RESOURCES, ENVIRONMENT AND TERRITORY IN PREHISTORIC AGE

The course aims to introduce students to the study of the relationship between the cultural development of human groups during the prehistoric and protohistoric era and environmental characteristics, focusing on Sicilian contexts.

DD1 - Through the study of settlement choices, the relationship between settlements and the landscape, and subsistence systems based on available resources, the students will be able to navigate the various lifestyles of prehistoric societies. They will be able to reconstruct the relationship between these elements and the social organization and ideological systems of such groups. Furthermore, considering environmental and territorial characteristics and their influence on inter-territorial relations, the students will be able to analyze prehistoric societal mobility, exchange activities, and the routes and communication networks connecting communities and territories.

DD2 - The students will be able to use the knowledge acquired to reconstruct itineraries and present topics with a critical spirit and skills in analysis and synthesis. Specifically, they will be able to correctly place sites and artifacts in time and space; accurately describe finds, settlements, and necropolises using appropriate terminology; and apply this knowledge to design visitor itineraries that integrate the territorial, cultural, and social characteristics studied.

DD3 - The students will be able to independently manage project preparation, the creation of visitor itineraries, and their presentation, by accessing sources with awareness, gathering suitable material, and organizing it in a coherent and effective manner.

DD4 - Through the preparation of presentations on specific topics—including those not directly covered during lectures—the students will be able to clearly and competently explain the subject matter, using appropriate and informed language.

DD5 - The students will be able to independently and competently design tourism itineraries related to prehistoric archaeology, effectively navigating the knowledge and data acquired.

General previous knowledge of the ancient world, of the chronological systems, and of the geography of the areas covered by the course

The course will revisit the phases of prehistory—topics previously studied during the undergraduate program but which serve as the foundation and guide for the themes addressed in this course. The course is structured into three modules: (1) the development of craft production and subsistence systems; prehistoric environments and resources: archaeological indicators and reconstruction. (2) Territorial and settlement systems, subsistence activities, raw materials, relationships, exchange, and mobility; the structure of settlements and necropolises; caves and their practical and symbolic uses. (3) Small islands surrounding Sicily: the Aeolian Islands, the Egadi Islands, Pantelleria, Lampedusa, and Malta.

S. Tusa, a cura di, Prima Sicilia. Alle origini della società siciliana, Palermo 1997, pp. 135-145; 173-191; 281-294; 343-351; 447-457 (tot pp. 59)

R.M. Albanese Procelli, Sicani, Siculi, Elimi. Forme di identità, modi di contatto e processi di trasformazione, Milano, Longanesi, 2003, pp. 28-55; 77-103; 122-128 (tot pp. 59)

V. Copat, Strutture abitative e non, lo spazio domestico nella facies di Castelluccio, in Rivista di Scienze Preistoriche LXXI, 2021, pp. 121-149 (tot. pp. 28)

M. Cattani, A. Peinetti, La durata di vita degli abitati: attività e fasi costruttive tra anlisi stratigrafica e cronologia, in P.A.E. Bianchi e M. Saracino, Spazi domestici nell’età del Bronzo: dall’individuazione alla restituzione (Memorie del Museo Civico di Storia Naturale di Verona - 2. Serie; Sezione Scienze dell’Uomo - N. 16 - 2023), pp. 45-64 (tot. pp. 19) 

A. Cazzella, G. Recchia, Household e spazi domestici nell’età del Bronzo italiana, in P.A.E. Bianchi e M. Saracino, Spazi domestici nell’età del Bronzo: dall’individuazione alla restituzione (Memorie del Museo Civico di Storia Naturale di Verona - 2. Serie; Sezione Scienze dell’Uomo - N. 16 - 2023), pp. 19-32 (tot. pp. 13) 

S. Tusa, L’espressività figurativa nella preistoria siciliana, in S. Tusa, a cura di, Sicilia archeologica. I caratteri e i percorsi dell’isola dal Paleolitico all’età del Bronzo negli orizzonti del Mediterraneo, Ragusa, Edizioni di storia e studi sociali, 2015, pp. 69-188 (tot. pp. 119).

M.C. Martinelli, Isole vicine. L’arcipelago delle isole Eolie e le comunità umane nella preistoria mediterranea, Ragusa, Edizioni di storia e studi sociali, 2020, pp. 9-169 (tot. pp. 160).

F. Privitera, Le grotte dell’Etna nella Preistoria, in F. Privitera, V. La Rosa, a cura di, In Ima Tartara. Preistoria e leggenda delle grotte etnee, Palermo 2007, pp. 91-117 (tot pp. 26)

Assessment will be based on three presentations, one for each module of the course syllabus. A final oral interview on a topic agreed upon with the instructor is also required. The presentations aim to evaluate whether the student has grasped the course content, is able to process it through thematic reports, and can communicate it concisely and effectively. The evaluation will highlight not only the student's knowledge of the topics but also their ability to express themselves, command of language, and grasp of technical terminology.

Assessment will follow these parameters:

> 18: The student displays significant deficiencies and inaccuracies; is unable to organize the presentation of topics; fails to use technical language.

18–20: The student demonstrates modest knowledge and understanding of the topics covered; analyzes and synthesizes data superficially and with evident gaps; uses generic and imprecise language.

21–23: The student demonstrates knowledge and understanding of the topics that is just above the minimum requirement; is able to analyze and synthesize, albeit sometimes with superficial results; maintains an acceptable level of presentation.

24–26: The student demonstrates good knowledge of the topics covered; is able to analyze and synthesize the material, presenting it clearly and coherently.

27–29: The student demonstrates very good knowledge of the topics covered; possesses strong analytical skills and the ability to synthesize available data; is able to explore topics in depth.

30–30 cum laude: The student demonstrates excellent knowledge of the topics, having fully mastered the material; is able to analyze and synthesize data, drawing coherent and original conclusions; is capable of independently exploring topics in depth.

1) Can you indicate the chronological sequences of the Copper Age in Sicily

2) Can you describe an Etna cave, indicating its position, morphological and archaeological characteristics, chronology and function

3) Can you discuss the most widespread housing structures of the Middle Bronze Age, giving some examples

4) Can you describe the Aeolian settlement of Portella di Salina