What Subjects Are Needed To Become An Archaeologist – Archeology Archeology includes natural science and social/humanities fields and as such is an excellent general subject for students of other fields at the Faculty of Science and Arts.
Archeology is the study of the human past through the analysis of material culture and other physical remains. Our research and teaching spans the entire time spectrum from the Early Stone Age to the prehistoric past and includes the study of archeology and rock art.
What Subjects Are Needed To Become An Archaeologist
Disciplines focused on the analysis of archaeological remains, such as archaeofaunal, archaeobotanical, and geoarchaeological analyses, resonate with themes in the animal, plant, environmental, and geosciences.
What Is Archaeology: Principles And Methods
Effectively covering the last 8 million years in Africa, archaeology’s vast time span makes it an ideal companion for anyone studying environmental change or human history.
It provides a general background for more modern historical arguments as well as a supplement to archival historical research of the last 500 years. It is also an excellent companion to anthropology as it provides insights into the various cultural systems of the past.
The course introduces students to the basics of archaeological practice. Topics include the analysis and interpretation of archaeological evidence and the relationship between archeology and the general public. The course includes four modules and several one-day trips to archaeological sites. Modules cover: A Guide to Human Evolution; neolithic revolution; World Hunter-gatherers; and On the Origin of Civilization
There’s a day trip to the Cradle of Humankind and another day trip to the Kweneng Ruins in Klipriviersberg, south of Johannesburg.
How To Become An Archaelogist In India: Course, Eligibility, Career, Jobs
This course examines the development of human cultural behavior through the major stages of human evolution. The first part of the course deals with subhuman primates and the analogies they provide to the origins of the cultural behavior of our early ancestors. He then considers cultural adaptations from the time of the development of lithic technology 3.3 million years ago to the evolution of modern humans 200,000 years ago. The most important and enduring adaptations are discussed, and one of the main topics is how modern humans mixed with other groups outside of Africa to give rise to the humans of today.
For most of our history, humans have been hunters and gatherers. Even today there are small pockets of people who prefer hunting and gathering as a way of life, although often in a different way than in the past. This course takes students from the beginnings of complex hunting and gathering to the present, where we wonder what the future holds for those communities that follow this way of being today. In the process, we look at examples of hunter-gatherers from around the world and consider hunter-gatherer economics, social organization, religion and ritual, art and complexity. Finally, we assess whether today’s hunter-gatherers provide valid analogs (comparisons) for understanding those in the archaeological record.
In this unit, students will learn about the Neolithic period, when societies transitioned from economies dominated by foraging and hunting to economies focused on agriculture and pastoralism. This change radically changed human societies; it changed biodiversity and introduced new economies as humans shifted from food gatherers to food producers. The Neolithic period led to the development of more permanent settlements and complex large-scale societies. In this course, students will learn how agricultural economics has evolved over time to become the main key tenets of today’s food degrees.
Our urban lifestyle today is the result of a chain of events set in motion by the domestication of certain plants and animals over 10,000 years ago. In this course, we deal with the issue of the rise of civilization, or the rise of complex societies. We will look at how complex society is defined and recognized archaeologically and where and why it arose. We will explore the key features of famous complex ancient societies (Babylon, Ancient Egypt, Mayans, Great Zimbabwe…) and think about what the future of our civilization might be.
Lost Golden City Of Luxor’ Discovered By Archaeologists In Egypt
This course consists of four modules and a weekly field school. Three forms are required. They are ARCL2007 – Space and Time in Archaeology, ARCL2005 – Archeology of the last 2000 years and ARCL2004 Early and Middle Stone Age. In the third term, a choice of two options is offered. They are: ARCL2009 – World Rock Art, ARCL2006 – Osteoarchaeology.
During the university holidays in September, the archeology school takes place in the second year. This trip is mandatory and is a prerequisite for admission to the Honors course. The field school will focus on Bokoni rock art recording and heritage management. We will be joined on site by the curator of the Lydenburg Museum and members of the community. The site we will be working on is a large carved site in Thaba Chweu, Mpumalanga.
This course covers the evolution of African hominids from 3.3 million to about 40,000 years ago. In this course, you will learn about your roots as we analyze and trace the behaviors and technologies of our ancestors. Our ancestors successfully negotiated many climatic and environmental changes and in the process evolved into a number of different species, from Australopithecines to Homo sapiens. Stone tool technology helped them enter a new niche and successfully compete with other large predators, so the development of this type of technology is one of the cornerstones of this course.
You will gain some insight into why we are such highly social beings and why we love fire, song, dance and art.
Classical And Archaeological Studies And Philosophy
In this course we will explore the formation of South African society over the past 2000 years in South Africa, focusing on different roles and interaction. The actors we focus on are hunter-gatherers, pastoralists, agricultural communities, and slaves. Each week will focus on a specific aspect of the sequence of the last 2000 years, as well as the sources and data used by the archaeologists who wrote the texts we use.
This seven-week course examines rock art from around the world and, where possible, considers the times and spaces in which it was created and the possible reasons why it was created. Rock art offers a window into the worlds of past societies, a different but complementary perspective to the excavated archaeological record. Consider how an understanding of the past informs how today’s societies relate to or use rock art.
Osteoarchaeology is the analysis of human and animal bones and teeth from archaeological sites. Bones, teeth, and horns are common at archaeological sites, and it is important for professional archaeologists to be able to identify bones and distinguish human remains from other animals. This course has five main objectives:
Teach students how to identify human and animal bones and teeth recovered from archaeological sites. In particular, it focuses on the distinction between animal and human skeletal material.
Ba (hons) Archaeology
Spatial and temporal resolution are two fundamental aspects of the archaeological record that influence the way archaeologists excavate and analyze archaeological data. Spatiotemporal analysis is a common topic in archaeological studies. Archaeologists look for patterns in material culture across time and space. In this course, students will learn about the techniques used in archeology to measure time and space. The course has four main objectives:
This course consists of four modules. The three are ARCL 3004 – History of Archaeological Thought, ARCL 3008 – Archeology of Death, ARCL3006 – South African Rock Art and ARCL 3003 – Analysis and Reporting of Archaeological Data.
A must see week trip to the stone ruins of Kweneng in the area between Johannesburg and the Vaal River. Specific objectives vary from year to year, but include careful examination and recording of architectural details of stone-walled structures and associated objects and features. The skills taught in this course are useful for Phase 1 of an Archaeological Impact Assessment (HAI) research.
This course is designed to provide undergraduate students with a broad framework for understanding the issues that have influenced and continue to influence how we understand the past. The course is divided into a series of long lectures and exercises. Tutorials require extensive reading, and each tutorial topic is an issue to consider in a course essay. Students are guided through the process of writing an essay during the exercise. The course covers the ancient forerunners of archaeology, found in Egypt and the classical world, before the transition to the medieval and renaissance periods; this lays the foundations for understanding modern forms of archaeological thought from the second half of the 19th century to the present, which make up most of the topics of this course.
Background To Forensic Archaeology And Anthropology
Corpses, death and dying are culturally constructed entities that are part of a web of knowledge and memory. Rituals associated with death serve to understand the transition between life and death; but also to restore, justify and normalize social relations between the living. So, while between
Archaeologists instinctively ask human bodies about cause of death, age and sex, much can be gained by shifting the focus of study from human remains to the corpse