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1) Recognise and discuss key material markers widely considered to define ancient collapses.
2) Critically evaluate developments in social organisation that are commonly associated with the collapse of social systems – what does collapse actually mean?
3) Have demonstrable knowledge of the factors defining change in a range of specific case-studies and to implement this knowledge to explore recurring patterns in ancient times and in academic discourse.
4) Write coherently about the impact of social and natural forces such as migration, warfare, climate change or drought on the trajectory of past societies.
This module deals with broadly relevant theoretical thinking together with specific global archaeological case studies. You will specifically deal with concepts of collapse, resilience and sustainability in ancient societies. A basic introduction to scientific methods relating to climate and environmental change in past societies is provided in order to discuss the potential societal impact. Paradigm case studies of collapse include Mayan and Roman societies. Group work includes case-studies from the Pacific, the Indian sub-continent, south-east Asia and central America. An in-depth exploration of connected collapses in the Late Bronze Age Mediterranean and surrounding lands ca. 1200 BC brings together a rich range of contemporary societies with different forms of social organisation and occupying distinct environmental niches which were closely linked socially and experienced contempoary crises. This includes Egypt, the Levant, Turkey, Greece, the Carpathian Basin and Italy.
|Student Effort Type||Hours|
|Seminar (or Webinar)||
|Specified Learning Activities||
|Autonomous Student Learning||
Not applicable to this module.
|Description||Timing||Component Scale||% of Final Grade|
|Portfolio: A 3,000 word portfolio will be completed. This requires reflection on 10+ academic papers and must be supported by relevant images. This builds on team-work and in-class discussion seminars.||Week 12||n/a||Graded||No||
|Group Project: Students are placed in groups and are allocated a topic. They design a presentation about this as a team and present this in class. A team grade is awarded meaning all members receive the same grade.||Week 7||n/a||Graded||No||
|Essay: This is a 1500 word reflective essay which follows up on work conducted for 1) Assessment 1 and 2) Peer- and self-reviews conducted via Peer-Scholar (through Brightspace). Please see Module Handbook.||Week 9||n/a||Graded||No||
|Resit In||Terminal Exam|
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities
Assessment 1 - Group presentation. Feedback is given directly in class following presentation by the Module Coordinator and peer group. This is followed by a peer-review activity whereby students review the presenation of a different group. After this is completed, a further self-review is undertaken to reflect on the activities and product of the student's own group. This provides a resource required for undertaking Assessment 2 which incorporated peer and self-feedback and, following submission, receives written feedback by the Module Coordinator using a rubric agreed upon in class. Feedback for Assessment 3 uses an agreed upon rubric and further narrative feedback is available upon request by the student to the Module Coordinator.
|Caroline Bruyere||Lecturer / Co-Lecturer|
|Assoc Professor Helen Lewis||Lecturer / Co-Lecturer|