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Archaeology of America

Code: 106861
Credits: 6
2026/2027
Degree programme Type Course
Archaeology OB 3

Contact lecturer

Name :
Paloma Gonzalez Marcen
Email :
paloma.gonzalez@uab.cat

Teaching staff

Laura Mameli Iriarte

Group languages

You can consult this information at the end of the document.

Prerequisites

-

Objectives

This course aims to provide knowledge of human history in the American continent, from the arrival of the first populations millennia ago to the emergence of state societies. Emphasis will be placed on the diversity that has characterized societies, as well as on processes of change, analyzing their causes and presenting the observable effects in the archaeological record, through which we understand the dynamics of societies and their transformations.

To this end, the course will be based on the presentation and discussion of archaeological evidence concerning different hunter-gatherer societies that inhabited highly diverse environments, with varying economic and social strategies. Likewise, it will address the economic, technological, and social transformations that led some human groups toward sedentarism and that, over time, resulted in the emergence of agricultural and/or pastoral societies.

With the emergence of sedentary, agricultural, and pastoral life, new forms of social organization were established, becoming increasingly complex, leading to the appearance of ceremonial centers, kingdoms, states, and empires, which coexisted over time with hunter-gatherer societies. In some cases, empires, complex societies, and hunter-gatherer societies even coincided in both time and space.

Most sessions will focus on complex societies in two regions: Mesoamerica and the Central Andes, where highly complex societies developed and succeeded one another, some of which came to an end with the arrival of Europeans in the New World. Throughout the chronological overview of pre-Columbian American history, emphasis will be placed on the causes, processes, and most significant social effects that gave rise to new ways of life over millennia.

Throughout the course, students are expected to acquire an overview of the heterogeneity of these American societies from their origins, as well as familiarity with the various approaches to their historical study, fundamental concepts and notions, methodological criteria, and critical and analytical skills at both the documentary level and in relation to archaeological evidence.

The objective is to understand Indigenous social history in the Americas and its diversity, characterizing, through specific examples, the different periods of its development across the continent and emphasizing the diversity of historical processes.

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.
  • 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.
  • 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


Unit 1: The first human presence in the American continent: peopling, the Paleoindian period

  • The history of America is more than 500 years old. General overview of pre-Hispanic American societies. Topics regarding America and the study of its history.
  • Archaeological context. Heterogeneity of the American archaeological record.
  • Dimensions, geographical framework, and ecological diversity of the American continent. End of the Wisconsin glaciation, advances and retreats of the ice. Pleistocene–Holocene transition, paleo-environments, oscillations, and environmental change.
  • Who and when populated America? Accepted theories. Theoretical currents of high and low antiquity, intermediate position. Probable routes of access to the new continent and expansion of groups. Archaeological evidence. Sites of hunter-gatherers from the pre-projectile-point period.
  • The Paleoindian period, representative sites throughout the American continent. Subsistence of the first populations, big-game hunting of Pleistocene animals. Clovis, Folsom, fishtail technology. Paleo-Americans. Undisputed Pleistocene sites in North, Central, and South America.
  • The extinction of the American megafauna, theories about the role of human groups in mass animal extinctions.

Unit 2: The change in resource exploitation: the Archaic period

  • The Archaic period in America: colonization of new habitats and exploitation of new foods. Exploitation of marine and coastal resources, small-game hunting, gathering of coastal fauna, use of plant species. Technological innovation and diversification in subsistence systems.
  • The Chinchorro culture of the Atacama Desert.
  • Hunter-gatherers and hunter-fisher-gatherers. Archaeological examples in North America. Ethnographic and archaeological examples in South America. The case of the Yámana society.

Unit 3: Sedentary life. The Formative or the process of neolithization

  • Towards food production. Colonization of new habitats and exploitation of new foods. Centers of plant and animal domestication. Problems and theories of the causes that led to agriculture and archaeological evidence in different regions. Cases of Mesoamerica, Central Andes, and the Amazonian lowlands.
  • Plant foods that America gave to the world.
  • The emergence of sedentary life.

Unit 4: Ethnic interrelations, toward greater social complexity

  • The consolidation of agriculture in America. The first forms of urbanism.
  • The origin of pottery and other technologies, textiles, and agricultural. The Valdivia–Real Alto case in the Northern Andes.
  • Social complexity in the two core areas: Central Andes and Mesoamerica.

Unit 5: Complex societies: chiefdoms, prefectures, and states

  • The emergence of complex societies in America. The appearance of ceremonial centers, political, economic, and social organization in Mesoamerica and the Central Andes.
  • Development in Mesoamerica: Olmecs, Zapotecs, Teotihuacan, urban life, writing, calendars, and city-states. The Maya states, the Aztec Empire.
  • Development in the Central Andes: Caral, Chavín de Huántar, Paracas, Nazca, Moche, Tiahuanaco, Wari, Chimor, the Tawantinsuyu Empire. Alliances, submission, militarism, and expansion.
  • The impact of the conquest in Mesoamerica and the Central Andes.

Unit 6: Oral presentation with audiovisual support

  • Oral presentation with audiovisual support by students (in group or individually) on topics chosen by mutual agreement between students and teaching staff.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Readings and text comprehension 88 3.52 CM10, KM16, SM18, SM20
Lectures 50 2 CM10, KM16, KM17, SM18, SM19
Seminars and optional practical sessions 6 0.24 KM16, KM17

Support will be provided by the lecturer if necessary and upon request, both during office hours and via email. Activities in forums, wikis, and/or participation through videoconferencing, Moodle, Teams, etc., are also considered when necessary. Teaching staff will ensure that students can access these or will offer alternative means within their reach.

Directed activities

Attendance at theoretical classes led by the lecturer.

Supervised activities

Preparation of oral presentations.

Autonomous activities

  • Personal study.
  • Reading comprehension of texts.
  • Completion of reviews, assignments, and analytical commentaries.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Oral presentation of Unit 6 30 2 0.08 CM10, KM16, KM17, SM18, SM19, SM20
Written exam of the first thematic units 40 2 0.08 CM10, KM16, KM17, SM18, SM19, SM20
Written exam of the second thematic units 30 2 0.08 CM10, KM16, KM17, SM18, SM19, SM20

The subject will be evaluated by applying the following procedures:

1. Two partial written and individual tests: each 40% of the final grade. Students should pass favourably (minimun result: 5) both exams to be elected for arithmetic mean of both.

2. Carrying out additional documentary work on the texts and problems dealt with in class: 20% of the final grade.

In the event that the tests (oral or written) cannot be taken in person, their format will be adapted (maintaining their weighting) to the possibilities offered by the UAB’s virtual tools. The teacher will ensure that the student can access it or offer alternative means, which are within their reach.

At the time of carrying out / delivering each assessable activity, the teacher will inform (Moodle, SIA) of the procedure and date of review of the grades. The evaluation process includes recovery systems, after tutoring (face-to-face or online) with the teachers responsible for the subject. To participate in the recovery, students must have been previously assessed in a set of activities whose weight is equivalent to a minimum of 2/3 of the total grade.

A student will be considered \"not presented\" if he / she has delivered less than 40% of the evaluable evidence for the subject.

In the event that the student commits any irregularity that may lead to a significant variation in the grade of an assessment act, this assessment act will be graded with 0, regardless of the disciplinary process that may be instructed. In the event of several irregularities in the evaluation acts of the same subject, the final grade for this subject will be 0.

Particular cases will be considered that will receive, as it could not be otherwise, a particular treatment.


This subject does not allow a single assessment.

 

Bibliography

Specific bibliography will be provided for each topic in a Drive folder, available from the beginning of the course.

UNIT 1:

  • Da Gloria, Pedro. 2021.Bioarqueologia dos primeiros habitantes do Brasil Central: Saúde e estilo de vida na região de Lagoa Santa, Minas Gerais. Cadernos do Lepaarq, v. XVIII, n.35, p. 7-40, Jan-Jun.
  • Dillehay, T.D., Pino, M. & Ocampo, C., 2021. Comments on archaeological remains at the Monte Verde site complex, Chile. PaleoAmerica, 7(1), pp.8-13.
  • Goebel, T., Waters, M.R. & O'Rourke, D.H., 2008. The late Pleistocene dispersal of modern humans in the Americas. Science, 319(5869), pp.1497-1502.
  • Labarca, R., Frugone-Álvarez, M., Vilches, L., Blanco, J.F., Peñaloza, Á., Godoy-Aguirre, C., Lizama-Catalán, Á., Oyarzo, C., Tornero, C., González-Guarda, E. & Delgado, A., 2024. Taguatagua 3: A new late Pleistocene settlement in a highly suitable lacustrine habitat in central Chile (34° S). Plos one, 19(5), p.e0302465.
  • Mesia-Montenegro, Christian (2022): \"Social complexity and core-periphery relationships in an Andean Formative ceremonial centre: domestic occupation at Chavín de Huántar.\" Antiquity 96.388 883-902.
  • O’Brien, M.J., 2018. Setting the stage: The late pleistocene colonization of North America. Quaternary, 2(1), p.1.
  • Posth, C., Nakatsuka, N., Lazaridis, I., Skoglund, P., Mallick, S., Lamnidis, T.C., Rohland, N., Nägele, K., Adamski, N., Bertolini, E. and Broomandkhoshbacht, N., 2018. Reconstructing the deep population history of Central and South America. Cell, 175(5), pp.1185-1197.
  • Prates, L. and Perez, S.I., 2021. Late Pleistocene South American megafaunal extinctions associated with rise of Fishtail points and human population. Nature communications, 12(1), p.2175.

UNIT 2:

  • Arriaza, B. & V. Standen (2002): Muerte, momias y ritos ancestrales: la cultura Chinchorro. Serie Patrimonio Cultural, Universidad de Tarapacá. Arica, Chile.
  • Arriaza, B., Figueroa, L., Ogalde, J.P., Standen, V., Halcrow, S., Amarasiriwardena, D., Van Hoesen, J. and Castelleti, J., 2023. An archaeometric approach to biocontamination with manganese pigments in ancient marine hunter-gatherers of the Atacama Desert: health, ideological, and socioecononic considerations. Archaeological and Anthropological Sciences, 15(12), p.188.
  • Silva-Pinto, V., Valenzuela, D. and Sepúlveda, M., 2013. Paleopatología osteoarticular en Chinchorro: Revisión de un caso y discusión sobre el autocuidado en la prehistoria de Arica, norte de Chile. Revista médica de Chile, 141(5), pp.637-643.
  • Standen, V.G., 1997. Temprana complejidad funeraria de la cultura Chinchorro (norte de Chile). Latin American Antiquity, 8(2), pp.134-156.

UNIT 3:

  • Aldenderfer, M.S. and Flores Blanco, L., 2011. Reflexiones para avanzar en los estudios del período Arcaico en los Andes Centro-Sur. Chungará (Arica), 43(ESPECIAL), pp.531-550.
  • Bischof, H., 2009. Los períodos Arcaico Tardío, Arcaico Final y Formativo Temprano en el valle de Casma: evidencias e hipótesis. Boletín de Arqueología PUCP, (13), pp.9-54.
  • Casas, A., Parra, F., Aguirre-Dugua, X., Rangel-Landa, S., Blancas, J., Vallejo, M., Moreno-Calles, A., Guillén, S., Torres-García, I., Delgado-Lemus, A. and Pérez-Negrón, E., 2017. Manejo y domesticación de plantas en Mesoamérica. Una Estrategia de Investigación y Estado del Conocimiento Sobre los Recursos Genéticos de México, 1.
  • Lavallée Danièle, 2005 « Néolithisations en Amérique » Des prédateurs semi-nomades aux sociétés complexes, Annales. Histoire, Sciences Sociales, 2005/5 60e année, p. 1035-1067.
  • Lavallée, D., 2006. Secuencias y consecuencias de algunos procesos de neolitización en los Andes. Estudios atacameños, (32), pp.35-41.
  • Piperno, D.R., 2011. The origins of plant cultivation and domestication in the New World tropics: patterns, process, and new developments. Current anthropology, 52(S4), pp.S453-S470.
  • Zizumbo, D., García, M.P.C. and Colunga, P., 2008. El origen de la agricultura, la domesticación de plantas y el establecimiento de corredores biológico-culturales en Mesoamérica. Revista de Geografía Agrícola, 41(0186-4394), pp.85-113.

UNIT 4:

  • Lavallée, D., 2006. Secuencias y consecuencias de algunos procesos de neolitización en los Andes. Estudios atacameños, (32), pp.35-41.
  • Lumbreras, L., 2006. Un formativo sin cerámica y cerámica preformativa (A formative without pottery and preformative pottery). Estudios Atacameños. Arqueología y Antropología Surandinas (Atacamas studies. Archeology and Anthropology of Southern Andes), 32, pp.1-34.
  • Peña, G.B., 2014. La cultura Valdivia o el surgimiento de la cerámica en América. Historia Digital, 14(23), pp.6-22.

UNIT 5 A:

  • Bustamante, J., Crousillat, E. and Rick, J., 2021. Nuevos conceptos sobre la secuencia constructiva y usos de la red de canales de Chavín de Huántar (). devenir, 8(15), pp.75-94.
  • Butters, L.J.C. and Castillo, S.U., Los Mochicas de la Costa Norte del Perú.
  • Doucet, M., 2016. Reinasysacerdotisas en la América precolombina. In VIII Congreso virtual sobre Historia de las Mujeres (pp. 193-201). Archivo Histórico Diocesano de Jaén.
  • Druc, I., Giersz, M., Kałaska, M., Siuda, R., Syczewski, M., Nita, R.P., Chyla, J.M. and Makowski, K., 2020. Offerings for Wari Ancestors: Strategies of ceramic production and distribution at Castillo de Huarmey, Peru. Journal of Archaeological Science: Reports, 30, p.102229.
  • Escudero, A.A., 2015. Sacerdotisas, Curanderas, Parteras y Guerreras: Mujeres de élite en la costa norte del Perú Antiguo. Americanía: Revista de Estudios Latinoamericanos, (2), pp.4-38.
  • Garaycochea, C.F., 2016. La articulación económica prehispánica del Perú Sur Andino. Diálogo andino, (49), pp.197-207.
  • Goepfert, N., Dufour, E., Prieto, G. and Verano, J., 2020. Herds for the gods? Selection criteria and herd management at the mass sacrifice site of Huanchaquito-Las Llamas during the Chimú period, northern coast of Peru. Environmental Archaeology, 25(3), pp.296-309.
  • Janusek, J.W., 2005. Patios hundidos, encuentros rituales y el auge de Tiwanaku como centro religioso panregional. Boletín de Arqueología PUCP, (9), pp.161-184.
  • Jordán, R.F., 2015. El Complejo arqueológico El Brujo en la costa norte del Perú. Quingnam, 1, pp.35-53.
  • Jordán, R.F., 2015. El Complejo arqueológico El Brujo en la costa norte del Perú. Quingnam, 1, pp.35-53.
  • Mader, C., Reindel, M. and Isla, J., 2023. Economic directness in the western Andes: a new model of socioeconomic organization for the Paracas culture in the first millennium BC. Latin American Antiquity, 34(2), pp.385-403.
  • Mateu, M.T.E., Guerrero-Perales, M.D. and Castro-Martínez, P.V., 2023. Mujeres, y también arqueología. Sexuar el pasado y el presente. Cuadernos de Prehistoria y Arqueología de la Universidad de Granada, 33, pp.499-531.
  • Meddens, F.M., 2020. Wari Women as symbols of power; and a case for client states. Estudios Latinoamericanos, 40, pp.87-120.
  • Mesía Montenegro, C., 2014. Festines y poder en Chavín de Huántar durante el Período Formativo tardío en los Andes centrales. Chungará (arica), 46(3), pp.313-343.
  • Prieto, G., Verano, J.W., Goepfert, N., Kennett, D., Quilter, J., LeBlanc, S., Fehren-Schmitz, L., Forst, J., Lund, M., Dement, B. and Dufour, E., 2019. A mass sacrifice of children and camelids at the Huanchaquito-Las Llamas site, Moche Valley, Peru. PLoS One, 14(3), p.e0211691.
  • Rick, J. (2014): Cambio y continuidad, diversidad y coherencia: Perspectivas sobre variabilidad en Chavín de Huántar y el Período Formativo. SenrI Ethnological Studies: 261–289. Centro Ceremonial Andino: Nuevas Perspectivas para los Períodos Arcaico y Formativo. Edited by Yuji Seki
  • Rostworowski, M., 1988. La mujer en la época prehispánica.
  • Ruiz, Ó.A., 2007. Tiempo y espacio en el Tawantinsuyu: introducción a las concepciones espacio-temporales de los incas. Nómadas. Critical Journal of Social and Juridical Sciences, 16(2).
  • Shady Solis, Ruth. \"America’s first city? The case of Late Archaic Caral.\" Andean archaeology III. Springer, Boston, MA, 2006. 28-66.
  • Shady, R. & C. Leyva, ed. (2003): La Ciudad sagrada de Caral-Supe: los orígenes de la civilización andina y la formación del estado prístino en el antiguo Perú. Instituto Nacional de Cultura, Lima.
  • Stanish, C., 2020. Theevolution of social institutions in the Central Andes. In The Evolution of Social Institutions: Interdisciplinary Perspectives (pp. 555-576). Cham: Springer International Publishing.
  • Tantaleán, H., 2012. Hacía una teoría arqueológica del estado en los Andes prehispánicos: los primeros estados teocráticos andinos.
  • Tantaleán, H., 2013. Hacia una teoría arqueológica del estado en los Andes prehispánicos (II): los estados militaristas andinos.
  • Tantaleán, H., 2013. Un estado militarista andino llamado Wari: hacia una definición arqueológica. Investigación, 21(1–2), pp.327-351.
  • Tantaleán, H., 2015. El imperio inca: indicadores arqueológicos de un estado expansivo andino. Inka Llaqta, 4, pp.9-42.
  • Tantaleán, H., 2021. The Paracas society of prehispanic Peru. In Oxford Research Encyclopedia of Latin American History.
  • Tantaleán, Henry. (2024): Más allá de los horizontes y las etapas: Una propuesta de periodificación para la arqueología peruana. ISHRA, Revista del Instituto Seminario de Historia Rural Andina, n.º 11 - julio-diciembre, 2023, pp. 107 - 135
  • Zapata, H.M.H., 2010. Os Incas enfrentando o problema da interculturalidade. Uma introdução ao estudo da configuração do Tawantinsuyu em contextos de diversidade étnica e cultural. séculos XIV-XVI. Antíteses, pp.41-70.

UNIT 5 B:

  • Arnold III, P.J., 2009. Settlement and subsistence among the early formative Gulf Olmec. Journal of Anthropological Archaeology, 28(4), pp.397-411.
  • Barrois, R. and Tokovinine, A., 2004. El inframundo y el mundo celestial en el juego de pelota maya. In XVIIISimposio de investigaciones arqueológicas en Guatemala (pp. 27-38).
  • Cervera, M.A., 2011. Guerreros aztecas. Armas, técnicas de combate e historia militar del implacable ejército que conquistó Mesoamérica. Nowtilus.
  • Cobos, R., 2001. Mayapan y el periodo Postclásico en las Tierras Bajas Mayas del Norte. In XV Simposio de Investigaciones Arqueológicas en Guatemala (pp. 98-104).
  • Cossens, S., 2019. Rutas comerciales en Mesoamérica: la formación del sistema internacional prehispánico. Revista de Relaciones Internacionales de la UNAM, 135, pp.155-171.
  • Cyphers A., Murtha T. (2014): Early olmec open spaces at San Lorenzo, Veracruz
  • Cyphers, A. (2017): Densidad poblacional en la capital olmeca de San Lorenzo, Veracruz. Ancient Mesoamerica Vol. 28 (1) pp. 61-73.
  • Cyphers, A. (2018): Los Olmecas de San Lorenzo. Arqueología Mexicana. Vol. 25 (150) 18-25.
  • Cyphers, A., 2015. Las bellas teorías y los terribles hechos. Controversias sobre los olmecas del Preclásico inferior. Instituto de Investigaciones Antropológicas.
  • Ebert, C.E., Hoggarth, J.A., Awe, J.J., Culleton, B.J. and Kennett, D.J., 2019. The role of diet in resilience and vulnerability to climate change among early agricultural communities in the Maya Lowlands. Current Anthropology, 60(4), pp.589-601.
  • Hansen, L.P., 2017. Aztec Human Sacrifice as Entertainment? The Physio-Psycho-Social Rewards of Aztec Sacrificial Celebrations (Doctoral dissertation, University of Denver).
  • Manzanilla, L., 2001. Agrupamientos sociales y gobierno en Teotihuacan, Centro de México. In Reconstruyendo la ciudad maya: el urbanismo en las sociedades antiguas (pp. 461-482). Sociedad Española de Estudios Mayas.
  • Manzanilla, L., 2001. Gobierno corporativoenTeotihuacan:una revisión del concepto ‘palacio’aplicado a la gran urbe prehispánica. In Anales de antropología (Vol. 35, pp. 157-190). Universidad Nacional Autonoma de Mexico, Instituto de Investigaciones Antropologicas.
  • Marcus, J. (2014): Monte Alban. Fideicomiso Historia de las Américas. Serie Ciudades. Fondo de Cultura Económica. Ciudad de México
  • Mazariegos, O.C., Tiesler, V., Gómez, O. and Price, T.D., 2015. Myth, ritual and human sacrifice in Early Classic Mesoamerica: Interpreting a cremated double burial from Tikal, Guatemala. Cambridge Archaeological Journal, 25(1), pp.187-210.
  • Moragas Segura, N., 2013. Sociedades en colapso: La transición del Clásico al Epiclásico en Teotihuacan. Diálogo andino, (41), pp.185-197.
  • Morante López, R.B., 2017. El conjunto Osario-Xtoloc en Chichén Itzá como modelo cósmico-astronómico durante el Clásico Terminal. Temas antropológicos, 40(1), pp.47-78.
  • Nicholas, L.M. and Feinman, G.M., 2022. The foundation of Monte Albán, intensification, and growth: Coactive processes and joint production. Frontiers in Political Science, 4, p.805047.
  • Nichols, D.L., 2016. Teotihuacan. Journal of Archaeological Research, 24(1), pp.1-74.
  • Obregón, M.A.C. and Huerta, A.B., 2017. Movimientos poblacionales durante los procesos de conquista del Imperio mexica. In Los Efectos de la Guerra: Desplazamientos de Población a lo largo de la Historia (pp. 133-155). Instituto Universitario General Gutiérrez Mellado-UNED Madrid.
  • Romero Sandoval, R., 2017. El inframundo de los antiguos mayas. México: Universidad Nacional Autónoma de México, Instituto de Investigaciones Filológicas, CentrodeEstudiosMayas.
  • Smith, M.E. and Hicks, F., 2017. Inequality and social class in Aztec society. The Oxford Handbook of the Aztecs, pp.423-436.
  • Smith, M.E., Monson, A. and Scheidel, W., 2015. The Aztec Empire. Fiscal regimes and the political economy of premodern states, pp.71-114.
  • Šprajc, I., 2009. Astronomy and its role in ancient Mesoamerica. Proceedings of the International Astronomical Union, 5(S260), pp.87-95.
  • Šprajc, I., Morales-Aguilar, C. and Hansen, R.D., 2009. Early Maya Astronomy and Urban Planning at El Mirador, Peten, Guatemala. Anthropological Notebooks, 15(3).
  • Stuardo, R.L., 2015, January. Canchas de juego de pelota en la región de palenque, chiapas: representación y política. In Anales de Antropología (Vol. 49, No. 1, pp. 135-155).
  • Suárez, A.S., 2017. La sacralización del espacio doméstico Maya. Revista Peruana de Antropología, 2(3).
  • Verdugo, C., Zhu, K., Prout, M., Broomandkhoshbacht, N., Galloway, A., Fehren‐Schmitz, L. and Brady, J.E., 2020. Implications of age and sex determinations of ancient Maya sacrificial victims at Midnight Terror Cave. International Journal of Osteoarchaeology, 30(4), pp.458-468.

UNIT 6:

  • Dunapoli, Robert (2020) Factors influencing the construction of monumental architecture: a Rapa Nui (Easter island). Case study. University of Oregon
  • Lipo, C.P., Hunt, T.L. and DiNapoli, R.J., 2020. Temporal Systematics The Colonization of Rapa Nui (Easter Island) and the Conceptualization of Time. In The Archaeology of Island Colonization, Edited by M. Napolitano, J. Stone, and R. DiNapoli, pp. 61-86. University Press of Florida, Society and Ecology Series in Island and Coastal Archaeology, Gainesville, FL.
  • Rull,V.,Cañellas-Boltà, N., Sáez, A., Giralt, S., Pla-Rabes, S. and Margalef, O., 2013. Paleoecology and human history of Easter Island (southern Pacific Ocean): some problems and potential solutions. Proceedings of Palaeoenvironment and the Development of Early Societies.
  • Desjardins, S.P. and Jordan, P.D., 2019. Arctic archaeology and climate change. Annual Review of Anthropology, 48, pp.279-296.
  • Friesen, T.M., 2013. The impact of weapon technology on caribou drive system variability in the prehistoric Canadian Arctic. Quaternary International, 297, pp.13-23.
  • Griebel, B., 2013. Recharting the Courses of History: Mapping Concepts of Community, Archaeology and Inuit Qaujimajatuqangit in the Canadian Territory of Nunavut (Doctoral dissertation, University of Toronto).
  • Hovelsrud, G.K., McKenna, M. and Huntington, H.P., 2008. Marine mammal harvests and other interactions with humans. Ecological Applications, 18(sp2), pp.S135-S147.
  • Rankin, L.K., 2009. An Archaeological view of the Thule/Inuit occupation of Labrador. Univ..
  • Stewart, A.M., Keith, D. and Scottie, J., 2004. Caribou crossings and cultural meanings: placing traditional knowledge and archaeology in context in an Inuit landscape. Journal of archaeological method and theory, 11(2), pp.183-211.


Software

No specific software needed.

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 second semester morning-mixed
(PAUL) Classroom practices 1 Catalan second semester morning-mixed