School of Geography, Archaeology & Irish Studies
National University of Ireland, Galway.
Student Handbook 2019-2020
Please note, this is a draft copy only and may be subject to change.
Always check www.nuigalway.ie/archaeology for the most up-to-date version.
Higher Diploma
in Archaeology
Handbook 2018/2019
Archaeology
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Higher Diploma
The Higher Diploma in Archaeology is a Level 8 programme, which is a gateway to level 9
postgraduate research (MA, M.Litt.) in Archaeology and to becoming an advocate for
heritage in your community. The programme can be taken full time (1HDA1) over one year
(60ECTS) or part-time (1HDA2) over two years (30ECTS per year).
Modules on offer in 2019-20 focus on core archaeological knowledge:
Semester 1
AR343 Public Archaeology (5ects)
AR5100 Archaeology and Mythical Landscapes of Atlantic Ireland (10 ects)
AR2102 People, Ritual and Death: Life in Early Prehistoric Europe (5ects)
AR3100 Metal, Warfare and Chiefdoms – The Bronze Age Roots of European
Civilization (5ects)
AR250 Sacred Places and Christian Buildings in Medieval Ireland (5ects)
Semester 2
AR245 Archaeology in Practice (5ects)
AR3101 Landscape and Archaeology: Context and Practice (5ects)
AR347 Palaeoecology – Reconstructing Past Environments (5ects)
AR236 Interpretation in Archaeology (5ects)
AR337 Gaelic Peoples: Identity and Cultural Practice (5ects)
AR325 Minor Dissertation - Compulsory (5ects)
(60 ECTS)
Part-time Higher Diploma students need to undertake 30ECTS in their first year and 30
ECTS in their second year.
Both full-time and part-time Higher Diploma students must take module AR325 Minor
dissertation in Archaeology. It is recommended that the part time students take this
module in year two of their programme.
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Important Message: Student Attendance
and Engagement
The Department of Archaeology monitors student attendance. If you fail to attend
regularly at class, you may not be permitted to take examinations and assessments.
Please read the following general principles set out by this university regarding your attendance at lectures and engagement with your studies
‘Attendance is not optional, but an obligatory requirement. Non-attendance may be
considered de facto withdrawal from a course and students may be unable to proceed
to examination or subsequent registration’.
‘Enrolment on a full-time programme means a commitment to 40-50 hours of total
student effort per week throughout all the weeks of each semester.
The scheduled classes (lectures, tutorials, field classes) are only one component
of the total effort that is required in order to succeed.
Assessments and assigned coursework are designed on the basis that students
are undertaking the full effort required and are not just based on material
covered in scheduled class time alone.
Students should make sure that they timetable in their own diaries adequate
time for study, reading, coursework and revision across the semester. Success
at university level is not possible through cramming at the last minute’.
Medical Absences
When absence is due to an illness, a medical certificate should be submitted as soon
as possible to Ms. Catherine Mc Curry in the College of Arts, Social Sciences and
Celtic Studies. Her office is in the Arts Millennium Building - Room 217A on the
first floor.
Policy on Recording in lectures
Voice or video recording of lectures is prohibited. A student who is registered with
the Disability Service may be permitted to record a lecture if it is deemed that they
require the facility to do so. Should this be the case, please speak with your lecturer
prior to the commencement of the lecture.
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Teaching Schedule 2019/2020
Higher Diploma (Full Time) - Semester 1
AR343 Core Public Archaeology Essay
AR5100 Core Archaeology & Mythical Landscapes of Atlantic Ireland Essay
AR2102 Core People, Ritual & Death: Life in Early Prehistoric Europe Exam
AR3100 Core Metal, Warfare, and Chiefdoms - The Bronze Age Roots
of European Civilization Essay
AR250 Core Sacred Places and Christian Buildings in Medieval Ireland Essay
Higher Diploma (Full Time) - Semester 2
AR245 Core Archaeology in Practice Project
AR3101 Core Landscape & Archaeology: Context and Practice Essay
AR347 Core Palaeoecology – Reconstructing Past Environments Exam
AR236 Core Interpretation in Archaeology Essay
AR337 Core Gaelic Peoples: Identity & Cultural Practice Essay
AR325 Core Minor Dissertation Thesis
Course Details
Semester One Date of
first
lecture
Date of
last
lecture Core Modules
AR343 Public Archaeology 9.9.19 29.11.19
AR5100 Archaeology & Mythical Landscapes of Atlantic Europe 9.9.19 7.11.19
AR2102 People, Ritual and Death: Life in Early prehistoric Europe 11.9.19 20.11.19
AR3100 Metal, Warfare and Chiefdoms:
The Bronze Age Roots of European Civilization 11.9.19 28.11.19
AR250 Sacred Places & Christian Buildings in Medieval Ireland 12.9.19 8.11.19
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Semester Two Date of
first
lecture
Date of
last
lecture Core Modules
AR245 Archaeology in Practice 13.1.20 31.3.20
AR3101 Landscape & Archaeology: Context & Practice 13.1.20 7.4.20
AR347 Palaeoecology – Reconstructing Past Environments 14.1.20 3.4.20
AR236 Interpretation in Archaeology 15.1.20 3.4.20
AR337 Gaelic Peoples: Identity and Cultural Practice 15.1.20 25.3.20
AR325 Minor Dissertation TBA TBA
See below for field class dates.
Timetable 2019 / 2020
Semester One - Modules
Code Module Name Day Time Venue
AR343 Public Archaeology Monday 12 pm – 1 pm AC203
AR5100 Archaeology & Mythical Landscapes of
Atlantic Europe Monday 1 pm – 2 pm AC214
AR2102 People, Ritual and Death: Life in Early
Prehistoric Europe Wednesday 11 am – 12 pm AC213
AR3100 Metal, Warfare and Chiefdoms – The Bronze
Age Roots of European Civilization Wednesday 12 pm – 1 pm AC202
AR2102 People, Ritual and Death: Life in Early
prehistoric Europe Wednesday 1 pm – 2 pm Larmor
AR5100 Archaeology & Mythical Landscapes of
Atlantic Europe Thursday 10 am – 11 am ENG3036
AR250 Sacred Places & Christian Buildings in
Medieval Ireland Thursday 11 am – 12 pm AC202
AR3100 Metal, Warfare and Chiefdoms – The Bronze
Age Roots of European Civilization Thursday 12 pm – 1 pm Mc Munn
AR250 Sacred Places & Christian Buildings in
Medieval Ireland Friday 11 am – 12 pm Larmor
AR343 Public Archaeology Friday 12 pm – 1 pm AC213
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Semester Two Modules
Code Module Name Day Time Venue
AR245 Archaeology in Practice Monday 11 am – 12 pm AC214
AR3101 Landscape & Archaeology: Context and
Practice Monday 12 pm – 1 pm
D’Arcy
Thompson
AR245 Archaeology in Practice Tuesday 11 am – 12 pm Mc Munn
AR347 Palaeoecology: Reconstructing Past
Environments Tuesday 12 pm – 1 pm School Lab
AR3101 Landscape & Archaeology: Context and
Practice Tuesday 1 pm – 2 pm IT250
(1st Floor)
AR236 Interpretation in Archaeology Wednesday 11 am – 12 pm AM108
AR337 Gaelic Peoples: Identity & Cultural Practice Wednesday 12 pm – 1 pm IT202
AR337 Gaelic Peoples: Identity & Cultural Practice Thursday 12 pm – 1 pm IT125 (1st Floor)
AR236 Interpretation in Archaeology Friday 11 am – 12 pm AC204
AR347 Palaeoecology: Reconstructing Past
Environments Friday 12 pm – 1 pm School Lab
AR325 Minor Dissertation To be announced.
In the event of any changes during the academic year, you will be notified
through Blackboard, so please log on to Blackboard on a regular basis.
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Exams and Assessment
Submission of Assignments
A hard copy of all assignments must be submitted to the department, and in addition,
submitted through Turnitin.
When submitting the hard copy, post it through the ‘gold letterbox’, which is located on the
first door on the right as you enter the department. This secure letterbox is checked
regularly throughout the day and all assignments received are registered and date stamped
on the date received.
Cover Sheet
An Archaeology cover sheet must be attached to all assignments which are submitted during
the year, a copy of which is attached at the end of this handbook. Copies will also be
available on our website and on Blackboard. No other cover sheet will be accepted.
Penalties for late submission
It is department policy that penalties will be applied to all assignments which are submitted
after the appropriate deadline date. A deduction of 5% will be applied for the first day
late and 1% for every working day thereafter. The penalties will not apply in cases where a
medical certificate is submitted or in certain extenuating circumstances e.g. bereavement.
Assignment Deadline Dates
Semester One
AR2102 People, Ritual & Death: Life in Early prehistoric Europe
Text Assignment Friday 25 October 2019
Exam Exam
AR3100 Metal, Warfare and Chiefdoms: The Bronze Age Roots of European Civilization
Text Assignment 1 Wednesday 9 October 2019
Text Assignment 2 Thursday 24 October 2019
Final Essay Monday 16 December 2019
AR343 Public Archaeology
Essay 1 Friday 8 November, 2019
Essay 2 Monday 2 December 2019
AR250 Sacred Places & Christian Buildings in Medieval Ireland
Class Test (last lecture) (20%) Friday 8 November 2019
Final Essay (80%) Monday 9 December 2019
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AR5100 Archaeology and Mythical Landscapes of Atlantic Ireland (10 ECTS)
Project 1 – Formoyle & Keshcorran Friday 11 October 2019
Project 2 – Dún Aonghasa Friday 25 October 2019
Project 3 - Knocknarea Monday 11 November 2019
Semester Two
AR236 Interpretation in Archaeology
Assignment 1 (50%) Friday 13 March 2020
Field Class Assignment (50%) Monday 17 April 2020
AR245 Archaeology in Practice
Class Test 1 (20%) Monday 3 February 2020
Class Test 2 (20%) Tuesday 25 February 2020
CV Assignment (10%) To be confirmed.
Final Project (50%) Tuesday 5 May 2020
AR337 Gaelic Peoples: Identity and Cultural Practice
Class Test (20%) Wednesday 25 March 2020
Field-based Essay (80%) Monday 27 April 2020
AR3101 Landscape and Archaeology: Context and Practice
Assignment no 1 (25%) Friday 7 February 2020
Assignment no 2 (75%) Tuesday 14 April, 2020
AR347 Palaeoecology – Reconstructing Past Environments Exam
AR325 Minor Dissertation – Thesis (Minor)
Research Design (10%) Friday 29 November 2019
Annotated Bibliography (10%) Friday 7 February 2020
Draft Dissertation Friday 27 March 2020
Final Dissertation (80%) Friday 24 April 2020
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Field Classes
The following field classes are scheduled for various dates during the year.
Semester one
AR5100 Archaeology & Mythical Landscapes Sat 21 Sept 19
AR2102 People, Ritual & Death: Sat 28 Sept 19
AR5100 Archaeology & Mythical Landscapes Thurs 10 Oct 19
AR343 Public Archaeology Sat 19 Oct 19
AR5100 Archaeology & Mythical Landscapes Thurs 24 Oct 19
AR250 Sacred Places & Christian Buildings Sat 2 Nov 19
Semester two
AR245 Archaeology in Practice –weekend one Sat 29 Feb & Sun 1 Mar 20
AR245 Archaeology in Practice –weekend two Sat 7 & Sun 8 March 20
AR337 Gaelic Peoples: Identity & Cultural Practice Sat 14 March 20
AR236 Interpretation in Archaeology Sat 28 March 20
AR3101 Landscape & Archaeology: Context and Practice Tues 7 April 20
AR347 Palaeoecology: Reconstucting Past Environments TBC
The transport cost per trip is capped at €15 per student and the balance of the cost of bus
hire will be covered by the Department. On some classes, we may organise soup and
sandwiches in a local hotel, the cost of which will be in addition to the cost of the bus. This
usually works out in the region of €10 per head, but students are welcome to bring along
their own food if they wish to do so.
In order to reduce any possible financial burden on students, the cost of a field trip can be
paid in small amounts at any time between September and the deadline date for payment of
the field trip.
The full cost must be paid prior to the date of the field class.
Wear suitable clothing on field classes
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It will be necessary to dress appropriately and be fully prepared for all weather
conditions on the various planned field classes. Over the years we have experienced
everything from blistering sunshine to driving blizzards, so prepare for the worst and
hope for the best!
For classes in poor weather, please ensure to bring a few layers of warm clothing, a full
set of waterproofs, a hat, gloves and boots.
Module Details
AR343 Public Archaeology
Third year core module (semester one)
Lecturer: Maggie Ronayne
Structure of module: 23 lecture hours over twelve weeks in semester one.
Module Commences: Monday 9th September 2019
Module Ends: Friday 29th November 2019
Lecture times and venues:
Day Time Location
Monday 12 – 1 pm AC203
Friday 12 – 1 pm AC213
Compulsory field class on Saturday October 19th, 2019.
Assessment: Two 2,000 word essays, each worth 50% of the final mark. The
second essay may also consist of a community-based project in
consultation with the lecturer.
First essay due on Friday 8 November, 2019
Final essay due on Monday 2 December, 2019
Course Weighting: 5 ECTS
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Module Summary
This course is an introduction to Public Archaeology addressing the key question for
archaeologists in the 21st century: accountability to communities whose cultural heritage
we may be investigating or who are defending their community and its heritage. We will
examine professional ethics and standards and the practical ways in which archaeologists
can work with grassroots communities.
Case studies will range from heritage destruction resulting from the wars on Iraq and
Afghanistan to a consideration of the impact of development projects such as roads in
Ireland, large dams in Turkey and heritage tourism at home and abroad. Other topics will
include an introduction to community archaeology and the public presentation of
archaeological research.
Field Class
This compulsory field class will focus on
the representation of the past in visitor
centres and one of the two assignments
will be linked to this field class.
Learning Outcomes
This course will enable students to:
Identify the variety of areas of work within the field of public archaeology
Demonstrate critical understanding of the roles and responsibilities of professional
archaeologists in contemporary society
Recognise the work, achievements and knowledge of people who are not archaeologists
who work for the survival and continuity of culture and heritage
Appreciate the need for professional ethics and standards in Archaeology and
compare practices in different parts of the world
Demonstrate critical understanding of the role of archaeology in development and its
implications for communities and their heritage
Explain the need for mutual accountability between professional archaeologists and
communities
Recognise and discuss key issues in community archaeology
Construct a clear, coherent argument
Assess archaeological writing, projects or other work regarding level and type of
engagement with the public.
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Core Texts
Hamilakis, Y. and Duke, (eds) 2007. Archaeology and Capitalism. From Ethics to Politics. California: Left Coast Press. (Selected papers).
Vitelli, K.D. (ed.), 1996. Archaeological Ethics. Walnut Creek: Altamira Press.
Zimmerman, L.J., Vitelli, K.D. and Hollowell-Zimmer, J. 2003. Ethical Issues in Archaeology. Walnut Creek: Altamira Press.
Students are also advised to consult issues of the journal Public Archaeology. A more
detailed reading list will be provided in class and some material will be available on
Blackboard.
AR5100 Archaeology and Mythical Landscapes of Atlantic
Ireland (10 ECTS)
Semester one, 2019-20
Open to Visiting and Higher Diploma Students
MODULE COORDINATOR: Professor Liz FitzPatrick
Lecturers: Stefan Bergh, Clodagh Downey, Liz FitzPatrick,
Carleton Jones and Conor Newman
Dún Aonghasa, Inis Mór, Aran Islands, Co. Galway
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Structure of module: Two introductory lectures, 13 seminars, 3 field classes.
Module Commences: Monday 9th September 2019
Module Ends: Thursday 7th November 2019
Lecture times and venues:
Day Time Location
Monday 1 pm – 2 pm AC214 (Concourse, Arts/Science Building)
Thursday 10 am – 11 am Eng3036 (Engineering Building)
Lectures
Introduction to the module Monday 9 September
Background to the cycles of tales Thursday 12 September
Seminars & Field Classes
Seminar 1 Formoyle - Monday 16 September
Seminar 2 Keshcorran - Thursday 19 September
Field Class 1 Formoyle & Keshcorran - Saturday 21 September
Seminar 3 - Writing up Formoyle - Monday 23 September
Seminar 4 Writing up Keshcorran - Thursday 26 September
Seminar 5 Discussion class - Monday 30 September
Seminar 6 Discussion class - Thursday 3 October
Seminar 7 Introduction to Dún Aonghasa - Monday 7 October
Field Class 2 Dún Aonghasa - Thursday 10 October
Seminars 8 & 9 Writing up Dún Aonghasa - Monday 14 & Thursday 17 October
Seminar 10 Introduction to Knocknarea - Monday 21 October
Field Class 3 Knocknarea - Thursday 24 October
NOTE that Monday 28 October is a bank holiday.
Seminars 11 & 12 Writing up Knocknarea - Thursday 31 Oct & Monday 4 November
Seminar 13 Module Summary and Feedback - Thursday 7 November
Assessment: Three 2500-word short projects on the studied landscapes
Course Weighting: 10 ECTS
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Module Summary
This field-based module explores the interplay between myth, legend and landscape in
Atlantic Ireland. It introduces the student to the archaeologies and topographies of some
of the landscapes that are the settings for tales in the four major cycles of early Irish
literary tradition, with a special focus on the Connacht landscapes associated with tales
from the Mythological Cycle, the Ulster Cycle and the Finn Cycle. Among these are the
extensive cliff-top fort of Dún Aonghasa, the mythical abode of the Fir Bolg, perched at
the edge of sea cliffs on Inis Mór, Aran Islands; the Caves of Kesh at Keshcorran and the
prehistoric monuments of Formoyle overlooking Lough Gill, Co. Sligo and their role as the
settings of the Otherworld encounters of the legendary warrior-hunter, Finn mac Cumaill;
and Knocknarea, Co. Sligo where the mythical Queen Meabh’s burial place is imagined as the
great cairn on the mountain summit. The module, which incorporates the results of
archaeological surveys and excavations in these landscapes, will discuss how monuments and
their settings became mnemonic pegs for tales and how they themselves may also have been
the very sources of the tales. It explores the repurposing of prehistoric monuments for
assembly places, hunting grounds and battle sites by early medieval Gaelic kings and later
medieval chiefs and how legendary fenian place-names and tales can help to unlock the
landscapes in which those elite practices took place.
Learning Outcomes
An appreciation of the archaeology of some of the renowned landscapes associated
with myths and legends in Atlantic Ireland.
Basic knowledge of the range of topographies and monuments that generally
constitute ‘mythical landscapes’ and how they were perceived in the medieval mind.
An understanding of the influence of prehistoric archaeological landscapes on the
generation and maintenance of stories about the gods and mortals in early Irish
tradition.
Field Classes (Please read this Carefully)
N.B. Field classes are compulsory. They constitute a substantial part of your learning in
this module. Therefore, if you cannot attend the field class, please do not take this
module.
In terms of access, the routes to the sites involve some climbs and are appropriate for
people with a moderate level of fitness and some walking experience. Walking boots and
warm, water-proof clothing are recommended.
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There is a modest charge for field classes in order to cover the cost of transport. Costs
will be announced at the introductory lecture to this module. Please pay Sandra Getty
(Administrative Assistant), Archaeology Room ARC217 prior to each field class.
TEXTS (Books)
Barber, E.J.W. 2004 When they Severed Earth from Sky: How the Human Mind
Shapes Myth. Princeton.
Bergh, S. 1995 Landscape of the Monuments: A Study of the Passage Tombs in the
Cuil Irra Region. Stockholm.
Chadwick, A.M., Gibson, C. 2013 Memory, Myth and Long-Term Landscape
Inhabitation. Oxbow, Oxford.
Cotter, C. 2012 The Western Stone Forts Project volumes 1 and 2: excavations at
Dún Aonghasa and Dún. Wordwell, Dublin.
Egeler, M. (ed.) Landscape and Myth in North-Western Europe. Brepols, Turnhout.
Gregory, A. 1902-4 Lady Gregory’s Complete Irish Mythology. London.
Heaney, M. 1994 Over Nine Waves: A Book of Irish Legends. Faber and Faber,
London.
Koch, J. T. 2006 Celtic Culture: A Historical Encyclopedia. ABC-CLIO, Santa Barbara,
Denver, Oxford.
Mallory. J. 2016 In Search of the Irish Dreamtime: Archaeology & Early Irish
Literature. Thames and Hudson. London.
Nagy, J.F. 1985 The Wisdom of the Outlaw: The Boyhood Deeds of Finn in Gaelic
Narrative Tradition. University of California Press
Ó Cathasaigh, T. 2014 Coire Sois, The Cauldron of Knowledge: A Companion to Early
Irish Saga. Notre Dame.
O’Rahilly, T.F. 1946 Early Irish History and Mythology. Dublin Institute for Advanced
Studies.
Waddell, J. 2014 Archaeology and Celtic Myth: An Exploration. Four Courts Press,
Dublin .
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AR2102 People, Ritual & Death: Life in Early
Prehistoric Europe
Second year compulsory module (semester one)
Course Convenor: Dr Stefan Bergh Lecturers: Dr Stefan Bergh, Dr. Robert Hensey
Dr. Noel Mc Carthy & Dr. Andrew Whitefield
Structure of module: 22 lecture hours over eleven weeks in Semester one.
Module Commences: Wednesday 11th September 2019
Module Ends: Wednesday 20th November 2019
Field class: Saturday 28th September 2019
Lecture times and venues:
Day Time Location
Wednesday 11 am – 12 pm AC213
Wednesday 1 pm – 2 pm Larmor
Assessment: Two-hour written examination and
Text analysis – due Friday, 25 October 2019.
Course Weighting: 5 ECTS
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Module Summary This course introduces evidence from the Mesolithic and Neolithic periods of Western
Asia and Europe, to create a context for the understanding of the early prehistory of
Ireland. We will look particularly at the possible reasons why communities who lived by
foraging and hunting adopted agriculture and what implications those changes had. The
course begins with an overview, followed by an examination of various aspects of
Mesolithic society. The origin of farming in Western Asia is next, followed by the
Neolithic of the central and north European plain and the introduction of agriculture to
Western Europe, particularly to Britain and Ireland. The development of ritual and burial
monuments will be explored towards the end of the course.
Learning Outcomes
This course enables students to:
Describe the range of evidence for the development of prehistoric communities and
societies in Europe and Western Asia
Place evidence for the development of prehistoric societies in Ireland in a wider
context
Recognise selected key artefacts and site types from the relevant periods in Europe
and Western Asia
Demonstrate critical understanding of the nature of prehistoric evidence, its
chronology and classification including awareness of problems
in the use of classification tools
Assemble and comment on evidence regarding key issues in
the study of the Mesolithic and Neolithic periods in Europe
and Western Asia
Critically discuss and compare interpretations by
archaeologists of this evidence
Core Texts
Waddell, J. 2010. The Prehistoric Archaeology of Ireland. Bray: Wordwell.
Cummins V. 2017 The Neolithic of Britain and Ireland. London:
Routledge.
B. Cunliffe (ed.) 1994 Prehistoric Europe: The Oxford Illustrated History of Prehistoric Europe. Oxford: Oxford University Press.
Whittle, A. 1996. Europe in the Neolithic. The Creation of New Worlds. Cambridge:
Cambridge University Press.
Price, D.T. 1987. The Mesolithic of Western Europe.
*A comprehensive reading list will be provided at the start of the course.
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AR3100 Metal, Warfare and Chiefdoms
The Bronze Age Roots of European Civilization
Third year core module (semester one)
Course Convenor: Dr. Carleton Jones
Lecturers: Dr. Carleton Jones, Dr. Thor Mc Veigh & Ms. Chelsea Ryan
Structure of module: 24 lecture hours over twelve weeks in semester one.
Module Commences: Wednesday 11th September 2019
Module Ends: Thursday 28 th November 2019
Lecture times and venues:
Day Time Location
Wednesday 12 - 1pm AC202
Thursday 12 - 1pm Mc Munn
Assessment: Two text analyses during the course and a final essay.
Text analysis 1 due Wednesday 9 October 2019 &
text analysis 2 due Thursday 24 October 2019.
Final essay submission due on Monday, 16 December 2019
Course Weighting: 5 ECTS
Module Summary
This course focuses on investigating the types
of societies that occupied Europe in the
Bronze Age and the role they played in shaping
an emergent European civilization. A range of
themes will be addressed including patterns of
production, exchange and interaction, the role
of warfare, and the exceptional social and
economic developments evident in central
Europe, the Aegean, and Iberia. Following
these thematic treatments, we will investigate
more critically the nature of Bronze Age
societies in Europe by focusing on how the
concept of ‘chiefdoms’ has been developed and
used by anthropologists and archaeologists.
Irish Bronze Age high-status
ornamentation and weaponry
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This will involve a close look at some Polynesian chiefdoms that have been used as
interpretive models to help understand Bronze Age European societies and then specific
European case studies focused on Denmark, Wessex in England, and the Munster region in
Ireland.
Learning Outcomes
Ability to summarise and critique the salient points of a piece of archaeological
writing
Ability to critically assess the merits and demerits of various explanatory models
and theories put forward regarding the nature of societies in Bronze Age Europe
Ability to compose an organized, logical argument
Understanding of how ethnographic-based models of chiefdoms have been used by
archaeologists to model European Bronze Age societies
Have a developed understanding of the international context of the Irish Bronze
Age
Have knowledge of key international archaeological issues and sites.
Core Texts
A comprehensive reading list will be provided at the start of the course on Blackboard.
Bronze Age palace at Knossos on Crete.
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AR250 Sacred Places and Christian
Buildings in Medieval Ireland
Second year option module (semester one)
Lecturer: Prof Elizabeth FitzPatrick
Structure of module: 18 lecture hours & one compulsory field class over nine weeks.
Module Commences: Thursday 12th September 2019
Module Ends: Friday 8th November 2019
Lecture times and venues:
Day Time Location
Thursday 11am- 12pm AC202
Friday 11am – 12pm Larmor Theatre
Assessment: Class test (20%) on Friday 8 November 2019 &
Field based essay (80%), due Monday 9 December 2019
Course Weighting: 5 ECTS
N.B. A field class at Clonfert, Co. Galway is a compulsory feature of this module and
will be held on S a t u r d a y 2 n d N o v e m b e r , 2 0 1 9 .
80% of the overall marks for the module are awarded for an essay assignment that
uses Clonfert as a case study. It is therefore essential that you attend.
Module Summary
This module presents and discusses places in the Irish landscape where Christian
foundations were established during the medieval period. Themat ica l ly focused , it
addresses some of the reasons why particular places became Christian saintly cult centres,
and how they developed and changed through time.
An appreciation of built heritage, especially the styles and influences in Irish ecclesiastical
buildings and in architectural and portable sculpture to c.1200 AD is integral to this study
and treated in relation to the major movements, such as Romanesque, in British and
Continental European church architecture.
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Lecture Themes Christian landscapes
Monastic spatial organisation and symbolic meaning
The earliest church buildings
High crosses and the politics of kingship
Round towers
Romanesque: origins in Continental Europe and Britain
‘Gaelic- or Hiberno-Romanesque’ and Romanesque in Ireland
Learning Outcomes Appreciate the dialogue between the pagan and christian worlds of medieval Ireland
and the conversion process.
Recognise what constitutes a ‘meaningful’ place in a medieval Irish christianised
landscape.
Account for the key developments in Irish medieval ecclesiastical buildings in a
European context.
Acquire skills to read and record the fabric of church buildings, architectural
sculpture and ecclesiastical art objects.
Teach Molaise, a shrine chapel to St Molaise on Inishmurray Island in Sligo Bay
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Core Texts
Please note that reading specific to particular themes of this module will be posted on the
Blackboard site. Barral I Altet, Xavier 2001 The Romanesque: towns, cathedrals and monasteries.
Köln. (See Chapter 1 The emergence of new forms, Chapter 2 The diffusion of Romanesque).
Bracken, D. and Ó Riain-Raedel, D. (eds) 2006 Ireland and Europe in the twelfth century: reform and renewal. Dublin.
Doherty, C., Doran, L. and Kelly, M. 2011 Glendalough: City of God. Dublin. FitzPatrick, E. and Gillespie, R. (eds) 2006 The parish in medieval and early modern
Ireland. Dublin. FitzPatrick, E. and O’Brien, C. 1998 The medieval churches of County Offaly. Dublin.
(See Chapter 2 Romanesque and transitional-style churches). King, H. A. 1998 Clonmacnoise studies 1: seminar papers 1994. Dublin. Marshall, J.M. and Walsh, C. 2005 Illaunloughan Island: an early medieval monastery
in County Kerry. Dublin.
Ó Carragáin, T. and Turner, S. 2016 Making Christian landscapes in Atlantic Europe: conversion and consolidation in the early middle ages. Cork.
Ó Carragáin, T. 2013 The view from the shore: perceiving island monasteries in early
medieval Ireland. Hortus Artium Medievalium 19, 21-33.
Ó Carragáin, T. 2010 Churches in early medieval Ireland: architecture, ritual and memory. New Haven and London.
Ó Carragáin, T. And O' Sullivan, J. 2008 Inishmurray: monks and pilgrims in an Atlantic landscape. volume 1: survey and excavations 1997-2000. Cork.
O’Keeffe, T. 2003 Romanesque Ireland: architecture and ideology in the twelfth century. Dublin.
O’Keeffe, T. The Romanesque portal at Clonfert cathedral and its iconography. In C. Bourke (ed.), From the Isles of the North: early medieval art in Ireland and Britain, 261-9. Belfast.
Overbey, K. 2012 Sacral Geographies: Saints, Shrines, and Territory in Medieval Ireland. Turnhout.
Semple, S. 2013 Perceptions of the prehistoric in Anglo-Saxon England: religion, riual and rulership in the landscape. Oxford.
Toman, R. (ed.), 1997 Romanesque architecture, sculpture, painting. Kölin (see Introduction pp.7-31).
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AR245 Archaeology in Practice
Second year compulsory module (semester two)
Course Convenor: Dr Carleton Jones
Lecturers Dr Carleton Jones, Joe Fenwick,
Structure of module: Fourteen initial lectures and one seminar on different aspects of
archaeology in practice, then two lectures / workshops on CV
writing followed by one of the following two options:
Option 1 Field Archaeology in Practice => two weekend field classes OR
Option 2 Regional Archaeology in Practice => six classroom hours which include
practicals.
Module Commences: Monday 13th January 2020
Initial Lectures End: Monday 9 th March 2020
Options begin: Week 9 – from Tuesday 10 th March 2020
Lecture times and venues:
Day Time Location
Monday 11 am – 12 pm AC214
Tuesday 11 am – 12 pm Mc Munn
Assessment: Class Test 1 (20%) Monday 3 February 2020
Class Test 2 (20%) Tuesday 25 February 2020
CV Assignment (10%) To be confirmed.
Final Project (50%) Tuesday 5 May 2020
Course Weighting: 5 ECTS
Module Summary
The objective of this module is to (a) introduce the student to a range of fundamental
sources and methods used by the archaeologist and (b) to teach the student how to apply
those sources and methods in practice.
In order to make the experience of the module more fulfilling, you are offered a choice of
two practical options after you have attended the first 17 classes of the module. The idea
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behind the options is that you choose 1 out of the 2 that will best suit your ability and
needs. In the first week of the module you will be asked to rank your choices 1-2.
Places for each option will subsequently be allocated to students by ballot. The practical
options are:
1. Field Archaeology In Practice
2. Regional Archaeology In Practice
Please choose your option carefully and with due regard to your abilities
and needs.
Students planning a medieval church in the
‘Archaeology in the Field’ Option of AR245.
Option 1: Field Archaeology in Practice
Please note that this course is capped at 20 students and that there will be a fee of €30
to cover the cost of bus transport (subsidised) over two weekends.
This option involves both on-campus tuition and outdoor practicals over the course of two
weekends during which you will be taught how to compile a detailed archaeological report of
selected monuments in the Burren landscape, Co. Clare.
When will it happen?
Saturday 29 February and Sunday 1 March 2020 and Saturday 7 and Sunday 8 March, 2020.
These are all-day sessions.
What does it involve?
Students taking this option will attend tutorials on campus on Saturdays (9.00am to
5.00pm), with Sundays assigned to practical field recording and survey at selected sites in
the Burren (departing 8.00 am with a packed-lunch, waterproofs, etc. and returning
6.00pm). The facilities of the Carron Research Centre will be available during Sunday field
classes but unlike previous years AR245 students will not be required to stay overnight.
25
Does this suit me?
Students taking this option need to be certain that they are free on the designated weekends
in February / March, as there is no option to repeat this practical at a later date. The work
is outdoors and will require (a) an aptitude for, and interest in field survey and recording (b)
a tolerance of potentially difficult weather conditions (c) a reasonable degree of fitness.
Option 2: Regional Archaeology in Practice
What does it involve?
This desk-based option involves six scheduled hours (see time-table) in which you will be
tutored on a range of map and documentary sources appropriate to an assigned region and
shown how to access those sources. A range of in-class practical activities will also take
place to prepare you to carry out your regional study. The overall aim is that you will be able
to compile a quality study of what is known about the archaeology of a particular region
based on available documentary sources.
When will it happen?
During normal scheduled lecture hours from March 10 through to March 31, 2020.
Where is it held?
See time-table above, same venues as initial lectures.
How will I be assessed?
The student will be required to use a variety of
sources to put together a report that
characterises the archaeology of a specific
region. Sources will include items such as
topographic maps, geological maps, photographs,
OS letters, OS maps, journals, excavation
reports, etc.
Does this suit me?
Student taking this option should have (a) an
interest in exploring a wide range of interesting
sources from maps and photographs to
excavation reports and journal articles (b) an
ability to draw different sources together to
tell the story of a region.
Note that this option will be very suitable for students
who cannot take weekend classes.
A portion of the Record of Monuments
and Places.
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Learning Outcomes
At the end of this module it is expected that students will have acquired a basic knowledge
about a wide range of sources and methods that are germane to the discipline of
archaeology. The practical application of those sources and methods should also inform
students about their own abilities and strengths and enable them to begin to think about
potential career options in archaeology.
Core Texts / Bibliography Reading lists will be provided in class.
27
AR3101 Landscape and Archaeology: Context and Practice
Third year core module (semester two)
Course Convener: Conor Newman
Structure of module: 22 lecture hours over 12 weeks in Semester two plus
1 full-day field class, Boora Co. Offaly
on Tuesday 7 April 2020
Module Commences: Monday 13 January 2020
Module Ends: Tuesday 7 April 2020
Assessment: Assignment 1 (25%) due Friday 7 February, 2020
Assignment 2 (75%) due Tuesday 14 April, 2020
Course Weighting: 5 ECTS
Lecture times and venues: Day Time Location
Monday 12 – 1 pm D’Arcy Thompson Theatre
Tuesday 1 – 2 pm IT250 1st floor
Module Summary
The landscape paradigm has generated a unique interdisciplinary space that brings
together specialists from disciplines as diverse as archaeology, health, sociology, law,
architecture, geography, engineering, ecology, and more. Collectively, their goal is to
deepen our understanding of the complex interactions that have shaped us and our
landscapes over time so that we might better manage present landscapes, and
guarantee for them and the species they support, a sustainable future.
Human history is inscribed in the landscape, leaving tangible and intangible records
that contribute to the character of places and the cultural identities of their
inhabitants. Archaeological investigations into the stories of places and of the
landscape attain their full potential when they are brought into the blended discourses
that the landscape paradigm demands. Conversations such as these, converge with the
themes of place-making, identity and participative stewardship, and give rise to new
perspectives and synergies that can clarify and evolve the role and relevance of a
discipline like archaeology in contemporary social praxis.
From a consideration of the interdisciplinarity of the landscape paradigm, national
policy and international conventions, this course explores where archaeology fits in a
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discourse that is shaping aspects of the professional landscape and employment
context of archaeologists.
Field class
The field class will take place at the post-industrial peat-extraction landscape of Boora
Bog, Co. Offaly, which, through the combined efforts of Bord na Mona and the local
community, has been successfully re-developed as a Discovery Park, using modern
installation sculpture to draw together its cultural and natural heritages. Lough Boora
is site of the earliest Mesolithic site in the Midlands.
Learning Outcomes
Students taking this module
Will demonstrate knowledge of landscape and place theory.
Acquire knowledge of international and national policy on landscape and heritage
generally, and of landscape and archaeology in particular.
Situate the practice of landscape archaeology in the wider context of
interdisciplinary discourses on landscape, place, heritage and community.
Show critical awareness of landscape archaeology, theory and practice.
Core Texts
Heritage and Beyond (Council of Europe Publishing, 2009). Available on Blackboard.
Committee Directeur de la Culture, du Patrimoine, et du Paysage (CDCPP; Steering
Committee for Culture, Heritage and Landscape) http://www.coe.int/en/web/cdcpp-
committee
EU Convention: Council of Europe 2000, European Landscape Convention, Council of
Europe, Strasbourg http://www.coe.int/en/web/landscape/home
EU Convention: Council of Europe 2005, Framework Convention on the Value of Cultural Heritage for Society, Council of Europe, Strasbourg
http://www.coe.int/en/web/culture-and-heritage/faro-convention
European Commission Voices of Culture: structured dialogue between the European Commission and the cultural sector, Brussels http://www.voiceofculture.eu/
European Heritage Heads Forum European Heritage Heads Forum http://www.ehhf.eu/
Heritage Council of Ireland http://www.heritagecouncil.ie/ Uniscape, Florence http://www.uniscape.eu/
International Centre for the Study of the Preservation and Restoration of Cultural
Property, Rome http://www.iccrom.org
Further readings are provided on the Module page on Blackboard.
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AR347 Palaeoecology – Reconstructing Past Environments
Third year option module (semester two)
Lecturer: Dr. Karen Molloy
Structure of module: 23 lecture hours over twelve weeks in Semester two.
Module Commences: Tuesday 14th January 2020
Module Ends: Friday 3rd April 2020
Lecture times and venues:
Day Time Location
Tuesday 12 – 1 pm School Lab
Friday 12 – 1 pm School Lab
Assessment: Exam and assignment
Course Weighting: 5 ECTS
N.B. AR347 includes three compulsory 2-hour laboratory sessions in addition to a field
excursion. The dates and times of these will be finalised at the start of Semester two.
Module Summary
The Irish landscape as we know it today is governed by what has happened in the past.
Both climate change and anthropogenic factors have played significant roles in shaping
the development of the landscape. The objectives of this module are to introduce the
student to palaeoenvironmental methods, in particular pollen analysis, as a means of
interpreting the past 15, 000 years of vegetation and environmental change in Ireland.
Learning Outcomes
On completion of this course the students will be able to:
understand the main principles of pollen analysis
understand the key vegetation changes that have occurred in Ireland since the end
of the Ice Age
have an appreciation of the role people have played in shaping the Irish landscape
have a greater understanding of the natural world
interpret a pollen diagram.
students will be able to identify the pollen of the main native Irish trees.
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Core Texts
Theory of pollen analysis
Fægri, K. and Iversen, J. (1975, 1989). Textbook of Pollen Analysis. Blackwell (3rd
ed) and Wiley (4th ed by Fægri K, Kaland PE, Krzywinski K.). 581.38
Moore, P.D., Webb, J.A. and Collinson, M.E. (1991). Pollen Analysis (2nd ed).
Blackwell Scientific Publications, Oxford.
Vegetation history of Ireland and north-western Europe
Hall, V. 2011. The Making of Ireland’s Landscape Since the Ice Age. Collins Press,
Cork. 554.15
Mitchell, F. and Ryan, M. 1997. Reading the Irish Landscape (3rd ed.) Country House,
Dublin. 551.4109415. (also previous edition useful: Mitchell, F. (1986). The Shell Guide to Reading the Irish Landscape, 2nd ed. Country House, Dublin. 911.415)
O’Connell, M. and Molloy, K. 2001. Farming and woodland dynamics in Ireland during
the Neolithic. Biology and Environment (Proc R Ir Acad , Ser B), 101, 99-128.
NOTE: this journal article is also available in book format as follows: Mitchell,F.J.G.
(Ed.) 2001. From palaeoecology to conservation: an interdisciplinary vision. Biology and Environment (Proceedings of the Royal Irish Academy, Ser. B), Vol. 101B, issues 1-2. Royal Irish Academy, Dublin. 3 copies in library at 574 BIO.
O’Connell, M. 1994. Connemara. Vegetation and Land Use since the Last Ice Age. Office of Public Works, Dublin, 64 pp. At 574.94174; 2 copies in lib.
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AR337 Gaelic Peoples – Identity and Cultural Practice
Third year core module (semester two)
Lecturers: Professor Elizabeth FitzPatrick & Guest Speaker
The tower house of the Ó hUiginn poets on their lands at Kilcloony, Co. Galway where they also conducted
a bardic school (photo: E. FitzPatrick)
Structure of module: 21 lectures and a full day compulsory field class over eleven
weeks in Semester two.
Module Commences: Wednesday 15th January 2020
Module Ends: Wednesday 25 th March 2020
Lecture times and venues:
Day Time Location
Wednesday 12 -1 pm IT202
Thursday 12 -1 pm IT125 (first floor)
Assessment: Class test (20%) on Wednesday 25 March &
Field-based essay (80%) due on Monday 27 April 2020.
Course Weighting: 5 ECTS
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N.B. A field class in the Burren, Co . C lare is a compulsory feature of this module
and will be held on S a t u r d a y 14th March. 80% of the overall marks for the module
are awarded for an essay assignment that uses the Burren cathair tradition as a case study.
It is therefore essential that you attend.
Module Summary
The aim of this module is to investigate expressions of identity, social organisation
and cultural practices among Gaelic peoples c. 1200-1600 AD, through the record of
their settlements and material culture. There is particular e m p h a s i s o n the
centrality of ancestral attachment and pedigree of place in Gaelic society. Social
organisation was defined by a deeply hierarchical kin-based structure of septs, and
framed by a concept of geography as lineage. Those values influenced the ways in
which people organised and settled their territories and lived their lives. The impacts
and outcomes of relationships between Gaelic peoples and colonial communities on the
island of Ireland in this period are integral to the module. The approach is
grounded in the theory and methods of historical archaeology (Old World), in which
the efficacy of all types of archaeological evidence, from artefacts to landscapes,
buildings and text, is valued in the generation of interpretations of the past.
N.B. The module includes a compulsory field class which will be held on
Sa t u r d a y 14th March 2020.
Lecture themes
Introduction
Module objectives and contents
Who are the Gael?
Landscape Organisation
Lordship and its divisions
Land denominations
Tradition and Innovation in Settlement Forms
Enclosed settlement:the ráth, caiseal, crannog, pailís and tower-house
Tower houses in the Gaelic landscape
Ancestral Attachment and Pedigree of Place
Cathedral-centred settlements
Assembly places and their landscape setting
Learned family settlements in the lordships
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Material Culture & Identity
Ritual and art objects of lordship
Pottery in Gaelic society
Learning Outcomes
Awareness of the presentness of the past in cultural practices.
Insight that material culture is an active element in the negotiation of cultural
identity at particular moments in the past.
Good working knowledge of the settlement forms and material culture of the
period.
The hunting ground of Formoyle, viewed from the assembly place of Lough Gill, Co. Sligo
Core Texts
Please note that reading specific to particular themes in this module will be posted on
the Blackboard site. Core texts only are listed below.
Campbell, E., FitzPatrick, E. and Horning, A. 2017 Becoming and Belonging in Ireland, AD 1200-1600: essays in identity and cultural practice. Cork.
Breen, C. and Raven, J. 2017 Maritime lordship in late medieval Gaelic Ireland.
Medieval Archaeology 61, 149-82.
Doran, L. and Lyttleton, J. (eds) 2007 Lordship in Medieval Ireland: image and reality. Dublin.
Duffy P, Edwards, D. and FitzPatrick, E. (eds), 2001 Gaelic Ireland, c. 1250-
c.1650: land, lordship and settlement. Dublin.
FitzPatrick 2019 Rethinking settlement values in Gaelic society: the case of the
cathedral centres. Proceedings of the Royal Irish Academy 119C, 1-34.
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FitzPatrick 2016 The last kings of Ireland: material expressions of Gaelic
lordship c. 1300-1400 A.D. In K. Buchanan and L.H.S. Dean with Michael Penman
(eds), Medieval and early modern representations of authority in Scotland and
the British Isles, 197-213. Routledge, London and New York.
FitzPatrick, E. 2015 Assembly places and elite collective identities in medieval
Ireland'. Journal of The North Atlantic 8, 52-68.
FitzPatrick 2015 Ollamh, biatach, comharba: lifeways of Gaelic learned families in
medieval and early modern Ireland. Proceedings of the XIVth International Celtic
Congress, Maynooth, 165-89. Dublin Institute of Advanced Studies.
FitzPatrick, E. 2013 Formaoil na Fiann: hunting preserves and assembly places in
Gaelic Ireland Proceedings of Harvard Celtic Colloquium 32, 95-118
FitzPatrick, E. 2009 Native enclosed settlement and the problem of the Irish ‘ring-
fort’. Medieval Archaeology 53, 271-307.
FitzPatrick, E. 2004 Royal inauguration in Gaelic Ireland c. 1100-1600: a cultural landscape study. Woodbridge.
Herron, T. and Potterton, M. (eds) 2007 Ireland in the Renaissance c. 1540–1660.
Dublin.
Horning, A., Ó Baoill, R., Donnelly, C. and Logue, P (eds) 2007 The archaeology of post-medieval Ireland 1550–1850. Bray.
Lyttleton, J. and Rynne, C. (eds) 2009 Plantation Ireland: settlement and material culture, c. 1550-c.1700. Dublin.
McSparron, C. 2011 The medieval coarse pottery of Ulster. The Journal of Irish Archaeology 20, 101-21.
O’Conor, K. D. 1998 The archaeology of medieval rural settlement in Ireland. Discovery
Programme Monographs 3. Dublin.
O’Keeffe, T. 2004 The Gaelic peoples and their archaeological identities, A.D. 1000-1650. Quiggin pamphlets on the sources of medieval Gaelic history 7. Cambridge.
35
AR236 Interpretation in Archaeology
Second year compulsory module (semester two) Lecturer: Maggie Ronayne
Structure of module: 24 lectures and one compulsory field class over twelve weeks
Module Commences: Wednesday 15 th January 2020
Module Ends: Friday 3rd April 2020
Lecture times and venues:
Day Time Location
Wednesday 11 am – 12 pm AM108
Friday 11 am – 12 pm AC204
Assessment: 2,000 word essay due Friday 13 March, 2020 and
2,000 word field assignment due Friday 17 April, 2020
(each worth 50% of the final mark).
Course Weighting: 5 ECTS
Field class will be on Saturday 28 March, 2020
Module Summary
This course is an introduction to the different theories and frameworks archaeologists
have used to interpret the past. The key question today is how our approach to our work as
archaeologists can relate positively to communities whose heritage we are investigating.
After a look at theories archaeologists used in the 19th and 20th centuries, we will examine
recent and exciting work by archaeologists together with communities. Examples will be
drawn from Ireland and all over the world – from the struggle to reclaim a district of Cape
Town bulldozed in apartheid South Africa to explorations of Indigenous women’s role in the
development of agriculture in North America and Western Asia to the archaeology of
maroons and opposition to slavery in the Americas. The course will provide students with an
opportunity to engage in discussion about particular readings and issues.
Learning Outcomes
This course will enable students to:
Recognise a variety of approaches to interpretation in Archaeology
Place these approaches in their wider academic, historical and social context.
Compare approaches to interpretation in different parts of the world
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Understand the role of interpretation
Critically discuss and evaluate contrasting interpretations and current debates
Construct a clear, coherent argument
Assess the theoretical framework and social context of archaeological writing,
projects or other work
Appreciate the need for professionals to work with communities in the development
of interpretations
Core Texts
Gamble, C. 2001. Chapter 2: How Many Archaeologies Are There? In Archaeology: The Basics. London and New York: Routledge, 21-44.
Hodder, I. and Hutson, S. 2003. Reading the Past. Cambridge: Cambridge University
Press.
Orser, C. 1996. A Historical Archaeology of the Modern World. New York and
London: Plenum Press.
Trigger, B. 1996 [1984]. Alternative Archaeologies: Nationalist, Colonialist,
Imperialist. In R. Preucel and I. Hodder (eds.), Contemporary Archaeology in Theory. Blackwell: Oxford and Cambridge, Mass., 615-631.
Trigger, B. 1989. A History of Archaeological Thought. Cambridge: University Press.
A detailed reading list will be provided in class and some reading material will be on
Blackboard.
37
The Department Library
Rules of the Library for 2nd year, 3rd year, and
Visiting Archaeology students taking 2nd and 3rd year modules
1 The Library (Room ARC 202) in the Archaeology Dept. is open to
2nd, 3rd year and Visiting Archaeology students who wish to study
and consult the collection.
2 Library opening hours can be found on the Library door.
3 When using the library each student must sign in and sign out. See
book provided.
4 All Books and Journals are on Desk Reserve and may not be
removed from the Library.
5 An index to the Books (which have a code on the spine) can be
found on top of the map cabinet. It may not be removed from the
Library. Note, late additions can be found at the back of each
index.
6 If consulting Books or Maps please return them to the correct
shelf / drawer.
7 The library will not be open in the evenings.
8 Please ensure that windows are closed when leaving the Library
38
Active Learning – Some Practical Advice
Studying at University level is quite different from being at school. You will find that it is much
more up to you to plan and organise your study long term and short term, from the programme
modules you choose to the weekly and daily study schedule. To benefit fully from being enrolled in
a programme we strongly advise you to settle into a good study practice right from the start.
While the departments and the lecturers are committed to providing you with the best possible
learning experience, the outcome is ultimately dependent on your contribution and dedication to
your own learning. You have chosen to come here and you have chosen the subjects you wish to
study. For that reason we expect you to have significant interest in your chosen subjects. Our role
is to help you to acquire the knowledge and the skills you will need in your future career. We
therefore strongly recommend the following:
Attend all lectures, tutorials, seminars, field classes and other teaching opportunities offered
to you. In archaeology there are no textbooks that cover all the topics. This means that a lot
of information will be provided only through lectures, tutorials and field classes. The lecturers
are there to share their knowledge and experience with you for your benefit. Missing out on
this will have severe negative impact on your learning.
Start reading the suggested course literature from the beginning of semester. This will
support your understanding of the presentations through lectures. In third level education you
should not expect lecturers to repeat all the arguments put forward in articles. Their role is
to assist you in evaluating data, methodology and theories, while you are responsible for
acquiring basic information available in the course reading.
Participate in class discussions. Lectures are much more interesting they if involve your active
participation. You should not hesitate to raise and discuss points during class, or challenge and
question what is being said. Feel free to be critical! The lecturer will not take offence – he/she
will see this as a positive contribution to the teaching. An important skill that future
employers look for is the ability to assess and discuss data and projects.
Plan and schedule your study. It is important to apportion time to read, make notes and write
throughout the semester, and it is particularly important to schedule time to complete your
assignments. For recommendations please read the suggestions from Aidan Moran in the first
year handbook that you find on our archaeology website www.nuigalway.ie/archaeology/
Form small study groups. Join up with a few fellow students. You can help each other by
meeting regularly to discuss the course reading and the topics covered in the lectures.
Get involved in out-of-class discipline-related activities. It is important to recognise that you
learn a great deal from fellow students, at undergraduate as well as postgraduate level. They
can assist and advise you informally on many things, and we encourage you to socialise with
your fellow students, for instance by joining the Archaeological Society.
Department of Archaeology Office use only
Mark
UNDERGRADUATE COURSEWORK COVERSHEET Deductions*
Initial Mark
*Late submission penalty
Student to fill out this section
STUDENT ID. MODULE
DEADLINE DATE DATE SUBMITTED WORD COUNT
100-70: exceptional performance; strong evidence of original thinking; good organization; capacity to analyze and synthesize; superior
grasp of subject matter with sound critical evaluations; evidence of extensive knowledge base. 69-60: good performance; evidence of grasp
of subject matter; some evidence of critical capacity and analytic ability; reasonable understanding of relevant issues; evidence of
familiarity with the literature. 59-50: intellectually adequate performance; evidence of some familiarity with the relevant literature and
techniques; limited focus and structure; basic analytic ability only. 49-40: minimally acceptable performance; minimal knowledge of
relevant literature and techniques; lack of breadth; unsubstantiated statements; lack of thesis; poor structure. 39-0: inadequate performance;
little evidence of even superficial understanding of subject matter; lacking critical and analytical skills; limited or irrelevant use of literature.
I hereby certify that I understand what plagiarism is and that this essay is entirely my own work. Neither the paper in its
entirety nor parts thereof have been published elsewhere in either paper or electronic form unless indicated through referencing.
Staff to fill out this section
Intellectual content
Essay has little analysis; does not address
assigned question; irrelevant material included;
argument unclear.
Essay has clear analysis and addresses assigned
question clearly; argument clear and evidence
used skillfully to support it.
Research
Essay uses few primary and secondary sources;
sources misunderstood or used incorrectly.
Essay makes skilful, accurate use of primary
and secondary sources; situates argument in
previous scholars’ work.
Preparation
Essay is careless; typographical and/or
grammatical errors; inconsistencies in citations,
bibliography. Layout and formatting are good.
Essay is careful; has the qualities of a
thoughtfully revised piece of work; carefully
proof read; consistent, accurate and well
prepared notes, citations and bibliography.
Use of Illustrations (if relevant)
Essay has few/no illustrations, with poor use of
captions, numbering and accreditation.
Essay is illustrated throughout; all images are
captioned, numbered and accredited.
ADDITIONAL COMMENTS
Staff Signature Date
