Degree | Type | Year | Semester |
---|---|---|---|
4313137 Prehistory, Antiquity and the Middle Ages | OT | 0 | 1 |
No specifical prerequisites for this subject.
The main objective of the module is to introduce the student into the archaeological methodology of ancient and medieval landscape studies, focusing especially on practical cases of analysis of conquest and territorial domination, and presenting the archaeological research strategies more suitable
In a second level, the module will also focus on the following objectives:
- Know the research that the Department's teams are developing in this field.
- Identify new specific cases where conquest and territorial domination can be contrasted with archaeological research.
- Open specific research possibilities for the students in the module.
The study of the conflict and the processes of conquest throughout Antiquity and the Middle Ages can not be carried out only from historical and literary data, but that all the new information that the archaeological works are being contributed to take into account in recent years. That is why the module is organized around the research carried out by the members of the teaching team, in specialized sessions where the following aspects will be addressed:
The ancient world.
1. The Roman expansion by Italy: the genesis of the tools of conquest and of the new territorial models.
2. The Roman expansion by Hispania. Territorial transformations.
3. The Roman conquest of the Pyrenean area. A case of privileged study.
4. The Republican Conquest in Hispania - battlefields and military camps. Case study by Puig Castellar.
5. Borders of the Empire. The conquests of Augusto in the NO and the policy of the Limes in the High Empire.
6. The army to slow-aging. Fortifications of cities, the Limes and the Limitans.
The medieval world
7. The monasticism and the Christian conquest of the non-urban world of the Eastern Mediterranean (3rd and 7th centuries AD).
8. The insular monacato and the Christian conquest of the non-urban world of the Western Mediterranean (4th-7th centuries AD).
9. They are Peretó as an example of the Christianization of the rural world of the V-VII centuries in the western Mediterranean.
10. The territorial and local defense during the end of the ancient world.
11. Poliorcetic innovations in al-Andalus.
12. encastilage and feudalism.
Final Session (presentation of Works/assesments): First / Second week of February.
- The module is organized from specific seminars where the teaching staff will present a state of affairs and the most significant archaeological documents regarding each of the research topics presented. From this presentation, a critical and active debate will be generated, with the participation of the students, around both the methodology and the results obtained.
- Students must participate actively in these seminars (10%).
- A critical review of a reading proposed by the person in charge of the module (10%) will be required.
- Each student, individually, will have to do a work on a problem (state of affairs) or a search (own) that he / she will have chosen according to the teaching team (50%). To carry out this work, the student will have a tutor member of the teaching team. This work will be publicly exposed in a final session of the module (30%).
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Active participation during the course | 6 | 0.24 | 4, 2, 1, 6, 9, 10, 13, 16, 3 |
Presentation of the Final assesment | 1.5 | 0.06 | 1, 5, 6, 14, 15, 9, 11, 12 |
Type: Supervised | |||
Comentary of texts during the course | 5 | 0.2 | 4, 7, 10 |
Type: Autonomous | |||
Final assesment | 22 | 0.88 | 4, 1, 7, 14, 15, 8, 9, 11, 10, 12, 13, 17, 3 |
Review of a proposed paper | 3 | 0.12 | 4, 1, 15, 8, 10, 17 |
- The module is organized from specific seminars where teachers will present a state of the matter and the most significant archaeological documents regarding each of the research topics presented. From this presentation a critical and active debate will be generated, with the participation of the students, around both the methodology and the results obtained.
- Students must participate actively in these seminars (10%).
- A critical review on a reading proposed by the module manager (10%) will have to be made.
- Each of the students, individually, must carry out a work on a problem (state of the matter) or a search (own) that you choose according to the teaching team (50%). To perform this work, the student will have a tutor member of the teaching team. This work will be exposed publicly in a final session of the module (30%).
In the event that the Tests cannot be taken in person, their format will be adapted (maintaining their average) to the possibilities offered by the UAB virtual tools. Homework, activities and class participation will be conducted through forums, wikis and / or Exercise discussions through
"Teams", ensuring that all students can access to these tools.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Active participation during the course | 10 % | 36 | 1.44 | 4, 2, 1, 6, 14, 9, 10, 13, 16, 3 |
Final assesment | 50 % | 70 | 2.8 | 4, 1, 5, 6, 7, 15, 8, 9, 11, 10, 12, 13, 17, 3 |
Presentation of the Final assesment | 30 % | 1.5 | 0.06 | 1, 14, 15, 9, 11, 12 |
Review of a proposed paper | 10 % | 5 | 0.2 | 4, 1, 15, 8, 10, 17 |
Ariño, E., Gurt, J.M., Palet, J.M., (2003) El pasado presente. Arqueología de los paisajes en la Hispania Romana, Barcelona.
Brown, P. (1997) El primer milenio de la cristiandad occidental, Barcelona.
Catalán, R. et alii (Editor) (2014) Las fortificaciones en la tardoantigüedad. Élites y articulación del territorio (siglos V-VIII d.C.). La Ergástula. Madrid.
Clavel-Léveque, M. (Ed.), 2000, Atlas Historique des Cadastres d’Europe I, Bruselas.
Clavel-Leveque, M., OREJAS, A., (Ed.), 2002, Atlas Historique des Cadastres d’Europe II, Luxemburg.
Chouquer, G.-Favory, F. , (1991), Les paysages de l'antiquité. Terres et cadastres de l'Occident romain, París.
Chouquer, G.-Favory, F. , (2001), L’arpentage romain, Ed. Errance, Paris.
Colombás, G.M. (1974) El monacato primitivo, 2 vols., Madrid.
Fernandes, I.C. (Editor) (2013) Fortificações e Território na Península Ibérica e no Magreb (séculos VI a XVI), Edições Colibri - Campo Arqueológico de Mértola, Lisboa.
Moret, P. (1999) “Casas fuertes romanas en la Bética y la Lusitania”. En Gorges, J.G; Rodríguez, F.G (eds.) Écoomie et territoire a la Lusitannie romaine, Madrid, pp.55-89.
Morillo, A. (1993) Campamentos romanos en España. Madrid.
Martí, R. (Editor) (2008) Fars de l’islam. Antigues alimares d’al-Andalus, Edar Ediciones Arqueológicas, Barcelona.
Morillo, A.; Adroher, A. (2014) “Modelos de arquitectura defensiva e implantación territorial de los campamentos republicanos en Hispania”. A: Mataloto, R.; Mayoral, V.; Roque, C. (ed.). La gestación de los paisajes rurales entre la Protohistoria y el periodo romano. Formas de asentamiento y procesos de implantación. Mèrida, 2014, p. 227-252. (Anejos Archivo Español de Arqueología, LXX)
Olesti, Oriol (2014) Paisajes de la Hispania Romana. La explotación de los territorios del Imperio. Ed. DStoria.
Olesti, O., Morera, J., Oller, J. (2017) ArqueoPyrenae 1. L’explotació dels territoris pirinencs. Treballs d’Arqueologia, 21, UAB.
Quirós, J.A. & Tejado, J.M. (Editors) (2012) Los castillos altomedievales en el noroeste de la Península ibérica, UPV-EHU, Bilbao.
Riera Rullán, M. (2017) El monacat insular de la Mediterrània Occidental. El monestir de Cabrera (Balears, segles V-VIII), Studia Archaeologiae Chritianae, 1, Barcelona.
Salas, F.; Moratalla, J. (coord.)(2014) Las guerras civiles romanas en Hispania. Una revisión histórica desde la Contestania, Alicante, Museo Arqueológico de Alicante-Universidad de Alicante-Diputación de Alicante.
Vizcaíno, J. (2009) “La presencia bizantina en Hispania (siglos VI-VII). La documentación arqueològica”, Antigüedad y Cristianismo. Monografías Históticas sobre la Antigüedad Tardía, XXIV, Murcia.