First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Human and Social Sciences and Cultural Heritage
Course unit
SUP4063432, A.A. 2015/16

Information concerning the students who enrolled in A.Y. 2014/15

Information on the course unit
Degree course Second cycle degree in
LE0616, Degree course structure A.Y. 2014/15, A.Y. 2015/16
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Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination NEAR EASTERN ARCHAEOLOGY
Department of reference Department of Cultural Heritage: Archaeology and History of Art, Cinema and Music
Mandatory attendance No
Language of instruction English
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Teacher in charge MASSIMO VIDALE L-ANT/10

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines L-OR/05 Archeology and Art History of the Ancient Near East 6.0

Course unit organization
Period Second semester
Year 2nd Year
Teaching method frontal

Type of hours Credits Teaching
Hours of
Individual study
Lecture 6.0 42 108.0 No turn

Start of activities 01/03/2016
End of activities 11/06/2016
Show course schedule 2019/20 Reg.2018 course timetable

Examination board
Board From To Members of the board
5 2019 01/12/2019 30/11/2020 VIDALE MASSIMO (Presidente)
DE GUIO ARMANDO (Membro Effettivo)
4 2016/19 01/12/2018 30/11/2019 VIDALE MASSIMO (Presidente)
CUPITO' MICHELE (Membro Effettivo)
DE GUIO ARMANDO (Membro Effettivo)
3 2016/18 01/12/2017 30/11/2018 VIDALE MASSIMO (Presidente)
CUPITO' MICHELE (Membro Effettivo)
DE GUIO ARMANDO (Membro Effettivo)
2 2016/17 01/10/2016 30/11/2017 VIDALE MASSIMO (Presidente)
CUPITO' MICHELE (Membro Effettivo)
DE GUIO ARMANDO (Membro Effettivo)
1 2015/16 01/10/2015 30/11/2016 VIDALE MASSIMO (Presidente)
CUPITO' MICHELE (Membro Effettivo)
DE GUIO ARMANDO (Membro Effettivo)

Prerequisites: Students are required to have a good knowledge of English language, a basic informative background on the main themes of European protohistory, and to be able to interact with the teacher and the other students during classes.
Target skills and knowledge: The course (necessarily conceived as a wide-embracing visual and historical overview, rather than an intensive focus on each cultural area) will give students a general information on the cultural background on a greater Eurasia that – I believe – did not start after Alexander’s death, but at least three thousand years earlier. By comparing the dynamics and the results of the rise of early states and cities from Egypt to India, students will grow a personal critic awareness on questions such as the development of social hyerarchy and acceptance of social inequality in our own world. It will also enable the participants to appreciate the deep historical roots of the divergence of the evolutionary trajectories of protohistoric socio-political systems in the scrutinized civilizations.
Examination methods: The final examination will be a written test based upon specific questions to be answered through synthetic answers, some multiple choice tests, and some images to be recognized and commented.
Assessment criteria: The evaluation will be based on the attendance to the frontal lessons, the critical participation to the collective discussion, and the final written test.
Course unit contents: The plains of Mesopotamia between the Tigris and the Euphrates, from which we derived an important part of our own religious and ideological tradition, did not grow out of a “splendid isolation”. The royal courts of Egypt, Mesopotamia and somehow Anatolia, in the late centuries of the 4th millennium BC, mantained significant cultural bridges. Since the discovery of the Indus Valley Civilization (ca. 1920-1934) three generations of archaeologists have pieced together a complex picture of Bronze age cultures and early states that in the 3rd millennium BC were sewn up together by a crawling system of sea routes and inland trade exchanges. Civilization (the construction of a dynamic new world of cities, ideological foundations and early state institutions) did not leave empty spaces between the great rivers (Nile, Tigris-Euphrates and the Indus) and a dispersed system of inland endoreic basins where other pristine, hyerarchical agricultural societies had flourished. In order to reverse the most traditional historiographies, our survey will move from the easternmost edge of proto-urban Eurasia – the Indus valley – to reach Mesopotamia and Egypt only in the very last lessons.
Additional notes about suggested reading: The teacher will provide a reader in english with summaries of the various lessons, organized in chapters, and the PPT presentations of the classes.
Textbooks (and optional supplementary readings)