Professional Documents
Culture Documents
archaeology
-Introducing the objective of the lesson -Asking brainstorming question -Allow students to reflect on brainstorm questions -Give lecture -Order students to discuss in pair and then form small group and finally reformulate new group from previous group and finally -Follow up students activity while they discuss -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions and questions Outside the class room: read books and come with clear information about the definitions and historical developmen t of archaeology
- Make objective and instructions clear -Give clear examples -Give feed back -Give advice
day 1
Written comme nts of student s through piece of paper on the progres s of the lesson
REFLICTION
CONTENTS OR TOPICS
FEEDBACK
MODE OF DELIVERY
OBJECTIVE S
INSTRUCTO RS HELP
MODE OF ASSESME NT
REFERANCE MATERILAS
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions),Univ ersity of
Week 1
-Introducing the objective of the lesson -Allow students to reflect on the issue based on reading materials already given -Follow up students activity -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions and questions Outside the class room: read books written on the reference part and come with clear information about the relationship between archaeology and other sub disciplines
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions), University of California, The Lindbriar corporation
-Out line the relationship between archaeology and other field of study
Written comments of students through piece of paper on the progress of the lesson
- Make objective and instructions clear -Give clear examples -Give feed back -Give advice
Day 2
- David Hurst Thomas. 1989. Archaeology (second Edition). Florida (USA), Holt, Rinehart and Winston.
day 3
Introducing the objective of the lesson -Asking brainstorming question -Allow students to reflect on brainstorm questions -Give lecture -Order students to discuss in group and finally tell them to write goals of archaeology and types of archaeology on the board in front of them. -Follow up students activity and time -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions and questions Outside the class room: read books and come with clear information about types and goals of archaeology
Make objective and instructions clear -Give clear examples -Give feed back -Give advice
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions), University of California, The Lindbriar corporation - David Hurst Thomas. 1989. Archaeology (second Edition). Florida (USA), Holt, Rinehart and Winston.
Introducing the objective of the lesson -Asking brainstorming question -Allow students to reflect on brainstorm questions -Give lecture -Order students to discuss in group and then allow group representatives to present discussion points Follow up students activity -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions and presentation Outside the class room: read books and come with clear information about how archaeologic al data can be formed.
Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice
Homewo rk and oral presenta tion on the way how archaeol ogical data is formed(5 %)
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions), University of California, The Lindbriar corporation David Thomas. 1989. Archaeology (second Edition). Florida (USA), Holt, Rinehart and Winston. Hurst
Written comments of students through piece of paper on the progress of the lesson
Day 4
-Methods
archaeological recovery- Site identification Surface survey
of data
and
excavation
Introducing the objective of the lesson -present information for about 10-15 minutes , give text based information and give students to pair or small group to discuss what they have told. -Allow students to reflect on the topic. -lecturing through pictures, maps, diagrams, that relates to the information given to students -Follow up students activity -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions and presentation Outside the class room: read books and come with clear information about how archaeologic al data can be formed
Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions) ,University of California, The Lindbriar corporation - David Hurst Thomas. 1989. Archaeology (second Edition). Florida (USA), Holt, Rinehart and Winston. - Colin Renfrew
and Paul Bahn. 1991. Archaeology: Theories, Methods Practices. and
day 5
London,
Thames
-Define and discuss the significance of archaeologi cal record. -Distinguish and explain different ways of -Processing and analysis of archaeological records
Introducing the objective of the lesson -Asking brainstorming question -Allow students to reflect on brainstorm questions -Give lecture -Order students to form small group and assign specific tasks such as the different ways of processing and analyzing archaeological data and after completed, splitting the previous group in order to form another group. in the new group each of the group members explain their own task. -Follow up students activity -Give concluding remarks -Give library and home works. -Students will be asked to write down everything that comes in their mind about what type of information extracted from archaeological records
Able to grasp lesson objectives participating actively during discussions Outside the class room: read and with books come clear
Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice
Written comme nts of student s through piece of paper on the progres s of the lesson
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions), University of California, The Lindbriar corporation - David Hurst Thomas. 1989. Archaeology (second Edition). Florida (USA), Holt, Rinehart and Winston. -Renfrew Paul 1991. Archaeology: Theories, Methods Practices. and Colin and Bahn.
Give Homework about different mechanisms used for analysis of archaeological record (5%)
archaeologic al records
-Identify archaeologi cal evidences and discuss the type of informatio n extracted from those remains
-Reconstruction past
of
the
Thought bubble
-Able to grasp lesson objectives participating actively during discussions Outside the class room: read books and come with clear information about the process of reconstructi on
day 7
Introducing the objective of the lesson -give students related materials and make them think about the topic I going to teach -Allow students to reflect on what they thought -Give lecture -Order students to discuss in group and then allow group representatives to present discussion points Follow up students activity -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions and presentation Outside the class room: read books and come with clear information about approaches of reconstructi on
Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice
Brain M.Fagan. 1994. In the Beginning: An Introduction to Archaeology (Eight Editions), University of California, The Lindbriar corporation - David Hurst Thomas. 1989. Archaeology (second Edition). Florida (USA), Holt, Rinehart and Winston.
Written comments of students through piece of paper on the progress of the lesson
- Define and discuss the significance of dating in archaeolog y Distinguish different dating methods that calibrate one another day 8
-Absolute dating
Introducing the objective of the lesson -Asking brainstorming question -Allow students to reflect on brainstorm questions -Give lecture and matching exercise and allow them to match different type of dating techniques with absolute and relatve dating methods - -Give concluding remarks -Give library and home works
Able to grasp lesson objectives participating actively during discussions Outside the class room: read books and come with clear information about dating methods in archaeology
Make objective and instructions clear -Give clear examples -visual aids through projectors -Give feed back -Give advice
Beginning:
California, The Lindbriar corporation - David Hurst Thomas. 1989. Archaeology (second
-Distinguish the advantages of absolute dating method over relative dating method
Edition). Florida (USA), Rinehart Winston. -- Colin Renfrew and Paul Bahn. 1991. Archaeology: Theories, Methods Practices. and Holt, and
on
archaeological
Day 11 and 12
Exam preparation
Day 13
Final exam
ASSESSEMENT METHODS:
1. Class Participation and attendance ..10% 2. Two Assignment. 30% 3. Quiz .. 5%(total) 4. Two Homework ---------------------------------------------------------10% 5. Final Exam 45%
Gondar University Faculty of Social Science and the Humanities Department of Social Anthropology and Gender and Development Studies A Module Guide for introduction to Archaeology
MODULE NAME: Archaeology, Museum, and Heritage Management MODULE CODE: ANTH MODULE NUMBER: 06 STATUS OF THE MODULE: MAJOR AREA COURSE MODULE ECTS: 9 COURSE TITLE: INTRODUCTION TO ARCHAEOLOGY COURSE WEIGHT: YEAR: 2 TARGET GROUPS: Undergraduate Students PREPARED BY: SISAY TIGABU JULY, 2012 COURSE CODE: ANTH 203 COURSE ECTS: SEMESTER: 2
Analyze details of past important cultures worldwide, describing major transitions in prehistory and how this knowledge is important for modern humans and interpreted differently by different interest groups Outline the major trends in human cultural evolution. Describe the cultural adaptations humans have made through time. Possess a general knowledge about the methods archaeologists use to excavate, date, and interpret archaeological sites and data
CONTACT HOURS EFFECTIVE LECTURE HOURS: HOME BASED and EXTRA ACTIVITY: LIBRARY WORK: 30 hours 60 hours 40 hours