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Australian National University
School of Archaeology and Anthropology, Arts Faculties
ARCHEOLOGY AND IDENTITY IN PRE-ROMAN EUROPE:
WHO
WERE THE CELTS?
1ST
SEMESTER 2001
UNIT GUIDE
Australian National University
School of Archaeology and Anthropology, Faculty of Arts
ARCHAEOLOGY AND IDENTITY IN PRE-ROMAN EUROPE:
WHO WERE THE CELTS?
PREH 2002 - 1ST SEMESTER 2001
6 credit points
INTRODUCTION
TO THE UNIT
This is an
introductory unit to a huge and very broad interdisciplinary area of knowledge
and interpretation. Therefore I have made choices - in approach, in sources and
in geographic regions to be covered, as follows:
1.
The approach will be largely archaeological although literary sources from the
classical periods will be used. Some reference will also be made to the origins
of Indo-European (including Celtic) languages.
2.
Only sources written in English, and usually available in libraries in
Canberra, will be used although
students who read, and can find, relevant sources in other European languages
are most welcome to use them for assignments.
3.
We will be concentrating on the data from the Iron Age of Europe, in the later
periods of European prehistory, rather than the later chronological
developments under the Romans or Anglo-Saxons etc which are covered by PREH
2037 Post-Roman Archaeology of Britain: Arthur and the Anglo Saxons.
4.
There will be a regional concentration on central and western Europe.
Aims of unit:
To introduce the archaeology of the
pre and early Roman communities of Iron Age Europe
To discuss the use of identity in
archaeology through the example of ‘The Ancient Celts’
To evaluate the different and
changing approaches to the reconstruction of the past which is producing
considerable debate in current research
To foster an enjoyment and
appreciate the richness of the artefacts, sites and information surviving from pre-Roman Europe which contribute to
community life today in many parts of the world
The archaeological prehistory of the Iron Age is based on very large amounts of often detailed, cultural material recovered from excavations and chance finds throughout Europe during the last 200 and more years. These have been classified, and reclassified, since the late 19th century into several detailed chronological classificatory systems covering the last five centuries of the pre-Christian calendar. I am not aiming to provide detailed information on these classificatory schemes. There is also a great deal of description available of objects preserved and sites excavated. Some of this is obviously a necessary part of the unit but description alone does not necessarily provide a reconstruction of past lives or show how the world changed for the societies involved. Interpretation of the data provides the potential for the reconstruction and there are often differing ideas about interpretation.
We shall be sampling the cultural material that has been preserved and examining how it has been variously interpreted over historic time as ideas about the European past have emerged, flourished, then have been altered and changed. The concept of ‘The Celts’ originated outside central Europe in literate sources from Greece and Italy but has changed a great deal through European history. There has been especially vigorous and heated debate in the last 15 years with the rise of pan-European ideas. I want to introduce you to this debate and to have discussion about the background and reasons for this debate and how it reflects the turbulence that has emerged in the wider area of archaeology during this time.
Work for graduate coursework students, potential Honours in Archaeology
and pass BA students
I
shall endeavour to allow students to tackle the unit in different ways
according to their academic requirements, personal motivation and available
time.
Graduate
students
taking this unit as part of their required course work, will be expected to
attend an extra tutorial with specified readings about once a fortnight.
Potential
Honours in Archaeology students. This is a designated Theory unit in
preparation for Honours, which can assist those hoping to take Honours in
Archaeology to get required grades in specific areas. I shall specify
particular essay topics as more suitable for potential honours candidates
Prerequisites:
Normally
a pass in either PREH 1111 or PREH 1112 but if you have taken both this will
provide you with a broader and more suitable foundation.
SUGGESTED ASSESSMENT SCHEDULE
(to be discussed in first lecture)
1. Short Discussion Topic to be presented in a
tutorial with a written script for marking to be handed in within 7 days of
the tut presentation. This assignment will be undertaken preferably in pairs
although if absolutely necessary there may be individual presentations.
Verbal
presentation in a tutorial. This can be marked jointly or
separately 20%
Written
script
which again can be marked either separately or jointly 20%
2. Essay (not more than 3,000 words)
To be handed in by 5pm THURSDAY of
WEEK 13 Thursday 7th JUNE 45%
3. Tutorial attendance and participation
(5% attendance and 10% participation)
15%
Minimum
attendance to ensure completion of unit is 5 tuts (there are 10 tuts in total).
Graduate students must also attend at least 3 of the 5 graduate tutorials
In very exceptional cases a final test can
be set in Week 13 to provide for cases where genuine problems have precluded the completion of written work.
Dates for the Tutorial Presentation will vary as
people choose their times for tutorial presentation. The script should be
handed in for marking: either
at
the end of the tutorial or
within 7 days after the presentation
Tutorial
Presentation scripts will be returned personally wherever possible to allow
discussion with the student.
Failure to present a tutorial presentation on an agreed date in class without prior notification and discussion with the lecturer will attract a penalty.
Essays will be returned after marking, to the PREH 2002
pigeonhole in Room G13 – Marian Robson’s office (open 9-12.30 am and 1.30-5pm
Monday to Friday).
Any work handed in late will receive a
penalty unless the reasons for this have been discussed and agreed with the
lecturer.
LECTURES/VIDEOS
TUESDAY
3-4pm Manning Clark Lecture
Theatre 4
THURSDAY
12-1pm John Dedman Building Lecture
room 102 (in basement)
followed in some weeks by
a
video from 1-2pm in the same lecture room
Lectures will
be taped and each tape will be lodged with the Short Term Loans Counter of the
Chifley Library for use there, together with black and white copies of overhead
transparencies used, wherever possible. Lectures may involve the showing of
other visual material which cannot be examined after the lecture (eg slides).
Tapes are only
a backup for missed lectures rather than a totally satisfactory alternative
method of following the course. Tapes cannot be copied normally without written
permission from the lecturer concerned. If you wish to tape lectures please ask
the lecturer first.
Lectures will
normally be given by Mary-Jane Mountain but there will be some guest lectures
on specific topics by experts in their related fields of research, these may
include:-
Dr Aideen CREMIN, recently retired
after many years in Celtic Studies, Prehistoric and Historic Archaeology,
University of Sydney and author of The
Celts in Europe 1992 and The Celts 1997.
Dr Harold KOCH, Linguistics area of the School of Languages,
Faculty of Arts
Lectures are
not compulsory and no record of attendance is kept. However, lectures are
normally given to guide students through topics that may arise in written work
and tutorials and may well suggest various approaches that would be helpful in
assessments.
Since this is
only a 6 credit point unit, rather than the 8 credit point units that were
offered before 1999, I have thought carefully about the amount of material to
be covered, the number of lectures and tutorials to be given and the assessment
required. There will be only 22 lectures (rather than the old number of 26),
tutorials are to be kept to 10 rather than 12 and the assessment has had one
entire assignment removed.
This means
that I am scheduling two weeks (Weeks 9 and 13) when there be no formal
teaching at all but I shall be available for personal consultation about
assignments during the times that lectures, videos and tutorials would normally
occur.
Textbook
CUNLIFFE,
Barry
1997 Penguin ed 1999 The Ancient
Celts. Oxford University Press
This
is available in the University Co-operative Bookshop on campus priced $33.00 with a reduction since it is a
prescribed unit text without GST. Co-op
members may get a further reduction.
Weekly
Readings
have been produced for sale in hard copy as a Brick of Readings. I am hoping
that some extra references, especially those unavailable in Canberra, will be
available on line. The weekly Readings are to be discussed in weekly tutorials
and used in written assignments. They have been chosen with care from the huge
quantity of articles available on aspects of the topic to be covered. I have
tended towards articles which discuss aspects of interpretation and
construction of knowledge rather than those which provide detailed description
of objects or sites. This is in line with the aims of the unit as I have
outlined at the beginning of this pamphlet.
Students
will be expected to use Short Term Loans (Chifley Library) as well as the
normal borrowing system of the ANU Libraries and may find it necessary to use
other libraries as well (ie the National Library).
SOME USEFUL JOURNALS in ANU Library: Library Call number
Antiquity Chifley CC1 A55
BAR (British
Archaeological Reports) British Series or International Series classified under the individual name of each
author but often located together. Classified as Large Books by having f in
front of the library classification
Cambridge
Journal of Archaeology Chifley CC1 C34
Journal of European Archaeology Not taken by the library – several
articles will be available on line
Journal of
World Prehistory Chifley CC1 J68
Oxford Journal
of Archaeology Chifley CC1 O93
Proceedings of
the Prehistoric Society Menzies GN700 P7
World
Archaeology Chifley CC1 W6
TUTORIALS
Each
participant will be expected to attend a weekly tutorial at one of the
following times:
Tuesday 4-5pm A D Hope Building G12
Wednesday 2-3pm Melville Hall G51
Wednesday 5-6pm A D Hope Building G28
Informal
tutorials are run every week with groups of students (not more than 16 per
tutorial). Tutorials provide the opportunity to discuss individual topics as
well as to ask questions either arising from the lectures/videos and any
reading. They provide the opportunity for acquiring skills in the preparation
of verbal presentation to encourage informal discussion.
Students vary
in background, specific knowledge and assurance and tutorials should provide
opportunities to learn from each other and to listen and respond to varied
points of view. There are bound to be different opinions expressed and
hopefully all participants can be tolerant as well as critical.
An attendance
list is kept for tutorials and this is taken into consideration in the final
mark. Participation is also marked so try to make a contribution each week,
even if only to question some aspect of the reading or to ask questions about
topics relevant to the course. Watch for any media coverage of relevant topics.
If you ever
have to miss your normal tutorial time, please try to attend another tutorial
rather than missing a tutorial altogether for a week. It is your responsibility
to make sure that you have been credited for your attendance at any tutorial.
When you are
presenting a topic:
Each week,
from Week 4 - Week 12, a team of two people will manage the tutorial and
present a topic for debate in class, based primarily on the set reading. This
team will decide how the tutorial is to be run, how the time is to be used and
whether all the participants should read the set readings or whether they would
like the class divided into smaller groups, each reading a specific reading.
You must not
take more than 40-45 minutes in all to allow time in the tutorial
for other matters.
These
presentations are intended to be a focus for class discussion and are not essay presentations or mini
lectures. To make this easier you will work in pairs (in cases where this
proves difficult individual students can present a topic by themselves but
working in pairs will be generally expected). The presentation will be assessed
for marking at the end of each tutorial with a WRITTEN SCRIPT to be submitted
either immediately after the tutorial or up to the 7 days after the tutorial
(ie during the tutorial in the following week or before).
Scripts are
preferable in note form and should at least contain headings to differentiate
sections. Include questions for the class at points during your discussion.
Such questions for the class also can be presented on an overhead transparency.
Your aim is to
introduce some area for discussion. How this is done is up to the pair in
charge. You may divide the class into groups, get people to write down a few
points or answer set questions that arises out of the reading, bearing in mind
that everyone should have read the class readings. The focus is the set reading
but you can broaden this out into more general or more detailed topics which
are relevant to the reading.
The way in which you present the topic is just as important
as the data you use.
·
Think about the
issues which could be discussed in class, especially picking out areas of
controversy
·
It is better to aim to present several separate sections, with
class discussion between each section rather than read from a dense
script for 20-30 minutes and leave the class speechless because they have
forgotten what you said at the beginning.
·
Paraphrase
important lines of argument to see if everyone has understood the
same thing from the reading. Ask people whether they agree with your summary of
the argument or whether their understanding is different to yours. It is very
helpful often to hear other people's understanding of what the class has read.
Many researchers do not express themselves clearly and you may need discussion
to really understand a written argument.
·
Don't be put off by the possibility of criticism (we will
try to make it a constructive learning exercise and the tutor will endeavour to
keep overall control) and don't necessarily accept published opinions as
correct or the only suitable way of looking at any particular topic.
·
Make it as easy as
possible for everyone to join the discussion - so ask some basic straight
forward questions at the beginning
·
If you want to, divide the class into groups and ask each
group to respond to particular questions for 5-10 minutes and then return to
present their opinions to the rest of the class for discussion.
·
You may use 1 or 2 overhead projection sheets (they cost the
Department about 35 cents each) if you give me clear black copy several hours
(if possible 24) in advance of the presentation. Diagrams, maps or large print
questions or text can focus attention and discussion. Small quantities of
material for handouts can also be photocopied in the Department with sufficient
warning. No more than 2 pages.
All class members are expected to read and analyse the
weekly readings for each tutorial
It is of
little use reading the article quickly 15 minutes before the tutorial time.
Make a time
for yourself EVERY WEEK of at LEAST ONE HOUR (probably more) to read and think
about the readings and the question asked, writing down any questions or
marking important passages (ON YOUR OWN COPY ONLY) that can be discussed. Be
prepared to VOICE YOUR OPINIONS AND TO ASK OR ANSWER QUESTIONS.
Read the
article/chapter/s with care to decide what are the main points that the writer
is trying to make.
If you were
describing this article/s to someone else in the class who had not read it,
what would you tell them? What aspects of the article would you mention to them
and why?
Summarise
the article in less than 300 words
Then try to
analyse it
·
Is it a specialist report of data, or a new approach to an
area of prehistory or a critical review of previous work or an attempt to
simplify a topic for non specialists?
·
Is the language easy to understand? Write down words you do
not understand and look them up in a dictionary to find out what they mean.
·
Does the author introduce new data from their own research
or are they reviewing the results of other researchers?
·
Does the author agree or disagree with other points of view
already published? How does this article fit with other articles or chapters,
lectures or video presentations?
·
Indicate the value of this article as one aspect of a
broader topic.
·
Did the author make his/her points of view clearly? Did you
enjoy reading it?
·
Are there particular areas that you found hard to understand
and would like other people’s views on?
The 10% mark
for participation in tutorials will be based on your contribution to weekly
discussion. Don't be put off by other people who seem to know more than you do.
Ask the presenter to explain things that you found difficult and the tutor can be
asked to help also. Obvious remarks can sometimes be very much to the point.
Teach yourself to
contribute a little each week.
A successful
tutorial discussion topic needs the participation of the rest of the tutorial
group as well. It is very disappointing to a person who has worked hard on a
tutorial presentation to be faced with a silent class most of whom obviously
haven’t found the time to even open their brick.
WRITTEN WORK
Aim for the
production of clearly expressed arguments in your own words backed up by
relevant information. Avoid any possibility of plagiarism and ALWAYS give the
source of your information and complete references at the end.
PLEASE TRY TO
PLAN YOUR WORK IN PLENTY OF TIME SO THAT YOU CAN FIND THE NECESSARY PRIMARY
REFERENCES. The booklists are not exhaustive and new material is appearing all
the time. You will gain marks for careful library work in following up
references from articles or finding new views and material from recent journals
or on line. If you want a good mark don't rely on secondary sources (books
which summarise the views and data from other researchers or sites). They are
often badly out-of-date, especially in library copies, and can be very
unreliable.
Essay topics and extensive Reference Lists are in preparation.
The Faculty of Arts
Plagiarism:
definitions & policy
The Faculty of Arts abides by the principle that its students should show they can think independently and sustain in their own words a clear and cogent argument. Students may not submit work containing unacknowledged or improperly acknowledged transcription or excessive quotation of the work of others. The Academic Skills and Learning Centre is available to help students who have problems with expression.
Plagiarism is a most serious academic offence, and severe penalties will be imposed on anyone found guilty of it. Students may sometimes offend in this way inadvertently, through inexperience or failure to understand the aims and methods of university study. The attention of students is therefore directed to the following explanation. Apart from the question of deliberate deceit, the practices described here can impede sound thinking: learning to avoid them is part of a training in the skills of good scholarship.
Plagiarism can be defined as ‘the appropriation, by copying, summarising or paraphrasing, of another’s ideas or argument, without acknowledgment’. Modes of misappropriation are described below.
Copying is the quotation of another author’s text, word for word, without acknowledgment. Such quotation is only permissible when indicated by quotation marks or indentation and acknowledged by exact references. It is not sufficient to make a general attribution or give references for some but not all of the passages copied. References should be to the work in which the material is found: lifting references or footnotes which refer to a third work (as if it had been consulted when in fact it has not) is not acceptable.
Summarising: To summarise the argument of other authors (for example, by isolating main points and tracing connections) is legitimate, provided it is made clear this is being done. However, to summarise others’ arguments, ideas or information as though they were one’s own is plagiarism.
Paraphrasing means putting an author’s meaning into different words. This is permissible only if full and exact references are given. A common form of plagiarism combines copying with paraphrase, repeating some words of the original text and substituting different words for others. The more the wording is changed, the more fully the copyist may have understood the material, but it is still necessary to give the source of the ideas and of any direct quotations.
Penalties for plagiarism may include resubmission of the work, the
award of no marks for an assignment and failure in the unit. A full statement
of the policy on plagiarism is available from the Faculty office 6 December 2000
CLASS CONTACT
INFORMATION
As soon as the class has finalised I
will provide a list of email addresses
and telephone numbers for all class participants (unless they personally
request that such information is not to be circulated).
We
are attempting to set up an internal unit web page for the use of enrolled
students only for exchange of information, opinions and, maybe, links to other useful Celtic sites. Watch these sites
– there are some excellent sites but a lot of others which are purely personal
(possibly biased) opinion or frankly marginal to the concerns of this unit.
I can be contacted in a number of ways, preferably firstly by email:-
Email Mary-Jane.Mountain@anu.edu.au
in
my office G24 AD Hope Building tel: 6125 4041
(ANU internal dialing 54041)
or
at home tel: 6251 5940 not before 8.30am or after 9.30pm
by leaving a message in my pigeonhole
in the Departmental Admin Centre or with Marian ROBSON, Departmental
Administrator, Room G13, tel 6125 3498 (hours 9-12.30 and 1.30-5)
IF
FOR ANY REASON, YOU ARE GETTING BEHIND WITH WORK - PLEASE CONTACT ME. DON'T
LEAVE IT UNTIL TOO LATE (ie fail to turn up for a nominated Tutorial
Presentation or ask for an extension for an essay submission date because you
haven't started reading or have another essay to give in the same day/week)
IF YOU CAN'T
MAKE A TUTORIAL PRESENTATION AS PLANNED, PLEASE EMAIL/PHONE ME AS SOON AS
POSSIBLE
Please contact
me if you need further assistance and I genuinely hope that you enjoy this unit
and find it of value
=============================
WEEK
1 beginning
Monday FEBRUARY 26th
LECTURES
1 Tuesday FEBRUARY 27th
Introduction to the unit.
Administration and mechanics: discussion with class about suggested
assessments, details of tutorial arrangements, arrangements for graduates
tutorial, text book, Reading Brick etc.
Celts
in the present and the past – the basis for the controversy
No
Video in the 1st week
TUTORIALS
These
are not held in the first week. Students should sign up for a suitable tutorial
time on the lists outside the Administrative Centre of the Department of
Archaeology & Anthropology.
Please read the short readings for the
tutorial in Week 2.
WEEK
2 beginning Monday MARCH 5th
LECTURES
3 Tuesday MARCH 6th
Classical sources and the Celts
TUTORIALS
Topic
for discussion (to be led this week by lecturer) What do we mean by
Celt/Celtic?
CLASS
READING
(this category is to be read by the class in preparation for the tutorial)
CUNLIFFE,
B. 1997 Ancient Celts: Chapter 14 Retrospect pages 268-274.
MERRIMAN,
Nick 1987 ‘Value and motivation in prehistory: the evidence for the “Celtic
spirit”’, HODDER, Ian (ed) The Archaeology of Contextual Meaning.
Cambridge University Press: 111-116.
MEGAW,
J. Vincent S. and M. Ruth 1992 ‘The Celts. The first Europeans? Review of
Moscati, S. et al (eds) 1991 The Celts Thames & Hudson’. Antiquity
66:254-260.
Tutorial Discussion Topics for Weeks
3-7 will be chosen during this tutorial in Week 2
WEEK
3 Beginning Tuesday MARCH 13th
(Monday 12th
March is Canberra Day holiday)
5 Tuesday MARCH 13th
Iron
Age classification, 19th century excavations and collections. Concepts of Culture History and migration.
6 Thursday MARCH 15th
What
do we know about Halstatt society – burials and sites? Trade and conflict,
feasting and drinking.
TUTORIALS
CLASS
READING
CUNLIFFE, B. 1997 Ancient Celts:
Chapter 1 Visions of the Celts pages 1-10.
CHAMPION,
Tim 1985 ‘Written sources and the study of the European iron Age’, in CHAMPION,
T.C. and MEGAW J.V.S. (eds) 1985 Settlement and Society: Aspects of West
European Prehistory in the First Millenium B.C. Leicester University Press:
9-22.
DUNHAM,
Sean B. 1995 ‘Caesar’s perception of Gallic social structure’, in ARNOLD, B.
and GIBSON, D.B. (eds) 1995 Celtic Chiefdom, Celtic State. Cambridge University
Press: 110-115
WELLS,
C.M 1974 ‘The ethnography of the Celts and the Algonkian-Iroquoian tribes’ in
EVANS, J.A.S. (ed) Polis and imperium: Studies in honour of Edward Togo
Salmon. Hakkert: 265-278
To
be introduced TUESDAY MARCH 13th 4-5pm by ……………………………………………...
To
be introduced WEDNESDAY MARCH 14th 2-3pm by…………………………………………
To
be introduced WEDNESDAY MARCH 14th 5-6pm by………………………………………….
WEEK
4 Beginning MONDAY MARCH 19th
LECTURES
7 Tuesday MARCH 20th
Recognition
and appreciation of ‘Early Celtic Art’.
8 Thursday MARCH 22nd
Research into Early Celtic Art today
TUTORIALS
CLASS
READING
CUNLIFFE,
B. 1997 Ancient Celts: Chapter 3 Barbarian Europe and the Mediterranean,
pages 39-67
ARNOLD,
Bettina 1995 ‘The material culture of social structure: rank and status in
early Iron Age Europe’, in ARNOLD, B. and GIBSON, D.B. (eds) Celtic
Chiefdom, Celtic State. Cambridge University Press: 43-52
WELLS,
Peter 1993 ‘Investigating the origins of temperate Europe’s first towns:
excavations at the Hascherkeller, 1978-1981’, in BOGUCKI, Peter (ed) 1993 Case
Studies in European Prehistory. CRC Press: 181-205.
PARE,
Chris 1991 ‘Fürstensitze, Celts and the Mediterranean World: developments in
West Hallstatt culture in 5th and 6th centuries BC’, Proceedings
of the Prehistoric Society 57: 183-202.
To
be introduced TUESDAY MARCH 20th 4-5pm by ……………………………………………..
To
be introduced WEDNESDAY MARCH 21st 2-3pm by………………………………………….
To
be introduced WEDNESDAY MARCH 21st 5-6pm by………………………………………….
WEEK
5 Beginning MONDAY MARCH 26th
LECTURES
9 Tuesday MARCH 27th
Religion
and the early Celts
10 Thursday
MARCH 29th
Druids then and now
VIDEO
TUTORIALS
CLASS
READING
CUNLIFFE,
B. 1997 Ancient Celts: Chapter 6 The Arts of the Migration period, pages
111-132.
MEGAW,
J.V.S. 1985 ‘Meditations on a Celtic hobby horse: notes towards a social
archaeology of Iron Age art’, in CHAMPION, T.C. and MEGAW J.V.S. (eds) 1985 Settlement
and Society: Aspects of West European Prehistory in the First Millenium B.C.
Leicester University Press: 161-191.
BERGQUIST,
Andres and TAYLOR, Timothy 1987 ‘The
origin of the Gundestrup cauldron’, Antiquity 61 (231): 10-24.
MEGAW,
R and V. 1988 ‘The stone head from Msecke Zehrovice: a re-appraisal’, Antiquity
62: 630-641.
RENFREW,
Colin 1998 ‘All the King’s Horses’, in MITHEN, S. (ed) Human Evolution and
Prehistory. Routledge: 260-284.
TAYLOR,
Timothy 1991 ‘Celtic Art’. Review of Celtic Art: from its beginnings to the
Book of Kells. Thames and Hudson’. Scottish Archaeological Review 8:
129-132
To
be introduced TUESDAY MARCH 27th at 4-5pm………………………………………………..
To
be introduced WEDNESDAY MARCH 28th at 2-3pm…………………………………………..
To
be introduced WEDNESDAY MARCH 28th at 5-6pm…………………………………………...
WEEK
6 Beginning MONDAY APRIL 2nd
LECTURES
11 Tuesday APRIL 3rd
Technology
in the Iron Age. Metal work, pottery, coral, amber, glass etc. Trade and
manufacture.
12 Thursday APRIL 5th
Celts
in battle
VIDEO
TUTORIALS
CLASS READING
CUNLIFFE,
B. 1997 Ancient Celts: Chapter 10 Religious Systems, pages 183-192.
GREEN,
Miranda 1991 ‘Triplism and plurality: intensity and symbolism in Celtic
religious expression’, in GARWOOD, P and JENNINGS, D. et al (eds) Sacred and
Profane. A Conference on Archaeology, Ritual and Religion. Oxford
University Committee for Archaeology Monograph 32: 100-108.
ROSS,
Anne 1986 ‘Lindow Man and the Celtic tradition’, in STEAD, I et al (eds)
Lindow Man: the body in the bog. British Museum Publications: 162-169.
FITZPATRICK,
Andrew 1991 ‘’Celtic (Iron Age) religion’ – traditional and timeless? – review
of Brunaux 1988, Green 1986, Wait 1985 and Webster 1986’, Scottish
Archaeological Review 8:123-129.
To
be introduced TUESDAY APRIL 3rd 4-5pm..by………………...........................……………
To
be introduced WEDNESDAY APRIL 4th 2-3pm
by..................................…………………
To
be introduced WEDNESDAY APRIL 4th 5-6pm by...………………………….......................
WEEK
7 Beginning MONDAY APRIL 9th
LECTURES
13 Tuesday APRIL 10th
? Guest speaker
14 Thursday APRIL 12th
What about domestic society?
Evidence from excavations W. Europe
VIDEO
TUTORIALS
CLASS
READING
CUNLIFFE,
B. 1997 Ancient Celts: Chapter 10 Religious Systems, pages 192-210.
FITZPATRICK,
Andrew P. 1984 ‘The deposition of La Tene Age metalwork in watery contexts in
S. England’, 178-190 in CUNLIFFE, B. and MILES, D.(eds) Aspects of the Iron
Age in central S. England. Oxford
Committee for Archaeology
STEAD,
Ian 1991 ‘The Snettisham Treasure. Excavation in the 1990s’, Antiquity 65:
447-465.
FITZPATRICK,
Andrew 1992 ‘The Snettisham , Norfolk, hoards of Iron Age torques – sacred or
profane?’, Antiquity 66: 395-8.
SPARROW,
C. 1982 ‘Treasure trove: a lawyer’s point of view’, Antiquity 56:
199-201.
To
be introduced TUESDAY APRIL 10th 4-5pm………………………......................………….
To
be introduced WEDNESDAY APRIL 11th 2-3pm by........……………………............……….
To
be introduced WEDNESDAY APRIL 11th 5-6pm by..……………………………............……
=================================================================
Mid-semester
break Friday 13th APRIL - Sunday APRIL 29th
=================================================================
The
detailed schedule for Weeks 8-13 following the mid-semester break will be
available as soon as possible together with the Essay titles and Reference
list.