OVERVIEW

The so-called “deep history”, namely the set of historical processes that preceded the spread of writing, constitutes the subject matter of Palethnology, or Prehistoric Archaeology. The course aims to examine the relationships between biology, culture, and environment across the long chronological span extending from the Palaeolithic to the beginning of the Metal Ages, while also introducing the principal methods and research tools of the discipline through the analysis of significant case studies.

AIMS AND CONTENT

LEARNING OUTCOMES

The Palethnology course aims to explore several issues in prehistoric and protohistoric archaeology, with particular attention to methodological, theoretical, and interpretative aspects. Case studies will be illustrated to highlight, from an anthropological perspective, the interactions between humans, culture, and the environment in the time span from the Paleolithic to the Metal Ages.

AIMS AND LEARNING OUTCOMES

The course aims to illustrate the cultural, economic, and social dynamics that characterized the earliest human societies, from Palaeolithic hunter-gatherer bands to the emergence of the first complex and socially stratified communities, also through the analysis of significant case studies. Particular attention will be devoted to the main theoretical and methodological approaches of prehistoric archaeology.

By the end of the course, students will have acquired a solid understanding of the principal themes and issues of Palethnology. They will be able to discuss them clearly and effectively, demonstrating appropriate academic language, critical analytical skills, and the ability to place evidence and phenomena within their broader historical context, while correctly employing the technical and specialized terminology of the discipline.

Differences in the learning outcomes between the 9-credit and 6-credit versions of the course will concern exclusively the breadth of the content covered. The 6-credit version will therefore be limited to a specific part of the course, as indicated in the syllabus.

PREREQUISITES

Students are expected to possess a basic knowledge of the principal historical and cultural processes that characterized Prehistory and Ancient History, as well as good reading, comprehension, and critical analysis skills with regard to scholarly texts. Familiarity with the methods of historical and archaeological research and the ability to contextualize cultural and social phenomena within a diachronic perspective will also be beneficial for attending the course. However, no prior specialized knowledge in Palethnology is required.

TEACHING METHODS

Teaching activities will make use of multimedia presentations (PowerPoint), audiovisual materials, digital resources, and other documentation designed to support the in-depth study of the topics covered.

• Part of the course will be devoted to seminar activities and the discussion of selected case studies, aimed at exploring theoretical and methodological issues in greater depth and developing students’ critical analytical skills.

• All students, whether attending or non-attending, are required to register on the course AulaWeb platform, which serves as the primary means of communication between the instructor and students. The platform will provide up-to-date information regarding lectures, seminars, laboratory activities, field trips, office hours, and teaching materials.

• Classes will be held primarily in person, with the possibility of participating remotely through online access. Although attendance is not mandatory, it is strongly recommended.

• Students with certified Specific Learning Disorders (SLD), disabilities, or other special educational needs are encouraged to contact both the instructor and the School/Department Disability and Inclusion Coordinator at the beginning of the course in order to arrange any appropriate accommodations and support measures. Such arrangements will be made in accordance with the learning objectives of the course while taking individual learning needs into account.

SYLLABUS/CONTENT

The course is divided into two modules.

The first module will address the principal theoretical and methodological aspects of prehistoric archaeology, ranging from the very definition of the concept of “Prehistory” to the investigative and interpretative tools employed in the study of archaeological contexts. It will also examine excavation methods, dating techniques, procedures for the analysis of material evidence, the use of theoretical models and ethnographic analogies, the study of techno-economic processes, the cognitive aspects of prehistoric societies, and the most recent research perspectives in the field of bioarchaeology.

The second module will be devoted to the analysis of selected case studies, chosen to explore in greater depth the themes and issues discussed in the theoretical part of the course and to illustrate the interpretative potential of different research methodologies.

There is no difference in the syllabus between attending and non-attending students.

RECOMMENDED READING/BIBLIOGRAPHY

Texts:

- Daniel Lord Smail, 2017. Storia profonda: Il cervello umano e l’origine della storia. Bollati Boringhieri, Torino.

- Telmo Pievani, 2025. Introduzione a Darwin. Editori Laterza. Bari-Roma.

- David Graeber, David Wengrow, 2023. L'alba di tutto. Una nuova storia dell'umanità. BUR, Rizzoli. Milano.

- Marshall Sahlins, 2020. L'economia dell'età della pietra. Elèuthera, Milano. (Solo capitolo primo)

- David Abulafia 2010. La scoperta dell'umanità - Incontri atlantici nell'età di Colombo. Il Mulino, Bologna. (Solo capitolo primo)

Further bibliography will be indicated during the course.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Second half of September

Class schedule

The timetable for this course is available here: Portale EasyAcademy

EXAMS

EXAM DESCRIPTION

• Assessment will consist of an oral examination designed to evaluate students’ knowledge and understanding of the topics covered during the course, as well as their ability to analyse them critically and discuss them with clarity, appropriate academic language, and correct use of the discipline’s specialized terminology.

• Erasmus students who do not possess an adequate command of the Italian language may agree with the instructor on an alternative syllabus and reading list and may take the examination in English or French.

ASSESSMENT METHODS

The oral examination will be designed to assess students’ level of knowledge and understanding of the topics covered during the course, as well as their ability to critically interpret and contextualize the case studies discussed. Students will also be evaluated on their command of the theoretical, methodological, and interpretative tools presented throughout the course.

For the overall assessment, particular attention will be paid to clarity of presentation, argumentative skills, and the appropriate use of the discipline’s technical and specialized terminology.

FURTHER INFORMATION

Please contact the teacher for further information not included in the course description.