Department of Archaeology Flinders University ARCH 3107 (4

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Archaeological Theory and Method

ARCH 3107 (4.5 units)

Semester 1, 2011 Handbook

To access lecture notes check the Flinders Learning Online (FLO) page for this topic: https://webct.flinders.edu.au

F O R F U R T H E R I N F O R M A T I O N

U n d e r g r a d u a t e S t u d e n t S e r v i c e s U n i t

R o o m 2 5 4 / 2 5 6 A , H u m a n i t i e s F l i n d e r s U n i v e r s i t y

P h o n e 8 2 0 1 2 5 7 8 , F A X 8 2 0 1 2 2 5 7

ARCH 3107 Handbook: 2011 2

CONTENTS Topic Overview ........................................................................................................................ 3 Teaching and Learning in this Topic ........................................................................................ 3 Topic Workload and Contact Hours ......................................................................................... 4 Communication with Teaching Staff ......................................................................................... 4 Seminar Schedule – Weeks 1-12............................................................................................. 5 Topic Overview ........................................................................................................................ 6-8 Textbooks and Reading ........................................................................................................... 9-10 Journals .................................................................................................................................. 11 Seminar Schedule and Readings............................................................................................. 12-22 Attendance and Preparation..................................................................................................... 24 Office Opening Hours............................................................................................................... 24 Written Work Submission/Collection ........................................................................................ 24 Presentation of Paper .............................................................................................................. 24-25 Using the Web as a Resource.................................................................................................. 26 Inclusive Language .................................................................................................................. 26 Final Grades............................................................................................................................. 27-28 Policy on Academic Integrity .................................................................................................... 29-33 Academic Calendar 2011......................................................................................................... 34 Critical Dates 2011................................................................................................................... 35 Statement of Assessment Methods 2011................................................................................. 36-38


TOPIC OVERVIEW

Co-ordinating staff member: Office: Consultation: Phone: Email:

Professor Donald Pate Humanities, Room 110 By appointment

8201 2067 [email protected]

Units:

4.5

Level:

Third Year

Duration:

Semester 1

Class Contact:

Seminar: 2 hours

Topic Attribute:

ARCH 3107

Topic Description This topic provides an historical survey of major developments in archaeological theory and method as a background to an assessment of the emergence of archaeology as we practice it today. Within this framework the topic discusses issues including time, space, form, social environments and some of the elements that inform archaeological interpretation, such as gender, class and ideology. Case studies from a wide variety of archaeological sub-disciplines will enable students to develop a sound understanding of the relationships between archaeological theory and practice. This topic is a prerequisite to honours admission.

Topic Aims To examine archaeological theory and its practical applications To explore the history of archaeological thought To address the relationship between archaeological data and archaeological theory

and method To develop an awareness of the variety of subject areas from where archaeological

theories and methods have been and are drawn To enable students how to critically evaluate theory and method in archaeological

publications To examine the appropriateness of particular theories and methods to their own

research projects Teaching and Learning in this Topic A weekly lecture is supplemented by seminars which provide students with case studies to demonstrate various principles and applications.

mailto:[email protected]


SEMINAR TIME

Tuesday 1-3, Humanities Room 112

Seminar Presentations Begin in Week 2

For weekly seminars read and think carefully and critically about the assigned readings, take notes on the readings, and prepare questions to stimulate discussion. Also be prepared to answer questions from other seminar members. Assessment One 2500 word research paper 50% Due 9th May 2011 One in class end of semester exam 50% 7th June 2011 The 2500 word research paper involves an overview of the contributions that a major figure in world archaeology has made to the development of archaeological theory and method. Each student will be assigned an archaeologist and will conduct a literature review to identify key publications relating to contributions made by that person. The contributions of the archaeologist should be considered within the particular historical context and resulting impacts on the development of archaeological research should be assessed. Some of these archaeologists may have made several major contributions. In these cases you should concentrate on one or two areas of significant contribution. An end of the semester in class written examinations of one hour duration will be employed to evaluate each student's grasp of the range of archaeological theories and methods discussed in seminars and readings. Exams may include short-answer, fill in the blank, and multiple choice questions. TOPIC WORKLOAD & CONTACT HOURS The University expects you to do two hours of learning activities a week during semester for each unit of any topic you take. That means on average you need to aim at about 12 hours per week learning activities in this topic. In many weeks you will attend 2 hours of classes but in addition you are expected to do other things including the following: Seminar and Lecture Readings, Review of Lecture and Seminar Notes, Preparation for Oral Seminar Presentation and for Exams

COMMUNICATION WITH TEACHING STAFF If you need to contact staff, we prefer that you use email (see addresses on the front cover of the handbook). Individual staff will let you know the best times for you to make appointments to see them if you need to do this. Staff will also use email or WebCT to send out notes and information to students. Please make sure that you activate your university email account and check it regularly.


ARCHAEOLOGICAL THEORY AND METHOD PROGRAM 2011

WEEKLY GUIDE TO LECTURE AND SEMINAR TOPICS

Lecture-Seminar Outline

Week Date Topic 1 1 March Introduction

2 8 March 19th Century Evolutionary Theory

3 15 March Culture History

4 22 March Structural-Functionalism: Social Structure, Social Systems

5 29 March Context and Function: Cultural Ecology

6 3 September Processual Archaeology: The New Archaeology

Break 11 – 25 April No classes 7 26 April Processual Archaeology: Scientific Method

8 3 May Post-Processual Archaeology: Formation Processes

9 10 May Post-Processual Archaeology: Ethnoarchaeology

10 17 May Post-Processual Archaeology: Experimental Archaeology

11 24 May Post-Processual Archaeology: Critical Theory and

Post-modernism 12 31 May Modern Material Culture

13 7 June End of Semester Exam


Topic Overview This topic provides an introduction to the main theories and methods used in archaeological interpretation. A wide range of issues will be covered and the subject offers a comprehensive introduction to this diverse and complex area. It includes an historical survey of major developments in archaeological theory and method as a background to an assessment of the emergence of professional archaeology in Australia. Case studies are employed so that students can develop a sound understanding of the relationships between archaeological theory and practice. The primary goal of the topic is to provide each student with a general understanding of the entire range of theory and method employed by contemporary archaeologists and to provide an historical context for their development and use. Students need to recognize that all archaeological interpretation is guided and underpinned by specific theoretical positions. As an Honours pre-requisite, the topic provides preparation for thesis research in a variety of archaeological sub-disciplines. The content of this topic integrates a basic chronology of archaeological thought, with the practical use of archaeological theory, method and analysis. Within this framework the topic addresses issues including time, space, cultural change and continuity, social and natural environments, site formation processes, archaeological methods and data analysis, and archaeological interpretation. The processual and post-processual debates that have been so prominent over the last four decades will be addressed. In addition, the issues covered in this topic will be considered in relation to their effects on the construction of present societies. As well as gaining an overview of archaeological theory and method, students will gain a better understanding of the ways in which archaeological data are used to support various theories. This will develop their critical and analytical abilities and well as their ability to create and sustain an argument. In addition, students will develop a sense of archaeology as a profession, with particular orientations, problems and professional values. They should leave the topic with some feeling for how archaeologists think as well as with the ability to critically assess archaeological issues as they appear in professional discourse.


Learning Objectives To help students become familiar with the use of archaeological theory and its practical applications. To give students a basic understanding of the history of archaeological thought. To help students achieve a better understanding of the relationship between archaeological data and archaeological theory and method. To give students an awareness of the variety of subject areas from where archaeological theories and methods have been and are derived. To teach students how to critically evaluate theory and method in archaeological publications. To help students acquire the skills to decide the appropriateness of particular theories and methods to their own research projects. To help students develop practical skills in interpreting archaeological evidence. To help students develop some of the skills that are important at University and in the workplace, such as communication skills and the ability to work in groups. Seminar Format Students are expected to actively participate in seminars. The questions outlined in "Issues to Consider" will be discussed among the seminar group to ensure that all students have a sound understanding of the general reading material. Each student will be responsible for summarizing one case study during the semester in relation to how the particular study relates to the general theories and methods addressed during that week. The presentations are envisaged as an extended 'conversation' or discussion with other class members, rather than a recital of 'facts' by particular individuals. The seminar presenters are responsible for leading the discussion along sensible and informed paths. Seminar presentations are an essential part of the learning process in this topic. Presentations may be enlivened through the use of narratives and alternative media, or artifacts. However, the interpretations must be grounded in empirical archaeological data. They are likely to be enhanced through the use of slides, overheads, newspaper clippings and handouts. Presenters are encouraged to take up different viewpoints and interpretations, based on the various theoretical debates within the discipline. The seminar presentation will not be assessed formally but is required in order to pass the topic.


One, two or three students will be involved in each of the seminar presentations except for week one, which will consist of a discussion of the "Issues to Consider" only. Students should try and think of interesting ways to prepare an integrated and thoughtful presentation. The students involved in seminar presentations can decide on their own format. The presentations should not be a series of monologues by individuals or somewhat disconnected summaries of different types of information. Rather, students should think about alternative and imaginative ways in which to present and integrate their ideas. For example, different people might present interpretations of an issue in terms of different time periods or the views of different archaeological thinkers. Remember that the purpose of these seminars is to encourage discussion and that presentations should be structured to this purpose. The seminar discussion format has been structured with several ideas in mind:

This format should provide a more interactive and interesting environment for learning and questioning. The format is student, rather than teacher, centered in the hope that students will gain a better understanding of the ideas and their application than they would by rote learning. The brief lecture provided the week prior to each seminar will simply give students general orientation in relation to the subject matter.

Active, evaluated participation in the seminars will help students become familiar with a wide range of topic areas relating to archaeological theory and method.

Participation in the seminar discussions should help students obtain an

understanding of the subject area as one that is multi-faceted, ambiguous and open to re-interpretation.

Students should gain confidence in developing, presenting and supporting their

ideas. This is an important part of academic training.


Primary Text Books:

Bohannan, P. and M. Glazer (1988) High Points in Anthropology, 2nd edn. New York: McGraw-Hill. Johnson, M. (1999) Archaeological Theory: An Introduction. Oxford: Blackwell. Trigger, B.G. (1989) A History of Archaeological Thought. Cambridge: Cambridge University Press. Willey, G.R. and J.A. Sabloff (1993) A History of American Archaeology, 3rd edn. San Francisco: Freeman. Reference Texts: Bahn, Paul G., ed. (1996) The Cambridge Illustrated History of Archaeology. Cambridge: Cambridge University Press. Bapty, I. and T. Yares, eds. (1990) Archaeology after Structuralism. London: Routledge. Barrett, R.A. (1991) Culture and Conduct , 2nd edn. Belmont, California: Wadsworth. Beaudry, M.C. (1989) Documentary Archaeology in the New World, Cambridge: Cambridge University Press. Binford, L.R. (1983) In Pursuit of the Past: Decoding the Archaeological Record. London: Thames and Hudson. Binford, L.R. (1989) Debating Archaeology. New York: Academic Press. Birmingham, J., D. Bairstow and A. Wilson, eds. (1988) Archaeology and Colonisation: Australia in the World Context. Sydney: Australian Society for Historical Archaeology. Cederland, C.O. (1995) Marine archaeology in society and science. International Journal of Nautical Archaeology, 24:9-13. Connah, G. (1993) The Archaeology of Australia's History. Cambridge: Cambridge University Press. Daniel, G. (1977) 150 Years of Archaeology. London: Duckworth. Dark, K.R. (1995) Theoretical Archaeology. London: Duckworth. Frankel, D. (1991) Remains to Be Seen: Archaeological Insights into Australian Prehistory. Melbourne: Longman Cheshire. Gathercole, P. and D. Lowenthal (1990) The Politics of the Past. London:Unwin and Hyman. Gero, J. M. and M.W. Conkey (1991) Engendering Archaeology.Oxford: Basil Blackwell Gould, R.A. (1980) Living Archaeology. Cambridge: Cambridge University Press. Gould, R.A. (1990) Recovering the Past. Albuquerque: University of New Mexico Press. Gould, R.A. (1997) Shipwreck anthropology. In Encyclopaedia of Underwater and Maritime Archaeology. J.P. Delgado, ed. Pp. 377-380. London: British Museum Press. Gould, R.A. (2000) Archaeology and the Social History of Ships. Cambridge: Cambridge University Press. Hodder, I. (1991) Reading the Past. Cambridge: Cambridge University Press. Hodder, I. (1992) Theory and Practice in Archaeology. London: Routledge. Hodder, I. (1999) The Archaeological Process: An Introduction. Malden, Massachusetts: Blackwell. Layton, R. (1997) An Introduction to Theory in Anthropology. Cambridge: Cambridge University Press. Muckelroy, K. (1978) Maritime Archaeology, Cambridge: Cambridge University Press.


Reference Texts (cont.) Mulvaney, D.J. (1969) The Prehistory of Australia. London: Thames and Hudson. Mulvaney, D.J. (1975) The Prehistory of Australia, rev. edn. Penguin. Mulvaney, D.J. and J. Kamminga (1999) Prehistory of Australia. Melbourne: Allen and Unwin. Rathje, W.L. and M.B. Schiffer (1982) Archaeology. New York: Harcourt, Brace and Jovanovich. Preucel R. and I. Hodder, eds. (1996) Contemporary Archaeology in Theory: A Reader. Oxford: Blackwell Publishers. Schuyler, R., ed. (1978) Historical Archaeology: A Guide to Substantive and Theoretical Issues. Farmingdale, New York: Baywood. Shanks, M. and C. Tilley, eds. (1988) Social Theory and Archaeology. Albuquerque: University of New Mexico Press. Thomas, D.H. (1989) Archaeology, 2nd. edn. New York: Holt, Rinehart and Winston. Thomas, D.H. (1991) Archaeology, Down to Earth. New York: Harcourt, Brace and Jonavovich. Ucko, P.J., ed. (1995) Theory in Archaeology: A World Perspective. London: Routledge. Verano, J.W. and D.H. Ubelaker, eds. (1992) Disease and Demography in the Americas. Washington, D.C.: Smithsonian Institution Press. White, J.P. and J.F. O'Connell (1982) A Prehistory of Australia,New Guinea and Sahul. New York: Academic Press. Willey, G.R. and P. Phillips (1958) Method and Theory in American Archaeology. Chicago: University of Chicago Press.


Journals Aboriginal Studies American Antiquity American Journal of Physical Anthropology Antiquity Archaeology Archaeology in Oceania Archaeometry Australasian Historical Archaeology Australian Archaeology Bulletin of the Australian Institute of Maritime Archaeology Cambridge Archaeological Journal Current Anthropology Geoarchaeology Historical Archaeology International Journal of Historical Archaeology International Journal of Nautical Archaeology Journal of Anthropological Archaeology Journal of Archaeological Science Journal of Archaeological Method and Theory Journal of Human Evolution Journal of Material Culture Journal of World Prehistory Palaeogeography, Palaeoclimatology, Palaeoecology Quaternary Australasia Quaternary Research Radiocarbon Rock Art Research World Archaeology


SEMINAR READINGS Note: Copies of all seminar papers have been placed on FLO

Week 1: 1st March INTRODUCTION: ARCHAEOLOGICAL THEORY AND METHOD General Background Readings: Johnson: Preface, Chapter 1 Trigger: Chapter 1 Willey and Sabloff: Chapter 1 Issues to Consider What are the primary goals of archaeology?

What is theory?

What is method?

How are theory and method related in archaeology?

What evidence or facts are used in archaeology?

How does archaeology differ from antiquarianism?

How does middle-range theory differ from general theory?

How are explanations or interpretations derived from archaeological evidence or facts?

Why is historical context central to the understanding of developments of theory and method in archaeology?


Week 2: 8th March 19th CENTURY EVOLUTIONARY THEORY: BIOLOGICAL versus CULTURAL EVOLUTION General Background Readings: Johnson: Chapter 9 Trigger: Chapters 3-4 Seminar Readings: Spencer, H. (1876-1896) The evolution of society. In The Principles of Sociology. New York: Appleton (Bohannan and Glazer: Chapter 1). Morgan, L.H. (1877) Ancient society. In Ancient Society. New York: Henry Holt. (Bohannan and Glazer: Chapter 2). Tylor, E.B. (1871) Primitive culture. In Primitive Culture. London: J. Murray (Bohannan and Glazer: Chapter 3). Issues to Consider What is uniformitarianism and which discipline(s) initially employed this concept?

How does biological evolution differ from cultural evolution?

What is natural selection?

How did Darwin's use of the concept of "survival of the fittest" differ from that of

Spencer, Tylor and Morgan?

What is unilinear evolution?

What is multi-linear evolution?

How do evolutionary theories relate to the practice of contemporary archaeology?


Week 3: 15th March CULTURE-HISTORY: NORMATIVE CULTURE THEORY AND TYPOLOGY General Background Readings: Johnson: pp. 16-20 Trigger: Chapter 5 Willey and Sabloff: Chapter 4 Seminar Readings: Kidder, A.V. (1927) Southwestern Archaeological Conference. Science, 66:489-491. Hale, H.H. and N.B. Tindale (1930) Notes on some human remains in the Lower Murray Valley, South Australia. Records of the South Australian Museum, 4:145-218. Issues to Consider What is culture?

Define norm or normative?

How do artifacts relate to norms?

What is culture history?

What is an archaeological culture according to Childe?

How did the development of typology in archaeology relate to the culture history approach?

What were the two primary mechanisms for cultural change according to culture historians?

What are some of the limitations of the culture historical approach in archaeology?


Week 4: 22nd March STRUCTURAL-FUNCTIONALISM: SOCIAL STRUCTURE & SOCIAL SYSTEMS General Background Readings: Johnson: Chapter 5 Trigger: Chapter 7 Seminar Readings: Yengoyan, A.A. (1968) Demographic and ecological influences on Aboriginal Australian marriage sections. In I. DeVore and R. Lee, eds. Man the Hunter, pp. 185-199. Chicago: Aldine. Yengoyan, A.A. (1976) Structure, event and ecology in Aboriginal Australia: A comparative viewpoint. In N. Peterson, ed. Tribes and Boundaries in Australia, pp. 121-132. Canberra: Australian Institute of Aboriginal Studies. Issues to Consider What is structural-functionalism and who are regarded as the founders of modern functionalism in anthropology?

What functions did Malinowski believe were served by social institutions?

How did the functionalism of Malinowski differ from that of Radcliffe-Brown?

Explain the use of the organic analogy by Radcliffe- Brown.

How were norms or patterns of behaviour related to the maintenance of social relationships, social institutions, social structures and social systems?

According to Radcliffe-Brown what is the primary role of social institutions?

How did concepts developed in social anthropology and sociology affect the development of archaeological theory and method?

What are some of the limitations associated with the employment of a structural- functionalist perspective in archaeology?


Week 5: 29th March CONTEXT AND FUNCTION: CULTURAL ECOLOGY AND ECONOMIC ARCHAEOLOGY General Background Readings: Johnson: pp. 144-148 Trigger: Chapter 7 Willey and Sabloff: Chapter 5 Seminar Readings: Gould, R.A. (1984) Rock pools and desert dances. Natural History 3:63-69. Thomas, D.H. (1973) An empirical test of Steward's model of Great Basin settlement patterns. American Antiquity, 38:155-176. Issues to Consider What is cultural ecology?

How does cultural ecology relate to economic archaeology?

What is Binford's definition of culture?

What does extra-somatic mean and how does it relate to biological evolution?

What are the primary differences between the employment of cultural ecology vs. culture history in archaeology?

How do systems approaches contribute to cultural ecology?

How does site catchment analysis relate to cultural ecology?

To what extent is cultural ecology employed in contemporary archaeology?

How would you define environment in relation to social-cultural adaptation?

How did cultural ecology affect the development of archaeological methods?

Compare and contrast the functions of social systems as understood by Julian Steward vs. Radcliffe-Brown?


Week 6: 5th April PROCESSUAL ARCHAEOLOGY: THE NEW ARCHAEOLOGY General Background Readings: Johnson: Chapter 2 Trigger: Chapter 8 Willey and Sabloff: Chapter 6 Seminar Readings: Binford, L.R. (1962) Archaeology as anthropology. American Antiquity, 28:217-225. Longacre, W.A. (1964) Archaeology as anthropology: A case study. Science, 144:1454-1455. Longacre, W.A. (1968) Some aspects of prehistoric society in East-Central Arizona. In New Perspectives in Archaeology. S.R. Binford and L.R. Binford, eds. Pp. 89-102. Chicago: Aldine. Issues to Consider What was the "New Archaeology" and how did it differ from the traditional archaeology of the time?

Who were some of the traditional archaeologists who contributed to the emergence of the New Archaeology?

What were the primary goals of the New Archaeology?

How did scientific method relate to the goals of the New Archaeology?

How did anthropology relate to the goals of the New Archaeology?

What is culture process?

How did systems approaches relate to the goals of the New Archaeology?

How did the New Archaeology affect the development of archaeological methods?

What were some of the limitations of archaeological studies by New Archaeologists in the 1960s?

MID-SEMESTER BREAK


Week 7: 26th April PROCESSUAL ARCHAEOLOGY: SCIENTIFIC METHOD General Background Readings: Johnson: Chapter 3 Seminar Readings: Stanislawski, M.B. (1969) What good is a broken pot? An experiment in Hopi-Tewa ethno-archaeology. Southwestern Lore 35(1):11-18. Stanislawski, M.B. (1973) Review of Archaeology as Anthropology: A Case Study, by William Longacre. American Antiquity, 38:117-122. Issues to Consider What are some of the limitations regarding the goal of reconstruction of past social systems from studies of archaeological remains? What ancient human behaviors are easier to reconstruct or infer from archaeological data? What ancient human behaviors are more difficult to reconstruct or infer from archaeological data? Why is the scientific method an important approach to the conduct of archaeological research? How do Stanislawki's studies outline some of the limitations that emerged in association with the New Archaeology?


Week 8: 3rd May POST-PROCESSUAL ARCHAEOLOGY: FORMATION PROCESSES General Background Readings: Johnson: Chapter 7 Trigger: Chapters 9-10 Willey and Sabloff: Chapter 6, Epilogue Seminar Readings: Schiffer, M.B. (1972) Archaeological context and systemic context. American Antiquity, 37:156-165. Bowdler, S. (1984) Origins of the bone deposits. In Hunter Hill, Hunter Island. Pp. 75-89. Terra Australis, 8. Canberra: Department of Prehistory, Research School of Pacific Studies, Australian National University. Issues to Consider How does Schiffer define archaeological context and systemic context?

What are the differences between cultural formation processes (c-transforms) and non-cultural formation processes (n-transforms)?

How do the concepts of cultural and non-cultural formation processes impact on previous explanatory processes in archaeology, e.g. culture-history and early attempts at application of the New Archaeology? How do Schiffer's c-transforms and n-transforms relate to the concept of taphonomy that was developed in palaeontology and geology? What are the differences between middle-range theory, behavioral archaeology and taphonomy? Compare and contrast the employment of c-transforms and n-transforms in prehistoric, historical and modern material culture studies in archaeology.


Week 9: 10th May POST-PROCESSUAL ARCHAEOLOGY: ETHNOARCHAEOLOGY General Background Readings: Johnson: Chapter 4 Trigger: Chapters 9-10 Willey and Sabloff: Chapter 6, Epilogue Seminar Readings: Gould, R.A. (1968) Living archaeology: The Ngatatjara of western Australia. Southwestern Journal of Anthropology 24:010-122. Gould, R.A. (1978) The anthropology of human residues. American Anthropologist 80:815-835. Issues to Consider How can archaeological studies of living societies benefit research addressing reconstructions of lifeways in past societies? What did Binford mean by past statics and modern statics in relation to archaeology?

What is an ethnographic analogy?

How did ethnoarchaeology assist archaeologists with the development of middle-range theories about past dynamics? How did Binford's research with the Nunamiut affect his interpretation of formal variability

in Mousterian stone tool assemblages? How did Binford's interpretations differ from those of the French archaeologist Bordes?

How does ethnoarchaeology differ from modern material culture studies?


Week 10: 17th May POST-PROCESSUAL ARCHAEOLOGY: EXPERIMENTAL ARCHAEOLOGY General Background Readings: Johnson: Chapter 5 Trigger: Chapters 9-10 Willey and Sabloff: Chapter 6, Epilogue Seminar Readings: Schiffer, M.B. (1986) Radiocarbon dating and the 'old wood' problem: The case of the Hohokam chronology. Journal of Archaeological Science, 13:13-30. Shipman, P. (1986) Scavenging or hunting in early hominids: Theoretical framework and tests. American Anthropologist 88:27-43. Issues to Consider What is experimental archaeology?

How does experimental archaeology relate to ethnoarchaeology?

Give some examples of applications of experimental archaeology.

Provide some examples of the potential application of experimental archaeology in Australian archaeology.


Week 11: 24th May POST-PROCESSUAL ARCHAEOLOGY: CRITICAL THEORY AND POST-MODERNISM General Background Readings: Johnson: pp. 75-79, 94-97, Chapters 11-12 Trigger: Chapters 9-10 Willey and Sabloff: Chapter 6, Epilogue Seminar Readings: Leone, M.P. (1986) Symbolic, structural and critical archaeology. In American Archaeology: Past and Future. D.J. Meltzer, D.D. Fowler, and J.A. Sabloff, eds. Pp. 415-438. Washington, D.C.: Smithsonian Institution Press. Leone, M.P., P.B. Potter, and P.A. Shackel (1987) Toward a critical archaeology. Current Anthropology 28:283-302. Watson, P.J. and M. Fotiadis (1990) The razor's edge: symbolic-structuralist archaeology and the expansion of archaeological inference. American Anthropologist 92:613-629. Issues to Consider How does structuralism relate to neo-Marxist concepts of hidden or masked social realities?

What is the role of ideology in promoting the status quo and masking social inequities?

Define dialectical as applied by neo-Marxists.

Compare and contrast social change as interpreted by neo-Marxists vs. cultural ecologists.

If archaeologists are politically motivated by the need to legitimate modern capitalism as suggested by critical theorists, then how can an objective, scientific archaeology operate in contemporary society. Define agency. How does this concept relate to postmodernism?

How does the scientific method address the limitations of subjectivity promoted by critical theorists, neo-Marxists and postmodernism?


Week 12: 31st May MODERN MATERIAL CULTURE General Background Readings: Burstrom, M. 2007/2008 Looking into the recent past: Extending and exploring the field of archaeology. Current Swedish Archaeology 15-16: 21-36. Harrison R. and J. Schofield 2009 Archaeo-ethnography, auto-archaeology: Introducing archaeologies of the contemporary past. Archaeologies: Journal of the World Archaeological Congress. 5(2): 185-209. Rathje, W.L. 1979 Modern material culture studies. In Advances in Archaeological Method and Theory, Vol. 2, M.B. Schiffer ed. Pp. 1-37. New York: Academic Press. Rathje, W.L. 1981 A manifesto for modern material culture studies. In Modern Material Culture: The Archaeology of Us. R.A. Gould and M.B. Schiffer, eds. New York: Academic Press. Seminar Readings: Blake, C.F. 1981 Graffiti and racial insults: The archaeology of ethnic relations in Hawaii. In Modern Material Culture: the Archaeology of Us. R.A. Gould and M.B. Schiffer, eds. Pp. 87-99. New York: Academic Press. Rathje, W. 2001 Integrated archaeology: A garbage paradigm. In Archaeologies of the Contemporary Past. V. Buchli, G. Lucas G and M. Cox, eds. Pp. 63-76. Routledge: London. Issues to Consider What is modern material culture?

How do archaeological studies addressing modern material culture differ from those categorized as historical archaeology?

In which ways are modern material culture studies less difficult to conduct compared with

archaeological studies of ancient societies? In which ways are modern material culture studies more difficult to conduct compared with

archaeological studies of ancient societies? Provide some examples of potential applications of modern material culture methods in

contemporary Adelaide. Week 13: 7th June

IN-CLASS FINAL EXAMINATION


Attendance and Preparation

Attendance at lectures and seminars is required. You must attend 80% of all classes. Further absences must be explained to the satisfaction of your lecturer—a medical certificate or counsellor’s letter may be necessary. Unsatisfactory attendance at lectures and seminarts may lead to a reduction of grade including a fail grade. Additional written work may be required following an absence. Your lecturer will be happy to discuss your essay/tutorial paper with you at the planning stage but will not normally read a draft essay prior to submission and marking.

Office Opening Hours The Undergraduate Student Services Office, Humanities Room 254/256A, will be open Mondays-Fridays from 8.30am to 5pm.

Written Work Submission/Collection All written work for submission to Archaeology should have an Archaeology cover sheet and be placed in the essay box situated at the top of the stairs (north-west corner) of the Humanities Building, BY 4PM ON THE DUE DATE. (There is also an after-hours essay chute in the Humanities Courtyard, outside of room 133). Written work will be returned in lectures/tutorials. Any uncollected essays can be picked up from Humanities room 267.

Presentation of Papers You should have a copy of the Flinders study skills handbook (Ian Hay et al, Making the Grade) which is available from Unibooks (in the English section) on the plaza for $26.95 less student and cash discounts. It is useful for all topics and will be a valuable resource throughout your degree. Copies of Making the Grade are also available on Reserve in the library. All papers should be presented according to guidelines contained in this book, especially chapters 4 and 5.

Marking of written work will take into account the quality of expression as well as content. ALL written work must be typed. The paper you finally hand up should go through a careful process of editing and checking to ensure that it is free of grammatical and spelling errors. Essays with more than three errors on a page may either be returned unmarked for re-submission or will have the expression errors taken into account in the final grade.


Note the following points:

(a)

Leave a wide margin of at least 4 cm to allow for marker’s comments.

(b)

Write on one side of the page, and if typing or word processing, leave at least double spacing between lines. Some word processing facilities may be available (for example, in the Library, in Social Sciences North and on the Sturt Campus) and we encourage you to word process papers if possible.

(c)

Include the Archaeology coversheet page which shows your tutor’s name and seminar time as well as assignment title and your name, together with other information. You must fill out the coversheet page according to instructions. It will not be necessary to include an abstract, preface or table of contents for the essays.

(d)

Keep a copy of your paper.

(e)

Number each page, staple all together.

(f)

Please do not use plastic sleeves. If you do, they will be removed and not returned!

Method of Citation Chapter Five of the Hay, Iain, Bochner, Dianne & Dungey, Carol Oxford University Press Australia, 1997, reprinted 1998 Making the Grade, discusses two main methods of citation. The Harvard Method should be used in all written work. See a current copy of the journal Australian

Archaeology as a model for referencing style. Copies are available at UniBooks or the Flinders library.


USING THE WEB AS A RESOURCE The World Wide Web is a rich source of information. The Archaeology web page on the Flinders University web site contains a link to many available electronic resources. The materials available here are constantly increasing in quantity and broadening in nature and scope. You are encouraged to make a critical use of electronic resources and to evaluate the suitability of websites for your study. Evaluating Web Pages Not every web page is suitable as a resource for scholarly work. The next time you find a web page that you would like to cite in an assignment, ask yourself the following questions;

Who wrote/published the web page? Is the person known in the field? Are they part of a well known organisation? Why did they write or publish it? Are they trying to sell something, influence your point of view or examine issues? When was it last updated? Is the material maintained, or left on the web without alteration? Can the information be verified through reputable sources? Does the web page contain information that makes sense in terms of what you have already

read on a topic? Are the basic facts correct? If the page is written by someone in the field, is not trying to sell you something or present

only one point of view, and is up to date and factual, then it is probably appropriate to cite it in your assignment. If it does not satisfy any of these criteria, ask yourself if you must use the web page, or if the material could be found elsewhere.

INCLUSIVE LANGUAGE

Please note that the terms ‘Indigenous’, ‘Indigenous Australians’ and ‘Indigenous people’ are

now gaining increasing currency as inclusive terms.

Gender Neutral Language

As a part of Flinders University policy, you are required to use gender neutral language in all written work. Failure to use gender neutral language will be regarded as an expression error and may cause a paper to be returned unmarked for correction. Further guidance on the use of gender neutral language is available in the booklet entitled, ‘How to communicate in gender neutral language’ produced by the Equal Opportunity Unit of the University of South Australia. A copy has been placed on reserve in the library.


Final Grades 85–100 High Distinction HD 75–84 Distinction DN 65–74 Credit CR 50–64 Pass P 0–49 Fail F

High Distinction (HD) The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated the acquisition of an advanced level of knowledge/ understanding/ competencies/ skills required for meeting topic objectives and passing the range of topic elements at the highest level. The student would normally have attained an in-depth knowledge of matter contained in set texts or reading materials and undertaken extensive wider reading beyond that which is required or expected. The student would have consistently demonstrated a high level of proficiency at applying a range of major academic debates, approaches, methodologies and conceptual tools and combining a knowledge of the subject matter of the topic with original and creative thinking. The grade will be awarded in recognition of the highest level of academic achievement expected of a student at a given topic level. A score in the range of 85–100 will be awarded. Distinction (DN) The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic at a high level and considerable additional work in wider areas relevant to the topic, has demonstrated advanced knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a high standard. The student would normally have attained an advanced knowledge of matter beyond that contained in set texts or reading materials and have done considerable wider reading, and have demonstrated a broad familiarity with and facility at applying a range of major academic debates, approaches, methodologies and conceptual tools. The grade should reflect very high quality work which shows the student generally works at a level which is beyond the requirements of the assessment exercise and is developing a capacity for original and creative thinking. A score in the range of 75–84 will be awarded.


Credit (CR) The grade will be awarded where there is evidence that a student has undertaken all of the required core work for the topic and additional work in wider areas relevant to the topic, and has demonstrated a sound level of knowledge/understanding/competencies/skills required for meeting topic objectives and completing assessment exercises at a proficient standard. The student would normally have attained a sound knowledge of matter contained in set texts or reading materials and have done wider reading, and demonstrated familiarity with and the ability to apply a range of major academic debates, approaches, methodologies and conceptual tools. Students should have a reasonable opportunity of reaching this grade provided they have completed all course requirements, demonstrated proficiency in the full range of course objectives and shown considerable evidence of a sound capacity to work with the range of relevant subject matter. A score in the range of 65–74 will be awarded. Pass (P) The grade will be awarded where there is evidence that a student has undertaken the required core work for the topic and has demonstrated at least an adequate level of knowledge/understanding/ competencies/skills required for meeting topic objectives and satisfactorily completing essential assessment exercises. The student would normally have attained an adequate knowledge of matter contained in set texts or reading materials, and demonstrated familiarity with major academic debates, approaches, methodologies and conceptual tools. A score in the range of 50–64 will be awarded. Pass is the highest grade which can be achieved in a supplementary assessment granted on academic grounds. Fail (F) The grade will be awarded if a student is unable to demonstrate satisfactory academic performance in a topic or has failed to complete essential topic elements or required assessment tasks at an acceptable level, in accordance with topic objectives. A score in the range of 0–49 will be awarded.


ACADEMIC INTEGRITY The University’s policies can be found in Section C of the 2011 Student Related Policies and Procedures Manual (see below) and they are also summarised in the Enrolment Guide, as well as available online. These policies refer to various forms of academic dishonesty, including dishonesty in examinations, plagiarism, falsification of data, and giving and accepting assistance in a piece of assessed individual work. According to University policy, plagiarism consists of using another person’s words or ideas as if they were your own. It can take the following forms: • Presenting substantial extracts from books, articles, theses, other published or unpublished works and

other students’ work, without clearly indicating the origin of those extracts with quotation marks and references such as footnotes.

• Using very close paraphrasing of sentences or whole paragraphs without due acknowledgment in the form of reference to the original work.

• Quoting directly from a source and failing to insert quotation marks around the quoted passages. In such a case, it is not adequate merely to acknowledge the source.

• Arranging for someone else to undertake all or part of a piece of work and presenting that work as one’s own.

• Submitting another student’s work whether or not it has been previously submitted by that student. • Two or more students separately submitting the same piece of work on which they have collaborated,

unless the Lecturer-in-charge has indicated that this procedure is acceptable for the specific piece of work in question.

Staff in the Archaeology Department take a very serious view of academic dishonesty. Of special concern is the failure in written assignments to acknowledge that words or ideas taken from another person are in fact the work of that other person. Students working in pairs or in ‘study groups’ need to take particular care that any collaboration does not extend to the actual writing of individual assignments unless the lecturer in the topic has indicated that this is what is required or permissible. Several students have already been warned, and in some instances penalised, for failing to adhere to the standards set out in the University policy. Conveners of topics may report serious cases to the Examinations Board. Students who continue to plagiarise may fail the topic or face exclusion from the School or the University. All students at Flinders University should complete the Academic Integrity on-line training program available through FLO to ensure they are fully conversant with the relevant policies and guidelines. The FLO Academic Integrity site contains: a definition of academic integrity and its importance tips on how to avoid plagiarism tips on how to avoid collusion tips on how to avoid being accused of academic dishonesty examples It is the responsibility of every student enrolled at Flinders University to ensure they are fully aware of the relevant policies and guidelines. If you are in doubt about what constitutes academic dishonesty, speak up early! Section C – Assessment and Teaching Student Related Policies and Procedures - 2011 1 Preamble All students and staff have an obligation to understand and respect the rules and practice of academic integrity. It is therefore expected that students and staff will adhere to high standards of academic integrity. The University will provide resources to assist students and staff to be aware of their responsibilities. It is expected that academic staff will provide appropriate guidance, support and feedback to assist students to become familiar with the normal academic conventions relevant to their discipline. This policy is consistent with Education at Flinders, the Policy on Research Practice, the Research Higher Degrees Policies and Procedures and the AVCC Universities and their Students: Principles for Provision of Education by Australian Universities. 2 Academic Integrity 2.1 Academic integrity means that all work which is presented is produced by the student alone, with all sources and collaboration fully acknowledged.


2.2 Any failure to meet the requirements of academic integrity in any form of academic work will be regarded as a breach of the requirements of academic integrity and, depending on the circumstances and the nature of the breach, consequences including penalties may be expected to follow. Breaches of academic integrity may include plagiarism, collusion, fabrication, falsification, double submission of work and misconduct in examinations. 2.2.1 Plagiarism Plagiarism is the use of another person's words or ideas as if they were one's own. It may occur as a result of lack of understanding and/or inexperience about the correct way to acknowledge and reference sources. It may result from poor academic practice, which may include poor note taking, careless downloading of material or failure to take sufficient care in meeting the required standards. It may also occur as a deliberate misuse of the work of others with the intent to deceive. It may include, but is not restricted to: presenting extracts, without quotation marks and/or without appropriate referencing, from books, articles,

theses, other published or unpublished works, films, music, choreography, working papers, seminar or conference papers, internal reports, computer software codes, lecture notes or tapes, numerical calculations, data or work from another student. In such cases, it is not adequate merely to acknowledge the source. This applies to material accessed in hard copy, electronically or in any other medium;

close paraphrasing of sentences or whole paragraphs with or without acknowledgement by referencing of the original work;

adopting ideas or structures from a source without acknowledgment; using source codes and data from other's work without acknowledgement; arranging for someone else to undertake all or part of a piece of work and presenting that work as one's

own; submitting another student's work whether or not it has been previously submitted by that student. 2.2.2 Collusion Collusion occurs when a student submits work as if it has been done individually when it has been done jointly with one or more other person unless the topic coordinator has indicated that this is acceptable for the specific piece of work in question. 2.2.3 Other breaches of the requirements of academic integrity Other breaches of the requirements of academic integrity may include: fabrication or falsification of data or results of laboratory, field or other work; submission of the same piece of work for more than one topic unless the topic coordinator(s) have

indicated that this procedure is acceptable for the specific piece of work in question; providing another student with the means of copying an essay or assignment. 2.2.4 Breaches of the requirements of academic integrity in examinations Breaches of the requirements of academic integrity may occur in the examination process and may include, but is not restricted to: being in possession of any material or device which contains or conveys, or is capable of conveying,

information concerning the subject matter under examination, other than where this is permitted under the University's Assessment Policy or by an examiner;

directly or indirectly giving assistance to any other student; directly or indirectly accepting assistance from any other student; permitting a student to copy from or otherwise use another student's papers; obtaining or endeavouring to obtain, directly or indirectly, assistance during the examination or giving or

endeavouring to give, directly or indirectly, assistance to any other student. 3 Responsibilities 3.1 The University The University is responsible for: providing information about this policy to all students and staff, including those staff employed by partner

institutions to deliver Flinders University topics; taking steps to ensure consistent and equitable application of this policy; taking steps to ensure timely investigation of allegations of breaches of academic integrity; providing access to an appeal process; maintaining the Academic Integrity Management component of the University website.


3.2 Staff Staff are responsible for: being aware of the policies and procedures in relation to academic integrity; providing examples of good

academic practice by appropriately acknowledging the work of others in their teaching and research; familiarising themselves with the information provided on the Academic Integrity Management component

of the University web site; providing clear instructions to ensure students are aware of common conventions in relation to

expectations of academic integrity, as well as the specific requirements of the disciplines; determining whether electronic text matching software is to be used, and if so, complying with the

Protocols for the Use of Electronic Text Matching Software (Appendix A); providing students with appropriate guidance, learning activities and feedback on academic integrity; communicating to students the assessment methods and expectations relating to academic integrity; communicating to students the acceptable level of working together and how their work will be individually

or jointly assessed; designing assessment tasks that minimise the potential for breaches of academic integrity. 3.3 Executive Deans Executive Deans are responsible for: ensuring that Heads of Academic Organisational Units (AOU) or nominees understand their responsibilities

under this policy; taking steps to ensure that the policy is implemented. 3.4 Students Students are responsible for: submitting original work for assessment which meets the requirements of academic integrity; informing themselves about the expectations of the University and relevant discipline by utilising the

information provided by the University and staff. The University has made available the Academic Integrity Management component of the University web site and electronic text matching software for this purpose;

taking advantage of the education opportunities provided for education on academic integrity, and seeking additional assistance if required;

adhering to any instructions given by staff about the acceptable level of working together and how their work will be individually or jointly assessed;

acknowledging that they are aware of, and have met the requirements of academic integrity, by signing an appropriate statement with all assessed work.

4 Procedures to be followed when a breach of the requirements of academic integrity is alleged to have occurred 4.1 Plagiarism, collusion and other breaches of the requirements of academic integrity 4.1.1 When an assessor believes that a student has breached the requirements of academic integrity, the assessor will ensure that a check is made of the confidential register (refer to clause 6) to determine if the student has previously breached the requirements of academic integrity. 4.1.2 Where an assessor believes that the breach has resulted from a misunderstanding of academic conventions or poor academic practice, the assessor, taking into account any information in the confidential register, must: counsel the student about appropriate academic practice; and, either: mark the piece of work concerned, taking full account of deficiencies in achieving intended learning

outcomes; or require that the student resubmit the work, in whole or in part, with or without imposing a maximum mark

achievable. A record of the nature of the breach, the action taken and the fact that the student has been advised of appropriate academic practice will be made in the confidential register using the specified proforma. 4.1.3 Where an assessor, after discussing the matter with the student, believes that there has been a breach, which is not the result of a misunderstanding of academic conventions or poor academic practice, or where the information in the confidential register makes it appropriate to refer the matter further, the assessor will supply the Head of the Academic Organisational Unit (or nominee) with the piece of work and a written statement of reasons for the belief that a breach has occurred. If the Head of Academic Organisational Unit (or


nominee) is the assessor concerned, he or she will refer the matter to the Executive Dean of the Faculty (or nominee). 4.1.4 When receiving a report of an alleged breach, the Head of Academic Organisational Unit (or nominee) will inform the student in writing of the allegation and will contact the student by the most appropriate means to conduct an interview. If the student is unable to attend an interview, an alternative process will be put in place. The student may be accompanied at the interview by a staff or student member of the University or an employee of the student associations. Where the student is unable to attend the interview, an alternative means of support may be put in place. Should the student refuse to attend the interview or participate in an alternative process, the Head of the Academic Organisational Unit (or nominee) will determine, on the evidence available, what action to take in accordance with sub-clause 4.1.5 below. 4.1.5 If the Head of Academic Organisational Unit (or nominee) determines that the student has breached the requirements of academic integrity, one of the following courses of action will be chosen, taking into account the extent of the breach, any information in the confidential register and whether or not there are significant extenuating circumstances: direct the assessor to mark the piece of work concerned, taking full account of deficiencies in achieving

intended learning outcomes; or following consultation with the assessor, provide the student with the opportunity to resubmit the work, in

whole or in part, with or without imposing a maximum mark achievable; or award zero marks for the piece of work in which the breach has occurred; or award a Fail grade for the whole topic of which the piece of work concerned is a part, and, recommend to

the Examinations Board if special/supplementary assessment is to be awarded; or refer the matter to the Vice-Chancellor to be dealt with under Statute 6.4 Student Conduct. A record of the nature of the breach and the action taken will be made in the confidential register using the specified proforma. 4.1.6 The Head of Academic Organisational Unit (or nominee) will provide in writing to the student: a summary of the interview or alternative process; the decision; the reasons for the decision; advice that the student's name has been included in the confidential register; a copy of any information placed in the confidential register; and advice of the right to lodge an appeal if the student believes there are grounds for appeal, including

information on the procedures, specified in Clause 5 below, to be followed in lodging an appeal to the Student Appeals Committee.

4.4 Breaches of the requirements of academic integrity in examinations When a student is alleged to have breached the requirements of academic integrity in an examination, the procedures to be followed will be: 4.4.1 At the discretion of the Chief Examination Supervisor, the student will be dismissed from the examination room. 4.4.2 A written report of the incident will be provided to the Head of the relevant Academic Organisational Unit by the Chief Examination Supervisor. The student will be provided with a copy of the report and advised of the possible action that may follow. 4.4.3 After receiving a report of an alleged breach of academic integrity in an examination, the Head of Academic Organisational Unit (or nominee) will ensure that a check is made of the confidential register to determine if the student has previously breached the requirements of academic integrity. The Head of Academic Organisational Unit (or nominee) will contact the student by the most appropriate means to conduct an interview. If the student is unable to attend an interview, an alternative process will be put in place. The student may be accompanied at the interview by a staff or student member of the University or an employee of the student associations. Where the student is unable to attend the interview, an alternative means of support may be put in place. If the student refuses to attend the interview or participate in an alternative process, the Head of the Academic Organisational Unit (or nominee) will proceed to determine, on the evidence available, what action to take in accordance with sub-clause 4.4.4 below. 4.4.4 If the Head of Academic Organisational Unit (or nominee) determines that the student has breached the requirements of academic integrity, one of the following courses of action may be selected, taking into


account the extent of the breach, information in the confidential register and whether or not there are significant extenuating circumstances: award zero marks for the examination; or award a Fail grade for the whole topic of which the examination is a part, and, recommend to the

Examinations Board if special/supplementary assessment is to be awarded; or refer the matter to the Vice-Chancellor to be dealt with under Statute 6.4 Student Conduct. A record of the nature of the breach and the action taken will be made in the confidential register using the specified proforma. 4.4.5 The Head of Academic Organisational Unit (or nominee) will provide in writing to the student: a summary of the interview or alternative process; the decision; the reasons for the decision; advice that the student's name has been included in the confidential register; a copy of any information placed in the confidential register; and advice of the right to lodge an appeal if the student believes there are grounds for appeal, including

information on the procedures, specified in Clause 5 below, to be followed in lodging an appeal to the Student Appeals Committee.

5 Appeals 5.1 A student who wishes to appeal against the action taken against them by a Head of Academic Organisational Unit (or nominee) or a Higher Degrees Committee, as the result of an allegation of a breach of the requirements of academic integrity, may appeal to the Student Appeals Committee unless the matter has been referred to the Vice-Chancellor under the terms of Statute 6.4 Student Conduct in which case the provisions of that statute apply. 5.2 An appeal to the Student Appeals Committee must be lodged with the Director, Academic and Student Services within 20 working days of the date of the notification of the decision. Such an appeal may only be made on one or more of the following grounds: the appropriate policy was not adhered to or correct procedures were not followed in considering the matter; the decision was made without due regard to facts, evidence or circumstances; the action taken was too harsh. The Director, Academic and Student Services will acknowledge receipt of the appeal within 10 working days. 5.3 The appeal must: be accompanied by a copy of the letter which the student has received from the Head of Academic Organisational Unit (or nominee) or Higher Degrees Committee about the decision made as a result of the allegation of a breach of the requirements of academic integrity; indicate the grounds for the appeal and provide evidence in support of the case for the appeal; and specify what outcome is being sought. 6 Recording of breaches of this policy 6.1 A confidential register will be maintained by the Director, Academic and Student Services. 6.2 Assessors, Heads of Academic Organisational Units (or nominees), or Higher Degrees Committees, must inform the Director, Academic and Student Services, using the specified proforma, of all breaches of the requirements of academic integrity which are reported to them under the provisions of Clauses 4.1, 4.2, 4.3 and 4.4 above and which have been substantiated. 6.3 The Director, Academic and Student Services will ensure that the information detailed in the proforma is recorded in the confidential register. 6.4 The secretary to the Student Appeals Committee or of any committee or board set up under the provisions of Statute 6.4 Student Conduct must ensure that the record in the confidential register of breaches of the requirements of academic integrity reflects the outcome of an appeal. 6.5 Where an allegation of a breach of the requirements of academic integrity is found to be substantiated this information will not be printed on student academic transcripts. 6.6 Requests from staff for information contained in the confidential register will be made in writing to the Director, Academic and Student Services. 6.7 Students will be entitled to have access to any entries relating to them in the confidential register.


ACADEMIC CALENDAR 2011

Semester Week Commencing Census Date/Public Holiday

SEMESTER 1

Orientation 21 February

Week 1 28 February

Week 2 7 March

Week 3 14 March Adelaide Cup Day

Week 4 21 March

Week 5 28 March Census date 31/3/10

Week 6 4 April

Mid Semester Break 11 – 22 April Easter 22/4 - 26/4/10

Week 7 25 April Anzac Day

Week 8 2 May

Week 9 9 May

Week 10 16 May

Week 11 23 May

Week 12 30 May

Week 13 6 June

Week 14 13 June Queen's Birthday

Assessment 20 June – 1 July

Semester Break 4 – 22 July

SEMESTER 2 Week 1 25 July

Week 2 1 August

Week 3 8 August

Week 4 15 August

Week 5 22 August

Week 6 29 August 31/8/10 Census Date

Week 7 5 September

Week 8 12 September

Mid Semester Break 19 - 30 September

Week 9 3 October Labour Day

Week 10 10 October

Week 11 17 October

Week 12 24 October

Week 13 31 October

Week 14 7 November

Assessment 14 - 25 November


CRITICAL ENROLMENT DATES 2011

Semester 1 Topics Thursday 10 March Last day to pay Semester 1 up-front student contribution amounts

and tuition fees Friday 11 March Last day to enrol in new topics. If you enrol in topics on Friday 11

March 2011 up-front student contribution amounts and tuition fees will be due immediately upon enrolment.

Thursday 31 March Census Date Last Day to purge topics from student record Last day to withdraw without incurring student contribution

amounts, tuition fees, or consuming Student Learning Entitlement (SLE)

Friday 13 May Last day to withdraw without failure (WN) Friday 17 June Last day to withdraw (WF)

Semester 2 Topics Friday 5 August Last day to enrol in new topics Wednesday 10 August Last day to pay Semester 2 up-front student contribution amounts

and tuition fees Wednesday 31 August Census Date Last day to purge topics from student record Last day to withdraw without incurring student contribution

amounts, tuition fees, or consuming Student Learning Entitlement (SLE

Friday 7 October Last day to withdraw without failure (WN) Friday 11 November Last day to withdraw (WF)

Non-Semester Topics Last date to enrol Last day of teaching or census date, whichever earlier Census Date First University working day after 20% of combined teaching and

assessment period has elapsed. Last day to withdraw 2/3 through the teaching period for the topic or the without failure census date, whichever is later Last day to withdraw Last day of teaching or last day to withdraw without failure, whichever is later


Flinders University

STATEMENT OF ASSESSMENT METHODS - 2011

Students' attention is drawn to the Student Related Policies and Procedures Manual 2011 (http://www.flinders.edu.au/ppmanual/student.html), which outlines the University’s Assessment Policy.

Topic number and title: ARCH 3107 Archaeological Theory and Method

Date on which this statement was provided to students: 1 March 2011

Duration of topic: Semester 1

School(s) responsible for topic: Humanities

Topic Coordinator: Professor Donald Pate

Telephone number of Topic Coordinator: 8201-2067

Expected student workload* (http://www.flinders.edu.au/ppmanual/student/SecC_expected.html ):

* Indicative only of the estimated minimum time commitment necessary to achieve an average grade in the

topic. Expected student workload should be based on the standard student workload of approximately 30 hours of student time commitment per unit.

Topic Learning Outcomes:

Become familiar with the use of archaeological theory and its practical applications

Acquire skills to decide the appropriateness of particular theories and methods to own research projects

Obtain a basic understanding of the history of archaeological thought

Achieve a better understanding of the relationship between archaeological data and archaeological theory and method Develop an awareness of the variety of subject areas from where archaeological theories and methods have been and are drawn Learn how to critically evaluate theory and method in archaeological publications Develop some of the skills that are important at university and in the workplace, such as communication skills and the ability to work in groups

http://www.flinders.edu.au/ppmanual/student.html

http://www.flinders.edu.au/ppmanual/student/SecC_expected.html


Details of assessable work in the topic. (Optional forms of assessment, where permitted, are also

detailed): Format of each form of assessable work Proportion

of total marks

Deadline for submission*

Penalties to be applied if deadline is not met

Date work is expected to be returned to students

One 2500 word research paper One in class end of semester exam

50% 50%

9 May 2011 7 June 2011

Possible failure of topic (see below)

Within one month of submission date. Resubmission within one week of submission

* Extensions may be granted by a topic coordinator where the following criteria apply: • the student has made a written request for an extension prior to the due date for the assessment item; • the student has justified the request on the basis of unforeseen individual circumstances that are reasonably likely to prevent completion of the assessment by the specified due date.

The criteria for successful completion of the topic (including, where appropriate, the achievement of a certain minimum level of competence in both the theoretical and practical components of the topic and details of special requirements concerning particular elements or aspects of the topic such as attendance/participation requirements, group activity) are as follows:

All pieces of work should be completed and submitted by the due date. Marks will be deducted from papers submitted after the deadline unless a formal extension has been granted. The policy on extensions will be administered as follows: Extensions must be sought before the deadline elapses unless medical or other serious

reasons make that impossible. A medical certificate and/or counsellor’s letter will normally be required to qualify for an

extension. Arrange this directly with your lecturer/tutor. Late papers will attract a reduction in marks of 2% for each working day that the assignment is

late. However, if the essay is overdue please do not assume your position is irretrievable at this point. Always talk to your tutor if you are experiencing difficulties in getting work in on time.

Where an extension has been granted, no penalty will apply if the work is handed in by the agreed revised date.

ALL work must be typed. All work is to be placed in the assignment box at the top of the stairs (north-west corner) of the Humanities Building (or in the after-hours assignment chute in the Humanities Courtyard, outside of room 133). Failure to submit work or attend 80% of the classes will normally mean failure in the topic. An overall grade of P or better must be achieved to pass ARCH 3107

Attendance is compulsory. 80% of classes must be attended.


STATEMENT OF ASSESSMENT METHODS – 2011

Detection of Breaches of Academic Integrity

Staff may use a range of methods (including electronic means) to assist in the detection of breaches of academic integrity. In addition, the University makes available for staff and student use the electronic text matching software application – SafeAssignment.

Will the electronic text matching software application SafeAssignment be used? No

Will scaling procedures be used in determining marks for each piece of work or for determining the final topic grade? No

May assessment exercises be resubmitted after revision for re-marking? Yes The circumstances under which assessment exercises may be resubmitted, the form this may take and the maximum mark obtainable are as follows:

Students who receive a grade of F for an assignment may resubmit it at a date to be negotiated with the co-ordinator, provided the assignment was not submitted late and is judged by the co-ordinator to constitute a genuine attempt at the work required. The maximum mark is restricted to P.

Students who believe that their ability to satisfy the assessment requirements for this topic has been or will be affected by medical, compassionate or other special circumstances and who want these circumstances to be taken into consideration in determining the mark for an assessment exercise may apply to the Topic Coordinator of the topic for special consideration. The preferred method of application is: specify

Supplementary assessment for this topic may be approved on the following grounds:

• Medical/Compassionate – a student who is unable to sit or remain for the duration of the original examination due to medical or compassionate reasons may apply for supplementary assessment. If illness or special circumstance prevents the student from sitting or remaining for the duration of the scheduled supplementary examination, or from submitting by the agreed deadline a supplementary assessment exercise, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN.

• Academic – a student will be granted supplementary assessment if he/she: achieves an overall result in the topic of between 45 and 49%, (or between 40 and 49% where a student obtains a fail grade in the last 12 units required for completion of a course) or the equivalent where percentage marks are not awarded; has completed all required work for the topic; has met all attendance requirements; and obtains at least a pass level grade in any specific component of assessment (other than an examination) for the topic where this is explicitly stated to be a formal requirement for the successful completion of the course or topic. If illness or special circumstance prevents the student from sitting or remaining for the duration of the scheduled supplementary assessment, the student will be either: awarded a result in the topic of Withdraw, Not Fail (WN); or be offered the opportunity to demonstrate competence through an alternative mechanism. If illness or special circumstance is demonstrated to persist up to the commencement of the next academic year, then the student will be awarded a result in the topic of WN.

A student with a disability, impairment, or medical condition who seeks reasonable adjustments in the teaching or assessment methods of a topic on the basis of his/her disability may make a request to the Topic Coordinator or the Disability Advisor as soon as practicable after enrolment in the topic. Any such reasonable adjustments must be agreed in writing between the student and the Topic Coordinator and must be in accordance with related University policy. A student who is dissatisfied with the response from the Topic Coordinator or with provisions made for reasonable adjustments to teaching or assessment methods may appeal in writing to the Faculty Board ..................................................... ...................... Signature of Topic Coordinator Date

Department of Archaeology Flinders University ARCH 3107 (4

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