This module will begin by introducing students to the role of archaeologists in the investigation of conflict and genocide in the past and present, and their potential roles in the future. A broad range of conflict and genocides will be addressed in order to provide students with the opportunity to consider how this role varies in different countries and environments. Thereafter, key methods used by archaeologists working in conflict and genocide investigation will be introduced. Students are required to critically evaluate these methods, thinking specifically about their value, capabilities and limitations. Ethical, religious, political and cultural considerations that arise when working on projects related to conflict and genocide will be a strong theme throughout the course of this module. This module will focus on cases that took place throughout the 20th and 21st centuries including, but not limited to, the Holocaust, the Spanish Civil War and the Bosnian Genocide, along with older archaeological examples, such as the Towton and Ridgeway Hill mass graves. Students are required to critically evaluate these subjects and actively engage in group discussions in both lectures and seminars. Through a variety of case studies and practical sessions, students will then develop and apply their knowledge of search and recovery techniques. By the end of the module, students will have a broad awareness of the different circumstances in which conflict archaeologists may work and the various challenges they may face when doing so.

Students will be required to complete two pieces of summative assessment.

1. A formal oral presentation of 15 minutes on either a method(s) used in conflict and/or Genocide archaeology or a specific approach at a particular case study site where investigations were carried out related to a conflict or genocide. Students must critically evaluate and highlight any ethical issues associated with their chosen topic. Support will be offered to students in the preparation of this assessment in the form of one-to-one and group tutorials. This assessment is worth 30% of the module grade. The assessment covers the following learning outcomes: knowledge, understanding, learning, enquiry, analysis and communication. This assessment is related to learning outcomes 1, 2 and 3.

2. A 4500 word report will comprise 70% of the module grade.

This assessment relates to an identified case study site where conflict or genocide has occurred, for which students will:
• Reflect critically on the methodological issues of archaeological practice (including issues relating to legal and administrative framework, and ethical considerations) relating to the case study site.
• Design a survey and/or excavation strategy which strikes a balance between carrying out successful archaeological work and accounting for these methodological issues.

The assessment addresses learning outcomes 1, 2 and 3; thus it provides students with the following skills: knowledge, understanding, learning, enquiry, problem-solving, analysis and communication.

The module will be delivered over 12 weeks through weekly two-hour lectures and practical sessions that include on-campus tuition and practice of archaeological methods. Additional weekly one hour seminars will involve discussions centring on readings assigned to students the previous week, will allow consolidation and reflection upon the taught material and the opportunity for discussion and critical evaluation. There will also be visits to active archaeological sites at which students will be able to learn from practitioners in the field and enhance their own skills.

Students will follow a 12 week guided study programme and access support material via Blackboard. Students will also be required to find additional resources and readings during their independent study time. Formative assessment will be carried out in lectures, practical sessions and seminars in the form of practical tasks, quizzes and debates.

Carman, J. 2013. Archaeologies of conflict. London: Bloomsbury.
Cox, M. (ed.) 2008. The scientific investigation of mass graves: towards protocols and standard operating procedures. Cambridge: Cambridge University Press.
Forensic Architecture (ed.) 2014. Forensis: The Architecture of Public Truth. Berlin: Sternberg Press.
Sturdy Colls, C. 2015. Holocaust Archaeologies: Approaches and Future Directions. New York: Springer.

Access to appropriate survey and excavation equipment

1. Demonstrate a systematic understanding of the role and contribution of archaeologists in the investigation of conflict and genocide worldwide. (Knowledge and Understanding, Learning, Application and Communication)

2. Understand and critically evaluate the methods that can be employed by archaeologists working on sites related to past and current conflicts and genocide. (Knowledge and Understanding, Learning, Enquiry, Analysis and Communication)

3. Identify and critically evaluate the legal, ethical, religious, political and cultural issues related to the investigation of conflict and genocide in range of different locations and environments. (Knowledge and Understanding, Learning, Problem Solving, Enquiry and Analysis)