14 Standard conversion grade scale 40% No
70
No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

The first assessment provides an opportunity to explore how material culture and mortuary architecture relate to the expression of identity. Feedback is provided on this via Brightspace wihtin 4 weeks. The theme is diretly relevant to the second assessment and feedback can be used to better resolve the use of material culture and architecture for exploring the materialisation of identity.

Name Role
Dr Jess Beck Lecturer / Co-Lecturer
Dr Amanda Kelly Lecturer / Co-Lecturer
Professor Tadhg O'Keeffe Lecturer / Co-Lecturer
Dr Brendan O'Neill Lecturer / Co-Lecturer
Dr Anita Radini Lecturer / Co-Lecturer
Dr Conor Trainor Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Thurs 15:00 - 15:50
Autumn Lecture Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Wed 15:00 - 15:50