UCL INSTITUTE OF ARCHAEOLOGY

ARCL0002, ARCL0003, ARCL014

World Archaeology: The Deep History of Human Societies

For BASc, Affiliate and other non-Archaeology students serving as: ARCL1003 World Archaeology: Evolutionary Origins to the Earliest States

For BA Archaeology and Anthropology students serving as:

ARCL1014 World Archaeology: An Outline of the Deep History of Human Societies

Module Handbook for 2018-19, TERM 1

Year 1 core module, 30 credits or 15 Credits

TurnItIn Class IDs: 3883910 (ARCL0002), 3883912 (ARCL1003),

3883948 (ARCL1014) Turnitin Password: IoA1819

Deadlines for coursework: ARCL0002: 14 December and 19 March 2019

ARCL0003: 14 December 2018 and 19 March 2019 ARCL0014: 14 December and 19 March 2019

Target return dates: 4 weeks after submission

Term 1 Coordinator: Dr Manuel Arroyo-Kalin

m.arroyo-kalin@ucl.ac.uk; Tel 020 7679 1534 Lecture time (Term 1): Fridays 1-3pm @ Room 612, Institute of

Archaeology

Contents

1 OVERVIEW..........................................................................................................1

1.1 Short description ............................................................................................ 1 1.2 Week-by-week summaries ............................................................................... 2 1.3 Term 1 Lectures (Fridays, 1-3 pm @ room 612).................................................. 2 1.4 Term 1 Seminars (Thursdays 1-6 pm, Room 412, IoA, 31-34 Gordon Square) ........ 2 1.5 Basic texts ..................................................................................................... 3 1.6 Assessments .................................................................................................. 3

1.6.1 Assessments for ARCL0002/0003/0014 students .......................................... 3 1.6.2 Word counts ............................................................................................. 4 1.6.3 Essay questions (Term 1) .......................................................................... 5 1.6.4 Coursework submission procedures ............................................................. 5 1.6.5 Examination ............................................................................................. 7

1.7 Teaching methods and schedule ....................................................................... 7 1.8 Workload ....................................................................................................... 7

2 AIMS AND OBJECTIVES ......................................................................................8

2.1 Aims ............................................................................................................. 8 2.2 Objectives ...................................................................................................... 8 2.3 Learning Outcomes ......................................................................................... 8

3 SYLLABUS (TERM 1) .........................................................................................8

3.1 5 Oct. Introduction to the Module Manuel Arroyo-Kalin ........................................ 8 3.2 5 Oct. Global history & social evolutionary thinking Manuel Arroyo-Kalin ............... 8 3.3 12 Oct. Before Us: the origins of the human species (2 hrs) Ignacio de la Torre ..... 9 3.4 19 Oct. Modern Humans: rise, global dispersal, and social complexity (2 hrs) -

Andrew Garrard ..................................................................................................... 10 3.5 26 Oct. Forging the Neolithic: Plant Domestication Dorian Fuller ......................... 10 3.6 26 Oct. Forging the Neolithic: Animal Domestication Louise Martin ..................... 12 3.7 2 Nov. Holocene Southwest Asia before states and empires Karen Wright .......... 12 3.8 2 Nov. Holocene Africa before states and empires Andrew Reid ......................... 13 3.9 16 Nov. Archaic States of Eurasia (2 hours). David Wengrow ............................. 14 3.10 23 Nov. Holocene China before states and empires Dorian Fuller ....................... 15 3.11 23 Nov. Holocene India before states and empires Dorian Fuller ....................... 16 3.12 30 Nov. The Americas: an independent trajectory (2 hrs) M Arroyo-Kalin ............. 17 3.13 7 Dec Holocene Europe before states and empires (2 hrs) Michael Parker Pearson 18 3.14 14 Dec. Climate Change and civilisation Manuel Arroyo-Kalin ............................. 19 3.15 14 Dec. A new Epidemiological Order and the Anthropocene - Manuel Arroyo-Kalin 20

4 APPENDIX A: POLICIES AND PROCEDURES 2017-18 (PLEASE READ

CAREFULLY) ......................................................................................................... 21

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1 OVERVIEW

1.1 Short description

The overarching mission of archaeology is to produce an empirically-grounded

narrative about the history of humankind. This narrative, reaching beyond and before transmitted memories and written accounts, is fundamental to understand

who we are as a species and how the culture we create; the social institutions that structure how we live; and the landscapes that we inhabit, have variously evolved,

developed, and/or transformed over time. This module offers an overview of the global database of empirical observations that underpins this time-deep narrative. Drawing primarily on archaeological research from across the world, it provides a

broad-ranging introductory synthesis of the major patterns of global social, cultural, economic and political change from earliest prehistory to the beginnings of the

modern era. During Term 1, the module begins with the evolution of hominins, and human dispersal to all parts of the world. Transformations brought about in the Holocene by climate change, the transition to a more settled life, cultivation and

domestication are then considered, and explanations evaluated. Later developments in metallurgy, long-distance trade and social complexity lead up to the rise of the

first urban centres and states. During Term 2, the module focuses on the later prehistoric and historic polities, empires and civilizations of Eurasia, Africa and the Americas, as well as their expansion and periodic collapse. It also considers the

‘exploration’ of the globe by Europeans from the 15th century onwards and the socio-economic consequences of such early globalizing connections. Please note that

the above and following sections apply only in their relevant parts to those students taking either ARCL 1003 (Term 1) or 1004 (Term 2).

If students have queries about the objectives, structure, content, assessment or organisation of the module, for term 1 they should consult Dr Manuel Arroyo-Kalin

and for Term 2 they should consult Dr Kevin MacDonald. Queries may also be directed to the Post-Graduate Teaching Assistants (Term 1: Dominic Pollard, dominic.pollard.16@ucl.ac.uk).

ARCL1002/1003/1018 at a glance:

Lectures, Term 1: Fridays 1-3 pm in Room 612 at the Institute of Archaeology Lectures, Term 2: (Fridays 11am-1 pm (room to be announced) Lectures, Term 3: Revision session (date/room to be announced)

During terms 1 and 2 seminars take place on alternate Thursdays between 1-6 pm

at room 412, IoA, Gordon Square. Attendance is compulsory Assessments must be submitted in hard copy and through TurnItIn (password

IoA1819, use title field to write your candidate number and essay question)

TurnItIn Class IDs: see cover Deadlines: Essay #1 11 January 2019. Essay #2: 19 March 2019.

Exams: will take place in term 3, exact dates to be announced.

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1.2 Week-by-week summaries 1.3 Term 1 Lectures (Fridays, 1-3 pm @ room 612)

Week Theme Lecture Page

I

Concepts

5 Oct. Introduction to the Module

8

5 Oct. Global history & social evolutionary thinking

8

II

Humanness

12 Oct. Before Us: the origins of the human species (2 hrs)

Ignacio de la Torre 9

III

19 Oct. Modern Humans: rise, global dispersal, and social

complexity (2 hrs) - Andrew Garrard. 10

IV

From

foraging to

Farming

26 Oct. Forging the Neolithic: Plant Domestication

Dorian Fuller 10

26 Oct. Forging the Neolithic: Animal Domestication

Louise Martin 12

V

Regional

pathways to

social

complexity

2 Nov. Holocene Southwest Asia before states and empires

Karen Wright 12

2 Nov. Holocene Africa before states and empires

Andrew Reid 13

VI

16 Nov. Archaic States of Eurasia (2 hours).

David Wengrow 14

VII 23 Nov. Holocene India before states and empires

Dorian Fuller 15

23 Nov. Holocene China before states and empires

Dorian Fuller 16

VIII

30 Nov. The Americas: an independent trajectory (2 hrs)

M Arroyo-Kalin 17

IX

7 Dec Holocene Europe before states and empires (2 hrs)

Michael Parker Pearson 18

X

Looking back

14 Dec. Climate Change and civilisation

Manuel Arroyo-Kalin 14 Dec. A new Epidemiological Order and the Anthropocene

- Manuel Arroyo-Kalin

19

20

See further details below (items 1.7 and 3) 1.4 Term 1 Seminars (Thursdays 1-6 pm, Room 412, IoA, 31-34 Gordon Square)

Term 1 seminars will be led by PGTA Dominic Pollard (dominic.pollard.16@ucl.ac.uk)

11 October: Setting the Scene

25 October: Humanness 15 November: Domestication and sedentism

29 December: Pottery and Metallurgy 13 December: Civilisations, city-states, villages & the forager

See further details below (items 1.7 and 3)

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1.5 Basic texts

There is no single handbook for the entire module, nor indeed should there be, given the diversity of themes and approaches within world prehistory! The following

books, however, are excellent sources of overviews for many of the periods, regions and issues covered. They by no means replace the specific readings relevant for

each lecture, but often provide a useful anchor or initial introduction, as well as further reading of their own.

By far the best of sources are the multi-authored texts:

C. Renfrew and P. Bahn (eds.) 2014. The Cambridge World Prehistory Cambridge, Cambridge University Press: 923-942. -> available through UCL EXPLORE

Scarre, C (ed.) 2013. The Human Past. World Prehistory and the Development of Human Societies (3rd revised edition). London: Thames and Hudson.

Issue desk SCA 4; INST ARCH BC 100 SCA.

In addition, there are useful area reviews in different articles of two Archaeology encyclopaedia:

Pearsall, D (2008) Encyclopaedia of Archaeology. Amsterdam: Elsevier http://www.sciencedirect.com/science/referenceworks/9780123739629

see Geographic overviews: http://www.sciencedirect.com/science/referenceworks/9780123739629#ancpt0420

Smith, C (2014) Encyclopaedia of Global Archaeology. New York: Springer http://link.springer.com/referencework/10.1007%2F978-1-4419-0465-2

(these links should work from within the UCL network. If you can’t access them from within UCL, please seek assistance from our library staff)

For Term 2 a good introduction to many of the complex societies examined is:

Scarre, C, BM Fagan. 2003. Ancient Civilizations (2nd edition) Upper Saddle River, NJ: Prentice Hall.

A stimulating complement, based on a hundred objects in the British Museum, is:

MacGregor, N 2010. A History of the World in 100 Objects. London: Allen Lane. . Copies of the 2012 paperback can be found in the Main Library. 1.6 Assessments

1.6.1 Assessments for ARCL0002/0003/0014 students

For Procedures for essay SUBMISSION, please see item 1.6.4 of this handbook.

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ARCL0002: the full 1-unit (30 credit) version of this module – i.e. that taken by most students in the first year of their BA or BSc Archaeology [other than the BA in Archaeology and Anthropology] – is assessed by:

1) Two c. 2500 (2375-2625) word essays chosen from a list of questions, one

for each of the two teaching terms; each essay contributes 25% to the final grade for the module. The deadlines for the two essays are due on 14 December 2018 (for the Term 1 essay) and 19 March 2018 (for the Term

2 essay).

2) A 3-hour written examination in term 3 (exact date will be announced), contributing 50% to the final grade for the module.

ARCL0003: Students taking the Term 1 (15 credit) of this module – i.e. BASc, Affiliate, and other non-Archaeology students – do not take the written

exam in May. ARCL0003 students are assessed by two 2375-2625 word essays, chosen from the same list of questions. Each essay therefore contributes 50% to the final grade for the module. ARCL0003 students

should submit both essays by 14 December.

ARCL0014: Students in the BA Archaeology and Anthropology degree taking this module as ARCL0014 (15 credits) write the two 2375-2625-word essays

as per (1) above (due on 14 December 2018 and 19 March 2019), but do not take the 3-hour written exam in May. For such students, each essay therefore contributes 50% to the final grade for the module.

Please note that in order to be deemed to have completed and passed in any

module, it is necessary to submit all assessments. Please note that slightly different deadlines will be set for Affiliate students, whose

marks must be recorded by the end of the relevant teaching term.

1.6.2 Word counts

Word Counts: Word counts do NOT include: title page, bibliography, lists of

references, and the captions and contents of tables and figures.

Penalties will only be imposed if you exceed the upper figure in the range (2375-2625 words). There is no penalty for using fewer words than the lower figure in the range: the lower figure is simply for your guidance to indicate the sort of length that

is expected. In the 2018-19 session penalties for overlength work will be as follows:

• For work that exceeds the specified maximum length by less than 10% the mark will be reduced by five percentage marks, but the penalised mark will not be reduced below the pass mark, assuming the work merited a Pass.

• For work that exceeds the specified maximum length by 10% or more the mark will be reduced by ten percentage marks, but the penalised mark will not be

reduced below the pass mark, assuming the work merited a Pass.

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1.6.3 Essay questions (Term 1)

ARCL0002 students: choose ONE* from the following:

1. What climatic, cultural, and physiological factors permitted the spread of anatomically modern humans? Discuss with reference to evidence from at least THREE archaeological sites.

2. Did plant/animal domestication play the same role in different trajectories

leading to the emergence of sedentary lifestyles? Discuss with reference to archaeological evidence from THREE world regions.

3. Discuss the roles of craft specialisation and exchange in the emergence of complex sedentary societies in TWO of the following regions: West Asia, East Asia,

South Asia, the Americas, and Africa. 4. Using THREE archaeological case studies from the following list, discuss the

extent to which monumental architecture constitutes appropriate evidence for complex sedentary societies:

a. Huaca Prieta (Perú)

b. Caral (Perú) c. Poverty Point (USA) d. Great Ziggurat of Ur (Iraq)

e. Stonehenge (England) f. Mezhirich Mammoth houses (Ukraine)

g. Göbekli Tepe (Turkey) h. Giza (Egypt) i. South Indian Ash Mounds (India)

5. How did the adoption of sedentary lifeways create a new epidemiological

order?

1.6.4 Coursework submission procedures

All coursework must normally be submitted both digitally (which will date-

stamp your work) and as hard copy (which will be used to mark it). Both versions should be identical

• Digital version: All coursework should be uploaded to Turnitin by midnight on the day of the deadline. It is essential to upload all parts of your work. Note

that Turnitin uses the term ‘class’ for what we normally call a ‘module’. • Hard-copy version: Most times, this will be the copy that will be marked so

make sure your illustrations print appropriately. You should staple a colour-coded IoA coversheet (available in the IoA library and outside room 411a) to the front of

each piece of work and submit it to the red box at the Reception Desk (or room 411a in the case of Year 1 undergraduate work)

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Turnit-In instructions TurnitIn Details: Depending on which module you have registered for, the code for

submitting your work in TurnitIn will be:

TurnItIn Class IDs: 3883910 (ARCL0002), 3883912 (ARCL0003), 3883948 (ARCL0014)

In all cases, the password will be IoA1819 (capital I, lower case o,

capital A, followed by numerals).

Step-by-step (PLEASE PAY SPECIAL ATTENTION TO POINT 12, 13 and 14)

1. Ensure that your essay or other item of coursework has been saved as a Word doc., docx. or PDF document, and that you have the Class ID for the module

(available from the module handbook) and enrolment password (this is IoA1819 for all modules this session - note that this is capital letter I, lower case letter o, upper

case A, followed by the current academic year) 2. Click on http://www.turnitinuk.com/en_gb/login 3. Click on ‘Create account’

4. Select your category as ‘Student’ 5. Create an account using your UCL email address. Note that you will be asked

to specify a new password for your account - do not use your UCL password or the enrolment password, but invent one of your own (Turnitin will permanently associate this with your account, so you will not have to change it every 6 months,

unlike your UCL password). In addition, you will be asked for a “Class ID” and a “Class enrolment password” (see point 1 above).

6. Once you have created an account you can just log in at http://www.turnitinuk.com/en_gb/login and enrol for your other classes without going through the new user process again. Simply click on ‘Enrol in a class’. Make

sure you have all the relevant “class IDs” at hand. 7. Click on the module to which you wish to submit your work.

8. Click on the correct assignment (e.g. Essay 1). 9. Double-check that you are in the correct module and assignment and then click ‘Submit’

10. Attach document as a “Single file upload” 11. Enter your name (the examiner will not be able to see this)

12. Fill in the “Submission title” field with the right details: It is essential that the first word in the title is your examination candidate number, followe with the

essay question (e.g. YGBR8 Can culture be said to evolve?), 13. Click “Upload”. When the upload is finished, you will be able to see a text-only version of your submission.

14 Click on “Submit”

If you have problems, please email the IoA Turnitin Advisers on ioa-turnitin@ucl.ac.uk, explaining the nature of the problem and the exact module and assignment involved.

One of the Turnitin Advisers will normally respond within 24 hours, Monday-Friday

during term. Please be sure to email the Turnitin Advisers if technical problems prevent you from uploading work in time to meet a submission deadline - even if

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you do not obtain an immediate response from one of the Advisers they will be able to notify the relevant Module Coordinator that you had attempted to submit the work before the deadline

Turnitin advisers (ioa-turnitin@ucl.ac.uk) can help you Mon-Fri during term time.

However, you will need to allow 24 hours for their response.

1.6.5 Examination

The 3-hour unseen examination paper will be held during Term 3 at an exact date and time announced when the schedule of examinations is set by College. The exam

may take place away from campus and you will need to factor in the time it takes you to arrive at the exam hall. In the examination, students will have to answer three out of about ten to twelve questions. The paper is divided in two sections.

Previous years’ examination papers with a similar format, and examples of the style of questions which will be asked, are available for consultation in the Institute

Library, and are available on the UCL website.

1.7 Teaching methods and schedule

The module is taught through lectures and seminars. Students should make sure their schedules allow them to attend both lectures and seminars. Attendance is

compulsory and will be recorded through attendance sheets.

Lectures are led by different specialists from the Institute of Archaeology. During

term 1, lectures will take place on Fridays 1-3pm in Room 612. Detailed reading lists for each session are provided below (item 3 of this handbook).

Seminars are led by the PGTA Dominic Pollard (dominic.pollard.16@ucl.ac.uk) and take place in room 412 on Thursdays pm. Seminars are attended in small groups

that are pre-assigned. Groups will be announced by Judy Medrington at the beginning of the term: it is vital that students attend the seminar group to which they have been assigned (if you need to attend a different group for a particular

session, you should arrange to swap with another student from that group, then inform . For term 1 seminars, please inform this to PGTA Dominic Pollard

(dominic.pollard.16@ucl.ac.uk) at the beginning of term, cc: Judy Medrington (j.medrington@ucl.ac.uk).

1.8 Workload

Over two terms, there are 40 hours of lectures and 10 hours of seminars in the 1-

unit module. Students are expected to undertake about 3 hours’ additional work per lecture or seminar, plus 55 hours preparing for and producing the assessed work

(two essays), and an additional 55 hours on revision for the examination. This adds up to a total workload of 300 hours for the 1-unit version of this module.

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2 AIMS AND OBJECTIVES 2.1 Aims

The aim of the module is to provide students with a broad-ranging introductory

synthesis of the major patterns of global social, cultural, economic and political change from earliest prehistory to the beginnings of the modern era that can be

inferred from archaeological evidence from across the world. 2.2 Objectives

On successful completion of this module, a student should:

1) have an overview of the major changes that occurred from the time of our earliest human ancestors to that of historic civilisations; 2) understand and be able to discuss the major variables, models and/or theories

accounting for such changes; 3) demonstrate a basic familiarity with the archaeological records in the areas of the

world covered in the lectures.

2.3 Learning Outcomes

On successful completion of the module students should be able to demonstrate improved skills of observation and critical reflection on archaeological academic

topics through participation in seminars, essays and exams.

3 SYLLABUS (TERM 1)

Week 1

3.1 5 Oct. Introduction to the Module

Manuel Arroyo-Kalin

The first session will consist of an introduction to the module, its structure and aims, and an explanation of what is involved with seminars and assessment.

Reading: The only essential reading is this handbook!

3.2 5 Oct. Global history & social evolutionary thinking

Manuel Arroyo-Kalin

The overarching mission of archaeology is to produce an empirically-grounded

narrative about the history of humankind. This narrative, reaching beyond and before transmitted memories and written accounts, is fundamental to understand

who we are as a species and how the culture we create; the social institutions that structure how we live; and the landscapes that we inhabit, have variously evolved, developed, and/or transformed over time. This module will provide overview of the

global database of empirical observations that underpins this time-deep narrative, as well as the arguments that articulate these observations into a coherent history.

9

In this first session, however, we begin with a short review of how archaeology got there in the first place, i.e. how it helped to formulate the very idea of a deep human past. This review, in turn, highlights some complicated theoretical premises

that archaeology thinking relies on to examine archaeological evidence, premises that impinge on how we reconstruct the global history of humankind.

Readings (* essential): Grayson, D. (1985). The establishment of human antiquity. New York: Academic

Press. McIntosh, S.K. 1999. Beyond Chiefdoms: Pathways to Complexity in Africa, Chapter

1. Cambridge: Cambridge University Press. * Scarre, C. 2013. Introduction: the study of the Human past. In Scarre, C. (ed.)

The Human Past. World Prehistory and the Development of Human Societies

(3rd revised edition), Pages 25-43 * Smith, Michael E. 1992. Braudel’s temporal rhythms and chronology theory in

archaeology. In A. Bernard Knapp (ed.) Archaeology, Annales, and Ethnohistory, 23-34, Cambridge: Cambridge University Press. ISSUE DESK IOA KNA1

Trigger, B. 1989. A History of Archaeological Thought. Cambridge University Press. * Yoffee, N. 2005. Myths of the Archaic State: Evolution of the Earliest Cities, States

and Civilizations, Chapters 1 and 2. Cambridge: Cambridge University Press. Issue desk YOF 4; INST ARCH BC 100 YOF.

Week 2

3.3 12 Oct. Before Us: the origins of the human species (2 hrs)

Ignacio de la Torre

What are the origins of our biological genus, Homo and what are the processes that

have shaped our bodies, minds and culture? Taking a long view, this lecture examines the evolution of the genus Homo, set within the framework of long-term

cycles of global climate change and environmental pressures and opportunities. The conditions in which features such as bipedalism, tool use, changes in diet and increasing brain size are explored, with reference to fossil, lithic and environmental

data.

Readings (* essential): * Klein, R. 2009. The Human Career (3rd edition), (Chapter 4 in particular) Chicago:

Chicago University Press. Issue desk KLE 4; INST ARCH BB1 KLE.

Plummer, T. 2004. Flaked stones and old bones: biological and cultural evolution at the dawn of technology. Yearbook of Physical Anthropology 47: 118-164. INST

ARCH 3283 (TC ISSUE DESK) + Electronic resources * Scarre, C. (ed.) 2013. The Human Past: World Prehistory and the Development of

Human Societies, Chapters 2 and 3. London: Thames and Hudson.

Schick, K.D. & Toth, N. 1993. Making Silent Stones Speak. London: Weidenfeld and Nicholson. INST ARCH BC120 SCH.

Stringer, C. and P. Andrews. 2005. The Complete World of Human Evolution. London: Thames & Hudson INST ARCH BB 1 STR.

Week 3

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3.4 19 Oct. Modern Humans: rise, global dispersal, and social complexity (2 hrs) -

Andrew Garrard

The lecture will briefly examine the evolution of biologically and cognitively “modern

humans” in Africa and their subsequent spread via the Middle East into Southern Asia, Australasia, Europe and the Americas. It will examine both the biological and archaeological evidence for their emergence, and the technological, economic and

social adaptations that enabled the colonization of the late Pleistocene and early Holocene world.

Readings (* essential): Bahn, P.G. & Vertut, J. 1997. Journey through the Ice Age. London, Weidenfeld &

Nicholson. INST ARCH BC 300 BAH. Balme, J. 2013. Of boats and string: the maritime colonization of Australia.

Quaternary International 285: 68-75. ONLINE. * Klein, R. 2009. The Human Career (3rd edition). (Chapter 7) Chicago: Chicago

University Press. INST ARCH BB1 KLE.

Lewis-Williams, J.D. 2002. The mind in the cave. London, Thames & Hudson. INST ARCH BC 300 LEW.

Lowe, J.J. & Walker, M.J.C. 1997. Reconstructing Quaternary Environments. 2nd ed. (Chapter 7). London, Longmans. INST ARCH BB 6 LOW

Marlowe, F.W. 2005. Hunter-gatherers and human evolution. Evolutionary Anthropology 14: 54-67. ONLINE.

McBrearty, S. & Brooks, A. 2000. The revolution that wasn’t: a new interpretation of

the origin of modern human behaviour. Journal Human Evolution 39: 453-563. ONLINE.

Mithen, S. 1996. The Prehistory of the Mind. (Chapters 9,10). London: Thames and Hudson. INST ARCH BB1 MIT.

* Mithen, S. 2003. After the Ice: A Global Human History 20,000-5000 BC. (take

your pick of examples from around the world in Chapters 3-6, 13-17, 19, 23-28, 33-36, 42, 46-4). London: Weidenfeld and Nicolson.

Pettitt, P. 2011. Palaeolithic Origins of Human Burial. (Chapters 6-7). Abingdon: Routledge. INST ARCH BC 120 PET.

* Scarre, C. (ed.) 2013. The Human Past: World Prehistory and the Development of

Human Societies. (Chapter 4). London: Thames and Hudson. Waguespack, N.M. 2007. Why we’re still arguing about the Pleistocene occupation of

the Americas. Evolutionary Anthropology 16 (2): 63-74. ONLINE. Wengrow, D and Graeber, D. 2015 ’Farewell to the ‘childhood of man’: ritual,

seasonality, and the origins of inequality’ Journal of the Royal Anthropological

Institute (NS) 21(3):597-619

Week 4

3.5 26 Oct. Forging the Neolithic: Plant Domestication Dorian Fuller

This lecture will explore the concepts of cultivation, domestication and agriculture and present the mechanics of plant domestication process, both in terms of how

human actions modified environments and changed wild plant species into crops, and in terms of how archaeologists study plant domestication and the origins of

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agriculture. Examples will draw on evidence of early crops from Southwest Asia, East Asia, Africa, New Guinea and more briefly examples from the Americas, before turning to the Near East for a more detailed exploration of the transitions from

foraging to cultivation to fully agricultural economies, with some consideration of alternative answers to question as to why this happened where and when it did. In

doing their readings, students should consider what is meant by the “domestication syndrome” and the time and geographical scale of domestication processes.

Readings (* essential): * Asouti, E, DQ Fuller. 2013. A contextual approach to the emergence of agriculture

in Southwest Asia. Current Anthropology, 54(3), 299-345. http://www.jstor.org/stable/10.1086/670679 [with commentaries]

* Fuller, DQ, T Denham, M Arroyo-Kalin, L Lucas, CJ Stevens, L Qin, RG Allaby, MD

Purugganan. 2014 Convergent evolution and parallelism in plant domestication revealed by an expanding archaeological record. Proc. Nat. Aca. Sci. 111 (17):

6147–6152 http://www.pnas.org/content/111/17/6147.abstract * Harris, DR, DQ Fuller. 2014 Agriculture: Definition and Overview. In Encyclopedia

of Global Archaeology, pp. 104-113 (Springer).

http://link.springer.com/referenceworkentry/10.1007/978-1-4419-0465-2_64 * Kennedy, J. 2012 Agricultural systems in the tropical forest: a critique framed by

tree crops of Papua New Guinea. Quaternary International 249: 140-150 http://www.sciencedirect.com/science/article/pii/S1040618211003399 [other

papers in this same volume may of interest too] Willcox, G, D Stordeur. 2012. Large-scale cereal processing before domestication

during the tenth millennium cal BC in northern Syria. Antiquity,86(331), 99-

114. http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=94

28940&fileId=S0003598X00062487 * Zeder, MA. 2015. Core questions in domestication research. Proc. Na. Acad. Sci.

112 (11): 3191-3198 http://www.pnas.org/content/112/11/3191.full

Further readings:

Barton, H, T Denham. 2011. Prehistoric vegeculture and Social Life in island Southeast Asia and Melanesia. In Why Cultivate? Anthropological and Archaeological Approaches to Foraging-Farming Transitions in Southeast Asia

(ed. G. Barker and M. Janowski). Cambridge: McDonald Institute Monographs. pp. 17-26

Denham, T, J Iriarte, L Vrydaghs (eds.). 2007. Rethinking Agriculture. Left Coast Press

Harris, D (ed.). 1996. The Origins and Spread of Agriculture and Pastoralism in

Eurasia. London: UCL Press Maeda, O., Lucas, L., Silva, F., Tanno, K.I. and Fuller, D.Q., 2016. Narrowing the

harvest: Increasing sickle investment and the rise of domesticated cereal agriculture in the Fertile Crescent. Quaternary Science Reviews, 145, pp.226-237. http://www.sciencedirect.com/science/article/pii/S0277379116301780

Riehl S, E Asouti, D Karakaya, BM Starkovich, M Zeidi, NJ Conard NJ. 2015 Resilience at the transition to agriculture: the long-term landscape and

resource development at the Aceramic Neolithic tell site of Chogha Golan (Iran). BioMed Res Int 2015: 532481 [doi: 10.1155/2015/532481]

Sterelny, K, T. Watkins. 2015 Neolithization I Southwest Asia in a context of Niche

Construction Theory. Cambridge Archaeological Journal 25(3): 673-691

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http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid=9888538&fileId=S0959774314000675 [with commentaries]

3.6 26 Oct. Forging the Neolithic: Animal Domestication

Louise Martin

This lecture gives an overview of global animal domestication, presenting the current evidence for the timings and locations of the major mammal domestications. We will

then consider patterns and trends in this picture, and consider processes. This session also briefly reviews the main theories behind the causes of these

transformative events, and outlines the behavioural aspects of animals themselves, that fed into this intensification of human-animal interactions.

Readings (* essential): Arbuckle, B. 2015. Large Game Depression and the Process of Animal Domestication

in the Near East, in Climate and Ancient Societies (Eds), S. Kerner, R. Dann and P. Bangsgaard, 215-238.

*Clutton-Brock, J. 2012. Animals as Domesticates: A World View Through History.

Michigan State University Press (dip into this book by taking an animal or area that interests you; you are not expected to read it all!).

Diamond, J. 2002. Evolution, consequences and future of plant and animal domestication, Nature 418, 700-707.

*Larson, G. & Fuller, D. Q 2014. The Evolution of Animal Domestication, Annual Review of Ecology, Evolution and Systematics, Vol 45, 115-136.

*Zeder, M. 2012, Chapter 9: Pathways to Animal Domestication. In Biodiversity in

Agriculture – domestication, evolution and sustainability, (Eds) P. Gepts, T. Famula, R. Bettinger, S. Brush, A. Damania, P. McGuire, C. Qualset. Cambridge

University Press. Zeder, M. 2015 Core Questions in Domestication Research, PNAS (Proceedings of the

National Academy of Science of the USA), vol 112, 11, 3191-3198.

Week 5

3.7 2 Nov. Holocene Southwest Asia before states and empires

Karen Wright

The Fertile Crescent encompasses the Nile Valley; the Levant (Israel/Palestine, Jordan, Lebanon, Syria); Turkey; Mesopotamia; and the Zagros Mountains of

western Iran. In the Late Epipalaeolithic or Natufian period (12750–10050 cal BC) hunting and gathering was becoming more stable. This pattern expanded in the Pre-Pottery Neolithic A (PPNA) (10050–9000 cal BC). The Pre-Pottery Neolithic B (9000 -

6400 cal BC) witnessed the florescence of true agricultural villages, composed of houses, special-purpose buildings and burials under buildings. In the Late Neolithic

(6400–5450 cal BC), ceramics began to be widespread. Between 5450 and 4000 cal BC, Early Chalcolithic cultures began to display hints of rising social inequality and technological change. These societies laid the economic and social foundations for

the eventual emergence (3500-3000 BC) of the early Near Eastern civilizations, with cities, states, writing and political hierarchies. To what degree (if any) do Neolithic

villages anticipate the social complexity of the later ‘urban revolution?’ For many years, archaeologists believed that Neolithic societies were simple and egalitarian.

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But recent research paints a complicated picture. In general, the Fertile Crescent displays considerable cultural diversity from one region to another.

Readings (* essential overviews):

* Scarre, C., 2013. From foragers to complex societies in southwest Asia (Chapter 6). In: Scarre, C. (ed), The Human Past. London: Thames and Hudson, pp. 200-233.

Case studies / interpretations (read 1):

Banning, E. B. 2011. So fair a house: Göbeklitepe and the identification of temples in the pre-pottery Neolithic of the Near East. Current Anthropology 52, 619-660.

Kuijt, I. 2009. Neolithic skull removal: enemies, ancestors and memory. Paléorient 35, 91-94.

Mellaart, J. 1967. Catal Huyuk: A Neolithic Town in Anatolia. London: Thames and Hudson.

Specific areas (read 1): Levy, T. (ed) 1995. The Archaeology of Society in the Holy Land. Leicester: Leicester

University Press. (Chapters by Valla, pp. 169-187; and Bar-Yosef, 190-204). (southern Levant)

Matthews, R., 2000. The Early Prehistory of Mesopotamia. Belgium: Brepols. Midant-Reynes, B., 2000. The Prehistory of Egypt from the First Egyptians to the

First Pharaohs. Oxford: Blackwell. (Chapter on Neolithic)

Sagona, A. and P. Zimansky 2009. Ancient Turkey. London: Routledge. Chapter 3.

3.8 2 Nov. Holocene Africa before states and empires

Andrew Reid

At variance with the conventional models from western Asia, the early to mid-Holocene witnessed entirely different trajectories in Africa. In Africa, pastoralism

preceded plant cultivation by several millennia, and did much to shape early societies in a greener Sahara and along the Nile. A suite of distinct crops were

domesticated and spread through sub-Saharan Africa. Meanwhile fishing, hunting and gathering societies also remained widespread. In some areas, such as in southern Africa, these communities generated distinct and impressive rock art

traditions. Subsistence systems often became closely intertwined, whereby subsistence specialist pastoralists, cultivators and hunter gatherers became inter-

dependent. Meanwhile, besides the spread of distinctive cultivation and herding regimes, iron working was innovated or introduced and rapidly diversified.

Readings (* essential):

Barich B. 2013. Hunter-gatherer-fishers of the Sahara and the Sahel 12,000-4,000

years ago. In P. Mitchell and P.J. Lane (eds) The Oxford Handbook of African Archaeology. Oxford University Press.

Childs S.T. and D. Killick. 1993. Indigenous African metallurgy: nature and culture.

Annual Review of Anthropology 22:317-37.

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*Connah G. 2013 Chapter 10: Holocene Africa, in C Scarre (ed) The Human Past: World Prehistory and the Development of Societies. London: Thames and Hudson. Pages 350-369

Fuller D. and E. Hildebrand 2013. Domesticating plants in Africa. In P. Mitchell and P.J. Lane (eds) The Oxford Handbook of African Archaeology: 507-525. Oxford

University Press. Marshall, F. and E. Hildebrand 2002. Cattle Before Crops: the Beginnings of Food

Production in Africa, Journal of World Prehistory 16: 99-143.

Pargeter J., A. MacKay, P. Mitchell, J. Shea and B.A. Stewart 2016. Primordialism and the “Pleistocene San” of southern Africa. Antiquity 90: 1072-1078 (Plus

subsequent pages of debate). Smith B.W. 2013. Rock Art research in Africa. In P. Mitchell and P.J. Lane (eds) The

Oxford Handbook of African Archaeology. Oxford University Press.

Thackeray, J.F. 2005. Eland, hunters and concepts of 'sympathetic control' expressed in southern African rock art. Cambridge Archaeological Journal 15:

27-34.

Week 6

3.9 16 Nov. Archaic States of Eurasia (2 hours).

David Wengrow

The Near East, Egypt and eastern Mediterranean was the hearth of an extended

zone of complex, interacting urban states during the 2nd millennium BC.. Why did cities first arise in these locations during the 4th millennium BC? And why do they

look so different in each? This lecture notes ongoing changes in these core areas, but particularly explores their interaction with neighbouring regions.

Readings:

Alcock, SE, Cherry, JF. 2013. Chapter 13: The Mediterranean World, in C Scarre (ed) The Human Past: World Prehistory and the Development of Societies. London:

Thames and Hudson. Pages 472-486 Algaze, G 2001, Initial Social Complexity in Southwestern Asia: The Mesopotamian

Advantage, Current Anthropology, 42(2):199-233

Baines, J. and Yoffee, N. (1998) ‘Order, legitimacy and wealth in ancient Egypt and Mesopotamia’. In G.M. Feinman and J. Marcus (eds.), Archaic States. Santa Fe:

School of American Research Press, pp.199-260 [INST ARCH BD FEI, and ISSUE DESK IOA FEI 3]

Broodbank, C. 2013. The Making of the Middle Sea, Chapters 8-9. INST ARCH Issue

desk BRO; DAG 100 BRO. Bussmann, R. 2014. Scaling the state: Egypt in the third millennium BC.

Archaeology International 17: 1-15. DOI: http://dx.doi.org/10.5334/ai1708 Chapman, J (2009) Houses, households, villages and proto-cities in Southeastern

Europes. In: D. Anthony, JY Chi (ed.) The Lost World of Old Europe: The

Danube Valley, 5000-3500 BC. New York: Institute for the Study of the Ancient World, 74–89.

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Connah G. 2013. Chapter 10: Holocene Africa, in C Scarre (ed) The Human Past: World Prehistory and the Development of Societies. London: Thames and Hudson. Pages 370-377

Flannery, K. V. (1998). The Ground Plans of Archaic States. Archaic States. G. Feinman and J. Marcus. Santa Fe, School of American Research Press: 15-57.

Seidlmayer, S. J. 1996. ‘Town and state in the early Old Kingdom: A view from Elephantine’, in A.J. Spencer, A. (ed.), Aspects of Early Egypt, 108-127. London: British Museum Press. Digitised: http://ls-tlss.ucl.ac.uk/course-

materials/ARCLG155_51524.pdf Wengrow, D. 2010. Chapter 5: The Origin of Cities, in What Makes Civilization? The

Ancient Near East and the Future of the West. Oxford: Oxford University Press. Issue desk WEN 8; INST ARCH DBA 100.

Wengrow, D. 2015. 'Cities before the state in early Eurasia' (The Jack Goody

Lecture). Halle: Max Planck Institute for Social Anthropology: https://www.eth.mpg.de/4091237/Goody_Lecture_2015.pdf

Yoffee, N. 2005. Myths of the Archaic State: Evolution of the Earliest Cities, States and Civilizations, Chapters 1 and 2. Cambridge: Cambridge University Press. Issue desk YOF 4; INST ARCH BC 100 YOF.

Week 7

3.10 23 Nov. Holocene China before states and empires Dorian Fuller

This hour will provide a broad introduction to the regional environments and early cultivation systems of seasonal monsoon Asia, especially China. We will consider the

evidence for the domestication of rice and the emergence of Sedentism in the Yantgze valley, and the emergence of millet-based cultivation, pigs and villages in

northern China. In these regions we will consider the varied trajectories in terms of seasonal mobility, land productivity, craft production, and the eventual emergence of larger settlements and social complexity.

Readings (* essential):

* David J. Cohen (2011) The beginnings of agriculture in China: a multiregional view. Current Anthropology 52 (S4): S273-S293

http://www.jstor.org/stable/10.1086/659965 Fuller, D. Q. and Ling Qin (2010) Declining oaks, increasing artistry, and cultivating

rice: the environmental and social context of the emergence of farming in the

Lower Yangtze Region. Environmental Archaeology 15 (2): 139-159 http://www.maneyonline.com/doi/abs/10.1179/146141010X12640787648531

* Higham, C. 2013 Chapter 7: East Asian Agriculture and its Impact, in C Scarre (ed) The Human Past: World Prehistory and the Development of Societies. London: Thames and Hudson

Liu, Xinyi, Dorian Q Fuller, Martin Jones (2015) Early agriculture in China. In The

Cambridge World History Volume 2: A World With Agriculture (eds. G. Barker

and C. Goucher) Cambridge University Press. pp. 310-334

http://dx.doi.org/10.1017/CBO9780511978807.013 Further readings:

Fuller, Dorian Q & Qin, Ling (2009) Water management and labour in the origins and dispersal of Asian rice. World Archaeology 41(1): 88-111

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Fuller, Dorian Q (2011) Pathways to Asian Civilizations: tracing the origins and spread of rice and rice cultures. Rice 4: 78-92 http://link.springer.com/article/10.1007%2Fs12284-011-9078-7

Wagner, Mayke, Pavel Tarasov, Dominic Hosner, Andreas Fleck, Richard Ehrich, Xiaocheng Chen, and Christian Leipe. 2013. Mapping of the spatial and

temporal distribution of archaeological sites of northern China during the Neolithic and Bronze Age. Quaternary International 290-291: 344-357. http://www.sciencedirect.com/science/article/pii/S1040618212004594

Regional textbooks: Liu, Li and Xingcan Chen. 2012. The Archaeology of China. Cambridge: Cambridge

University Press

3.11 23 Nov. Holocene India before states and empires

Dorian Fuller

This lecture will provide a broad introduction to the regional environments and early cultivation systems of seasonal monsoon Asia, especially India. We will consider the

evidence for cattle-sheep-goat pastoralism alongside native crops on South India. We will consider the varied trajectories in terms of seasonal mobility, land

productivity, craft production, and the eventual emergence of larger settlements and social complexity.

Readings (*essential)

* García-Granero, J.J., Lancelotti, C., Madella, M. and Ajithprasad, P., 2016. Millets and Herders: The Origins of Plant Cultivation in Semiarid North Gujarat (India). Current Anthropology,57(2), 149-173.

http://www.journals.uchicago.edu/doi/abs/10.1086/685775

*Murphy, C. A., & Fuller, D. Q. (2016). Food Production in India: South Asian Entanglements of Domestication. In: A Companion to South Asia in the Past (Schug, G. R. & Walimbe, S. R., eds.). Oxford: Wiley Blackwell. Pp. 344-357

http://onlinelibrary.wiley.com/doi/10.1002/9781119055280.ch22/summary

Roberts, Boivin et al. (2015) Local diversity in settlement, demography and subsistence across the southern Indian Neolithic-Iron Age transition: site growth and abandonment at Sanganakallu-Kupgal. Archaeological and

Anthropological Sciences pp. 1-15. Online: http://link.springer.com/article/10.1007/s12520-015-0240-9/fulltext.html

Further readings:

Fuller, Dorian Q (2011) Finding Plant Domestication in the Indian Subcontinent. Current Anthropology 52 (S4): S347-S362

http://www.jstor.org/stable/full/10.1086/658900 Fuller, Dorian Q (2011) Pathways to Asian Civilizations: tracing the origins and

spread of rice and rice cultures. Rice 4: 78-92

http://link.springer.com/article/10.1007%2Fs12284-011-9078-7

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Fuller, Dorian Q and Charlene Murphy (2014) Overlooked but not forgotten: India as a centre of agricultural domestication. General Anthropology 21(2): 1, 5-8 http://onlinelibrary.wiley.com/doi/10.1111/gena.01001/full

Regional textbooks: Allchin, Bridget, and F. Raymond Allchin 1997. Origins of a Civilization: The

Prehistory and Early Archaeology of South Asia. New Delhi: Viking

Week 8

3.12 30 Nov. The Americas: an independent trajectory (2 hrs) M Arroyo-Kalin

The transition from foraging to farming in the Americas, as well as the persistence of

foraging lifestyles late into the Holocene, is fundamentally interesting for global history. Following its colonisation by humans at the end of the Pleistocene, multiple domestications (mostly of plants; only of few animals) took place independently

from processes that unfolded in the Old World. Consequently, the adoption of farming, the appearance of sedentary life, and population growth followed particular

and independent pathways. This lecture provides an overview of the process of Neolithisation in the Americas.

Readings:

Anderson, D. G. Paleoindian and Archaic Periods in North America. The Cambridge

World Prehistory. C. Renfrew and P. Bahn. Cambridge, Cambridge University Press: 923-942. Bellwood, P. 2005 First Farmers, especially Chapter 8: Early Agriculture in the

Americas. Oxford: Blackwell Publishing, pages 146-179 Burger, R. L. The Development of Early Peruvian Civilisation (2600–300 bce). The

Cambridge World Prehistory. C. Renfrew and P. Bahn. Cambridge, Cambridge University Press: 1075-1097. Dillehay, T. D. and D. Piperno Agricultural Origins and Social Implications in South

America. The Cambridge World Prehistory. C. Renfrew and P. Bahn. Cambridge, Cambridge University Press: 970-985.

Moore, J (2014) A Prehistory of South America. Boulder: University Press of Colorado

Moseley, M, Heckenberger M. 2013. Chapter 17: From Village to Empire in South America. In Scarre (ed) The Human Past. London: Thames and Hudson. Pauketat, T.R. (ed.) 2012. The Oxford Handbook to North American Archaeology.

New York: Oxford University Press. INST ARCH DEA PAU. (read pages 460-470).

Ranere, A (2008) Lower Central America, in Pearsall, D. (ed) Encyclopaedia of Archaeology. New York: Academic Press.

Raymond, J.S., 2008. The Process of Sedentism in Northwestern South America. In:

H. Silverman and W. Isbell (Eds.), Handbook of South American Archaeology, pp. 79-90. Springer, New York.

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Sandweiss, D. H. Early Coastal South America. The Cambridge World Prehistory. C. Renfrew and P. Bahn. Cambridge, Cambridge University Press: 1058-1074. Webster, D, Evans ST. 2013. Chapter 16: Mesoamerican Civilization, in C Scarre

(ed) The Human Past: World Prehistory and the Development of Societies. London: Thames and Hudson. Pages 594-601.

Zeitlin, R (2008) Early Cultures of Middle America, in Pearsall, D. (ed) Encyclopaedia of Archaeology. New York: Academic Press.

Week 9

3.13 7 Dec Holocene Europe before states and empires (2 hrs) Michael Parker Pearson

The adoption of agriculture was one of the greatest changes in world prehistory.

Originating in the Middle East, it spread over thousands of years into Southeast Europe around 6500 BC, reaching Britain around 4000 BC. People changed from hunting and gathering to cultivating domesticated crops and rearing domesticated

cattle, pigs, sheep and goats. Although the transition took place at different rates and in different ways across Europe, it was an irreversible transformation. State

formation occurred late and sporadically in Western Europe, during the Iron Age in the centuries before the expansion of the Roman Empire. Between the Neolithic and the Iron Age, societies varied regionally and through time in terms of social

structure, organization and complexity. One of the main forms of monumentality between the Neolithic and the Early Bronze Age was megalith-building, the most

impressive example of this being Stonehenge.

Readings (* essential): * Bellwood, P. First Farmers, especially Chapter 4: Tracking the spreads of Farming

beyond the Fertile Crescent: Europe and Asia. Blackwell Publishing

Colledge, S., J. Conolly,and S.J. Shennan 2006. ‘The evolution of Early Neolithic farming from SW Asian origins to NW European limits’, European Journal of

Archaeology 8(2): 137-56. INST ARCH PERS and electronic resource. Darvill, T. 2010. Prehistoric Britain. Second edition. London: Routledge. Chapter 5

(pp. 131-87).

Darvill, T., Marshall, P., Parker Pearson, M. and Wainwright, G.J. 2012. Stonehenge remodelled. Antiquity 86: 1021-40.

Hodder, I. 1992. ‘The domestication of Europe’, in I. Hodder, (ed.) Theory and Practice in Archaeology, 241-53. London: Routledge. TC 1016, INST ARCH Issue desk HOD 10, AH HOD.

* Hunter, J. and Ralston, I. (eds) 2009. The Archaeology of Britain: an introduction from earliest times to the 21st century. Second edition. London: Routledge.

Chapters 3 to 7. INST ARCH DAA 100 HUN * Parker Pearson, M. 2005. Bronze Age Britain. London: Batsford. Chapters 2-7.

INST ARCH DAAA 150

Parker Pearson, M. 2012. 2012. Stonehenge: exploring the greatest Stone Age mystery. London: Simon & Schuster.

Parker Pearson, M., Chamberlain, A., Jay, M., Marshall, P., Pollard, J., Richards, C., Thomas, J., Tilley, C. and Welham, K. 2009. Who was buried at Stonehenge? Antiquity 83: 23-39.

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Pollard, J. (ed.) 2008. Prehistoric Britain. Oxford: Blackwell. Chapters 6 & 8 * Robb, J. 2013. Material culture, landscapes of action, and emergent causation: a

new model for the origins of the European Neolithic. Current Anthropology 54

(6): 657-73. Rowly-Conwy, P. 2011. Westward Ho! The Spread of Agriculture from Central Europe

to the Atlantic. Current Anthropology 52 (s4):S431-S451. * Scarre, C. 2013. Chapter 11: Holocene Europe. In Scarre, C (ed) The Human Past,

London: Thames and Hudson. Pages 392-418

Shennan, S.J. 2013. ‘Demographic continuities and discontinuities in Neolithic Europe: Evidence, methods and implications’, Journal of Archaeological Method

and Theory 20 (2):300-311. INST ARCH PERS and electronic resource. * Vandkilde, H. 2007. Culture and Change in Central European Prehistory: 6th to 1st

millennia BC. Aarhus: Aarhus University Press. Chapters 2 to 8.

Whittle A. (1996) Europe in the Neolithic. The creation of New Worlds. Cambridge: Cambridge University Press

* Whittle, A. and V. Cummings (eds.) 2007. Going Over: the Mesolithic-Neolithic Transition in North-west Europe. Oxford: Oxford University Press (esp. paper by Robb and Miracle). INST ARCH Issue desk WHI 6; DA 140 WHI.

Week 10

3.14 14 Dec. Climate Change and civilisation

Manuel Arroyo-Kalin

What was the effect of past climate change for human populations from the late Pleistocene to the early and mid Holocene? In this lecture we examine the basic

premises of our understanding of climate change in the past and explore the extent to which we can establish links with archaeological evidence.

Bell, Martin, and Michael J C Walker. 2005. Late Quaternary Environmental Change. Physical and Human Perspectives - second edition. Harlow: Pearson-Prentice

Hall. Chapter 3, 4,5, 6,7 Brooks, Nick. 2006. "Cultural responses to aridity in the Middle Holocene and

increased social complexity." Quaternary International 151 (1):29-49.

Giosan, Liviu, Peter D. Clift, Mark G. Macklin, Dorian Q. Fuller, Stefan Constantinescu, Julie A. Durcan, Thomas Stevens, Geoff A. T. Duller, Ali R.

Tabrez, Kavita Gangal, Ronojoy Adhikari, Anwar Alizai, Florin Filip, Sam VanLaningham, and James P. M. Syvitski. 2012. "Fluvial landscapes of the Harappan civilization." Proceedings of the National Academy of Sciences 109

(26):E1688. Lewis, Simon L, and Mark A. Maslin. 2015. "Defining the Anthropocene." Nature

519 (171-180). Maslin, Mark A., Chris M. Brierley, Alice M. Milner, Susanne Shultz, Martin H. Trauth,

and Katy E. Wilson. 2014. "East African climate pulses and early human

evolution." Quaternary Science Reviews 101:1-17. doi: https://doi.org/10.1016/j.quascirev.2014.06.012.

Rahmstorf, S. 2007. "Thermohaline Circulation." In Encyclopaedia of Quaternary Science, edited by Scott A. Elias, 739-750.

Ruddiman, William F. 2013. "The Anthropocene." Annual Review of Earth and

Planetary Sciences 41:45-68.

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Sandweiss, Daniel H., Ruth Shady Solís, Michael E. Moseley, David K. Keefer, and Charles R. Ortloff. 2009. "Environmental change and economic development in coastal Peru between 5,800 and 3,600 years ago." Proceedings of the National

Academy of Sciences 106 (5):1359.

3.15 14 Dec. A new Epidemiological Order and the Anthropocene - Manuel Arroyo-Kalin

What effects did human populations have on the broader ecosystems that defines

the environments human inhabit. In this final lecture we examine this question from the dual perspective of the developing epidemiological order and the transformation

of past landscapes during the Holocene.

Bellwood, P. 2005. First Farmers. Blackwell Press, London. Pages 1-43. Crosby, AW 1986. Ecological Imperialism: The biological Expansion of Europe.

Cambridge Univ. Press; Cambridge, UK

Diamond J. 2002. Evolution, consequences and future of plant and animal domestication. Nature 418, 700–707. (doi:10.1038/nature01019)

Bocquet-Appel JP. 2011. When the world's population took off: the springboard of the Neolithic Demographic Transition. Science 333, 560–561. (doi:10.1126/science.1208880)

Ellis, E. C., et al. (2013). "Used planet: a global history." Proceedings of the National Academy of Sciences of the United States of America 110(20): 7978-7985.

Erickson, C. L. (2006). Intensification, political economy and the farming community: in defense of a bottom-up approach. Agricultural Strategies. J. Marcus and C. Stanish. Los Angeles, Cotsen Institute: 233-265.

Lewis, S. and M. A. Maslin (2018). The Human Planet: How We Created the Anthropocene London, Pelican.

Menze, Bjoern H., and Jason A. Ur. 2012. "Mapping patterns of long-term settlement in Northern Mesopotamia at a large scale." Proceedings of the National Academy of Sciences.

Pearce-Duvet JM. 2006. The origin of human pathogens: evaluating the role of agriculture and domestic animals in the evolution of human disease. Biol. Rev.

Camb. Philos. Soc. 81, 369–382. * Scott, J. C. (2017). Against the Grain: A Deep History of the earliest states.

London, Yale University Press. Chapters 1, 2 and 3 Smith-Guzmán, Nicole E. 2015. "Cribra orbitalia in the ancient Nile Valley and its

connection to malaria." International Journal of Paleopathology 10:1-12. doi:

https://doi.org/10.1016/j.ijpp.2015.03.001. Wilkinson, T.J. . 2003. Archaeological Landscapes of the Near East. Tucson, Arizona:

University of Arizona Press. Wolfe ND, Dunavan CP, Diamond J. 2007. Origins of major human infectious

diseases. Nature 447, 279–283. (doi:10.1038/nature05775)

------------------------------- Christmas vacation-----------------------------------

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4 APPENDIX A: POLICIES AND PROCEDURES 2018-19 (PLEASE READ CAREFULLY)

This appendix provides a short précis of policies and procedures relating to modules. It is not a substitute for the full documentation, with which all students should become familiar. For full information on Institute policies and procedures, see the IoA Student Administration section of Moodle: https://moodle.ucl.ac.uk/module/view.php?id=40867 For UCL policies and procedures, see the Academic Regulations and the UCL Academic Manual: http://www.ucl.ac.uk/srs/academic-regulations ; http://www.ucl.ac.uk/academic-manual/ GENERAL MATTERS ATTENDANCE: A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by email. DYSLEXIA: If you have dyslexia or any other disability, please discuss with your lecturers whether there is any way in which they can help you. Students with dyslexia should indicate it on each coursework cover sheet. COURSEWORK LATE SUBMISSION: Late submission will be penalized in accordance with current UCL regulations, unless formal permission for late submission has been granted. The UCL penalties are as follows:

The marks for coursework received up to two working days after the published date and time will incur a 10 percentage point deduction in marks (but no lower than the pass mark).

The marks for coursework received more than two working days and up to five working days after the published date and time will receive no more than the pass mark (40% for UG modules, 50% for PGT modules).

Work submitted more than five working days after the published date and time, but before the second week of the third term will receive a mark of zero but will be considered complete.

GRANTING OF EXTENSIONS: Please note that there are strict UCL-wide regulations with regard to the granting of extensions for coursework. You are reminded that Module Coordinators are not permitted to grant extensions. All requests for extensions must be submitted on a the appropriate UCL form, together with supporting documentation, via Judy Medrington’s office and will then be referred on for consideration. Please be aware that the grounds that are acceptable are limited. Those with long-term difficulties should contact UCL Student Disability Services to make special arrangements. Please see the IoA website for further information. Additional information is given here

http://www.ucl.ac.uk/srs/academic-manual/c4/extenuating-circumstances/

RETURN OF COURSEWORK AND RESUBMISSION: You should receive your marked coursework within one month of the submission deadline. If you do not receive your work within this period, or a written explanation, notify the Academic Administrator. When your marked essay is returned to you, return it to the Module Co-ordinator within two weeks. You must retain a copy of all coursework submitted.

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CITING OF SOURCES and AVOIDING PLAGIARISM: Coursework must be expressed in your own words, citing the exact source (author, date and page number; website address if applicable) of any ideas, information, diagrams, etc., that are taken from the work of others. This applies to all media (books, articles, websites, images, figures, etc.). Any direct quotations from the work of others must be indicated as such by being placed between quotation marks. Plagiarism is a very serious irregularity, which can carry heavy penalties. It is your responsibility to abide by requirements for presentation, referencing and avoidance of plagiarism. Make sure you understand definitions of plagiarism and the procedures and penalties as detailed in UCL regulations: http://www.ucl.ac.uk/current-students/guidelines/plagiarism RESOURCES MOODLE: Please ensure you are signed up to the module on Moodle. For help with Moodle, please contact Charlotte Frearson (c.frearson@ucl.ac.uk)

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