Prehistory of Europe and the Mediterranean I
Code: 106859Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| Archaeology | OB | 2 |
Contact lecturer
- Name :
- Raquel Piqué Huerta
- Email :
- raquel.pique@uab.cat
Group languages
You can consult this information at the end of the document.
Prerequisites
- Reading scientific texts in English
- Searching and use of scientific information and bibliographic sources
Objectives
Analyse the historical and social processes that developed in Europe and the Mediterranean area during the Upper Palaeolithic and Mesolithic. Special attention will be paid to the social transformations, subsistence and technological innovations of the period. It will analyse the various interpretative currents that have been made of phenomena such as cave art, symbolic and funerary practices. A review of the most representative sites of the period will be carried out in order to obtain a basic knowledge of the period in question.
The course is conceived as a continuation of the basic subjects seen in the first year in the subjects 106091 Prehistory I: Origins of Humanity 106092 Prehistory II: from the First Peasant Societies to the State Societies 106092 Prehistory II: from the First Peasant Societies to the State Societies 106093 Prehistory II: from the First Peasant Societies to the State Societies. Together with 106860 Prehistory of Europe and the Mediterranean to broaden students' knowledge of prehistoric societies.
Specific objectives:
- To bring students closer to the complexity of interpreting hunter-gatherer societies from an archaeological perspective.
- Reflection on the theoretical and methodological tools of Palaeolithic archaeology.
- To generate a critical view of the state of knowledge on these topics and how it has been generated.
Learning outcomes
- CM10 (Recognise the economic, social and environmental impact of the main processes of change in the prehistory of America, Europe and the Mediterranean, and the situations of conflict, transformation and resilience that they caused.) Recognise the economic, social and environmental impact of the main processes of change in the prehistory of America, Europe and the Mediterranean, and the situations of conflict, transformation and resilience that they caused.
- CM11 (Analyse the prehistory of America, Europe and the Mediterranean from an inclusive perspective, with the ability to incorporate a gender perspective into the main economic, social and political processes.) Analyse the prehistory of America, Europe and the Mediterranean from an inclusive perspective, with the ability to incorporate a gender perspective into the main economic, social and political processes.
- KM16 (Analyse prehistoric American, European and Mediterranean societies and their processes of change, identifying the main contributions of archaeology and understanding the different explanatory proposals.) Analyse prehistoric American, European and Mediterranean societies and their processes of change, identifying the main contributions of archaeology and understanding the different explanatory proposals.
- KM17 (Associate different types of materials and archaeological structures to periods, geographical areas and specific processes of the prehistory of America, Europe and the Mediterranean and assess their relevance to history and heritage.) Associate different types of materials and archaeological structures to periods, geographical areas and specific processes of the prehistory of America, Europe and the Mediterranean and assess their relevance to history and heritage.
- KM18 (Analyse sources of information (reports on archaeological projects, archaeological maps, reports on the analysis of archaeological materials, planimetry and graphic representations of archaeological sites and materials, case studies, summary publications, specialised articles) on the different archaeological problems of American, European and Mediterranean prehistory, its limitations and its potential to solve study questions.) Analyse sources of information (reports on archaeological projects, archaeological maps, reports on the analysis of archaeological materials, planimetry and graphic representations of archaeological sites and materials, case studies, summary publications, specialised articles) on the different archaeological problems of American, European and Mediterranean prehistory, its limitations and its potential to solve study questions.
- SM18 (Recognise the different social and cultural processes throughout American, European and Mediterranean prehistory, identifying the circumstances in which they took place, in order to be able to combine a global perspective with the identification of the different particular historical contexts.) Recognise the different social and cultural processes throughout American, European and Mediterranean prehistory, identifying the circumstances in which they took place, in order to be able to combine a global perspective with the identification of the different particular historical contexts.
- SM19 (Analyse the main problems of the prehistory of America, Europe and the Mediterranean, from the Palaeolithic to the end of recent prehistory, based on archaeological information.) Analyse the main problems of the prehistory of America, Europe and the Mediterranean, from the Palaeolithic to the end of recent prehistory, based on archaeological information.
- SM20 (Recognise the contribution and potential of different archaeological sites for the analysis of specific problems in the various periods of prehistory in America, Europe and the Mediterranean.) Recognise the contribution and potential of different archaeological sites for the analysis of specific problems in the various periods of prehistory in America, Europe and the Mediterranean.
Contents
BLOCK 1. Transitions and context
TOPIC 1. The long path to the Upper Paleolithic
TOPIC 2. The arrival of anatomically modern humans and the disappearance of Neanderthals
BLOCK 2. Interpretative and environmental framework
TOPIC 3. Interpretative paradigms of the European Upper Paleolithic: from culturalism to social perspectives
TOPIC 4. Environmental context: the Last Glacial Maximum and deglaciation in Europe
BLOCK 3. Technology and economy
TOPIC 5. Upper Paleolithic technologies: lithic industry and the exploitation of animal and plant-based materials
TOPIC 6. Lifeways of hunter-gatherer communities
BLOCK 4. Symbolic behaviour
TOPIC 7. Paleolithic art: variability and interpretation
TOPIC 8. Funerary practices and the symbolic world of death
BLOCK 5. Postglacial transition
TOPIC 9. The Mesolithic: adaptations of postglacial hunter-gatherer communities
TOPIC 10. Technological innovations in the Mesolithic
BLOCK 6. The end of hunter-gatherer societies
TOPIC 11. The disappearance of hunter-gatherer societies in Europe: processes of transformation
TOPIC 12. Neolithisation: causes, interaction dynamics and explanatory models
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Self-directed learning and study | 50 | 2 | CM10, CM11, KM16, KM17, KM18, SM18, SM19, SM20 |
| Writing of papers | 20 | 0.8 | CM10, CM11, KM18, SM18, SM19 |
| Teacher-led theoretical classes | 30 | 1.2 | CM10, CM11, KM16, KM17, KM18, SM18, SM19, SM20 |
| Seminars / Presentations Problem-based learning (PBL) | 10 | 0.4 | CM11, KM16, KM18, SM19, SM20 |
| Monitoring individual and group work | 12 | 0.48 | CM11, KM16, KM18 |
The course combines theoretical lectures, focused on the presentation of content and interpretative frameworks, with practical classroom activities based on problem-based learning, through the analysis of materials, texts, and archaeological case studies. Additionally, a field trip will be conducted to visit archaeological sites.
In addition, students will complete individual or group assignments, based on the search and critical analysis of academic sources, which will be presented orally in class.
Finally, participation and discussion will be encouraged in order to foster critical reflection on prehistoric processes and interpretations.
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Problem-based learning (Group activity) | 30 | 7.5 | 0.3 | CM10, CM11, KM16, KM17, KM18, SM18, SM19, SM20 |
| Attendance and participation in courses and seminars | 10 | 10 | 0.4 | CM10, CM11, KM16, KM18, SM18, SM19, SM20 |
| Problem-based learning (Individual activity) | 20 | 7.5 | 0.3 | CM11, KM17, KM18, SM18, SM19 |
| Written test | 40 | 3 | 0.12 | CM10, CM11, KM16, KM17, KM18, SM18, SM19, SM20 |
Continuous evaluation
Students must actively participate in class discussions and seminars (10%).
Students have to solve two case studies based on the Problem Based Learning (PBL) methodology (individual work 20% and group work 30%).
Final written examination (40%)
Evaluation calendar
Students will be informed of the deadlines for completion/submission of assignments at the beginning of the course.
Erasmus and exchange students who request to advance an exam must present a document from their home university justifying their request.
In the event of a student committing any irregularity that may lead to a significant variation in the grade awarded to an assessment activity, the student will be given a zero for this activity, regardless of any disciplinary process that may take place. In the event of several irregularities in assessment activities of the same subject, the student will be given a zero as the final grade for this subject.
Requirements for passing the course
- Presentation/submission of the assessment exercises within the set deadlines. Achieve an average mark of 5 or above on a scale of 10 on the assessment exercises.
- A student will be considered a failed student if he/she fails to pass one or more of the assessment modules within the specified time limits.
Revision of marks
At the time of completion/submission of each assessable activity, teaching staff will inform (Moodle, SEA) of the procedure and date for the revision of marks.
Single evaluation
This subject does not allow a single assessment.
Retake system
Students who have completed/submitted the supervised and autonomous activities within the set deadlines and have a minimum grade of 3.5 will be able to take the retake.
Conditions for the grade 'not assessable'.
The student will receive a grade of 'not graded' if he/she has not passed more than 30% of the assessment activities.
Timetable for retakes
The dates of the retakes classes are set by the Facultad de Lletres. These dates are published on the Faculty's website in July of the previous academic year. It is the student's responsibility to know the date on which he/she must retake the course. The last continuous assessment test will be scheduled at least one week before the retake date.
Plagiarism
If the student commits an irregularity that may lead to a significant change in the grade of an assessment, that assessment will be graded 0, regardless of any disciplinary procedures that may be initiated. In the case of multiple irregularities in the same subject, the final grade for that subject will be 0.
Bibliography
Reference bibliography
Alvárez-Fernández, E., Blanco González, A., & Rivero Vila, O. (2020). Prehistoria de la península ibérica. Ediciones Universidad de Salamanca. [Disponible en línea]
Daly, R. H., & Lee, R. B. (Eds.). (1999). The Cambridge encyclopedia of hunters and gatherers. Cambridge University Press. [Disponible en línea]
Gamble, C. (2001). Las sociedades paleolíticas de Europa. Ariel.
Klein, R. G. (2009). The human career: Human biological and cultural origins (3rd ed.). University of Chicago Press. [Disponible en línea]
López García, P. (Coord.). (2017). La Prehistoria en la Península Ibérica. Istmo.
Nilsson Stutz, L., Peyroteo Stjerna, R., & Tõrv, M. (eds.) (2025). The Oxford Handbook of Mesolithic Europe. Oxford University Press.
Olsson, O. (2024). Paleoeconomics: Climate Change and Economic Development in Prehistory. Palgrave Macmillan Cham
Ramos Muñoz, J. (1999). Europa prehistórica: cazadores y recolectores. Ediciones Sílex. [Disponible en línea]
Ripoll López, S. (Coord.). (2020). Prehistoria I: las primeras etapas de la humanidad (3ª ed.). Editorial Universitaria Ramón Areces.
Specific bibliography
Allué, E., & Expósito, I. (2023). Los jardines del edén. Evolución Humana, 20. Salvat.
Andrefsky, W. (2005). Lithics: Macroscopic approaches to analysis (2nd ed.). Cambridge University Press. [Disponible en línea]
Aujoulat, N. (2013). Lascaux: Le geste, l’espace et le temps. Seuil.
Bailey, G. N. (Ed.). (1983). Hunter-gatherer economy in prehistory: A European perspective. Cambridge University Press.
Cela Conde, C. J., & Ayala, F. J. (2001). Senderos de la evolución humana. Alianza.
Clottes, J. (2010). La Grotte Chauvet: L’art des origines. Seuil.
Clottes, J., Courtin, J., & Vanrell, L. (2015). Cosquer redécouvert. Seuil.
Delluc, B., Delluc, G., & Glory, A. (2021). Les recherches à Lascaux (1952–1963). CNRS Éditions. https://doi.org/10.4000/books.editionscnrs.47315 [Disponible en línea]
Finlayson, C., & Finlayson, S. (2023). Los últimos neandertales. Evolución Humana, 59. Salvat.
García Guinea, M. A. (2004). Altamira. Ediciones Sílex. [Disponible en línea]
Guerra Doce, E., & Fernández Manzano, J. (Coords.). (2014). La muerte en la prehistoria ibérica: casos de estudio. Universidad de Valladolid.
Mangado Llach, X. (Ed.). (2010). El Paleolítico superior peninsular: novedades del siglo XXI. SERP, Universitat de Barcelona.
Milner, N., Conneller, C., & Taylor, B. (Eds.). (2018). Star Carr: A persistent place in a changing world. White Rose University Press. [Disponible en línea]
Milner, N., Conneller, C., & Taylor, B. (Eds.). (2018). Star Carr: Studies in technology, subsistence and environment. White Rose University Press. [Disponible en línea]
Pettitt, P. (2011). The dead as symbols: The evolution of human mortuary activity. In The Palaeolithic origins of human burial (pp. 261–269). Routledge. https://doi.org/10.4324/9780203813300-8
Pettitt, P. (2011). From fragmentation to collectivity: Human relics, burials and the origins of cemeteries. In The Palaeolithic origins of human burial (pp. 215–260). Routledge. https://doi.org/10.4324/9780203813300-7
Piñero, P., & Furió, M. (2023). Cambios climáticos. Evolución Humana, 21. Salvat.
Tixier, J., Inizan, M.-L., & Roche, H. (s. f.). Préhistoire de la pierre taillée. 1. Terminologie et technologie. CNRS. [Disponible en línea]
Zilhão, J. (2008). Modernos y neandertales en la transición del Paleolítico Medio al Superior en Europa. Espacio, Tiempo y Forma. Serie I, Prehistoria y Arqueología, 1. https://doi.org/10.5944/etfi.1.2008.1927 [Disponible en línea]
Zubrow, E. B. W., Audouze, F., & Enloe, J. G. (Eds.). (2010). The Magdalenian household: Unraveling domesticity. SUNY Press.
Software
- Office package
- Wooclap to participate in quizzes in class
- Virtual Campus
Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Catalan | first semester | morning-mixed |
| (PAUL) Classroom practices | 1 | Catalan | first semester | morning-mixed |