BACHELOR OF ARTS HONOURS ARCHAEOLOGICAL SCIENCES AND HUMAN DEVELOPMENT (HASHD)
| Module Code | Module Name | Description |
|---|---|---|
| HASHD 101 |
Introduction to Archaeological Methods |
In this module students learn the nature of archaeology, that is what archaeology is about, the key concepts used in archaeology, main branches of archaeology, archaeological methods (field and laboratory methods), dating techniques, interpretation of archaeological data. Students should know how archaeological sites are discovered and how the evidence/data is recovered, recorded, documented, analysed and interpreted. Students will participate in field visits, demonstrations and laboratory work that equips them with the required knowledge, skills and competences expected of an archaeologist. |
| HASHD 102 |
Survey of World Prehistory |
Students learn the developments and achievements of past societies in different parts of the world. The module highlights the knowledge (technology), economic and political activities, environmental context associated with the recovered evidence. The module is meant not only to present evidence of human achievements but to explain the developments and inspire the student to want to contribute to human development, to cultivate the sense of identity and provide evidence that can be used in innovations and production of goods and services. |
| HAHKS 105 |
Heritage of Zimbabwe |
In this module the student learns the various definitions and categories of heritage (natural vs cultural, tangible vs intangible, underwater) covering archaeological, geological, indigenous knowledge systems, liberation heritage, museums, galleries and archives. The student learns about heritage values (local, regional and international) and how to conduct significance assessment. While the module imparts knowledge about the heritage of Zimbabwe in its broad sense, it then details what is known about the archaeological heritage of Zimbabwe. The students will visit archaeological and other heritage places and interact with communities to understand the values of the places visited. From this module, the students should be able to identify heritage items in their communities, thus spreading heritage awareness leading to the protection and safeguarding of the heritage. |
| HAHKS 102 | African Societies, Heritage and Indigenous Knowledge Systems | By the end of the module students should be able to describe, identify and present the nature of African Societies, African knowledge systems, knowledge on preservation and transmission of heritage values. The module allows students to have an introspection of their communities, understand their structure, organisation and challenges that may be a product of their history and how they dealt with the challenges. The module makes use of approaches used in various disciplines that include Cultural Anthropology, Archaeology, History, Architecture, Technology, Religious Studies and Philosophy to present the nature of African societies today and in the past. Focus will be on African world views, knowledge and thought systems, knowledge archiving and transmission and resilience of African Traditions. |
| HASHD 104 | Archaeology and Human Development | Students learn the meaning of human development and how archaeology plays a part in the construction of that knowledge and development. Students learn the concepts and theories of development in its broadest sense, and are provided with demonstrations of case studies that show how archaeology has contributed to development of nations and communities. Students will learn the concepts of entrepreneurship/creativity involving archaeology and other heritage so as to realise the potential of archaeology to economic and other forms of human development. From Economic History students learn the concepts and theories of development. From archaeologists they learn how archaeology contributes to human development. Students should be able to appreciate the importance of archaeology in the development of societies by learning how it has been applied to contemporary issues such as increasing agricultural productivity. |
| HASHD105 |
Archaeological Survey Report |
The student learns and puts into practice identification of archaeological heritage, recording and documentation of the heritage and writing the survey report. Students are expected to identify archaeological heritage places and systematically record and report using standard formats. Module delivery will include site visits to selected places for practice and demonstrations, and to engage communities at or around archaeological places to assess their awareness of the heritage, the values they attach to it and their thoughts on how the heritage can benefit them. |
| HASHD201 | Archaeological Theory | The student learns about the development of archaeology as a discipline in different regions of the world. The student learns about the motivations for the development of archaeology and its use in different states and regions of the world. The student learns about the theories that archaeologists use in explaining and interpreting archaeological evidence. By the end of the module students should be able to outline the key tenets at different periods and of different theories and be able to debate the strengths and weaknesses of these theories. Students should be able to identify the usage of these theories in selected archaeological literature and critique the resultant interpretations. By the end of the module they should be able to use these theories in their own research. |
| HASHD202 | Research Methods and Field Techniques in Archaeology | The module takes students through qualitative and quantitative methods, multidisciplinary approaches, e.g use of oral traditions, archival research, research design, proposal writing and grants application. The ability to plan and organise fieldwork, conduct site surveys, surveying and production of site plans and maps, excavations, documentation work, remote sensing, geophysics, forensic investigations, ethnoarchaeology, archival research is essential for an archaeologist. Students will go on field visits to apply and learn more about the research methods and field techniques taught. They will learn remote sensing techniques, image analysis, surveying and GIS from the Department of Geoinformatics and Surveying and be able to apply them in data collection. From History they will learn using oral traditions and archival sources to collect data and get useful insight into the research problem. |
| HASHD203 | Data Management and Statistical Analysis | The module is offered by the Department of Statistics to train students in the management of data, especially using digital techniques. It also exposes the students to statistical approaches used in analysing data: descriptive and inferential statistics, chi-square, regression, co-relation, CA and PCA, among others. Archaeologists will offer archaeological situations for application of skills acquired. |
| HASHD204 |
Palaeosciences and Human Development |
In this module the student is introduced to scientific methods and analytical techniques used in archaeological research to recover data that enables reconstruction of past environments and climate as well as patterns of human developments in those contexts. The students should be able to examine physiological, cognitive, and sociocultural aspects of human development within their environmental and ecological contexts, drawing on evidence generated through palaeobotany and palaeozoology, (ancient flora and fauna), palaeontology (fossilized remains), palaeoanthropology (fossil records of hominins), and palaeopathology (ancient diseases and trauma). By the end of the module, students will be equipped with foundational knowledge and analytical skills necessary for interpreting human-environment interactions in deep time and for engaging with more advanced archaeological and paleoanthropological studies. |
| HASHD206 |
Conservation of Archaeological Materials |
In this module students learn the conservation of archaeological materials in order to satisfy requirements for data preservation,structural preservation and to maintain chemical and physical integrity of materials for future study, use and accessibility. They will learn ethical considerations and processes of conservation (investigation, intervention, preventive care); multidisciplinary collaborations with other professions (bio-archaeologists, paleobotanists, archaeochemists); care of specific archaeological materials e.g. metals (stabilization for excavation and lifting) and organic materials (wood, skeletal materials, fibres etc), siliceous and related materials. Students should be able to detect deterioration and preservation of archaeological materials (water, oxygen, salts etc). Students should have an understanding of factors that might bring about deterioration of archaeological materials and be able to carry out conservation work and stop deterioration of collections. |
| HASHD 205 |
Materials Analysis |
The module equips the students/graduates with scientific skills needed in analysing archaeological materials. The students will be trained in basic chemistry for purposes of material characterisation, compositional analysis, diagnostic imaging, residue analysis, DNA and phylogenetic analysis, isotope analyses, among others. Materials analysed will include lithics, clay objects, dhaka structures, faunal remains, metal objects, glass, plant remains, soil, sediments. |
| HASHD306 | Forensic Archaeology | Students are equipped with special scientific knowledge and technical skills for the location, recovery, identification, sorting and interpretation of human remains. The module will cover identification of human remains, recovery of samples for DNA analysis and the actual analysis, scene analysis and interpretation, finger print, excavation among other aspects. After going through this module the students would be useful in various instances and incidents where such skills are required including court proceedings related to human remains, mass burials associated with liberation wars and pandemics. The Department of Biological Sciences will train the students in non-archaeological techniques. |
| HASHD302 | Archaeological Ethics and the Law | Students learn about the ethical and legal issues confronting the practice of archaeology in the contemporary world. Students are taught about legal statutes (national), professional codes of ethics, general ethical issues, intellectual property (where applicable). The student is equipped with knowledge of why archaeological practice needs regulation and how it is regulated. From Law, the students will learn the application and interpretation of heritage laws which they can use to help communities protect their heritage against pillage. |
| HASHD 303 |
Archaeology of Southern Africa |
Students should be able to articulate and explain the cultural developments that took place during the Pleistocene and the Holocene periods. They should be able to trace and explain the origins of modern human behaviour. The module coverage includes the technological, social and economic developments that occurred during these critical periods in human history. It also deals with origins of farming and the development of complex societies in southern Africa. This entails detailed examination of the appearance of early farming communities in the region and various activities and innovations that include mining, trade, architectural developments, socio-political organization and the changes that took place among them leading to the growth of socio-political complexity. Students should be able to explain the emergence of early chiefdoms and state systems such as Mapungubwe in the Shashe-Limpopo basin, Toutswe in north eastern Botswana up to Zimbabwe and Mutapa in Zimbabwe, as well as their decline and collapse. They should also be able to explain the persistence of hunting and gathering in some parts of southern Africa. Students should be able to connect these issues to contemporary aspirations and challenges. |
| HASHD 304 |
Archaeological Heritage and Museum Management |
The module equips the students with knowledge and skills for the management of archaeological heritage and museums. Critical issues are the conservation of archaeological heritage places and archaeological material and other collections in museums. This module covers different aspects of museological practice including the acquisition/collection, documentation, curation and display of cultural and natural material. Other important aspects covered include the philosophy behind the establishment of museums as public institutions as well as theoretical developments relating to the origins and development of different types of museums. |
| HAHSD 305 |
Archaeology Project |
The student will write a project based on archaeological research. The project will be on either conservation, survey data, or any other aspects that relate to archaeology. The project should solve challenges faced by relevant government departments, institutions and communities. |
| HASHD 301 | Work Related Learning | Students shall engage in activities whose cumulative effect is to satisfy requirements for industrial attachment. They go into communities and stakeholder institutions to identify and take part in activities that solve challenges facing those entities. Students are expected to come up with ideas or solutions to an archaeological problem that can be presented in the form of seminars and written reports. |
| HASHD401 |
Archaeological Informatics |
In this module students learn computational archaeology which deals with computer-based analytical methods and digital archaeological productions such as virtual realities, simulations, models (including predictive models) and be able to apply ICT knowledge to archaeological issues. Students are expected to come up with digital products relevant in archaeology or that solve contemporary problems. Computer Science will offer software engineering, programming and knowledge of digital creations. Archaeology will provide the base data and context that require a solution. |
| HASHD402 | Public Archaeology and Community Development | The module allows students to discuss the public importance of archaeology, the nature of public archaeology, and how to engage the public in archaeological research, archaeological exhibitions and interpretation. Students should carry out community needs surveys, report on outcomes and give recommendations on engagements. |
| HASHD 403 |
Heritage Entrepreneurship |
Students should be able to use archaeological data or knowledge for the transformation of society or use the evidence to resuscitate technologies that can impact positively on society. The module allows students the opportunity to apply the skills learnt in the University-wide module that includes the Enterprise Development and Practice component offered by the Department of Business Studies in semester 1 of this level (Level 4). Students have to come up with a business plan which should be tested for feasibility. The business plan should make use of archaeological knowledge or material. |
| HASHD404 | Developmental Projects and Impact Assessments | By the end of the module students have knowledge of and would be able to conduct archaeological impact assessments. The students should know the legal requirements and best practices that are considered in archaeological impact assessments. Students should be able to evaluate heritage risks and proffer mitigatory measures that lead to sustainable development whilst at the same time safeguarding and protecting the heritage. The module also equips students with skills relevant in managing heritage projects. Where the opportunity arises, students may participate in a real archaeological impact assessment for development facilitation. |
| SDLSAH401 | Student Development and Life Skills | Students are given an opportunity to build skills for academic success and beyond, explore identity, motivation, and goal-setting. The module probs students to develop self-awareness, resilience, and leadership and also be able to navigate life and make the most of it. |
| HASHD405 | Archaeology of a Special Area | This module explores the archaeology of a defined geographical area as a flexible and evolving framework for engaging with contemporary social, environmental, technological, and heritage-related challenges. Rather than following a fixed thematic structure, the module is deliberately designed to be adaptive: in any given academic year or semester, the facilitator selects a specific theme that is most relevant to current global, regional, or local issues. That theme then forms the core focus of teaching, discussion, and assessment, and is explored collaboratively with students through archaeological evidence from the selected area. In subsequent years, the thematic focus may change in response to emerging challenges, research developments, or policy priorities. Possible thematic foci include, but are not limited to, climate change and human resilience, environmental adaptation and landscape sustainability, conflict archaeology and post-conflict reconstruction, social justice and decolonial heritage, migration, mobility, and identity formation, digital archaeology and the ethics of artificial intelligence and big data, heritage at risk and digital preservation, and the role of archaeology in sustainable development, tourism, and community livelihoods. Through these themes, archaeology is used to generate long-term perspectives on human behaviour, environmental impact, and social transformation, demonstrating the discipline’s relevance to contemporary problem-solving. Aligned with the principles of Heritage Based Education 5.0, the module emphasises innovation, community engagement, and knowledge application beyond the classroom. Students are encouraged to critically analyse archaeological data from the special area and to translate this knowledge into socially responsive outcomes, such as heritage-based development initiatives, digital documentation projects, or policy-relevant insights. By the end of the module, students will have developed advanced analytical and critical skills, as well as the capacity to apply archaeological knowledge in addressing real world challenges in dynamic and changing contexts. |
| HASHD450 | Project | This is a project based module. The project shall be on an approved topic and should be submitted at the end of the Second Semester of Level 4. The topic should satisfy the expectations of Education 5.0 by focussing on transforming archaeological knowledge into production of goods and services, being able to solve community challenges or being innovative to cause communities to behave in certain beneficial ways. It may be on digital creations with educational, economic and social value or that enhances service delivery in relevant stakeholder institutions. |
