ClSt 334R: Introduction to Classical Archaeology in Rome ...

Loyola University Chicago

John Felice Rome Center

ClSt 334R: Introduction to Classical Archaeology in Rome and Italy

Tuesdays 9:00 AM--12:00 PM JFRC + ON-SITE

Instructor: Albert Prieto, M.Litt, PhD (Classics, History, Archaeology), aprieto2@luc.edu Office hours (faculty office): Tuesdays/Thursdays 3:00-3:30 and by appointment

Introduction and Course Description

What field allows you to study artifacts made by people 2000 years ago, read timeless literature, uncover and study ancient ruins in the open air while developing muscle tone and a tan, discover what ancient people ate and what diseases they had, reconstruct ancient religious beliefs, employ advanced digital technology to "see" what's under the ground without digging, use a VR headset to immerse yourself in a reconstructed ancient setting, fly a drone, and ponder the Earth's surface from the air or space? The answer is classical, or Greco-Roman, archaeology.

This course introduces you to the surprisingly wide, often weird, and occasionally whimsical world of archaeology in Rome and Italy. We will start at the very beginning of the archaeological process, learning who the Romans were, how their society evolved historically, what kinds of tangible and intangible cultural assets they created, what happened to those assets after the inevitable collapse of the Roman Empire, and how centuries later people began the slow and steady process of reconstructing an accurate picture of a "lost" civilization from the many types of evidence left behind. Mention "archaeology," and the first thing that invariably comes to mind is excavation: indeed, we will learn what modern archaeological excavation is (as opposed to digging for treasure) and what kinds of information it can retrieve for us. But classical archaeology is much, much more than digging. It intersects with a broad range of humanistic disciplines, such as history, linguistics, literary studies, economics, art history, and anthropology. It has also borrowed a dazzling array of methods, strategies, techniques, and technologies of investigation and interpretation from the natural sciences, engineering, mathematics, medicine, and computer science. In other words, classical archaeology is, in the instructor's humble opinion, an exciting and stimulating combination of knowledge, art, and science that can satisfy anyone's intellectual curiosity and sense of adventure.

We will take advantage of JFRC's proximity to downtown Rome and illustrate many of the themes and ideas of the course by visiting some of the most significant and stunning archaeological areas, sites, and museums all over the historic center. Thus you will get to know Rome beyond JFRC.

Learning Outcomes

As a result of this course the student should be able to: ? identify and describe the most important historical periods of antiquity in Italy, the essential

geology and geography of Italy, and the most important natural and artificial resources used/created by ancient civilizations in Italy (see examinations); ? identify and describe the role(s) of the key historical, intellectual, and scientific disciplines, approaches, and resources employed in classical archaeology in Italy, as well as how they are used in combination to create archaeological interpretations (see examinations and Assignment 1);

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? determine the role(s) and potential contributions of specific archaeometric techniques in classical archaeology (see Assignment 2 below);

? assess the potential contribution of classical archaeology and the individual disciplines, techniques and approaches on which it relies to the preservation, conservation, presentation, and appreciation of specific archaeological sites or monuments (see Assignment 3 below);

? develop basic skills in archaeological research, critical thinking, and communication (see Assignments 1-3 below).

Required Textbooks and Materials

All readings and assignments are posted as PDFs and WWW links on Sakai. NOTE: As this is an on-site course, a lab fee of $90 is required to cover the cost of visiting sites and museums that will illustrate the course themes and topics. The fee is paid during registration, not during the semester, so there is no need to bring cash for the on-site visits; the instructor will pay for all costs with the prepaid lab fee. These sites and museums represent approximately half of the sites visited during the semester; all other sites and museums visited as part of the course have no associated costs. Note: all other costs incurred as part of the on-site visits, such as public transportation tickets, coffee, and snacks, are at the student's expense.

Attendance Policy

In accordance with the JFRC mission to promote a higher level of academic rigor, all courses adhere to the following absence policy. Prompt attendance, preparation and active participation in course discussions are expected from every student.

? For all classes meeting once a week, students cannot incur more than one unexcused absence.

? For all classes meeting twice a week, students cannot incur more than two unexcused absences.

? For all classes meeting three times a week, students cannot incur more than two unexcused absences.

As this course meets once a week, a total of one unexcused absence will be permitted. Unexcused absences beyond this will result in a 1% lowering of the final course grade for every absence after the "approved limit."

Assessment Components and Schedule

Assessment

Date

%

Attendance and participation Assignment 1

N/A

10%

9/19

5%

Mid-term exam Assignment 2

10/8

30%

10/10 10%

Assignment 3

12/6

15%

Final Exam TOTAL

12/7-12

30% 100%

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Assessment Descriptions

The mid-term examination will test the student's understanding of the major figures, ideas, trends, techniques, and topics in the archaeology of Rome and Italy covered up to that moment. The final examination will test the student's cumulative understanding of archaeology in Rome and Italy gained from the course. Both exams will be based comprehensively on notes taken during class lectures and discussions, the assignments, and the course readings.

A. The mid-term exam will consist of 1. a series of terms (persons, places, concepts, dates) to be identified briefly (2-4 sentences) in relation to their significance for the archaeology of Rome and Italy; 2. a timeline of events to be arranged in chronological order; 3. a map to be labeled (for example, with the names of major sites in Rome or Italy); and 4. one (3-5 pages) essay addressing a theme in the archaeology of Rome and Italy.

B. The final exam will consist of 1. a series of terms (persons, places, concepts, dates) to be identified briefly (2-4 sentences) in relation to their significance for the archaeology of Rome and Italy; 2. a series of multiple-choice questions testing the acquisition and comprehension of basic information; 3. a map to be labeled (for example, with the names of major sites in Rome or Italy); and 4. one (5+ pages) essay addressing a theme in the archaeology of Rome and Italy.

C. Assignment 1 is a brief written exercise in source criticism and reconciliation of information from varied sources in order to create an archaeological interpretation.

D. Assignment 2 is a brief research project relating the most important facts/details about, and the overall significance of, one or more specific archaeometric or geophysical prospection techniques in the context of classical archaeology.

For Assignment 2 the student will 1. compose a brief written summary (minimum 2 double-spaced typed pages of text) of the research to be submitted to the instructor via Sakai or e-mail, and 2. make a brief (5-minute) presentation of the research before the class with images and bulleted lists of the most important points.

The individual topics and presentation dates for Assignment 2 will be assigned in Week 4. The instructor will provide guidance on research sources. The written summary must be submitted via Sakai or e-mail by midnight of the presentation date in Week 6.

E. Assignment 3 is a project combining archaeological research on, and creative thinking about, a specific museum, monument, or site in Rome utilizing all of the ideas and topics covered in the course. The project assembles the most important facts/details about the assigned place (location, date of creation and renovation or adaptation, creator, main building materials and techniques, notable associated artifacts, events, personalities, and literary passages, and essential bibliography) in the form of a site report and then proposes the use of specific archaeological techniques and technologies (such as virtual reality,

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geophysical prospection, conservation) to enhance its physical condition, interpretation, and public reception.

For Assignment 3 the student will 1. compose a brief written summary (minimum 5 double-spaced typed pages of text) to be submitted to the instructor via Sakai or e-mail, and 2. make a brief (10-minute) presentation of the project before the class with images and bulleted lists of the most important points.

The individual topics and presentation dates for Assignment 3 will be assigned in Week 9. The instructor will provide guidance on research sources. The written summary must be submitted via Sakai or e-mail by midnight of the presentation date in Week 14.

The paper and presentation for Assignments 2 and 3 will be evaluated on 1. the quality and depth of the research and creative thinking 2. the clarity of the delivery, both written and oral.

Grading

The course grade scale is 94-100 = A, 90-93 = A-, 87-89 = B+, 84-86 = B, 80-83 = B-, 77-79 = C+, 74-76 = C, 70-73 = C-, 67-69 = D+, 60-66 = D, 59 and below = F.

Academic Honesty

Plagiarism and other forms of academic dishonesty are unacceptable at the JFRC and will be dealt with in accordance with Loyola University Chicago's guidelines. Please familiarize yourself with Loyola's standards here: . Students are responsible for complying with the LUC Student Handbook.

Late or Missed Assignments

Late or missed assignments will not be accepted for grading without the authorization of the instructor.

Accessibility Accommodations

Students registered with the Student Accessibility Center requiring academic accommodations should contact the Office of the Dean at the John Felice Rome Center in the first week of classes.

How to do well in this course

? Take good notes in class. ? Ask questions. There are no stupid questions in a field as complex and interdisciplinary as

classical archaeology, and you're probably not the only one who would profit from an alternative explanation of the concept being discussed. ? Do the readings BEFORE the class in which they will be discussed. ? Jot down questions, observations, and comments about each week's readings and bring them to class, where we will review them. Chronic failure to ask questions about the readings will result in a significant reduction of the participation portion of the final grade. ? Take all assignments seriously and do not do them at the last minute. ? See the instructor with any concerns about content, expectations, or performance.

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? Participate. Ask questions and contribute to the discussion in an informed way. ? Be present on-time for every class.

The importance of the readings and class attendance cannot be over-emphasized. The in-class and on-site lectures explore general themes and the main theoretical and practical methods of classical archaeology and related fields. The readings provide specific information about the fields, ideas, institutions, and individuals who have shaped the discipline. Because there is no single textbook for a course of this nature, it will be very difficult to understand what was covered in a missed class, even if you obtain notes from a classmate.

Class Policies

? As the material presented in the course is cumulative in nature, attendance in class is mandatory. Attendance will be taken at the beginning of every class.

? Students will be given readings for each class meeting. Students are expected to be able to discuss the contents of the readings in class.

? Constructive participation in class discussions is essential. Students are encouraged to make observations and ask questions.

? All work in class will be based on lectures, readings, assignments, and discussions. As archaeology has many subjective aspects and often touches sensitive subjects (race, gender, politics, religion, class, sexuality), there is a lot of room for debate, disagreement, and definition. Be curious and forthright, and always respectful.

? Smartphones, tablets, and other electronic devices may be used during class to take notes. Otherwise, they should be put away during lectures and discussions and set to silent mode.

? Lectures may be recorded for study purposes, but only with the instructor's prior and express permission.

? Students are expected to do all of their assigned work independently, including the assignments.

? There will be a short (15-minute) break in the middle of every classroom session.

Disruptive Behavior

The classroom and on-site visit are particular environments in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an understanding of the community in which they live. Student conduct which disrupts the learning process will count significantly against the participation grade component and may lead to disciplinary action and/or removal from class. Disruptive behavior includes, but is not limited to, habitually:

? cross-talking or talking out of turn ? whispering or talking to classmates ? reading non-related materials on paper or digital media ? communicating with external parties in any format (phone, text message, VoIP, e-mail, etc.) ? working on any other coursework during class ? arriving to class late or leaving class early ? exiting and re-entering the classroom for bathroom breaks and other non-emergency uses ? being distracted by external stimuli or getting separated from the group

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