Assessment 1: Critical Reflection
Part Two: Critical Reflection
The 50th year anniversary for the Australasian Society Historical Archaeology presents an excellent opportunity for the students to showcase the knowledge on critical historical, archaeological sites. The assessment task is part of the ASHA’s 50 Sites 50 Stories initiative that will allow the students to participate in the celebrations that will be held in November 2020. The Ancient History assessment is of modern relevance as it will equip the students with the required skills needed for analyzing and challenging accepted interpretations about their ancient world, particularly in light of new methods and evidence. The students will analyze and examine interpretations as well as representations of the ancient world in different forms like research literature, museum displays, and film. The students will develop transferable skills that are related to the processes of historical inquiry. The skills comprise critical literacy skills, like interpretation, analysis, assessing, synthesizing evidence from various sources, and developing reasonable and evidence arguments. Each student will develop a progressively sophisticated historical skills, graphical skills, knowledge, and understanding from the investigation of ancient sites and sources, analysis and interpretations of broader issues and issues stemming from the ancient world.
The first section will examine the explanations for the locality of their selected archaeological site. The student is expected to give a detailed explanation of the presence of the selected archaeological site. Also, clear images depicting the chosen archaeological site can be added to further the explanation and demonstrate adequate knowledge of the site. The images will represent the age, size, making, and survival of their archaeological site. The students will use the information discussed in class and own research in developing a detailed description of their site’s archaeological investigations and hypothesize their significance. The student can employ either a destructive approach, including Giovanni Belzoni, or a methodological approach like Howard Carter to discuss their archaeological site’s knowledge.
The second section presents an analysis, discovery, and excavation of the archaeological site. Here, the students could examine the fluctuating nature of archaeological excavations ranging from the collections of artifacts to developing an understanding of the ancient people and civilizations. They will also explore the techniques used by contemporary archaeologists in excavating and recording their finds. This necessitates the students to access the diaries and logs of archaeologists, past interviews, documentary materials, and other related articles. Furthermore, one can locate the ancient texts that provide reliable and valid information, which compliments the selected archaeological site. An example is the Herodotus mummification account. Alternately, excerpts from ancient texts varying in their recollection and perspective about the historical event or individual could be explored to ascertain the potential motives for differences and challenges posed for the historians and archaeologists.
Each student will present a discussion on the archaeological discovery of the archaeological site. The students could explore archaeology methods through participation in a constructed or a virtual dig or conducting internet research on how the archaeological site was discovered. For example, the student may include the investigations of the Schliemann account of the digging and recording techniques, discovery of the Priam Treasure, and removal of finds from the archaeological site. The students also consider a range of archaeological and scientific techniques that could be needed to uncover the selected archaeological site and its artifacts. The information will be interpreted to draw valid conclusions about the archaeological site’s purposes and the lives of the ancient people who lived there. Thus, a summary of the most appropriate dating methods used by archaeologists and a collection of images portraying the artifacts will be included in the assessment.
Moreover, the students will investigate theoretical frameworks surrounding the archaeological site’s purpose, record the collected information, and include references to evidence that either supports or refutes the theories. The discussion will also include the information sources used and differences or inconsistencies in the accessed information, and the potential reasons. This archaeological report is a summary of an archaeological site and contribution of the ancient textual evidence, iconography, and inscriptions to understanding the ancient past. In summary, the first assessment is critical to the course. It will allow the students to examine the implication of historical sources and archaeological sites, including their contributions to science and archaeology to develop an understanding of the ancient world.