1. Have an understanding of the nature of human identity within the archaeological record.
2. Demonstrate knowledge of how to analyse human identity using forensic, historical and biological approaches.
3. Critically assess the positive and negative aspects of applying forensic, historical and biological approaches to record human identity.
4. Reflect upon individual and group identity withing the archaeological record and communicate how these themes hold resonance in modern society.

Part 1 (100 % of final mark)
Writing the essay (up to 2,500 words) on one of the following topics:

1. DNA genealogy: limits and benefits;
2. Political impact on archaeological research (choose one case study);
3. Who owes the bones?
4. More topics will be proposed later.

Formative assessment opportunities are available throughout the module - structured class activities will allow students to discuss ideas introduced in the module and relate them to the module assessments providing them with the opportunity to self-evaluate their understanding of module materials. Students will also be provided with the opportunity to discuss their ideas for the module assignments and receive feedback on their plans. (LO’s 1-4)

On this module, you will be introduced to various perceptions of identity in the archaeological record and how these perceptions have repercussions in modern society. You will be introduced to the history and evolution of academic knowledge about human identity, both individual and communal. This course will cover both theoretical and practical aspects that will be taught through multiple case study examples. Key themes are:

- Ethnicity in archaeology: a political, biological, and genealogical approach (case studies of the Yemenite, Mizrahi and Balkan Children Affair; DNA and genealogy; genealogic research.
- Subspecies of archaic human/human taxonomy: Neanderthals among us; Denisovan people;
- Methods and approaches in estimating age, sex and ethnicity (a case study of Busk); Methods development of person identification (dental analysis, dactyloscopy, method of Gerasimov);
- Racial Science vs Physical anthropology; ethnographical approach in pre-historical studies;
- Mystifications in archaeology: remains of Yaroslav the Wise, the Beoley Skull Investigation (Kevin Colls), and the Persian Princess (Persian Mummy);
- Ethical issues of treatment of humans remain in archaeology;
- Nationalistic agenda in archaeological studies (with Ermelinda Trinder): the case of Albania, Cucuteni-Trypillia culture, Anti-Normanism in the Soviet Union;
- The evolution of languages; language as a marker of identity: (Yiddish vs Hebrew; Marrism).
- Erasing of identity: culture genocide, looting and vandalism.
- Facial reconstruction.
- Genetics and Forensic Anthropology.
- Defining sexuality from the archaeological record.

On this module, you will be introduced to various perceptions of identity in the archaeological record and how these perceptions have repercussions in modern society. You will be introduced to the history and evolution of academic knowledge about human identity, both individual and communal. This course will cover both theoretical and practical aspects that will be taught through multiple case study examples.

This module will be delivered through a combination of independent and online learning, scheduled class sessions, and planning, researching, and producing the module assessments. Weekly content will be delivered throughout the course by specialists in their fields.

Materials and resources that introduce the main themes and key concepts covered in the module, as well as supporting the development of the key skills required to complete the assessment will be made available via the VLE. These may be on the form of pre-recorded lectures, a set of directed readings, links to videos or appropriate micro-certification packages, or a mixture.

Workshops and seminars will provide students with the opportunity to: (i) debate and further explore the ideas introduced in the learning materials; (ii) discuss how they will use them to address the module assessment; and (iii) receive guidance on completing the assessment.

Students should spend the independent learning hours working through the learning resources and self-instructional materials provided in the VLE, completing preparatory and follow-up activities for the class sessions, and completing the module assessments.

1. Rowlands, M., 2020. The politics of identity in archaeology. In¿Social construction of the past¿(pp. 129-143). Routledge.
2. Shennan, S., 2003. Introduction: archaeological approaches to cultural identity. In¿Archaeological approaches to cultural identity¿(pp. 29-60). Routledge.
3. Larsen, C.S., Knüsel, C.J., Haddow, S.D., Pilloud, M.A., Milella, M., Sadvari, J.W., Pearson, J., Ruff, C.B., Garofalo, E.M., Bocaege, E. and Betz, B.J., 2019. Bioarchaeology of Neolithic Çatalhöyük reveals fundamental transitions in health, mobility, and lifestyle in early farmers.¿Proceedings of the National Academy of Sciences,¿116(26), pp.12615-12623.
4. Sturdy Colls, C. (2017). ‘The Archaeology of Cultural Genocide: A Forensic Turn in Holocaust Studies?’. In Z. Dziuban (ed.),¿Mapping the ‘Forensic Turn’: The Engagements with Materialities of Mass Death in Holocaust Studies and Beyond, New Academic Press, Vienna.
5. Hanson, I. (2016). Mass Grave Investigation and Identifying Missing Persons: Challenges and Innovations in Archaeology and Anthropology in the Context of Mass Death Environments. In: Morewitz, S., Sturdy Colls, C. (eds) Handbook of Missing Persons. Springer, Cham.
6. Richards, G., 2019.¿Human evolution: An introduction for the behavioural sciences. Routledge.

VLE to access on-line learning resources
High quality teaching space for face-to-face seminars where appropriate with usual audio-visual facilities
Library resources both online and physical to support research.