FROM FORAGING TO FARMING

ARC3FFF

2020

Credit points: 15

This subject addresses La Trobe's Sustainability Thinking Essential. Sustainability Thinking entails deep appreciation of how the choices we make affects the natural, economic, social, political and cultural systems — now and in the future.

Subject outline

The shift from foraging to farming is one of the most dramatic developments in human history, and has remained an area of intense interest in archaeology for over a century. Beginning some 15,000 years ago, this fundamental transition laid the foundations for modern urban living - but also had huge impacts upon the environmental footprint of such societies, which in turn significantly affected their societal and environmental sustainability and resilience. At a time of rapidly accelerating climate deterioration and resource shortfalls, these themes are more relevant than ever. In order to better understand this seismic transition, particular attention is paid to the problems archaeologists face in differentiating the material residues of early farmers from those of hunter gatherers. In this subject you will learn about the earliest agricultural developments in the Middle East and how they are placed in a global perspective by considering the advent of farming in Europe, north and sub-Saharan Africa, East Asia, Melanesia, Mesoamerica and SouthAmerica.


This subject addresses La Trobe's Sustainability Thinking Essential.

SchoolSchool of Humanities & Social Sciences

Credit points15

Subject Co-ordinatorBelinda D'Angelo

Available to Study Abroad StudentsYes

Subject year levelYear Level 3 - UG

Exchange StudentsYes

Subject particulars

Subject rules

Prerequisites Students must have completed at least 180 level 1 and/or 2 credit points or obtain the subject coordinators permission

Co-requisitesN/A

Incompatible subjects ARC2FFF

Equivalent subjectsN/A

Special conditionsN/A

Graduate capabilities & intended learning outcomes

01. Demonstrate creativity in developing solutions to a range of problems related to food production and environmental management

Activities:
Cases studies will be employed to explain research methods in lectures and tutorials. Assignment 1 will test this capability by asking students to assess how well theories about the origins of food production explain the evidence we have recovered from archaeological sites. Students are assessed at a higher level than second-year students
Related graduate capabilities and elements:
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)

02. Critically reflect upon the impact that the development and adoption of agriculture had upon environmental and societal sustainability in a range of temporal and geographical contexts

Activities:
Critically evaluate archaeological research methods. Assignment 2 will test these competencies by asking students to develop a research plan to investigate an early agrarian archaeological site. Students are assessed at a higher level than second-year students
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)

04. Identify lessons from the past that can be applied to sustainability and resilience challenges in the 21st century

Activities:
Students work in groups to identify and workshop lessons from past societies. Write a medium-length essay to address a substantive research question. Students are assessed at a higher level than second-year students
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)

07. Apply theoretical frameworks and archaeological evidence of different kinds to construct global narratives of regional historical trajectories and social systems

Activities:
Specific regional case studies are covered in lectures and workshops. Write a medium-length essay to test skills at constructing summaries of the development of agrarian societies in different regions of the world. Students are assessed at a higher level than second-year students
Related graduate capabilities and elements:
Discipline -Specific Knowledge and Skills (Discipline-Specific Knowledge and Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Personal and Professional Skills (Teamwork including leadership and working in groups,Autonomy and independence,Ethical behaviour,Adaptability Skills,Study and Learning Skills)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Inquiry and Analytical Skills (Critical Thinking,Creative Problem-solving,Inquiry/Research)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)

08. Construct a sustained argument based on the application of adequate research to current academic issues

Activities:
Discussion of case studies in lectures and training on essay -writing techniques in tutorials; write a medium-length essay to address a substantive research question. Students are assessed at a higher level than second-year students
Related graduate capabilities and elements:
Literacies and Communication Skills (Writing,Speaking,Quantitative Literacy,Cultural Literacy)

Subject options

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Start date between: and    Key dates

Melbourne, 2020, Semester 2, Blended

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorBelinda D'Angelo

Class requirements

Lecture Week: 31 - 43
One 2.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via blended.

Tutorial Week: 31 - 43
One 1.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via blended.

Assessments

Assessment elementComments% ILO*
Examination (1,000-word equivalent)1 hour exam25 02, 04
Written essay (2,000 words)In this essay students are asked to evaluate the sustainability and environmental impact of a range of ancient farming practices.50 01, 04, 07, 08
Assignments (1000 words equivalent)2 x 500 word equivalent assessments25 01, 02, 07