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ARCH41320

Academic Year 2026/2027

Hunter-Gatherers 1: Key Themes (ARCH41320)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Professor Graeme Warren
Trimester:
Autumn
Mode of Delivery:
Blended
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

This module provides an advanced introduction to key themes in the archaeology of hunter-gatherers. By key themes is meant characteristics of the ways that hunter-gatherers lived and dominant archaeological approaches to those lifestyles. The emphasis throughout is on the remarkable diversity of hunter-gatherer communities with case studies drawn from across the globe and the Palaeolithic to the present. The module is taught by a combination of short recorded lectures for you to watch at your convenience and extended discussion groups, providing students with the opportunity to develop their own understandings of key issues and debates.

Note: You may choose to use Generative AI in this module’s assessments for brainstorming, creating structures and generating ideas for improving work. No AI content is allowed in the final submission.

About this Module

Learning Outcomes:

On completion of this module, students will
- Have an advanced level understanding of key themes in the archaeology of hunter-gatherers
- Develop a critical perspective on key approaches and concepts in the discipline, notably the relationship between archaeological and anthropological perspectives on hunter-gatherers
- Produce a literature review on an aspect of hunter-gatherer archaeology and anthropology
- Contribute meaningfully to group tasks including seminar discussion

Indicative Module Content:

What is hunter-gatherer archaeology
Hunter-gatherers: a history of concept and definitions
Subsistence and adaptation
Mobility
From egalitarianism to hierarchy
Sharing and immediacy
Childhood
World views & Ontology
Demography & Networks
Historical dynamics

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. Not addressed

Critical Thinking

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

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. Not addressed

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. Proficient

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. Proficient

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. Not addressed

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. Not addressed

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.


Goal Name Description Coverage

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1

Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

100
Autonomous Student Learning

72
Lectures

8
Seminar (or Webinar)

20
Total

200

Approaches to Teaching and Learning:
- students encouraged to explore topics through reading and discussion.
- students will help generate class resource of examples of HG diversity drawn from HRAF.
- long essay to demonstrate depth of engagement with topic. Formative feedback available on drafts.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Assignment(Including Essay): Short review

Note: You may choose to use Generative AI in this module’s assessments for brainstorming, creating structures etc. No AI content is allowed in the final submission		 Week 5 Graded No
25
 No
Assignment(Including Essay): Literature review on chosen topic

Note: You may choose to use Generative AI in this module’s assessments for brainstorming, creating structures etc. No AI content is allowed in the final submission		 Week 12 Graded No
75
 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
No
 

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, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities

How will my Feedback be Delivered?

- seminar presentation; verbal and written feedback from MC, informal peer review from class - essay: formative feedback available on draft, and discussion/review in developing topic. Verbal & written feedback on final essay - group project: verbal and written feedback: informal formative feedback available in development of resource.

Name Role
Professor Joanna Bruck Lecturer / Co-Lecturer
Dr Martin Moucheron Lecturer / Co-Lecturer
Dr Anita Radini 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 Tues 14:00 - 15:50
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