AY2024-2025 Semester 1

History and Archaeology:

An Introduction
Pre-requisites: Nil No of AUs: 3 Contact Hours: 39 (2-hour lecture + 1-hour tutorial)
Lecture: Thursday 10:30-12:20 Venue: LT22
Tutorials: Thursday 13:30-16:20 Venue: LHS-TR+26 LHS-B2-03

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Instructor Office Location Phone Email
Goh Geok Yian SHHK-05-09 65138163 [email protected]
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Course Aims
History and Archaeology: An Introduction provides a comprehensive overview of the
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development of two closely related fields of study: history and archaeology. In the
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course, students gain an understanding of the objectives, tools and sources of

archaeology and history and how the similarities in the two disciplines provided the
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basis for the establishment of historical archaeology as a field of study in the United
States in the mid-20th century. Since then the field has expanded to other parts of
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the world including Africa, Europe, and Australia. The course introduces students to
the history of archaeology defined by its focus on material culture, and how its
development intersects with history, especially in the study of past cultures,
societies, and technologies of periods when historical documentation was also
available. The course begins with a diachronic survey of the relations between
history and archaeology before narrowing its focus to the specific development of
historical archaeology in North America and its impact on other parts of the world,
especially Asia. By examining case studies, images, and readings, the course helps
students to acquire elementary skills to interpret the information presented in the
course. Students will learn to identify and discuss key questions, approaches,
methods, and sources used in historical archaeology at the end of the course.

Intended Learning Outcomes (ILO)

By the end of this course, you should be able to:
1. Describe important events and developments in the parallel evolution of
history and archaeology.
2. Provide a general chronological account of the establishment and
 development of the sub-discipline of historical archaeology in North
America and worldwide.
3. Explain and compare the goals and form of historical archaeology in
different parts of the world.
4. Discuss major themes covered in historical archaeology.
5. Formulate an argument on the complementary relationship between history
and archaeology and how this connection facilitates the study of past and
contemporary cultures and communities.
6. Examine more specifically the impact of historical archaeology on the study of past
societies, especially on the topic of interaction and exchange.

Course Content
This course provides a general introduction to the history of two complementary
disciplines: history and archaeology. In examining the parallel development of

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archaeology and history, this course discusses major themes such as culture
(traditions, practices, norms, and modes of belief and expression), communication

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and communication networks (ideas, ideologies and religion), trade and exchange,
inter-group/community interaction (friendship/conflict, assimilation, acculturation

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etc.), technology (innovation, appropriation, transfer etc.), etc. While the course
provides background knowledge regarding the fields of archaeology and history, the
focus is on historical archaeology and how the framework and methods of historical
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archaeology can be used to examine culture, history and human societies from the
period when writing (historical sources) began to be produced. The course will
present new data from historical archaeology and demonstrates why and how the
combination of archaeology and history in the form of historical archaeology provides
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an important framework, tools for analysis, and a wide range of data. This data, in
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the form of artifacts, allows for an accurate, diverse and equitable understanding of
the past by facilitating a closer examination of material culture, especially of the
masses, who were often silent in the written records.
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Assessment (includes both continuous and summative assessment)

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Component ILO Tested Weighting Team/ Individual

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1. Group presentations and 1, 2, 3, 4, 5, 6 30% Team and

discussions (Team: 15% individual
Individual:
15%)
2. Pop quizzes 1, 2, 3, 4 20% Individual

3. Final group project 1, 2, 3, 4, 5, 6 40% Individual and

- presentation (Team: 20% Team
- poster Individual:
- peer assessment (individual 20%)
100-word feedback response)
- essay (1,000 words each)

4. Participation in class 1, 2, 3, 4, 6 10% Individual

discussions
 Total 100%

Group Presentations and Discussions - 30%

Students are expected to take turns to present readings to the class in pairs.
Students will present and lead discussions during these presentations; each student
is expected to complete one(1) presentation as part of a pair or at in cases, where
there is an odd number in the class, up to three members. Each pair/group’s
presentation should last approximately 10-15 minutes including a discussion of the
week’s readings led by the presenters.

Each pair/group should prepare a powerpoint presentation of approximately 5 slides.

Each pair/group should present for up to 10 minutes followed by a five-minute
discussion and/or question and answer session. Due to the time limit, each
pair/group of presenters should focus on addressing the key points raised in the

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readings and devise at most two questions related to the week’s topic. The

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pair/group should aim to engage the class in discussions related to the questions
they posed.

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Each pair/group of presenters will receive a group score (15%) and an individual
score (15%). The group score is determined by the following criteria: a) coherence,
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content and structure of the presentation, and b) equitable distribution of the
workload (peer feedback about individual contributions to the project is taken into
account). The individual score will be assessed based on the individual’s
performance in producing the presentation, delivering it, and in responding to
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questions from the class.

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Each student pair is also expected to assume equal responsibility in the preparation
of their presentation and will work together to present their findings/analyses and to
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engage the class in individual or group discussions.

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Pop Quizzes - 20%

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Students are required to complete two pop quizzes during the semester. The pop
quizzes will be administered once in the first half and once in the second half.
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Students are expected to keep up with their lecture and tutorial readings in order to
do well in these quizzes.

Final Group Project – 40%

Students are expected to organize themselves in groups of no larger than three (3)
individuals; the group will complete a final group project comprising four parts:
i. presentation (10%) (10 minutes),
ii. poster (10%) (A4/A3 poster summarizing the key research question(s), key
arguments, and a short bibliography),
iii. peer assessment of presentation and poster by a group other than one’s
own group (5%) (each student has to complete a 100-word feedback
response), and
iv. Individual essay (15%) (1,000 words each). The topic of the final project
must be related to one or more themes examined in this course. Students
have to select one or two themes and frame their research question(s)
based on the theme(s) they have selected.
Students will submit their topic in week 9 to the instructor for approval.

To do well on the group presentation (10%) and poster (10%), it is necessary for you
to demonstrate positive interdependence and teamwork. In principle, you will receive
the same marks as your team. However, your individual score may vary based on
instructor observations and peer feedback about your contributions to the group
project.

Participation in class discussions - 10%

Students are expected to participate in class discussions and any activities
conducted within the classroom.

Formative Feedback
You will receive formative feedback through written responses to your papers and

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verbal feedback through in-class comments on your group presentations and
discussion. Generic summative feedback will be given to seminar group

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presentations and personal specific feedback (to individual written assignments) will
be given to individual student.

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I will consider the following points when giving comments to students:
1. Provide constructive and positive feedback whenever possible.
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2. Return my feedback to students as soon as I can.
3. I will be specific in making suggestions regarding how each student can
improve her/his work.
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4. Focus on the students’ advancement toward their goals.

5. With respect to presentations and in-class discussions, I will encourage
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students to express their views freely.

Learning and Teaching Approach

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Approach How does this approach support you in achieving the learning
outcomes?
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Lecture The instructor will give a weekly online lecture introducing and providing
the context for understanding each week’s theme. The presentation will
include the use of slides and other multi-media files.

Team-based Students in the class will select topics they want to present. The
presentations presentations provide opportunities for the students to practice public
speaking and allow them to hone their presentation skills in a supportive
environment. The presenters will respond to questions and comments
from the instructor and the class; they would have to think quickly and
respond to the questions posed to them. The students will learn
teamwork.

In-class free-style The students will be encouraged to comment, critique, and make queries
discussions on the group presentations. This approach allows students to develop
confidence in public speaking and also alert them to the importance of
peer feedback.
Reading and References
Texts subject to changes.

Deetz, James. In Small Things Forgotten: the archaeology of early American life.
Anchor Books/Doubleday, 1996 (first published in 1977).

Orser, Charles. A Historical Archaeology of the Modern World. Springer, 1996.

Hicks, Dan and Mary Beaudry (eds.) The Cambridge companion to historical
archaeology. Cambridge, 2006.

Course Policies and Student Responsibilities

(1) General
You are expected to complete all assigned pre-class readings and activities, attend

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all classes punctually and submit all scheduled assignments and tests by due dates.
You are expected to take responsibility to follow up with course notes, assignments

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and course-related announcements for seminar sessions you have missed. You are
expected to participate in all seminar discussions and activities.

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(2) Absenteeismch lla
Group presentations and in-class discussions require students to attend classes in
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order for them to contribute to the course discussions. Absence from class without a
valid reason can affect your overall course grade. Valid reasons include falling sick
supported by a medical certificate and participation in NTU’s approved activities
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supported by an excuse letter from the relevant bodies.

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If you miss a class, you must inform the course instructor via email
([email protected]) prior to the start of the class.
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(3) Penalties for late submission

Penalties will be levied for late submissions unless there are approved medical or
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other certificated reasons explaining the delay. Students must ensure that they
inform the instructor regarding any delay as soon as possible. Students failing to
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submit an assignment will be denied credit points for this course. In exceptional
circumstances extensions may be granted for individual students, but only for
students who ask BEFORE the assignments’ submission dates.

(4) Plagiarism in writing research papers

It is important that all unacknowledged materials in students’ essays are their own
work. The University has strict rules pertaining to plagiarism that may result in
disciplinary procedures. Students are reminded that copying or using any part of any
essay (published and unpublished) and any other written work including another
student’s essay or written work without citing the author(s) is considered plagiarism.
Verbatim citations from other writings must be placed within quotation marks.
Students are encouraged to paraphrase sources. Whether quotations and/or
paraphrases are used, students are required to cite their sources.

Academic Integrity
Good academic work depends on honesty and ethical behaviour. The quality of your
work as a student is dependent on adherence to the principles of academic integrity
and to the NTU Honour Code, a set of values shared by the whole university
community. Truth, Trust and Justice are at the core of NTU’s shared values.

As a student, it is important that you recognize your responsibilities in understanding

and applying the principles of academic integrity in all the work you do at NTU. Not
knowing what is involved in maintaining academic integrity does not excuse
academic dishonesty. You need to work actively to equip yourself with strategies to
avoid all forms of academic dishonesty, including plagiarism, academic fraud,
collusion and cheating. If you are uncertain of the definitions of any of these terms,
you should go to the academic integrity website for more information. Consult your
instructor(s) if you need any clarification about the requirements of academic
integrity in the course.

On the use of AI tools, this course will adopt NTU’s policy on the use of AI tools for

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coursework:

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1. Give proper citations if you use any AI tool. Extending the practice of
correctly citing references in your work under NTU’s policies on citation and

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plagiarism, the University requires students to (i) identify any generative AI
tools used and (ii) declare how the tools are used in submitted work.
Please note that even with acknowledgement, copying of output generated by
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AI tools (in part or whole) may still be regarded as plagiarism.

Here are some examples of proper citation (for illustration only; not
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comprehensive):
a. If use of generative AI is allowed in your course, any direct quotation of the
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output of an AI must appear in quotation marks. Similarly, any use of an

image must be acknowledged.
b. Likewise, if you paraphrase text from a generative AI rather than using it
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verbatim, you must cite it using the conventions of your field of study.
c. The use of generative AI to generate ideas or an outline for an assignment
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must be acknowledged.
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2. Ask your professors. Some professors may encourage you to use AI tools in
your coursework to augment your learning, while others will set assignments
that will build your skills more effectively if you do not rely on AI. Before using
AI tools in your coursework, please check on the requirements and ground
rules with your professors, who will be able to advise you on how these AI
tools can be applied to help you in your learning.

3. Check your facts. AI tools may produce inaccuracies and introduce biases.
Always check your facts from independent sources, and critically evaluate any
AI-generated output.

4. Nothing beats your own ideas. AI tools may be good at producing

summaries and grammatical sentences, but they cannot replace your original
ideas and creativity. A rigorous education will equip you with the ability to
express your ideas, process ideas for problem solving and make sound
judgements. These capabilities and your unique human experiences are still
your most valuable assets.
 5. Uphold your pledge to integrity in learning. NTU expects students to
uphold the Student Code of Conduct at all times. The act of taking words or
ideas from other sources, including ChatGPT and other AI technologies, and
present them as your own without proper citation of the source(s), will be
treated as misconduct.

The use of generative AI software (e.g. ChatGPT) in assignments is permitted in this

course, but all use of such tools (whether in generating questions, outlines, or in draft
production etc) should be declared in a preamble to the assignment. This declaration
should detail the extent and objectives of such usage, especially the students’
rationale for relying on AI software rather than their own capabilities to complete their
assignments. Students are also required to cite their use of any AI tools (ChatGPT
included). Please refer to Points 1a-c regarding what needs to be cited; in History,

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citations should be presented as footnotes.

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The instructor aims to set aside some time in Week 3 or 4 of the course to discuss
the use of AI in academic work.

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Planned Weekly Schedule
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Week Topic Readings/ Activities
Week 1 Introduction Deetz, James. In Small Things Forgotten. Anchor Books,
General concepts 1977. Expanded edition, 1996. Chapter 1.
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and background
Driscoll, S.T. “The relationship between history and
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archaeology: artefacts, documents and power”, in S.T. Driscoll

and M.R. Nieke (eds.) Power and Politics in Early Medieval
Britain and Ireland. Edinburgh University Press, 1988.
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Week 2 Part One: Kelley, Donald. Faces of History: Historical Inquiry from
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Historiography and Herodotus to Herder. Yale University Press, 1999. Preface and
History of Chapter 1.
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Archaeology
Historiography: Arnold, John. History: A Very Short Introduction. New York:
Foundations of Oxford University Press, 2000. Chapter 1.
History as a
discipline

Week 3 Part One: Bahn, Paul. Archaeology: A Very Short Introduction. Oxford,
Historiography and 2012. Introduction, Chapters 1 and 2.
History of
Archaeology Praetzellis, Adrian. Death by Theory. Altamira Press, 2000.
History of Chapters 1 and 2.
Archaeology:
Collecting, Classical
Studies and
Antiquarianism
Week 4 Part One: Hicks and Beaudry, “Introduction: the place of historical
Historiography and archaeology” in Cambridge Companion to Historical
History of Archaeology.
Archaeology
Historical Orser, Charles. Historical Archaeology. New York: Routledge,
Archaeology 2016. Chapter 1.

Week 5 Part Two: Historical Deetz, J. In Small Things Forgotten. Chapters 2 and 4.
Archaeology in
Geographical Andren, Anders. Between Artifacts and Texts: Historical
Context Archaeology in Global Perspective. Springer, 1998. Chapter 2.
North America
and Europe

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Week 6 Part Two: Historical Andren, Anders. Between Artifacts and Texts: Historical

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Archaeology in Archaeology in Global Perspective. Springer, 1998. Chapter 3,
Geographical pp. 54-73.

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Context
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Asia Miksic, John. “Historical Archaeology in Southeast Asia.”
Historical Archaeology (2017).
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Week 7 Part Three Themes Lawrence, Susan and Nick Shepherd. “Historical archaeology
in Historical and colonialism,” in Dan Hicks and Mary Beaudry (eds.) The
Archaeology Cambridge companion to historical archaeology. Cambridge,
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Imperialism, 2006.
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Colonialism and
Nationalism Diaz-Andreu, Margarita. “Archaeology and Imperialism: From
Nineteenth-Century New Imperialism to Twentieth- Century
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Decolonization,” in Bonnie Effros and Lai Guolong (eds.)

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Unmasking Ideology in Imperial and Colonial Archaeology.

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Cotsen Institute of Archaeology Press, UCLA, 2018.

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RECESS WEEK

Week 8 Part Three Watkins, Joe. “Through Wary Eyes: Indigenous

Themes in Perspectives on Archaeology.” Annual Review of
Historical Anthropology 34, 1 (2005): 429-449.
Archaeology
Marginalized Groups Voss, Barbara. “Domesticating Imperialism: Sexual Politics and
the Archaeology of Empire.” American Anthropologist 110, 2
(2008): 191-203.

Leone, Mark and Amanda Tang. “Definitions in Historical

Archaeology: Enslaved African Americans Cultivating a
Scientific Garden, Wye House, Maryland, USA,” in James
Symonds and Vesa-Pekka Herva (eds.) The Oxford Handbook
of Historical Archaeology. Oxford, 2014.
Week 9 Part Three Beck, Margaret. “Ethnoarchaeology”, in International
Themes in Encyclopedia of the Social and Behavioral Sciences.
Historical Elsevier, 2015, pp. 162-165.
Archaeology
Ethnoarchaeology Groover, Mark. “The Gibbs Farmstead: The Archaeology
of Material Life in Southern Appalachia”, in James
Symonds and Vesa-Pekka Herva (eds.) The Oxford
Handbook of Historical Archaeology. Oxford, 2014.

Williams, Eduardo. “Ceramic Ethnoarchaeology in

Huancito, Michoacan, Mexico.” Ancient Mesoamerica 29,
1 (2018): 11-44.

Week 10 Part Three Reitz, Elizabeth and Myra Shackley. Environmental

Themes in Archaeology. Springer, 2012. “Introduction to

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Historical Environmental Archaeology”.

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Archaeology
Environmental De Cunzo, Lu Ann and Julie Ernstein. “Landscapes,
Archaeology

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ideology and experience in historical archaeology,” in Dan
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companion to historical archaeology. Cambridge, 2006.
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Week 11 Part Three McNutt, Ryan. “The archaeology of military prisons from the
Themes in American Civil War: globalization, resistance and
Historical masculinity.” World Archaeology 51, 5 (2019): 689-708.
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Archaeology
Military Archaeology Farrell, Mary and Jeffrey Burton. “From Forgotten to
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National Monument: Community Archaeology at a World

War II Internment Camp in Hawai`i,” in John Jameson and
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Sergiu Musteafa (eds.) Transforming Heritage Practice in

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the 21st Century. Springer, 2019.

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Week 12 Part Three Symonds, James and Eleanor Casella. “Historical archaeology
Themes in and industrialization,” in Dan Hicks and Mary Beaudry (eds.)
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Historical The Cambridge companion to historical archaeology.

Archaeology Cambridge, 2006.
Industrial
Archaeology Davies, Peter and Susan Lawrence. “Adapting to a Dry
Continent: Technology and Environment in Australian
Industrial Archaeology,” in James Symonds and Vesa-Pekka
Herva (eds.) The Oxford Handbook of Historical
Archaeology. Oxford, 2014.

Week 13 Summary Orser, Charles. “Twenty-First-Century Historical Archaeology.”

Journal of Archaeological Research 18 (2010): 111-150.