Unexpected pasts: Ancient discoveries that should not exist

Aims of the course

This course aims to explore the balance between historical sources and archaeological discoveries in building perceptions of the past. In particular, it will consider how unexpected finds can overturn existing models for human activity. This will demonstrate that our understanding of the past is fluid, rather than set in stone, and can shift in ways that were once considered unthinkable. A series of case studies will illustrate how major discoveries and interpretative breakthroughs have revolutionised perceptions of human development and activity.

Content

Archaeology has a knack for springing surprises. This course will examine a selection of discoveries that should not – according to the prevailing wisdom of the time – have existed. Stunning finds such as the Sutton Hoo kingly burial and Nebra Sky Disc are justly celebrated for their splendour. But these treasures are equally significant for forcing a reappraisal of the societies that created or acquired such goods. The same can be true of less visually arresting – but equally momentous – discoveries, such as the bronze gears of the Antikythera Mechanism and the faint earthworks of ancient cities concealed beneath jungle canopies. Painstaking study of multiple strands of evidence can also bring breakthroughs, with early attempts to understand ancient societies ultimately delivering a radically new perspective on the length and scope of human prehistory. At such times, archaeology forces us to confront unexpected pasts. Focusing on a selection of key finds or findings will allow us to assess what they are, why they came about, and how they changed existing perceptions forever. Along the way, we will learn about some of the most extraordinary ancient artefacts ever created, and consider how different forms of evidence are used to reconstruct accepted narratives about the past.

Presentation of the course

The sessions will commence with talks by the Course Director, who will introduce both the key themes for the day and the salient background information about the concepts or finds that are being considered. This will lead into group discussion about the nature of these discoveries, and what we can learn from them.

Class sessions

1. How ancient is ancient?
It was once thought that there was little in the way of human prehistory, with most periods of the past covered by historical sources of some kind. Where gaps were known to exist, it was often felt that the subject was too complicated for sensible study. Establishing the true depth and scope of human prehistory in western Europe is one of the great intellectual achievements of all time. This session will focus on the rediscovery of prehistory, including the establishment of the Three Age System and the advent of radiocarbon dating.
2. Taming time 
In 1999, a remarkable cache of Bronze Age metalwork was found in controversial circumstances on the Mittelberg Hill in Germany. Among these objects was what is believed to be the earliest known representation of the cosmos. Now known as the Nebra Sky Disc, the information encoded on the face of this artefact suggests access to knowledge beyond what prehistoric Bronze Age groups in the region were believed to have.
3. A clockwork computer 
In 1900, a group of sponge divers found a remarkable prize: a shipwreck loaded with Greek treasures. Given the art-historical marvels among this cargo, it is perhaps unsurprising that an unassuming lump of bronze initially received little attention. But then it split open to reveal intricate gearwheels that should not have existed in Ancient Greece. We examine the extraordinary case of the clockwork computer now known as the Antikythera Mechanism.
4. Dispelling the Dark Ages 
The collapse of Roman control in Western Europe was once believed to usher in an era so bereft of learning and aesthetics that it was named the ‘Dark Ages’. Archaeology, though, challenged this epithet by bringing to light societies so
sophisticated that they are hard to square with a cultural wilderness. Chief among these was the excavation of the kingly burial at Sutton Hoo in Suffolk, which produced magnificent artistry and evidence for long-distance connections.
5. The lost world of jungle cities 
The English word for jungle comes from the Hindi word jangal, originally meaning a place away from human settlement. Such environments are still often popularly viewed as pristine environments that are poorly suited – at best – to urbanism. Fresh archaeological survey work is now laying bare how misleading this impression can be. Recent decades have revealed ancient jungle cities that were sizable, stable, and sophisticated.

Learning outcomes

The learning outcomes for this course are:
1. An understanding of how perceptions of the past are created.
2. A grasp of the strengths and weaknesses of different disciplinary approaches.
3. An appreciation of how fresh evidence can refine or revolutionise our understanding.
4. Knowledge of key case studies that have brought shifts in our perceptions of the past.

Required reading

Carver, M 2017 The Sutton Hoo story: encounters with early England Woodbridge: The Boydell Press ISBN 978 1783272044 (especially chapters 1 and 2)
Darvill, T 2010 Prehistoric Britain (2nd edition) London: Routledge ISBN: 978 0415490276 (chapter 1 only)
Freeth, T 2021 ‘The Antikythera Mechanism’, Current World Archaeology 108: 16-23. (freely available via the following link: https://the-past.com/feature/the-antikythera-mechanism-an-ancient-greek-machine-rewriting-the-history-of-technology/)
Prümers, H and Symonds, M.F.A. 2022 ‘Lost cities of Bolivia: rethinking prehistoric life in the Amazon’, Current World Archaeology 115: 16-22. (freely available via the following link: https://the-past.com/feature/lost-cities-of-bolivia-rethinking-prehistoric-life-in-the-amazon/)
Wilkin, N and Symonds, M.F.A. 2022 ‘The Nebra Sky Disc: decoding a prehistoric vision of the cosmos’, Current World Archaeology 113: 40-43. (freely available via the following link: https://the-past.com/feature/the-nebra-sky-disc-decoding-a-prehistoric-vision-of-the-cosmos/ )

Typical week: Monday to Friday

Courses run from Monday to Friday. For each week of study, you select a morning (Am) course and an afternoon (Pm) course. The maximum class size is 25 students. 

Courses are complemented by a series of daily plenary lectures, exploring new ideas in a wide range of disciplines. To add to the learning experience, we are also planning additional evening talks and events.

Evaluation and Academic Credit 

If you are seeking to enhance your own study experience, or earn academic credit from your Cambridge Summer Programme studies at your home institution, you can submit written work for assessment for one or more of your courses. 

Essay questions are set and assessed against the University of Cambridge standard by your Course Director, a list of essay questions can be found in the Course Materials. Essays are submitted two weeks after the end of each course, so those studying for multiple weeks need to plan their time accordingly. There is an evaluation fee of £75 per essay.

For more information about writing essays see Evaluation and Academic Credit.

Certificate of attendance

A certificate of attendance will be sent to you electronically after the programme.