This week, Amber Andrews reflects upon the impact of climate change on Welsh archaeological discoveries. More than this, she shares with us her experiences working with local heritage sites and how these can offer essential resources for academic study and future opportunities. Amber completed her undergraduate studies here at Swansea in 2019. and is currently studying for her MA in Ancient History and Classical Culture.
Placements and Their Importance: Archaeology and Climate Change throughout Wales.
By Amber Andrews
After much consideration of archaeological developments across Wales, it was a no-brainer for me to pursue research on Roman Wales in the final year of my undergraduate degree. The idea for my dissertation, Roman Wales: The Impacts of Climate Change on Aerial Photography and Influence on New Archaeological Discoveries, came about due to the extreme weather Wales experienced during the summer of 2018. As climate change dried out the ground, hundreds of new archaeological sites ranging from prehistoric hill forts to medieval churches and buildings were exposed and then studied through the medium of aerial photography. These new discoveries shed exciting new light on our understanding of all eras throughout Wales’ history, as well as highlighting significant implications for its future. Writing a dissertation in this field, however, requires a vast amount of knowledge of the archaeological scene pre- 2018. This would have caused severe issues for the progress of the dissertation if I had not taken part in a voluntary placement during the summer of 2018.
Voluntary placements offered me a chance to attend archaeological sites and at one exciting site in Carmarthen I got to hold a newly unearthed 1st century Roman bowl (below); it was exquisitely intact. On the bottom of the bowl a flower had been carved into the clay before firing. Parallels of this mark had also been found across Europe indicating that Roman Wales had been more in tune with wider trading networks than has previously been assumed.
Archaeological site visits also allowed me to meet and discuss ideas about Roman Wales with a number of academics and volunteers who also came to have a look at the new discoveries. During one of these trips I met Dr Toby Driver – an archaeologist and aerial investigator. We discussed aerial photography at length as he had been busy over the earlier parts of the summer, taking flight paths over the lesser explored areas of Wales, searching for newly exposed archaeological sites made visible by the extreme, dry weather. Dr Driver’s expertise was invaluable as I researched my dissertation and he granted me access to reports and images that were not accessible to the public. I was also able to run ideas past him regarding archaeological practices and interpretations of the evidence.
When I submitted my dissertation I began to think about future career opportunities. I contacted Toby to see if I could join him on his work and this led to me gaining more experience on another voluntary placement during the summer of 2019 with the Royal Commission for the Ancient and Historic Monuments of Wales. Simultaneously fortunate, yet also not, the weather during the summer of 2019 did not go to the same extreme as in 2018, but there were other opportunities for developing our understanding of the archaeology throughout Wales such as working with The CHERISH Project. This five-year project, run by the Royal Commission for Ancient and Historic Monuments of Wales and the Centre for Archaeology and Innovation in Ireland, aims to close gaps in our archaeological knowledge along the coasts of Wales and Ireland as many potential sites are at risk of being affected by climate change. During my work for them I successfully developed a range of skills such as the ability to use computer software to process LiDAR information taken by flight paths beaming lasers onto the ground. I focussed on six coastal islands around Wales by creating both Digital Surface Models and Digital Terrain Models, as well as creating 3D images of the islands, that highlighted the archaeology present in a clear and aesthetic way. These images are in the process of being placed into the Royal Commission’s archives, as well as being posted on the Coflein website for the wider public to use, to bring attention to the wonderful archaeology present around the Welsh coastline that could be at risk from climate change.
Placements such as these cannot be underestimated. Their benefits are palpable and give you experience in a working environment that can be extremely rewarding whilst gaining new skills. More than this they are opportunities to gain work experience with a range of experts, expand your contacts for future opportunities, and broaden your outlook on academic and real world circumstances.
On a sometimes wet and sometimes gorgeous autumnal Saturday, OLCAP ran its first Master’s workshop aimed at level six (third year) and MA students. For our first event we went back to basics to practice mapping monuments. The main aim was to get students thinking about the types of skills that they might need to fulfil their career aspirations as well as to get them thinking critically about space, maps and the landscape.
Using Singleton Park as our base, and armed with wellies and rain coats, we spent the day measuring and recording parts of the Gorsedd stone circle that was built in 1925 and expanded for the 1964 Eisteddford. The “master” who kindly donated his expertise for the day was Alex Makovics, a GIS specialist, surveyor and archaeologist. Alex has worked all over the world surveying a range of environments from the deserts of Egypt and Sudan to the jungle of Laos and now with the GIS office for Keep Wales Tidy.
Our students, from History, Egyptology and Ancient History worked in two groups to measure, record and draw the key contours and features of the central “altar” and one of the taller stones in the circle. We got to grips with drawing skills, using tape measures, string, plumb bobs, wooden stakes, and grid paper. Precision, patience, problem solving and teamwork were key!
Recording the 'stone altar'.
Documenting the outline of a stone monument.
A fancy plumb bob!
Alex demonstrating how to level up the auto level.
Our students were also able to practice setting up and levelling an auto level to measure heights – easier said than done. Our main challenges were keeping dry, making sure that the grass did not interfere with measurements we needed to take on the ground, and trying not to get too distracted by the many dogs that wanted to join in! Over the space of four hours we were able to mark out grids on the ground, measure and fully record our “excavation” units.
We rounded the workshop off with a short talk from Alex who shared with us some of his favourite maps. Highlights included data collated to visually represent the spread of cholera in 19th century London (the led to stemming the disease), the dramatic depletion of army recruits involved in the Napoleonic War (see the map below!), the density of hedge rows across Wales, and an intriguing example of map misuse that juxtaposed voting patterns with wild boar populations in modern day Poland. What a great way to get us thinking about how precise measurements of the minutiae can feed into the bigger picture!
A huge thank you to Alex for joining us, to Alex Langlands (History, Swansea) for supporting the event by sharing equipment needed to undertake our surveys, and to our wonderful students for taking part!
Today’s post kick-starts a mini series that will feature on Hieroglyphs, Heroes and Heretics this academic year that showcases the type of teaching that we deliver and our student work. Dr Stephen Harrison, module co-ordinator, introduces the focus and aims of the module, to provide that all important context for the first of our student pieces!
Stephen Harrison: Ronseal don’t sponsor any of our modules at Swansea University, but if they did Beyond Mainland Greece would probably be that module because, like their quick drying wood stain, it is a course that does exactly what It says on the tin: it takes students beyond the Greek mainland – into Asia. The course focuses on two empires, the Persian (Achaemenid) Empire and the Seleucid Empire. The Persians are traditionally seen as the bad guys in Western history: the barbarian invaders whose cruel kings Darius and Xerxes (especially Xerxes) burned Athens to the ground, threatening to snuff out democracy before it was fully established. 150 years later, the Greeks were to have their revenge thanks to Alexander III of Macedon, who earned the moniker ‘Alexander the Great’ as a result of his conquest of Persia. But Alexander died without an established heir and his empire quickly disintegrated as his leading generals fought to succeed to the throne. In territorial terms, at least, the most successful of the contenders was Seleucus I, who emerged who carved out an empire which stretched from India to the Ionian coast. His family would rule much of Asia before pressure from the twin threats of Parthia and Rome in the Second Century BC reduced the Seleucid Empire to a small kingdom centred on Syria.
Traditionally, university courses have given short shrift to these empires – the Persians pop up as invaders at the foundational moment of Classical Greece but are soon dismissed in favour of a focus on Athenian democracy, Spartan idiosyncrasies, and the Peloponnesian War. Then they reappear as the dramatic foil for Alexander’s heroic exploits in the Fourth Century. The Seleucids fair even worse, often dealt with only as one of a succession of powers defeated by the Romans on their march to imperial glory. But the privileging of the Greek mainland is hugely problematic for lots of reasons not least the fact that these two empires were the superpowers of their day – it is as though one were to write a history of the 20th Century and focus solely on, say, Cuba, without ever mentioning the United States. So, this module sought to allow students to study the Persian and Seleucid Empires on their own terms.
All of this reflects my firm belief that extending beyond the usual geographic limitations of ancient history courses offers students the opportunity to develop a much broader understanding of the ancient world, which also helps them to appreciate the importance of some of the unique developments in Greece itself. But in order to do this, students need to be able to work with an array of sources produced in Asia itself, rather than rely solely on written accounts produced on the fringes of these empires by men such as Herodotus, Xenophon, and Polybius. Consequently, we looked at a wide range of sources – from inscriptions written in the name of reigning kings to celebrate and to emphasise their power, to the fascinating astronomical diaries from Babylon, which were recorded fastidiously for several centuries – primarily, these diaries are records of astrological observations, but details such as price data from the local market give us a glimpse into life in the city. Coins, civic inscriptions, archaeology, art, and even letters between local officials in Bactria (ancient Afghanistan) also featured. The students were asked to write four critical analyses of 500 words on some of these pieces of evidence over the course of the term – we have selected some of the best responses for publication here to give you an insight into the sort of thing that our students get up to here at Swansea and the things they are capable of achieving. You will find some creative and original thinking in these pieces of work.
Our first piece is a contribution from Aidan Kee, an Ancient History student, who assessed an inscription from the tomb of Darius I as part of his coursework for the module.
The Persians did not produce the sort of written histories that we often use to explore a society. Instead, one of our best ways into examining the topic are a series of royal inscriptions that the Persian kings set up at key places to emphasise their power and to outline their ideology. These inscriptions very much reflect a top-down perspective on the Persian Empire so there are very real questions about how far the claims made in these documents reflect reality, but they can still be revealing. This particular inscription is part of the text that was carved onto the tomb of Darius I at Naqs-i-Rustam, a few miles from Persepolis, the most important city in the empire. (Introduction by Stephen Harrison)
Translation (from: Kuhrt, A., The Persian Empire: A Corpus of Sources from the Achaemenid Period. Routledge, 2007):
(1) A great god is Ahuramazda, who created this excellent thing which is seen, who created happiness for man, who set wisdom and capability down upon King Darius.
(2a) King Darius/Xerxes says: By the grace of Ahuramazda I am of such a sort, I am a friend of the right, of wrong I am not a friend. It is not my wish that the weak should have harm done him by the strong, nor is it my wish that the strong should have harm done him by the weak.
(2b) The right, that is my desire. To the man who is a follower of the lie I am no friend. I am not hot-tempered. What things develop in my anger, I hold firmly under control by my thinking power. I am firmly ruling over my own impulses.
(2c) The man who is cooperative, according to his cooperation thus I reward him. Who does harm, him according to the harm I punish. It is not my wish that a man should do harm; nor indeed is it my wish that if he does harm he should not be punished.
(2d) What a man says against a man, that does not convince me, until I hear the sworn statements of both.
(2e) What a man does or performs, according to his ability, by that I become satisfied with him, and it is much to my desire, and I am well pleased, and I give much to loyal men.
(2f) Of such a sort are my understanding and my judgment: if what has been done by me you see or hear of, both in in the palace and in the expeditionary camp, this is my capability over will and understanding.
(2g) This indeed my capability: that my body is strong. As a fighter of battles I am a good fighter of battles. When ever with my judgment in a place I determine whether I behold or do not behold an enemy, both with understanding and with judgment, then I think prior to panic, when I see an enemy as when I do not see one.
(2h) I am skilled both in hands and in feet. As a horseman, I am a good horseman. As a bowman, I am a good bowman, both on foot and on horseback. As a spearman, I am a good spearman, both on foot and on horseback.
(2i) These skills that Ahuramazda set down upon me, and which I am strong enough to bear, by the will of Ahuramazda, what was done by me, with these skills I did, which Ahuramazda set down upon me.
(3a) Man, vigorously make you known of what sort I am, and of what sort my skillfulnesses, and of what sort my superiority. Let not that seem false to you, which has been heard by your ears. Listen to what is said to you.
(3b) Man, let that not be made to seem false to you, which has been done by me. That do you behold, which has been inscribed. Let not the laws be disobeyed by you. Let not anyone be untrained in obedience. [The last line is unintelligible]
‘Although […] the Achaemenid History Workshop profoundly transformed our understanding of the Achaemenid empire, members of that group devoted surprisingly little attention to the role of religion.’ So, Lincoln shows, the question of Achaemenid religion is far from answered in scholarship. Therefore, considering the religious aspect of the inscription, it is a useful source of evidence on the subject, especially in relation to Achaemenid kingship. Darius thanks the help that Ahurumazda has given him in his journey to kingship multiple times in the passage. Its placement at the site of Darius’ tomb means that the text is what Darius wishes to be remembered for, clearly revealing the importance of Ahurumazda to his reign.
Zoroaster, a prophet considered active around 1000 BC, allegedly produced the Gāthās setting out ‘a dualistic system in which aša (truth, rightness) is opposed to druj (lie, deceit) with Ahurumazda as the supreme deity.’ Whilst Zoroaster may not have been a historical figure, the rough estimate of when he lived usefully provides us with a rough date for the commencement of the oral tradition conveying the Gāthās. Considering this oral tradition that carried the Gāthās from this time through to Sasanian times, where it was eventually textualized, it stands to reason that it reflected Achaemenid religious ideology in order to survive. Therefore, whilst the Achaemenids may not strictly have been Zoroastrians, it is likely that the Achaemenid Ahurumazda is very similar to its Zoroastrian counterpart. Thus, in the inscription where Darius attributes his ‘wisdom and capability’ to being gifted to him by Ahurumazda, Darius legitimises his reign. Darius has been supported by the protector of aša with skills that make him a good king. Perhaps surprisingly, Darius also presents himself as a judge of aša and druj in the passage, ‘I am a friend of the right, of the wrong I am not a friend’. This idea is also present in the Bisitun inscription, indicating it as an important aspect of his kingship and how he legitimised himself. Therefore, in the inscription Darius aligns himself with Ahurumazda with a subtle hint at his own divinity. However, this is counterbalanced by Darius also presenting himself as a human, subject to aša and druj respectively, ‘I am firmly ruling over my own impulses’. He is clearly below Ahurumazda here, as the Gāthās state ‘look upon the two sides, between which each man must choose for himself.’ Darius clearly is subject to the trials of ‘each man’ demonstrated by his ‘impulses’. This illustrates the caution that Darius had to take when dealing with religion as on one hand it was a useful tool for legitimising his reign, whilst on the other it was vital to simultaneously remain humble and pious. The religious aspect of the inscription is replicated by Xerxes at Persepolis indicating that the way Darius deals with religion in the passage was deemed contemporarily successful. So, the inscription presents us with a useful opportunity to examine how religion was utilised successfully to legitimise the early Achaemenid king’s reigns.
Interested in a career in broadcasting, journalism or marketing? Enjoy creative writing and Social media? Want to work with like-minded people to share knowledge about the ancient world to a wider audience?
Look no further! The Department of Classics, Ancient History, and Egyptology is inviting students interested in developing a range of transferable skills to apply for a one of a number of Week of Work (WOW) placements.
The Department of Classics, Ancient History and Egyptology is offering up to four WOW placements to support the department’s web officer with the development and maintenance of the department’s blog, newly launched newsletter and their Twitter and Facebook accounts.
This is a fantastic opportunity to gain employability skills, meet new people, and create web and media content for our department! Ella Thomas (a second year Media and Communication Student) held a WOW placement last year and was a Social Media Assistant to Dr. Ersin Hussein, Department of Classics, Ancient History and Egyptology. Ella said the following of her experience:
“I have been responsible managing future contributions to the departmental blog Hieroglyphs, Heroes, and Heretics and I have worked closely with Ersin to create an official annual departmental newsletter. Duties have included emailing staff and students (current and alumni) for contributions to the newsletter’s content and helping in the design and layout of the newsletter. The placement greatly helped me to develop and implement marketing and PR skills that I had been taught on my course, such as managing social media platforms and designing layouts for public facing documents (e.g. leaflets). I have also developed valuable administration skills, such as time management. As a result of my placement I am eligible to gain the SEA award, which will greatly enhance my career prospects after University. The amount of support received from Ersin has been amazing and has greatly enhanced my confidence and belief in my own capabilities. I would recommend undertaking a placement to all students who wish to improve upon their academic and personal skills.”
Good organisational skills and the ability to complete a task to a deadline
Excellent attention to detail and accuracy
The ability to work independently, and to know when and how to seek guidance
Excellent verbal and written communication skills
Good interpersonal skills
A quick learner and able to adapt to change/display flexibility
Est. 04/11/19 – 04/05/20
18 teaching weeks, 1-2 hours per week. Scheduled workshops of 2-3 hours throughout the term.
Application and Closing Date
To apply, please send your CV and covering letter to COAHEmployability@swansea.ac.uk by midnight on Sunday 20th October. If you have any questions please do not hesitate to get in touch with the employability office (using the email above) or with Dr Ersin Hussein (ersin.hussein@Swansea.ac.uk).