Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Social Science School
Whether as food, fuel or shelter, plants are among the fundamental building blocks of human life, and archaeology is increasingly able to reconstruct the global, deep-time history of human plant use from the evolution of our earliest ancestors. In this course, students will explore the entangled history of plants and people, including the role of plant foods and fire in human evolution, the global origins and development of farming, the central role of plants in trade and globalisation, and the history of landscape management, biodiversity loss and the emergence of the Anthropocene. Practical classes will introduce students to the methods of archaeobotany, the science that underpins these discoveries, including how plant remains can be routinely recovered from archaeological sites. Our course concludes with a consideration of how archaeological knowledge of the past is helping to revive cultures, improve economic resilience and rebuild landscapes in the present.
Plants have been a fundamentally important resource for human societies throughout our history and archaeobotany (also known as paleoethnobotany) provides a powerful means of understanding plant use and its contribution to human culture change. In this course we will provide an overview of human plant use and the means by which that history has been developed over the sequence of lectures and practical classes.
Lecture content is presented online after the first week's class. A series of interactive modules that each explore a key theme in archaeobotany and discuss how empirical research has helped to understand each theme. Online content is important for grounding the practical sessions and will be tested in the assessments.
Practical classes introduce key analytical approaches through the exploration of archaeological and modern reference specimens. Practical learning starts in Module A by considering the diversity of plant remains and how we recover them. The practical classes develop an understanding of themes and case studies explored in the lectures and sequentially teaches qualitative and quantitative approaches to analysis. The practicals, and relevant information from the lecture series, will be assessed in the assignments.
Class attendance: Lectures are recorded but attendance will allow questions to be asked and discussed. Assessment is heavily based on the practical classes, which cannot be effectively recorded, so attendance of the practical classes is assumed.
Assessment comprises two quizzes and a report testing your knowledge of the whole course, through answering problems and questions about case studies explored in the practicals. Text based answers, supplemented by charts and tables where necessary, will be submitted in standard academic prose and following the conventions detailed in the first two weeks of class. All quantitative analysis required to answer the assignment questions will be covered in the practical sessions. All assessments will be submitted via Inspera.
Learning resources: As there is no one textbook for this topic, all of the required learning resources will be academic papers and book chapters from peer-reviewed publications available in UQ library and available in the 'Learning Resources' area on Blackboard.
Course requirements
Assumed background
An introductory level understanding of archaeology and archaeological science methods is helpful as a grounding for ARCS2080. While not essential, an interest in plant science is helpful
Prerequisites
You'll need to complete the following courses before enrolling in this one:
ARCS1001
Recommended prerequisites
We recommend completing the following courses before enrolling in this one:
ARCA1000, ARCS2000
Course contact
School enquiries
Student Enquiries School of Social Science
Level 3, Michie Building (09), St Lucia Campus, The University of Queensland.
Monday-Friday, 9:00am-12:00pm, 1:00pm-4:00pm.
Course staff
Lecturer
Associate Professor Alison Crowther
Timetable
The timetable for this course is available on the UQ Public Timetable.
Aims and outcomes
The course aims to develop an understanding of the archaeology of plant use, including providing an overview of how plants have been used in the human career and introducing the method and practice of archaeobotany as an analytical discipline.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Understand the general principles, methods and theory of archaeobotany
LO2.
Apply the analytical and theoretical approaches commonly used in archaeobotany to address research questions and understand human-plant interaction in the past
LO3.
Demonstrate critical understanding of the major methodological issues in archaeobotany and their impact on interpretation
LO4.
Understand the broader significance of archaeobotanical data to major archaeological and transdisciplinary questions and their appropriate application in these contexts
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Paper/ Report/ Annotation, Quiz |
ARCS2080 Quiz A (weeks 1-4)
|
25% |
26/03/2025 - 27/03/2025
The quiz will be open from 12pm on the 26 March until 12pm on the 27 March. Once you start you will have 2 hours to complete your quiz. Make sure you have sufficient time to complete before it closes (i.e. start the quiz before 10am on the 27th). |
| Quiz |
ARCS2080 Quiz B (weeks 5-8)
|
25% |
30/04/2025 - 1/05/2025
The quiz will be open from 12pm on the 30 April until 12pm on the 1 May. Once you start you will have 2 hours to complete your quiz. Make sure you have sufficient time to complete before it closes (i.e. start the quiz before 10am on the 1st). |
| Paper/ Report/ Annotation |
ARCS2080 Report: Archaeobotany methodology statement and recommendation
|
50% |
12/06/2025 2:00 pm |
Assessment details
ARCS2080 Quiz A (weeks 1-4)
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation, Quiz
- Weight
- 25%
- Due date
26/03/2025 - 27/03/2025
The quiz will be open from 12pm on the 26 March until 12pm on the 27 March. Once you start you will have 2 hours to complete your quiz. Make sure you have sufficient time to complete before it closes (i.e. start the quiz before 10am on the 27th).
- Learning outcomes
- L01, L02, L03, L04
Task description
This quiz will assess knowledge and skill application from weeks 1-4 of ARCS2080, including practical and lecture/online module content. Quiz questions will include multiple-choice, interactive (drag and drop, fill in the gaps, etc.) and short answer scenario-based problem solving questions. This quiz will be completed by accessing the Inspera digital assessment platform at the assigned time. You will complete the quiz using your own digital device (i.e. a laptop). Devices can be loaned from UQ Library at no cost.
Use of AI and MT tools: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Assessment details, marking criteria and submission: The assessment in this course will be delivered, answered and marked using the Inspera Assessment platform via a link in the Assessments folder for this course in Blackboard. For further information:
- Find more information about using Inspera Assessment from the Library website, which provides the latest information for students about using Inspera.
- To see what the interface looks like, please try out the Inspera demonstration test here. This shows you the assessment interface using some test questions. Remember, Inspera is a university wide-platform, so there may be some question types in the demo that are not relevant to your discipline.
- To complete the assessment, you will require access to laptop/desktop computer that meets the device requirements for Inspera assessments. It is important that you check that your laptop meets the device requirements for using the Inspera Assessment platform. If you do not own a suitable laptop, you can borrow one from the Library or book use of a desktop computer in the library.
Submission guidelines
You must submit your assessment electronically by the due time, on the due date.
Your assessment will be prepared and submitted using Inspera, which will be accessed via the link in the Blackboard Assessment folder. All assessments must be submitted via Inspera and no e-mailed submissions of assessments will be accepted.
By uploading your assessment via Inspera, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assessment by the due date, you will need to apply for an extension through your student portal on my.UQ.
If you are experiencing technical difficulties with Blackboard, please contact the ITS team via AskUs.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) or anExtension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible. Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
ARCS2080 Quiz B (weeks 5-8)
- Online
- Mode
- Written
- Category
- Quiz
- Weight
- 25%
- Due date
30/04/2025 - 1/05/2025
The quiz will be open from 12pm on the 30 April until 12pm on the 1 May. Once you start you will have 2 hours to complete your quiz. Make sure you have sufficient time to complete before it closes (i.e. start the quiz before 10am on the 1st).
- Learning outcomes
- L01, L02, L03, L04
Task description
This quiz will assess knowledge and skill application from weeks 5-8 of ARCS2080, including practical and lecture/online module content. Quiz questions will include multiple-choice, interactive (drag and drop, fill in the gaps, etc.) and short answer scenario-based problem solving questions. This quiz will be completed by accessing the Inspera digital assessment platform at the assigned time. You will complete the quiz using your own digital device (i.e. a laptop). Devices can be loaned from UQ Library at no cost.
Use of AI and MT tools: This assessment task evaluates students' abilities, skills and knowledge without the aid of generative Artificial Intelligence (AI) or Machine Translation (MT). Students are advised that the use of AI or MT technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Assessment details, marking criteria and submission: The assessment in this course will be delivered, answered and marked using the Inspera Assessment platform via a link in the Assessments folder for this course in Blackboard. For further information:
- Find more information about using Inspera Assessment from the Library website, which provides the latest information for students about using Inspera.
- To see what the interface looks like, please try out the Inspera demonstration test here. This shows you the assessment interface using some test questions. Remember, Inspera is a university wide-platform, so there may be some question types in the demo that are not relevant to your discipline.
- To complete the assessment, you will require access to laptop/desktop computer that meets the device requirements for Inspera assessments. It is important that you check that your laptop meets the device requirements for using the Inspera Assessment platform. If you do not own a suitable laptop, you can borrow one from the Library or book use of a desktop computer in the library.
Submission guidelines
You must submit your assessment electronically by the due time, on the due date.
Your assessment will be prepared and submitted using Inspera, which will be accessed via the link in the Blackboard Assessment folder. All assessments must be submitted via Inspera and no e-mailed submissions of assessments will be accepted.
By uploading your assessment via Inspera, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assessment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assignment by the due date, you will need to apply for an extension through your student portal on my.UQ.
If you are experiencing technical difficulties with Blackboard, please contact the ITS team via AskUs.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) or anExtension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible. Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Work can NOT be accepted if it is more than one week (7 calendar days) late without prior approval.
ARCS2080 Report: Archaeobotany methodology statement and recommendation
- Online
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 50%
- Due date
12/06/2025 2:00 pm
- Other conditions
- Work integrated learning.
- Learning outcomes
- L01, L02, L03, L04
Task description
This assignment tests the knowledge gained throughout ARCS2080 by applying it to a scenario-based project in which you will prepare a report for an Indigenous partner organisation. The report will present a recommendation identifying which archaeobotany methods should be used in a range of archaeological sites in a remote region of Australia to collect information about past societies and cultural change there. The report requires you to use comparative studies (cited peer-review papers) to justify your recommendations, and will evaluate the potential of the methods studied in ARCS2080 to provide information about the past in sites that have varying preservation and study potential. The partner organisation is particularly interested in understanding whether there is evidence for farming on their Country (covered in weeks 9-12 of the course) and how the research might help to improve management of Country in the future (week 13).
The report will be explained, answered and marked using the Inspera Assessment platform via a link in the Assessments folder for this course found in Blackboard:
- Find more information about using Inspera Assessment from the Library website, which provides the latest information for students about using Inspera.
- To see what the interface looks like, please try out the Inspera demonstration test here. This shows you the assessment interface using some test questions. Remember, Inspera is a university wide-platform, so there may be some question types in the demo that are not relevant to your discipline.
- To complete the assessment, you will require access to laptop/desktop computer that meets the device requirements for Inspera assessments. It is important that you check that your laptop meets the device requirements for using the Inspera Assessment platform. If you do not own a suitable laptop, you can borrow one from the Library or book use of a desktop computer in the library.
The report will follow a specified structure, as detailed in Inspera.
Answers should be in standard English prose, use appropriate disciplinary language and conventions, including full in-text citations and supporting references using APA style, and submitted via Inspera by the specified date and time. You may use tables and charts as required by the task, each with a clearly numbered caption. A reference list will be included.
Artificial Intelligence (AI) and Machine Translation (MT) are emerging tools that may support students in completing this assessment task. Students may appropriately use AI and/or MT in completing this assessment task. Students must clearly reference any use of AI or MT in each instance. A failure to reference generative AI or MT use may constitute student misconduct under the Student Code of Conduct. Classes will discuss the appropriate use of AI in this assessment, should you wish to use it.
Submission guidelines
You must submit your assignment electronically by the due time, on the due date.
Your assignment will be prepared and submitted using Inspera, which will be accessed via the link in the Blackboard Assessment folder. All assessments must be submitted via Inspera and no e-mailed submissions of assessments will be accepted.
By uploading your assignment via Inspera, you are certifying that the work you submit is your own work except where correctly attributed to another source. Do not submit your assignment if it contains any work that is not your own.
You are required to retain proof of submission of your assessment. Your Digital Receipt is available for download from your Assignment Dashboard. If you cannot see your submission and download your digital receipt, your assessment has not been successfully submitted; please submit again. If you are unable to submit your assignment by the due date, you will need to apply for an extension through your student portal on my.UQ.
If you are experiencing technical difficulties with Blackboard, please contact the ITS team via AskUs.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
You must submit a request for an extension as soon as it becomes clear you need an extension. Your request should be submitted no later than the assessment item's due date and time.
The request must be accompanied by supporting documentation corroborating the reason for the request. A list of acceptable reasons for an extension and the evidence you must provide can be found here. Your request may be refused if you do not meet the acceptable reasons for an extension. The student submitting the request is fully responsible for all supporting documentation that is provided with the request and should ensure all documents are authentic.
In the School of Social Science, extensions on the basis of an approved Student Access Plan (SAP) or an Extension Verification Letter (EVL) can be approved for a maximum period of 7 calendar days. Subsequent extensions for a piece of assessment will require additional supporting documentation (e.g., a medical certificate or other supporting evidence listed on my.UQ).
Extension requests exceeding the maximum extension period stated for a piece of assessment will only be considered under exceptional circumstances (circumstances outside of your control) with additional supporting documentation.
Late applications must include evidence of the reasons for the late request, detailing why you were unable to apply for an extension by the due date and time. The School of Social Science will not accept personal statements.
Students may be asked to supply the work they have completed to date on the assessment piece. This is to establish what efforts have already been made to complete the assessment, and whether the proposed work plan is feasible. Extension requests are processed and managed by the School of Social Science Administration Team.
Extensions in your final semester of study could delay your graduation by up to one semester.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Work will not be accepted if it is more than one week (7 calendar days) late without prior approval.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 1 - 29 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Work shows ignorance of course content. Inﾠassessments,ﾠfails to answer the question and/or shows little or no documentation of sources, lack of awareness of basic contemporaryﾠdiscussions of topic, presenting work which is a random assembly of points,ﾠlacks coherent structure, includes poor expression and use of English, very poor spelling & punctuation. |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Work shows little familiarity with course content and largely fails to answer the questions set. In papers: poor documentation of sources, little knowledge or understanding of basic modern discussions of topic, inconsistencies in argument, no coherent structure, weak expression and use of English, poor spelling and punctuation. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Work fails to satisfy some requirements for a grade of 4 but on balance comes close to doing so. |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Work showsﾠfamiliarity with course content and a capacity to address questions correctly. In papers: some use of evidence, fair documentation of sources, knowledge of modern discussions of topic, an argument stated with fair structure, fair expression & use of English & fair spelling and punctuation. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Work shows strong understandingﾠof theﾠcourse content with a well developed ability to answer questions correctly. In papers: competent use of evidence, good documentation of sources, familiarity with at least some of the relevant modern discussions of topic, argument has consistency & satisfactory structure, good expression & use of English & good spelling and punctuation. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Work shows thorough understanding of theﾠcourse content. In papers: balanced use of evidence, accurate documentation of sources, demonstrated familiarity with relevant modern discussions of topic, well-organised argument with very good structure, very good expression spelling & punctuation & very goodﾠuse of English. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Work shows thorough & demonstrated familiarity with course content (concepts/methods/facts/sites/theories/people etc). In papers: balanced and critical use of evidence, accurate documentation of sources, thorough familiarity with relevant modern discussions of topic, well-organised argument with excellent structure, excellent original expression, excellent spelling and punctuation & excellent use of English. |
Supplementary assessment
Supplementary assessment is available for this course.
Supplementary assessment is an additional opportunity to demonstrate that the learning requirements for an eligible course have been satisfied and that the graduate attributes for the course have been attained. Supplementary assessment may only be granted where Supplementary Assessment – procedures allow. A passing grade of 4 (or P) is the highest grade that can be awarded in a course where supplementary assessment has been granted. For further information on supplementary assessment please see my.UQ.
Additional assessment information
Academic Integrity: All students must complete the Academic Integrity Modules https://www.uq.edu.au/integrity/
School Guide for Written Assessments: School of Social Science Guide for Written Assessments
Release of Marks: The marks and feedback for assessments will be released to students in a timely manner, prior to the due date of the next assessment piece for the course. This is with the exception of the final piece of assessment. The marks and feedback for the final assessment item will only be made available to the student on the Finalisation of Grades date at the end of semester.
Assessment Re-mark: For information on requesting an assessment re-mark, please view the following page on my.UQ: https://my.uq.edu.au/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
Past Statistics software package used in the practical classes: https://www.nhm.uio.no/english/research/infrastructure/past/
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Why study plants in archaeology? This week introduces the course, its aims, assessment, structure and argues why you should care about plants and the human past as archaeologists in training. This is our first and only in-person lecture, after which teaching will be via weekly online modules and in-person practical classes. Learning outcomes: L01, L04 |
Week 2 (03 Mar - 09 Mar) |
Information technology session |
Plants as food: Preservation and identification Plant foods are a vital part of life, but hard to study in the past as plant foods are often are not preserved very well. This week we look at how we can reconstruct the history of plant foods using archaeobotanical tools and a range of artefact and scientific approaches. As well as considering the variety of evidence, we consider how formation processes affect which foods we find, but also how taphonomy - the study of preservation - allows us to predict what we will find in specific environments and sites, empowering us to reconstruct food histories. Learning outcomes: L01, L04 |
Week 3 (10 Mar - 16 Mar) |
Practical |
Module A - The diversity of plant remains We introduce the lab practicals, plant structure, classes of plant remains and how they are preserved. We also discuss the range of analyses undertaken to explore plant use in the past and establish some standards for our work. Learning outcomes: L01, L02, L03 |
Information technology session |
Plant foods and human evolution This week we dig deep to explore how plant foods shaped human evolution, including the development of Homo sapiens and our huge brains. Forget all that nonsense about 'man the hunter' and find out how plant-based nutrition has been a part of our lives for millennia. Learning outcomes: L01, L04 |
|
Week 4 (17 Mar - 23 Mar) |
Practical |
Module B - Macrofossils - Practical 1: Crop Seeds This week we look at crop seeds and how they are identified, including using simple quantitative approaches to help us identify them. Learning outcomes: L01, L02, L03 |
Information technology session |
Altered states: plants as medicines & intoxicants When did medicines and intoxicants such as drugs and alcohol appear in the human career, how do we know and what effect did they have on human culture change? Learning outcomes: L01, L04 |
|
Week 5 (24 Mar - 30 Mar) |
Practical |
Module B - Macrofossils - Practical 2: Fruits, nuts and wild seeds This week we look at the diversity of fruit, nut and wild seed structures we find in archaeology and explore further how we can use measurements and simple statistics to understand their identity and use. Learning outcomes: L01, L02, L03 |
Information technology session |
Plants in ancient architecture, crafts and industry Plant products, including wood, fibres, waxes and stems have been used to produce everything from buildings and artefacts to clothing and ornaments. This week we survey the history of plants beyond food and intoxicants from the Pleistocene to modern world. Learning outcomes: L01, L04 |
|
Week 6 (31 Mar - 06 Apr) |
Practical |
Module B - Macrofossils - Practical 3: Wood This week we look at how we identify and analyse wood, especially wood charcoals. After a sojourn through basic identification principles we will have a look at how simple ratios and some correspondence analysis opens up a world of knowledge concerning woodland, woodland management and landscape histories. Learning outcomes: L01, L02, L03 |
Information technology session |
Plant trade, exchange and globalisation Plants were widely traded in the past and that trade drove significant cultural, economic and social transformations in the past. In this lecture we look at how archaeology can reconstruct plant trade and some key studies of its history. Learning outcomes: L01, L04 |
|
Week 7 (07 Apr - 13 Apr) |
Information technology session |
Fuels and landscape management We review how archaeobotany contributes to understanding the history of anthropogenic landscape change, now known to extend well into the Pleistocene. As the main source of fuels for heat, cooking and industry, woodland and forests have been a major focus for landscape modification and management, and we look at how fuel histories can be constructed and what they tell us. Learning outcomes: L01, L04 |
Practical |
Module C - Microfossil analysis - Practical 1: Phytoliths and starches Microfossil analysis opens up whole regions and sites to understanding past plant use that cannot be accessed any other way. This week we cover the principles and practices of microfossil research and introduce two of our most important fossil groups. Learning outcomes: L01, L02, L03 |
|
Week 8 (14 Apr - 20 Apr) |
Information technology session |
Foraging for a living This week we start our exploration into the diverse ways humans have sustained themselves. We begin with foraging, also known as hunting and gathering, in which plants are harvested from natural vegetation growth. Sustaining humans since we first evolved, foraging has a deep and diverse history and with ever better methods we have increasingly detailed data from archaeological sites. Food is, however, not just about nutrition, and we also explore how food acquisition and sharing has developed as a key element of social behaviour. Learning outcomes: L01, L04 |
Practical |
Module C - Microfossil analysis - Practical 2: Quantitative approaches to microfossil analysis This week we explore how quantitative analysis opens up complex microfossil data and allows reconstruction of economies and environment. Learning outcomes: L01, L02, L03 |
|
Week 9 (28 Apr - 04 May) |
Information technology session |
Agiculture, cultivation and domestication Agriculture is the production of food and other resources from plants (and animals) that are managed and domesticated - meaning they are under human control and selection - and the world's vast population and complex global society is built on it. We look at the diversity of those systems around the world and the important subject of domestication. Learning outcomes: L01, L04 |
Practical |
Module D - Recovering plant remains from sites - Practical 1: Understanding flotation and bucket flotation At UQ's ATARC, we begin the course by looking at how to recover plant remains from sediments. This week we consider the principles and logistics of designing and running flotation and wet sieving operations, in doing so discovering the glamorous world of bucket flotation! See Blackboard for note on appropriate clothing and footwear. Learning outcomes: L01, L02, L03 |
|
Week 10 (05 May - 11 May) |
Information technology session |
Global perspectives on the origins of agriculture Today's global society is built on the ancient and diverse foundations of ancient farming systems. This week we explore how archaeobotany has contributed to explaining where, when and why farming started. Learning outcomes: L01, L04 |
Practical |
Module D - Recovering plant remains from sites - Practical 2: Machine and hand pump flotation At UQ's ATARC we explore the wonders of machine and hand pump flotation, which allow larger scale processing of soil samples. Learning outcomes: L01, L02, L03 |
|
Week 11 (12 May - 18 May) |
Information technology session |
Agricultural diversification and intensification Agriculture has undergone significant changes as it spread and developed around the world. This week we look at some important moments of transformation, including the development of mixed farming, intensification, the secondary products revolution and the effects of trade on farming systems in some of the world's earliest examples of globalisation. Learning outcomes: L01, L04 |
Practical |
Module D - Recovering plant remains from sites - Practical 3: Machine and hand pump flotation (continued) We continue our exploration of machine and hand pump flotation. Learning outcomes: L01, L02, L03 |
|
Week 12 (19 May - 25 May) |
Information technology session |
Was Australia really a farming bystander? Evaluating Bruce Pascoe's "Dark Emu" This week we look into the issue of how Australia's first people's exploited and shaped the landscape of this continent, including discussing whether they ever developed farming as proposed by Bruce Pascoe in his controversial work "Dark Emu". Learning outcomes: L01, L04 |
Practical |
Module D - Recovering plant remains from sites - Practical 4: Laboratory recovery and curation of macrofossils and microfossils We explore what is recovered by flotation and recovery rates, what we do next in the lab to extract plant remains, how we approach microfossil recovery and how to curate samples for the future. Learning outcomes: L01, L02, L03 |
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Week 13 (26 May - 01 Jun) |
Information technology session |
Archaeobotany & the challenges of the anthropocene An understanding of past plant use and landscapes from archaeology is increasingly being used to revitalise and improve resilience of cultures, economies and landscapes today in the face of an unpredictable future. We explore the potential and future of archaeobotany and discus further study. Learning outcomes: L01, L04 |
Additional learning activity information
The first week's class is an in-person lecture and allows students to ask questions and discuss the course.
The "information technology sessions" are interactive online modules accessed via Blackboard. These are available from the Monday of each teaching week and are to be completed before the practical class that week.
Practicals are in-person classes. They are scheduled for 2.5 hours, which includes a 30 minute session for questions and to to discuss preparation for your assessments. In weeks 2-8 and 12 will take place in the Teaching Lab and weeks 9-11 at the ATARC facility near UQ CityCat terminal. Both the lab and ATARC require inductions, which will be undertaken in the first classes at each venue. Appropriate clothing is required, including closed footwear, at both venues as instructed in Blackboard.
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.