75778 - Geoarchaeology (1) (LM)

Learning outcomes

By the end of the course, students will have acquired an introductory understanding of the formation of archaeological sites and their relationship with the surrounding landscape, taking into account both environmental transformations and the geological and geomorphological context in which such sites are embedded. In particular, students will learn the key concepts of geoarchaeological research and become familiar with the scientific and technical terminology necessary for a practical approach to field recording and investigation.

They will be able to address common issues that arise during archaeological excavation and will develop skills in integrating scientific methods into fieldwork and palaeoenvironmental reconstructions. These competencies are essential for effective communication with specialists from various archaeological disciplines and for contributing to the overall contextualisation of archaeological sites and related environmental changes.

Furthermore, through the reading and analysis of peer-reviewed scientific articles, students will strengthen their critical engagement with the specialised literature, fostering a reflective and informed understanding of geoarchaeological methods and research approaches.

Course contents

Course Overview

The course aims to address the two main domains of geoarchaeological research:

1. The contextualisation of human occupation through the reconstruction of landscape and palaeoenvironmental evolution;

2. The dynamic reading and interpretation of archaeological stratification, with a focus on both natural and anthropogenic formation processes, and on the integration of field observations with detailed geoarchaeological analyses and other proxies from archaeological sciences (e.g., archaeobotany).

Following an introductory lecture on the definition and historical development of geoarchaeology, the course is structured into four modules:

Module 1 – Earth and Soil Sciences: Fundamentals

This module introduces key concepts in sedimentology, geomorphology and soil science (pedology), with particular attention to the distinction between soil and sedimentary deposits and to the principles of stratigraphic analysis (lithostratigraphy and pedostratigraphy). The module provides an overview of major natural sedimentary processes, landscape morphologies and their evolution, as well as the mechanisms of soil formation, focusing on soil types commonly found in temperate regions.
Practical exercises in geomorphological and pedological cartography will support students in developing essential tools for reading the landscape and using cartographic resources.

Module 2 – Multiscalar Geoarchaeology and Human–Environment Relationships

This module explores the different scales of geoarchaeological analysis: territorial and near-site (macro), infra-site (meso), and microscopic. Each scale will be presented through specific techniques and approaches, illustrated with case studies—mostly from fluvial and lacustrine contexts. Upon agreement with the lecturer, case studies relevant to students’ interests (chronological or geographical) may also be explored in greater depth.
The module also addresses the challenges and potential of palaeoenvironmental and landscape reconstructions in relation to human impact and climate fluctuations, considering humans as geomorphological and pedological agents. Palynology will be introduced as a relevant proxy in this domain.

Module 3 – Formation Processes of the Archaeological Record

The focus of this module is the concept of the archaeological site and the development of theories on the formation of the archaeological record. The principles of stratigraphic analysis in archaeology and geoarchaeology will be examined, along with the methods employed by geoarchaeologists: stratigraphic approaches, Harris matrix, field recording, description, sampling techniques, and taphonomic/post-depositional interpretation of deposits.
An introduction to micromorphology (i.e., the microscopic study of undisturbed soil and sediment samples) and to multi-proxy sediment reading will also be provided. Topics related to geomorphological and pedological contextualisation introduced in Module 1 will be revisited here.

Module 4 – Intra-site Geoarchaeology and Cave Contexts

This module analyses in detail the main mineral, vegetal, animal, and anthropogenic components typically found in archaeological sediments, both at macro and microscopic scales. Through seminar-style presentations and discussions of cross-chronological case studies, the module deepens the understanding of intra-site archaeological stratification, viewed as the result of complex interactions between natural and anthropogenic processes.
Special emphasis will be placed on anthropogenic sediments as artifacts in their own right—products of human activities bearing cultural significance. Topics will include: Domestic contexts (household geoarchaeology); cave and rock shelter occupations; combustion processes; agro-pastoral and stabling activities; craft production and associated sedimentary evidence; architectural techniques and sedimentation in earthen-built structures in arid and temperate environments; geoarchaeology of post-Classical urban stratifications (Dark Earth); geo-ethnoarchaeology and experimental geoarchaeology.

Depending on students’ interest and logistical availability, the lecturer reserves the right to organise a one-day fieldwork session involving hands-on activities such as manual coring, sediment description and interpretation. This session will also provide an opportunity to apply in practice the sampling strategies for micromorphological analysis discussed during the lectures.

There are no formal prerequisites for this course, and all topics will be introduced starting from the basics. However, a basic knowledge of cartography and geomorphology is encouraged – for instance, the competencies provided by the course Landscape Archaeology (Prof. Enrico Giorgi) would be beneficial.

Readings/Bibliography

• Preparatory Readings

  • Harris, E.C., 1989. Principles of Archaeological Stratigraphy, 2nd ed. Academic Press, London – also available in Italian, published by Carocci.

  • Schiffer, M.B., 1987. Formation Processes of the Archaeological Record. University of New Mexico Press, Albuquerque.

  Attending Students

  In addition to personal lecture notes and the slides presented in class, the following texts are required:

  • Hassan, F.A., 1978. “Sediments in Archaeology: Methods and Implications for Paleoenvironmental and Cultural Analysis.” Journal of Field Archaeology 5: 197–213.

  • Langohr, R., Nicosia, C., Devos, Y., 2015. “Reading the Soilscape and the Anthropic Impact in Its Evolution.” In: Chavarría Arnau, A., Raynolds, A. (Eds.), Detecting and Understanding Historic Landscapes, Post-Classical Archaeologies / Studies. SAP Società Archeologica, Mantua, pp. 267–292.

  • Nicosia, C., 2018. “Geoarchaeology.” In: López Varela, S.L. (Ed.), The Encyclopedia of Archaeological Sciences. Wiley, pp. 1–5.

  The following textbooks are highly recommended for attending students and compulsory for non-attending students (see below):

  • Cremaschi, M., 2000. Manuale di Geoarcheologia. Manuali Laterza. Editori Laterza, Rome.

  • Selected chapters from: Karkanas, P., Goldberg, P., 2019. Reconstructing Archaeological Sites: Understanding the Geoarchaeological Matrix. Wiley-Blackwell, Chichester. Chapters 2, 3, and 4 (pp. 21–169).

  • Selected chapters from: Butzer, K.W., 1982. Archaeology as Human Ecology: Method and Theory for a Contextual Approach. Cambridge University Press, Cambridge. Chapters 1, 3, 4, 5, 6, 7, 8.

  • Selected chapters from: Schaetzl, R.J., Anderson, S., 2005. Soils: Genesis and Geomorphology. Cambridge University Press, Cambridge. Chapters 2 and 3 (pp. 9–53).

  Additional specific readings will be indicated during the course to provide deeper insights into selected topics. Some of these articles will be discussed in class and made available one week in advance to allow for adequate preparation.

  Non-Attending Students

  In addition to the core textbooks listed above, the following readings are compulsory for non-attending students:

  • Langohr, R., Nicosia, C., Devos, Y., 2015. Reading the Soilscape and the Anthropic Impact in Its Evolution, as above.

  • Nicosia, C., 2018. Geoarchaeology, as above.

  • Boschian, G., 2016. “Pastoral Sites.” In: Gilbert, A.S. (Ed.), Encyclopedia of Geoarchaeology, Encyclopedia of Earth Sciences Series. Springer, Dordrecht, pp. 644–651.

  • Nicosia, C., 2022. “Challenges of Geoarchaeology in Wetland Environments.” In: Sulas, F., Lewis, H., Arroyo-Kalin, M. (Eds.), Inspired Geoarchaeologies: Past Landscapes and Social Change – Essays in Honour of Professor Charles A. I. French, McDonald Institute Conversations. McDonald Institute for Archaeological Research, Cambridge University Press, pp. 97–105.
    https://doi.org/10.17863/CAM.91953

  Non-attending students are strongly encouraged to contact the lecturer for clarification on course materials and requirements.

  The lecturer will provide all course materials that can be shared in accordance with copyright laws on the VIRTUALE platform. Full volumes subject to copyright are available at the Department’s library.

Teaching methods

The course is delivered through lectures and seminar-based sessions, and regular attendance is strongly recommended. Throughout the course, supplementary readings will be suggested and may be discussed during class meetings. Readings intended for classroom discussion will be announced one week in advance to allow sufficient time for preparation and will be discussed with the support of the Wooclap platform. Wooclap will also be used on a regular basis to briefly review key concepts covered in previous lessons.

The first module will include practical exercises in geomorphological and soil mapping, allowing students to apply theoretical knowledge and to acquire basic tools for understanding the landscape and territorial context of human occupation, as well as for field navigation.

Key topics addressed in class will be illustrated through archaeological case studies drawn from the lecturer’s own research experience or from the literature, with the aim of aligning, where possible, with students’ interests in terms of geographical area and chronological framework.

Depending on students’ interest and logistical feasibility, the lecturer may organise a one-day field activity focused on manual coring and sediment description.

During the course, relevant national and international conferences, workshops, and Summer Schools will be highlighted.

Students particularly interested in the subject are encouraged to complement the Geoarchaeology course with additional modules such as Landscape Archaeology and Prehistoric Ecology.

Optional extra-curricular activities may be proposed throughout the course for students wishing to explore specific topics in greater depth. Participation in these activities is not compulsory and will have no impact on the final assessment.

Assessment methods

Assessment will consist of an oral examination, structured as follows:

1. Presentation (5 minutes) – Each candidate will present a scientific article of their choice selected from the international journal Geoarchaeology (from 1990 to the present), focusing on multiscalar aspects and methodologies covered during the course (e.g., coring, micromorphology of soils and sediments, classification and description of soil and sediment profiles, including textural, chemical and mineralogical analyses). The article must be agreed upon with the lecturer during the course, based on the student’s academic background and personal interests.

This part of the examination will particularly assess the student’s ability to summarise, understand the methodology used, and critically reflect on both the strengths and potential limitations of the approach and interpretations presented.

1. General and in-depth discussion – A series of general questions will follow, focusing on the main topics covered during the course. These will lead to a more targeted discussion of specific subjects and bibliographic references. The examination will favour questions that encourage critical reasoning rather than rote memorisation. It is important to note that the required readings must be studied with the same attention as the lecture slides and class notes.

Regular attendance will facilitate preparation and success in the exam. Students who attend at least 75% of the classes will be considered as attending students.

Final evaluation will be based on the following criteria:

• Excellent grades will be awarded to students demonstrating full command of the course content, strong analytical skills, appropriate use of terminology, and the ability to critically discuss specific issues related to the discipline.

• Good to fair grades will reflect a predominantly mnemonic understanding of the subject matter, with the ability to summarise and analyse using correct, though not always precise, language.

• Insufficient performance, marked by conceptual gaps and/or inappropriate language, even when combined with minimal knowledge of the subject, will result in a failing grade and the need to retake the exam.

Exam dates:

During the academic year 2025/2026, exam sessions are scheduled on the following dates:

May–July session:

• 5 June 2026 – 9:00 AM (Research Area)

• 3 July 2026 – 9:00 AM (Research Area)

September session:

• 4 September 2026 – 9:00 AM (Research Area)

The roll call will take place at the beginning of the exam session. Students are therefore strongly advised to be present at the scheduled time.

Teaching tools

During the lectures, presentations featuring images of relevant materials will be used to illustrate the course content. Lectures will be supported by slide presentations including a wide range of images and text, which will subsequently be made available on the online platform VIRTUALE. Required readings will also be provided by the lecturer in digital format via the same platform.

Students with disabilities or specific learning disorders (SLD) who require compensatory tools or exemptions are invited to contact the appropriate university office:
https://site.unibo.it/studenti-con-disabilita-e-dsa/it/per-studenti .

International students or those with specific learning needs and/or disabilities will be supported throughout the course and in preparation for the final exam through individual meetings with the lecturer, the provision of reading materials in foreign languages, and conceptual maps. Students are kindly asked to communicate any personal needs at the beginning of the course or by contacting the lecturer via email at: federico.polisca@unibo.it .

Office hours

See the website of Federico Polisca