Archaeobotany

To introduce students into the study of human-plant relationship through the use of botanical remains recovered from archaeological contexts.

To know the main archaeobotanical evidence and its methods of recovery and analysis.

To provide students with the basic tools needed to work on archaeobotanical remains as archaeological and historical evidence.

EXPOSITORY/INTERACTIVE TEACHING
Plants and human communities in the past.

Plant remains in archaeological contexts. The formation of the archaeobotanical assemblages.

Strategies of recovery and sampling of soils, sediments, structures and objects for analysing archaeological plant remains.

Charcoal analysis. Carpology. Palynology.

Approach to other techniques: phytoliths, starch and fibre analysis.

LABORATORY
Familirization with the use of microscopes.

Processing, sorting and classification of archaeobotanical evidence.

Use of identification keys for analysis wood, seeds and fruits.

Introduction to the applications of vibrational spectroscopy (FTIR-ATR) and solids' colourimetry to characterize the molecular composition and objective color of archaeobotanical remains.

FIELD VISIT
Field work in an archaeological context, if funding is obtained, for gathering archaeobotanical samples.

BASIC REFERENCES

Brunning, R., Watson, J. (2010). Waterlogged wood: guidelines on the recording, sampling, conservation, and curation of waterlogged wood.

https://historicengland.org.uk/images-books/publications/waterlogged-wo…

Campbell, G., Moffett, L., Straker, V. (2011). Environmental Archaeology: a guide to the theory and practice of methods, from sampling and recovery to post-excavation. Edited and brought to Press by David M. Jones, English Heritage Publishing.
https://historicengland.org.uk/images-books/publications/environmental-…

Digital Plant Atlas. 2006-onwards. https://www.plantatlas.eu/

The Global Pollen Project. The Open Platform for Pollen Identification. https://globalpollenproject.org/
González Carretero, L., Wollstonecroft, M., Fuller, D. Q. (2017). A methodological approach to the study of archaeological cereal meals: a case study at Çatalhöyük East (Turkey). Vegetation History and Archaeobotany, 26(4), 415-432. https://link.springer.com/article/10.1007/s00334-017-0602-6

Insidewood. 2004-onwards. http://insidewood.lib.ncsu.edu/search

Jacomet, S. (2006). Identification of cereal remains from archaeological sites. Basel University, Basel. https://duw.unibas.ch/fileadmin/user_upload/duw/IPNA/PDF_s/PDF_s_in_use…

Karsten, A. (2018). Waterlogged Organic Artefacts: Guidelines on their Recovery, Analysis and Conservation. Historic England. https://historicengland.org.uk/images-books/publications/waterlogged-or…

Lema, V. C., Archila, S. C., Giovannetti, M. C. (2008). Arqueobotánica y teoría arqueológica. Discusiones desde Suramérica. Uniandes. http://atlas.umss.edu.bo:8080/jspui/handle/123456789/795

Margariti, Ch. (2019). FIBRANET database, Centre for Textile Research/University of Copenhagen, Project funded under the EU Horizon 2020 Marie Skłodowska Curie programme under grant agreement No 745865. https://netlearning.gr/fibranet/

Martín-Seijo, M.; Rico Rey, A.; Teira Brión, A.; Picón Platas, I.; García González, I.; Abad Vidal, E. (2010). Guía de Arqueobotánica. pp. 1 - 122. Santiago de Compostela: Xunta de Galicia. https://www.cultura.gal/sites/default/files/documents/publicacion/Guia_…

Martin-Seijo, M (2020). ¿No hay más leña que la que arde? Antracología aplicada a contextos Prehistóricos. Red Colaborativa de Excelencia Docente mediante Clases Magistrales en la Red. Universidad de Valladolid.

https://youtu.be/MVqZxh2_S2I

PalDat - Palynological Database. an online publication on recent pollen. https://www.paldat.org/

Peña-Chocarro, L. (2020). Los recursos vegetales en Arqueología: semillas y frutos. Red Colaborativa de Excelencia Docente mediante Clases Magistrales en la Red. Universidad de Valladolid.

https://youtu.be/gTKTkmHH1Qc

Peña-Chocarro, L., Zapata, L., González Urquijo, J. E., Ibáñez-Estévez, J. J. (2000). Agricultura, alimentación y uso del combustible: aplicación de modelos etnográficos en arqueobotánica. C. Mata & G. Pérez (eds.) Agricultors, artesans i comerciants. III Reunió sobre economía en el mon ibèric. Saguntum Extra 3: 403-420. https://digital.csic.es/bitstream/10261/146725/1/Ibañez-2000-Agricultur…

Phytcore Website. https://www.phytcore.org/phytolith/index.php

Piqué, R. (2006). Los carbones y las maderas de contextos arqueológicos y el paleoambiente. Ecosistemas 15 (1): 31-38.
https://www.revistaecosistemas.net/index.php/ecosistemas/article/downlo…

Piqué, R. (2020). Armas y herramientas de madera. Usos tecnológicos de las plantas. Origen/Cuadernos Atapuerca.
https://i.atapuerca.org/DOC/47520500-0A7C-FDBB-AA9EBEA3C98FB644.PDF

Plants for a Future. (2010-2020). https://pfaf.org/user/AboutUs.aspx

Schoch, W., Heller, I., Schweingruber, F.H., Kienast,F., (2004). Wood anatomy of central European Species. www.woodanatomy.ch

Schweingruber, F. H., Börner, A. (2018). The plant stem: a microscopic aspect. Springer. https://www.springer.com/gp/book/9783319735238

Schweingruber, F., Landolt, W. (2005). The xylem database. https://www.wsl.ch/dendropro/xylemdb/

Traoré, M., Kaal, J., Martínez Cortizas, A. 2016. Application of FTIR spectroscopy to the characterization of archaeological wood. Spectrochimica Acta Part A: Molecular and Biomolecular Spectroscopy 153, 63-70

WOODAN Foundation (2019). https://www.woodan.org/

COMPLEMENTARY REFERENCES
Berihuete-Azorín, M. (2016). More than a list of plants: a proposal of systematization of ethnobotanical information for archaeobotanical interpretation. Quaternary International, 404, 4-15.

Buxó, R. (1997). Arqueología de las plantas. Barcelona, Ed. Crítica.

Buxó, R., Piqué, R. (2003). La recogida de muestras en arqueobotánica: objetivos y propuestas metodológicas. La gestión de los recursos vegetales y la transformación del paleopaisaje en el Mediterráneo occidental. Barcelona: Museu d'Arqueologia de Catalunya.

Buxó, R., Piqué, R. (2008). Arqueobotánica: los usos de las plantas en la Península Ibérica. Barcelona, Ed. Ariel.

Hastorf, C. A. (1999). Recent research in paleoethnobotany. Journal of Archaeological Research, 7(1), 55-103.

Hather, J.G. (2000). The Identification of the Northern European Woods. A guide for archaeologists and conservators, London: Archetype Publications.

Jones, G. (1991). Numerical analysis in archaeobotany. Progress in Old World Palaeoethnobotany, 63-80.

Marguerie, D., Hunot, J. Y. (2007). Charcoal analysis and dendrology: data from archaeological sites in north-western France. Journal of Archaeological Science, 34(9), 1417-1433.

Piqué, R. (1999). Producción y uso del combustible vegetal: una evaluación arqueològica. Treballs d’Etnoarqueologia 3, Consejo Superior de Investigaciones Científicas, Madrid.

Schiffer, M. B. (1987). Formation processes of the archaeological record. Salt Lake City: University of Utah Press.

Schweingruber, F. H. 1990 Anatomie europäischer Hölzer. Bern und Stuttgart.

Théry-Parisot, I., Chabal, L., Chrzavzez, J. (2010). Anthracology and taphonomy, from wood gathering to charcoal analysis. A review of the taphonomic processes modifying charcoal assemblages, in archaeological contexts. Palaeogeography, palaeoclimatology, palaeoecology, 291(1-2), 142-153.

Zohary, D., Hopf, M., Weiss, E. (2012). Domestication of Plants in the Old World: The origin and spread of domesticated plants in Southwest Asia, Europe, and the Mediterranean Basin. Oxford University Press on Demand.

Establishing an adequate sampling strategy forsoil, deposits, features, and objects in the framework of an archaeological excavation.
Selecting the different study methods suitable for analysing soils, sediments and plant remains recovered from archaeological contexts.

Understanding the different steps of some of the most common archaeobotanical methods: charcoal analysis, carpology, palynology, phytolith and starch analysis.

Being competent to interpret the results of archaeobotanical and soil analyses and integrating them in the archaeological and paleoenvironmental investigations.

Expository and interactive teaching of a face-to-face nature, and partially virtual tutoring. The modality of practice and the field practice will be face to face. It will combine lectures in which the contents of the agenda will be explained, with interactive classes in which instrumental aspects and case studies will be addressed.

A continuous formative evaluation will be carried out (30%), combined with exercices/case studies that will be handed out throughout the course (35%) and a final test (35%) related to the academic contents.

In the case of fraudulent exercises or tests, the provisions of the “Normativa de avaliación de rendemento académico dos estudantes e de revisión de cualificacións will apply” of the USC.

If the student does not attend the final test either in person (depending on the scenario), an evaluation of Not Presented will be provided.

In the extraordinary evaluation opportunity, it will be necessary to provide the elements/activities of qualification not provided before or those that did not reach a sufficient mark.

In case of official dispensation, the evaluation will consist of a written exam (70%) on a previously agreed bibliography, and an assignment that will be equivalent to the interactive classes (30%). This work must be agreed with the teachers in charge at the beginning of the term, no later than October 18th, 2024.

Teaching activities of an expository nature: 7 hours

Seminar interactive teaching activities: 12 hours

Field: 2 hours

Tutoring: 3 hours

ECTS Student Work: 49 hours

Exam/Final Test: 2

Total: 75 hours

Attendance and active participation are recommended, and attendance at tutoring. Fluency in English is recommended.

The evaluation system contemplates the modifications established for scenarios 2 and 3 in the document "Directrices para o desenvolvemento dunha docencia presencial segura. Curso 2020-2021".

CONTINGENCY PLAN
Based on the document Bases para o desenvolvemento dunha docencia presencial segura no curso académico 2020-2021, approved by the Consello de Goberno of June 19th 2020, three scenarios are established. In all three cases, a continuous formative evaluation will be carried out (30%), combined with a written assignment (35%) and a final test (35%) about the academic contents.

Scenario 1: Formative continuous evaluation (30%), which will include both participation in the expository, interactive and practical classes, as well as other specific activities that also guarantee the objective evaluation of academic performance. Presentation of a written work related to the content of the subject (35%) which will be delivered as a deadline on the day and time of the final test. Final test of a face-to-face nature (35%).

Scenario 2: Continuous formative evaluation (30%), which will include both participation in lectures, interactive, practical, as well as other specific activities that also ensure the objective assessment of academic performance. Presentation of a written work related to the content of the subject (35%) which will be delivered telematically as a deadline on the day and time of the final test. Final test of a telematic nature (35%).

Scenario 3: Continuous formative evaluation (30%), which will include both participation in lectures, interactive, practical, as well as other specific activities that also ensure the objective assessment of academic performance. Presentation of a written work related to the content of the subject (35%) which will be delivered telematically as a deadline on the day and time of the final test. Final test of a telematic nature (35%).
In case of official dispensation, the evaluation will consist of a written exam (70%) on a previously agreed bibliography, and an assignment that will be equivalent to the interactive classes (30%). This work must be agreed with the teachers in charge at the beginning of the term, no later than October 23th, 2020.

In the case of academic fraud, as defined in Article 42 of the Regulations establishing the rules of coexistence of the University of Santiago de Compostela, and in accordance with the provisions of Article 11. g) of the University Coexistence Law, the sanctions provided by the regulations will be applied. Among the premeditated behaviors aimed at falsifying the results of an exam or assignment are plagiarism and the unauthorized use of Artificial Intelligence tools.