Aims of the course
- To explore key questions about humanity via archaeology
- To learn the contribution of archaeology to these questions
- to acquire new skills and methods in answering questions
Course content overview
Archaeology studies humanity’s past via material remains - but it does much more than that. As a discipline, it deals with some of the fundamental questions about humanity. Where do we come from? What makes us human? Are we the result of our genes? Do civilizations rise and fall? How does change happen? If you are interested in these questions, then this course is for you. Join me as we explore some of the big questions about what makes us human. Specifically, we will look at how archaeology can help us answer these questions. We will look at the key events and material remains and trace where ideas come from. Are our interpretations rooted in evidence or are they the result of wider historical forces? If you are interested in challenging what we know about our world, then this course is for you. Over the duration of the course we will explore some of the most challenging and fascinating questions with a mix of illustrated lectures, podcasts and discussions.
Schedule (this course is completed entirely online)
Orientation Week: 7-13 April 2025
Teaching Weeks: 14 April-18 May 2025
Feedback Week: 19-25 May 2025
Teaching Week 1 - Where do we come from? Are we just big apes?
What does it mean to have a common ape ancestor? This lecture offers an overview of humanity’s fascinating journey from the common ape ancestor to modern humans (H. Sapiens sapiens). Our journey starts in Africa, an Africa that was very different from the one we know today. The journey to ‘becoming human’ is full of twists and turns. We will encounter different species, trace ancient footprints and follow a complex but fascinating puzzle. What was the world before us like?
Learning outcomes
By studying this week the participants should have:
- Understood the basic mechanisms of human evolution
- Traced the spread of humans
Teaching Week 2 - Are we the result of our genes? Exploring genetics and race 'science'
What exactly is a gene? Is something invisible to the naked eye really important? We are all familiar with the idea of DNA, whether we are watching a TV show or sending off samples to a “genetic ancestry” company. It looks simple: provide some saliva and catch the killer or find your long-lost ancestor. In reality, it is not straightforward. Join me as we explore what a gene is, and how this thing, so tiny as to be invisible to the naked eye, has been used and abused. What can genes tell us? What cannot they tell us?
This week we will explore the basics of genetics. Genetics is an important and vibrant field, but it has its limitations. More importantly, concepts of genetics, superiority and adaptation pre-date the actual scientific study of genetics. This week we trace the complex history of the gene and focus on what we can and cannot learn.
Learning outcomes
By studying this week participants should have:
- Familiarized themselves the basics of genetics
- Explored the origins and impact of race ‘science’
Teaching Week 3 - The rise of civilisations
What is a civilisation? How does a civilisation emerge? This lecture will focus on specific examples of ‘civilisations’, but fundamentally it asks what a civilisation is. Why does the idea of a civilisation conjure up visions of the Roman Empire but not of Nubia, for example? Rather than exploring individual civilisations, this week we will look at the fundamental issues, while examining a number of key places and societies.
The aim is not to explore a specific ‘civilisation’ but, in line with the course ethos, to engage with the idea of civilisations. Participants will be taken on a journey, documentary-style, and their attention will be directed to the Big Questions.
Learning outcomes
By studying this week participants should have:
- Developed an understanding of what a civilisation is
- Developed a solid interpretive framework
Teaching Week 4 - Empires, Kingdoms and Power
What is an empire? If the concept of a civilization is hazy, how about an empire? What happens when empires fall? In this lecture we will delve further into power, and what happens when power is concentrated in the hands of one ruler? This week we will challenge what we think we know about kingship. Is kingship synonymous with empire? What does a king look like? Our journey will take us to Sudan, Mali and beyond as we explore different forms of power.
Learning outcomes
By studying this week participants should have:
- Furthered their understanding of what a civilisation is
- Developed experience in constructing their own arguments
Teaching Week 5 - Empires: ancient and modern
In the 21st century we are witnessing a widespread debate with imperialism and decolonization. Are empires a thing of the recent past? How might they differ from ancient empires? We will explore how ancient and modern empires conceptualize allies and enemies. How are divisions defined? Have they always been based on ideas of racial superiority?
This lecture discusses some hard-hitting topics. For example, what is the difference between Romans owning slaves and the Atlantic slave trade? Is discrimination a modern phenomenon? It is not, but its nature has changed considerably across time. This is something that archaeologists can and do trace in the archaeological record. It is also a multi-disciplinary project – because in asking the Big Questions we need to use a number of methods.
Learning outcomes
By studying this week participants should have:
- Understood the different types of empires
- The impact of different empires
Feedback Week
Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.
While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).
Virtual Learning Environment
Unless otherwise stated, all course material will be posted on the Virtual Learning Environment (VLE) so that they can be accessed at any time throughout the duration of the course and interaction with your tutor and fellow participants will take place through a variety of different ways which will allow for both synchronous and asynchronous learning (discussion boards etc).
Each week of an online course is roughly equivalent to 2-3 hours of classroom time. On top of this, participants should expect to spend roughly 2-3 hours reading material, etc., although this will vary from person to person.
While they have a specific start and end date and will follow a weekly schedule (for example, week 1 will cover topic A, week 2 will cover topic B), our tutor-led online courses are designed to be flexible and as such would normally not require participants to be online for a specific day of the week or time of the day (although some tutors may try to schedule times where participants can be online together for web seminars, which will be recorded so that those who are unable to be online at certain times are able to access material).
Certificate of participation
A Certificate of Participation will be awarded to participants who contribute constructively to weekly discussions and exercises/assignments for the duration of the course.
What our students say
"This is another fascinating course from the ICE. Besides touching upon human evolution (which I wrongly thought would be the main theme), the tutor also gave an overview of various subjects. The topics of civilisation and the development of empires/kingdoms are particularly interesting and the related course materials certainly gave a different perspective compared with the conventional views. Overall speaking, I gained much knowledge through this course and the coverage of the course and the course materials surely exceeded my expectation."
"Isabelle's lectures where clear and she made tricky topics easy to follow and understand."
"It was brilliant to discuss archaeology with an expert such as Isabelle. I had private conversations on the invited zoom and participated in one of her lectures Jebel Moya. I'd never studied any aspects of archaeology before...and Isabelle informed me about Certificates and Diplomas with ICE."
