Unexpected pasts: Ancient discoveries that should not exist

Aims

This course aims to: 

• explore the balance between historical sources and archaeological evidence in building perceptions of the past
   
• introduce you to key case studies illuminating how major discoveries have overturned existing interpretations of past eras
   
• equip you with an understanding of how perceptions of the past are fluid and prone to shift 
  in ways that were once considered unthinkable

Content

Archaeology has a knack for springing surprises, and this course will introduce you to some 
of the most exciting and transformative discoveries ever made. Sensational finds such as the grave goods accompanying the Sutton Hoo kingly burial or the 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 artefacts. 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 astounding 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 in on a selection of remarkable discoveries will allow us to investigate what these finds are, why they came about, and how they changed existing perceptions of the past forever. Along the way, you will learn about some of the most remarkable ancient artefacts ever created and see how quickly accepted narratives about the past can be overturned.

Presentation of the course

The course will take place in a classroom setting, with PowerPoint presentations used to introduce the key themes for the day and background information about the concepts or finds that are being considered. Group discussion will be encouraged at appropriate points.

Course 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 greatest intellectual achievements of all time. This session will introduce the different ways we reconstruct the past and examine 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 and sophisticated.

Learning outcomes

You are expected to gain from this series of classroom sessions a greater understanding of the subject and of the core issues and arguments central to the course. 

The learning outcomes for this course are:

• an understanding of how perceptions of the past are created
   
• a grasp of the strengths and weaknesses of different disciplinary approaches
   
• an appreciation of how fresh evidence can refine or revolutionise our understanding
   
• familiarity with key case studies that have brought shifts in our perceptions of the past

Required reading

Carver, M, The Sutton Hoo story: encounters with early England (Woodbridge: The Boydell Press 2017) ISBN 978 1783272044 
(especially chapters 1 and 2)

Darvill, T, Prehistoric Britain (London: Routledge 2010, 2nd edition) ISBN: 978 0415490276 
(chapter 1 only)

Freeth, T, ‘The Antikythera Mechanism’, Current World Archaeology (108: 16-23, 2021) 
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, ‘Lost cities of Bolivia: rethinking prehistoric life in the Amazon’, Current World Archaeology (115: 16-22, 2022)
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, ‘The Nebra Sky Disc: decoding a prehistoric vision of the cosmos’, Current World Archaeology (113: 40-43, 2022)
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 your 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.