Entry requirements

A Bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university.

Learning outcomes

After passed examination of the course, students should be able to:

• describe and synthesize sources to Late Bronze and Early Iron Age societies in the Mediterranean with particular emphasis on pre- and early historic Greece
• a proficient manner discuss similarities and differences as to political, social, economic and religious aspects between the Late Bronze Age and the Early Iron Age
• problematise the concepts continuity and construction and how these can be applied to the transition Late Bronze Age-Early Iron Age

Content

The Late Bronze and Early Iron Ages in Greece have traditionally been percieved as two separate periods in research. The Mycenaean palaces, centrally controlled by kings, "collapse" and are replaced by nomadic shepherds who lived in huts. They, in turn, developed a city-state society (poleis) inhabited by citizens who had political rights. In the break between old and new - from the palace to the polis - societies changed politically, socially, economically and religiously. But what was left, what was created new and what changed?

The course explores the development from the Late Bronze Age (1200s BC) to the occurence of first city-states (poleis) in the 700s BC. The course compares the Bronze Age (almost devoid of written sources), with the historical Iron Age from different perspectives and with different sources. The course also highlights how research has fluctuated between distinguishing a sharps to a more smooth transition.

Instruction

The teaching consists of lectures and seminars with written and oral presentation tasks.

Assessment

Assessment is ongoing through oral and written presentations.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.