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ARCH41490

Academic Year 2026/2027

MedLifeways: Exploring the social world of ancient Med through material culture, scientific analyses (ARCH41490)

Subject:
Archaeology
College:
Social Sciences & Law
School:
Archaeology
Level:
4 (Masters)
Credits:
10
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.

This module will provide you with an introduction to a range of materials and methods that we commonly use in archaeology to analyse lifeways in the ancient Mediterranean, covering ca. 10,000 BC to 500 AD. The diverse landscapes, environments and natural resources of the region supported an equally diverse range of human choices that shaped lifeways. This interplay between environment and culture gave rise to the myriad societies that we know of across time and space. Your learning in this module will focus on material and immaterial things that people experienced in their daily lives, shaping their worldviews from local contexts of interaction to those of a regional scale. You will explore the food they ate, the families they shared, the journeys they made. Switching between the big stories of migration and trade to the intimate tales of burial contexts and home environments, our aim is to understand the material conditions of normal life for past Mediterranean peoples. We begin by with an overview of the intellectual development of Mediterranean archaeology and explore key synergies of method and theory that will underpin the bulk of this course. You will then have the opportunity to explore the application of a range of cutting edge science and field research that use the material record to reconstruct the lifeways practiced and experienced from Mediterranean Europe to North Africa. You will learn the techniques, terminologies and intellectual context of how archaeology is practiced in the region and why it remains a key focal point of innovation that has enduring relevance across the field of archaeology today.

About this Module

Learning Outcomes:

ARCH41490 is a UCD Level 4 Module. At this level, students are expected to demonstrate specialized, detailed and advanced theoretical and conceptual thinking and understanding. This will be based on consideration of current debates and innovations at the forefront of the field. This knowledge and understanding provides a basis for expressing originality in developing and/or applying ideas, often within a research context. There is an emphasis on building your capacity to digest, evaluate and present the state of the art in a manner demonstrative of critical, reflective thinking and on going further by presenting original ideas in your treatment of this published research. This is an opportunity to build stronger vocational skills and to build toward conducting original research. With this in mind and with reference to the Mediterranean world, there is an expectation that on completion of this module, you should be able to:
• Identify and describe key categories of material evidence that are routinely used to analyse past social environments.
• Succinctly describe and critically assess the use of a range of contemporary approaches used to analyse material culture, which his defined broadly to include such things as craft products, human remains, special function buildings.
• Display a clear understanding of how these materials and methods have been used to shape our understanding of the Mediterranean world from prehistory to late antiquity.
• Increased confidence to evaluate and express opinions on challenges and opportunities relating to teaching and learning about diverse Mediterranean pasts using the discipline of archaeology.

Indicative Module Content:

This module combines a thematic approach - exploring ancient lifeways - with an opportunity to learn about a suite of analytic and theoretical approaches. In this way, we will use the material record to consider past experiences and beliefs, or more broadly, to explore how they built and experienced their worlds. In this way, we switch our perspective from older conventions that focus on elite level social dynamics and draw upon the wealth of material evidence that provides insight into the lifeways of the majority of the population. We combine a focus on the well-studied areas of the Greek and Roman world and the lesser studied areas that surround them. This is because the richness of the range of human societies living around the Mediterranean from prehistory to Late Antiquity provides an unsurpassed venue in which to explore how different cultures interacted and intersected through the movement of people, things and ideas. To achieve this, we draw upon the rich research history in theoretical archaeology and combine that with cutting edge methods including ancient genetics, stable isotopes, field survey, micro-archaeology methods and more. The module exposes you to the conclusions and major takeaway points from studies in those areas and no prior knowledge of them is expected and you will not be required to develop competency in the associated methods. Through the range of approaches we draw upon, you will build skills that are more broadly relevant across the discipline today.

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. Proficient

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. 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. Not addressed

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. Competent

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. Competent

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. Proficient

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. Competent

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
Autonomous Student Learning

164

Lectures

24

Seminar (or Webinar)

12

Total

200


Approaches to Teaching and Learning:
The main formats of this module will be lecture and seminar sessions. Assessments are integrated into the learning trajectory and so are integral elements to your learning experience, as is feedforward and feedback on these pieces of work. You will have the opportunity to work with texts and material culture, allowing for active learning components. You will learn together as peers, including group work in formative (not-graded) assessments of learning in class. Assessments allow a range of different means of engagement and can be partly tailored to suit individual student needs to support inclusivity.

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.

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
Individual Project: Discuss a selected object in the context of the importance scholarship has placed on accessing non-local resources as a recurring and defining characteristic of Mediterranean societies. Week 6 Graded No
30
No
Assignment(Including Essay): Discuss three acadeamic papers that use different methodologies for evaluating mobility. You must compare their efficacy for asessing how local and long-range mobility shaped lifeways. 3000 Words. Week 12 Graded 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
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback will be provided through a structured rubric, a letter grade and narrative commentary. Group feedback will also be provided regarding general trends in assessments across the cohort. Feedfoward will be provided during class sessions. Follow up oral feedback can be provided on request.

Name Role
Dr Jess Beck Lecturer / Co-Lecturer
Dr Matthew Evans Lecturer / Co-Lecturer
Dr Amanda Kelly Lecturer / Co-Lecturer
Dr Ryan Lash 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 Wed 11:00 - 12:50