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: ARCL0002 World Archaeology: Evolutionary Origins to the Earliest States

For BA Archaeology and Anthropology students serving as:

ARCL0014 World Archaeology: An Outline of the Deep History of Human Societies

Module Handbook for 2019-20, TERM 1

Year 1 core module, 30 credits or 15 Credits

Deadlines for coursework: ARCL0002: 13 December 2019 and 10 April 2020

ARCL0003: 13 December 2019 and 10 April 2020

ARCL0014: 13 December 2019 and 10 April 2020 Target return dates: 4 working weeks after submission

Term 1 Coordinator: Dr Manuel Arroyo-Kalin

m.arroyo-kalin@ucl.ac.uk; Tel 020 7679 1534

Office Hours: Wednesday 11-13 hrs Lecture time (Term 1): Fridays 1-3pm @ Pearson Building G22 – NE

entrance

Contents

1 OVERVIEW..........................................................................................................1 1.1 Short description ............................................................................................ 1 1.2 Week-by-week summaries ............................................................................... 2 Term 1 Lectures (Fridays, 1-3 pm @ Pearson Building G22 – NE entrance ....................... 2 1.3 Term 1 Seminars (Thursdays 1-6 pm, Room 412, IoA, 31-34 Gordon Square) ........ 2 1.4 Basic texts ..................................................................................................... 3 1.5 Assessments .................................................................................................. 3

1.5.1 Assessments for ARCL0002/0003/0014 students .......................................... 3 1.5.2 Word counts ............................................................................................. 4 1.5.3 Essay questions (Term 1) .......................................................................... 5 1.5.4 Coursework submission procedures ............................................................. 5 1.5.5 Examination ............................................................................................. 6

1.6 Teaching methods and schedule ....................................................................... 6 1.7 Workload ....................................................................................................... 7

2 AIMS AND OBJECTIVES ......................................................................................7 2.1 Aims ............................................................................................................. 7 2.2 Objectives ...................................................................................................... 7 2.3 Learning Outcomes ......................................................................................... 7

3 SCHEDULE AND SYLLABUS (TERM 1) ...............................................................8 3.1 4 Oct. Introduction to the Module Manuel Arroyo-Kalin ........................................ 8 3.2 4 Oct. Global history & social evolutionary thinking Manuel Arroyo-Kalin ................ 8 3.3 11 Oct. Before Us: the origins of the human species (2 hrs) Tomos Proffitt ............ 8 3.4 18 Oct. Modern Humans: rise, dispersal, social complexity (2 hrs) - Andrew Garrard

9 3.5 25 Oct. Forging the Neolithic: Plant Domestication Dorian Fuller ......................... 10 3.6 25 Oct. Forging the Neolithic: Animal Domestication Andrew Reid ....................... 11 3.7 1 Nov. Holocene Southwest Asia before states and empires Karen Wright .......... 12 3.8 1 Nov. Holocene Africa before states and empires Kevin MacDonald ................... 13 3.9 15 Nov. Holocene Europe before states and empires (2 hours) Mike Parker Pearson

14 3.10 22 Nov. Holocene China before states and empires Dorian Fuller ....................... 15 3.11 22 Nov. Holocene India before states and empires Dorian Fuller ........................ 16 3.12 29 Nov. The Archaic State David Wengrow ....................................................... 17 3.13 6 Dec The Americas: an independent trajectory (2 hours) Manuel Arroyo-Kalin..... 18 3.14 13 Dec. Climate Change and civilisation Manuel Arroyo-Kalin ............................. 19 3.15 13 Dec. A new Epidemiological Order and the Anthropocene Manuel Arroyo-Kalin . 20

4 APPENDIX A: POLICIES AND PROCEDURES 2019-20 (PLEASE READ

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

1

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 (if your module includes this), 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. 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

- for Term 2 they should consult Dr Kevin MacDonald. Queries may also be directed to the Post-Graduate Teaching Assistants (Term 1:

Gwendoline Maurer, gwendoline.maurer.13@ucl.ac.uk; term 2: Dominic Pollard, dominic.pollard.16@ucl.ac.uk).

ARCL0002/03/014 at a glance: Lectures, Term 1: Fridays 1-3 pm at Pearson Building G22 – NE entrance

Lectures, Term 2: (Fridays 11am-1 pm (Main Quad Pop Up 101) 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 via the module’s Moodle page.

Please use title field to write your candidate number and essay question) TurnItIn Class IDs: see cover

Deadlines: Essay #1 13 December 2019. Essay #2: 10 April 2020.

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

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1.2 Week-by-week summaries

Term 1 Lectures (Fridays, 1-3 pm @ Pearson Building G22 – NE entrance

Week Theme Lecture Page

I Concepts

4 Oct. Introduction to the Module

Manuel Arroyo-Kalin 8

4 Oct. Global history & social evolutionary thinking

Manuel Arroyo-Kalin 8

II

Humanness

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

Tomos Proffitt 8

III

18 Oct. Modern Humans: rise, dispersal, social complexity

(2 hrs) - Andrew Garrard. 9

IV

From

foraging to

Farming

25 Oct. Forging the Neolithic: Plant Domestication

Dorian Fuller 10

25 Oct. Forging the Neolithic: Animal Domestication

Andrew Reid 11

V

Regional

pathways to

social

complexity

1 Nov. Holocene Southwest Asia before states and empires

Karen Wright 12

1 Nov. Holocene Africa before states and empires

Kevin MacDonald 13

VI

15 Nov. Holocene Europe before states and empires (2

hours)

Mike Parker Pearson

14

VII 22 Nov. Holocene India before states and empires

Dorian Fuller 15

22 Nov. Holocene China before states and empires

Dorian Fuller 16

VIII

29 Nov. The Archaic State

David Wengrow 17

IX

6 Dec The Americas: an independent trajectory (2 hours)

Manuel Arroyo-Kalin 18

X Looking back

13 Dec. Climate Change and civilisation

Manuel Arroyo-Kalin 13 Dec. A new Epidemiological Order and the Anthropocene

Manuel Arroyo-Kalin

19 20

See further details below (items 1.6 and 3) 1.3 Term 1 Seminars (Thursdays 1-6 pm, Room 412, IoA, 31-34 Gordon Square)

Term 1 seminars will be led by PGTA Gwendoline Maurer (gwendoline.maurer.13@ucl.ac.uk)

10 October: Setting the Scene 24 October: Humanness 14 November: Domestication and sedentism

28 November: Pottery and Metallurgy 12 December: Civilisations, city-states, villages & the forager

See further details below (items 1.6 and 3)

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1.4 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. 1.5 Assessments

1.5.1 Assessments for ARCL0002/0003/0014 students

For Procedures for essay SUBMISSION, please see item 1.5.4 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 13 December 2019 (for the Term 1 essay) and 10 April 2020 (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 13 December 2019.

• 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 13 December 2019 and 10 April 2020), 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.

1.5.2 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 2019-20 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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1.5.3 Essay questions (Term 1)

ARCL0002 students: choose ONE* from the following:

1. Compare and contrast inferences drawn from the presence of Mode 1

(Olduvan) and Mode 2 (Acheulean) lithic tools. Discuss their associations with

evidence for Homo erectus and/or archaic Homo sapiens.

2. Discuss recent aDNA evidence suggesting hybridisation of Neanderthals and Anatomically Modern Humans: evaluate the implications of this evidence for our understanding of the global expansion of anatomically modern humans.

3. Summarise and compare how initial plant and/or animal husbandry affected

human population growth in the early Holocene in EITHER: a) Africa and the Fertile Crescent; or b) China and the Americas

4. Critically discuss how social complexity can be studied using archaeological evidence. Illustrate you answer using archaeological examples from Eurasia,

Africa AND the Americas.

5. Compare and contrast current archaeological understandings about past societies associated with two case studies from the following list: a) South Indian Ash Mounds; b) Mezhirich Mammoth houses; c) Caral-Supe; d) Gobekli

Tepe, e) Stonehenge; f) Poverty Point.

6. Why were the epidemiological consequences arising from the adoption of sedentary lifestyles different in the Americas compared to other continents?

7. 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.

8. How did climate change affect global human history from the late Pleistocene

to the late Holocene. Illustrate you answer using archaeological examples from Eurasia, Africa AND the Americas.

1.5.4 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: submit electronically by uploading via the module’s Moodle

page by midnight on the day of the deadline. Uploading and submitting your

coursework will date-stamp your work and send it to TurnitIn. It is essential to upload

all parts of your work.

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1. Ensure that your essay or other item of coursework has been saved as a

Word doc., docx. or PDF document. Also:

a. Please include the module code and your candidate number on every page as a header.

b. Make sure that the title of the essay is on the first page. 2. Go into the module’s Moodle page and click on the correct assignment

(e.g. Essay 1),

4. 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 (e.g. YGBR8 Essay 1). Note that this changes each year. 5. Click “Upload”. 6 Once uploaded, click on “Submit”

7 You should receive a receipt – please save this. 8 If you have problems, please seek help from 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 you do not

obtain an immediate response, advisers will be able to notify the relevant Module Coordinator that you had attempted to submit the work before the

deadline.

• Hard-copy version: This will be the copy that will be used for marking 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)

1.5.5 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.

1.6 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.

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Lectures are led by different specialists from the Institute of Archaeology. During term 1, lectures will take place on Fridays 1-3pm at Pearson Building G22 – NE

entrance. Detailed reading lists for each session are provided below (item 3 of this handbook).

Seminars are led by Gwendoline Maurer (gwendoline.maurer.13@ucl.ac.uk), the module’s PGTA, 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 ) at the beginning of term. You must inform this change to the PGTA

Gwendoline Maurer (gwendoline.maurer.13@ucl.ac.uk; please cc: Judy Medrington j.medrington@ucl.ac.uk).

1.7 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.

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.

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3 SCHEDULE AND SYLLABUS (TERM 1)

Week 1

3.1 4 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 4 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. 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 11 Oct. Before Us: the origins of the human species (2 hrs)

9

Tomos Proffitt

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

3.4 18 Oct. Modern Humans: rise, dispersal, 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.

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* 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 25 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

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

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* 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

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

3.6 25 Oct. Forging the Neolithic: Animal Domestication

Andrew Reid

This lecture gives an overview of global animal domestication, presenting the current

evidence for the timings and locations of the major mammal domestications. Once celebrated as one of archaeology’s great achievements, recent work has highlighted

how fluid relationships between humans and animals were, how animal agency has been an important contributory factor, how long the process can be, and how the process is reversable. Much of this rethinking has been inspired by work on

genetics. We will consider patterns and trends in domestication, and consider possible processes at work. 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. Besides providing you with an understanding of domestication this

lecture will also encourage you to think about the continuing influence of livestock on humans and environments, throughout the remainder of the human career.

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!).

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

Johnsson M., E. Gering, P. Willis, S. Lopez, L. Van Dorp, G. Hellenthal, R. Henriksen,

U. Friberg and D. Wright 2016. Feralisation targets different genomic loci to domestication in the chicken. Nature Comunications 7: Article Number 12950.

Accessed at http://www.nature.com.libproxy.ucl.ac.uk/articles/ncomms12950 Larson G. 2017. Reconstructing migration trajectories using ancient DNA. In N.

Boivin, R. Crassard and M. Petraglia (eds) Human dispersal and species

movement: 237-260. Cambridge University Press. *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.

Zeder M.A. 2017. Out of the Fertile Crescent: the dispersal of domestic livestock

through Europe and Africa. In N. Boivin, R. Crassard and M. Petraglia (eds) Human dispersal and species movement: 261-303. Cambridge University Press.

Week 5

3.7 1 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.

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.

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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 1 Nov. Holocene Africa before states and empires

Kevin MacDonald

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. Fisher-hunter-gatherer societies also remained widespread. In some areas, such as the Middle Niger, symbiotic subsistence systems developed, whereby subsistence specialists (pastoralists, cereal

growers and fisherfolk) became inter-dependent. At the origin of such cooperative economies are decisions by the ancient peoples of arid West Africa to occupy

specialised and mobile subsistence niches. Readings (* essential):

* 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 * Marshall, F. and E. Hildebrand 2002. ‘Cattle before crops: the beginnings of food

production in Africa’, Journal of World Prehistory 16: 99-143. INST ARCH PERS

and electronic resource.

On Early Pastoralism and Specialised Fishing in Africa, read: Close, A. 1995. Few and Far Between: Early ceramics in North Africa, In W. Barnett

and J. Hoopes (eds.) The Emergence of Pottery, 23-38, Washington:

Smithsonian. ARCH BC 100 BAR DiLernia, S. 2006. ‘Building monuments, creating Identity: cattle cult as a social

response to rapid environmental changes in the Holocene Sahara’, Quaternary International 151: 50-62. Electronic resource.

MacDonald, K.C. 2000. ‘The origins of African livestock: indigenous or imported?’, In R.M. Blench and K.C. MacDonald (eds.) The Origins and Development of African Livestock, 2-17, London: UCL Press. Issue desk BLE; INST ARCH DC 100 BLE;

electronic resource.

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Sutton, J. E. G. 1977. ‘The African Aqualithic’. Antiquity 51 (201): 25-34. Electronic resource.

Wendorf, F. and R. Schild 1994. Are the Holocene cattle in the eastern Sahara

domestic or wild? Evolutionary Anthropology 3: 118-28. TEACHING COLL. INST ARCH 719; ANTHRO PERIODICALS

On the Middle Niger, read: MacDonald, K. C. 1999. Invisible Pastoralists: an inquiry into the origins of nomadic

pastoralism in the West African Sahel. In Gosden, C., Hather, J. (Eds.). Prehistory of Food: appetites for change (pp.333-349). London: Routledge.

INST ARCH HA GOS McIntosh, R.J. 1999. Peoples of the Middle Niger. Oxford: Blackwell. Read Chapter 4.

INST ARCH DCF MCI

McIntosh, R.J. 2005. Ancient Middle Niger: Urbanism and the Self-Organizing Landscape. Cambridge: Cambridge University Press. Read Chapter 3. INST

ARCH DCF MCI

Week 6

3.9 15 Nov. Holocene Europe before states and empires (2 hours)

Mike 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.

15

* 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.

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 7

3.10 22 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

16

* 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

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 22 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

17

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 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 29 Nov. The Archaic State 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

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

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 9

3.13 6 Dec The Americas: an independent trajectory (2 hours) Manuel 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

19

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.

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 10

3.14 13 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 13 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 2019-20 (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. 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).