Hunters and Farmers: Global Perspectives, and the Transition to Farming, 15 Credits

Contents

This course aims to provide students with an understanding of the main characteristics of hunting and farming societies in the archaeological record, and to outline the key issues relating to the shift from the exploitation of biologically 'wild' to biologically 'domesticated' resources. The course will introduce students to concepts relating to perceptions of hunter-gatherer versus farming lifeways, temporal trends and regional variabilities at a global scale, and provide a critical awareness of the history of research into this pivotal period in human social development.
 
The course integrates archaeology, anthropology, ethnography and physical anthropological approaches in order to develop a holistic understanding of hunting and farming societies and to consider the ways in which changes in subsistence strategies can exert an influence on socio-political, ritual and health condition.
 
The course will investigate key issues regarding hunter-gatherers and the shift to agriculture.  A wide range of source material will be used including archaeological evidence from across the globe and the wealth of anthropological and ethnographic evidence that has been collected in recent years.  Students will also explore how modern techniques are helping to define the food procurement strategies of past peoples. A consideration of archaeological, landscape and environmental evidence specific to each study region forms the basis for the interpretation and characterization of past hunters and farmers.

Expected learning outcomes

On completion of the course the student will be able to:
 
Knowledge and understanding:

• With guidance, students will be able to evidence a critical awareness of the history of research into hunter-gatherer and farming societies.
• Students will be able to critically evaluate key concepts and trends and draw out salient arguments relating to the transition to farming
• Comprehend the various theoretical approaches used to characterise hunters and farmers, and consider their efficacy, demonstrating fundamental insights into current (and past) research.
• Demonstrate a good methodological knowledge and understanding in terms of the most appropriate methods of analysis necessary for the study of past hunters and farmers, to include both a good basic overview of the field and good knowledge in certain areas.
• Examine the variety of evidence appropriate to the discipline and show an understanding of the key aspects of hunter-gatherer versus farmer studies in the past.
• Assess the efficacy of the methods that are used in characterising the transition from the exploitation of wild to domesticated resources 

Skills and abilities:

• Undertake planned work that evaluates a significant aspect of hunter/gatherer, farmer or transition to farming research, and present a coherent discussion relating to the chosen topic, supported by valid evidence.
• Describe with comprehension, key variables in the archaeological record
• Determine why regional distinctions occur in the timing of adoption and the rate of spread of farming globally
• Identify and critique the key literature, determining the most appropriate theories and techniques for interpreting past lifeways and articulate this in a coherent manner
• Present a coherent and well-considered account (either written or visual) to demonstrate knowledge and understanding in relation to hunter-gatherer, farmer, or transitional lifeways

Judgement and Approach:

• Examine the variety of techniques appropriate to the study of hunter-gatherers and farmers and use these to interpret the evidence in a logical manner
• Consider the available evidence and select the most appropriate arguments to use in presenting written and oral accounts of specific groups of hunters and farmers in the past, demonstrating a sound knowledge and understanding in terms of their viability and application
• Demonstrate a broad understanding of the ways in which researchers have thought/think about hunters and farmers, both in the past and currently.
• Demonstrate insight into the potentials and limitations of hunter/farmer research and ensure that students research is used responsibly
• Produce essays/presentation capable of being understood by non-subject specialists that conforms to adequate standards anticipated at undergraduate level

Form of instruction

Instruction includes lectures, seminars and supervision. The course is given in classrooms at the university. Active participation in lectures, seminars and video sessions is compulsory. The ability to work independently as well as an integral part of a team is expected. The student will be expected to demonstrate a good level of critical thinking, analytic skills and interpersonal abilities commensurate with first cycle studies.

Examination modes

The examination is based on an individual assessment of practical, oral and written assignments. The examination includes:
 
Active participation in oral group seminars, Answer quizzes in our web platform and one essay (7,5 credits, VG/ G/ U)
Active participation in oral group seminars, Oral presentation, and one essay (7,5 credits, VG/ G/ U)
 
For the entire course, one of the grade alternatives VG (pass), G (pass) and U (fail) are given. For G on the entire course, at least G is required for all examining parts. For VG on the entire course, VG is required for the oral presentations and for the essays (as well as G for the other parts).
Students who fail the examination have a right to retake the examination within two months after the first examination, and once again within a year. A student who has passed an examination may not be re-examined. 
 
A student who has failed two examinations for a course or segment of a course, has the right to have another examiner appointed, unless there are special reasons (Higher Education Ordinance Chapter 6, section 22). Requests for new examiners are made to the Faculty director of studies at Faculty of Arts.
 
Deviations from the examination form of the syllabus can be made for a student who has decisions on pedagogical support due to incapacity. Individual adaptation of the examination forms should be considered based on the student's needs. The examination form is adapted within the expected study results of the syllabus. At the request of the student, the teacher responsible for the course, in consultation with the examiner, must quickly decide on the adapted examination form. The decision should then be communicated to the student.
 
In the event that the syllabus expires or undergoes major changes, students are guaranteed at least three examination sessions (including the regular examination) according to the regulations of the syllabus on which the student was originally registered for a maximum period of two years from the end of the previous syllabus or the course has ceased to be offered.

Other regulations

In granting a university degree, this course may not be combined with any other course that has a similar content. In case of uncertainty, the student should consult the Director of Studies at the Department of Historical, Philosophical and Religious Studies at Umeå University.