ARCH 112.3 - Centre for Continuing and Distance Education

Transcription

Please Note: This Class Outline is an important step in updating the format of our distance courses. If for any reason the Class
Outline does not match the print Course Guide or online course information, the Class Outline shall be taken as correct.
CLASS SYLLABUS
COURSE TITLE:
The Human Journey: Introduction to Archaeology and Biological
Anthropology
COURSE CODE:
ARCH 112.3
TERM:
Spring/Summer 2015
COURSE CREDITS:
3
DELIVERY:
Independent Studies
COURSE SECTION:
X01
START DATE:
May 6, 2015
END DATE:
August 11, 2015
Course Description
This course introduces students to the basic principles of archaeology and biological
anthropology by examining human evolutionary and cultural development. The course follows
the journey of humanity from our earliest bipedal ancestors, through the emergence of
anatomically modern humans, to the eventual advent of agriculture and development of
complex urban states.
Formerly: ANTH 112.
Note: Students with previous credit for ANTH 110 or 112 may not take this course for credit.
Course Objectives
This course is designed to do the following:
•
introduce you to certain key concepts, methods, and ideas in biological anthropology and
archaeology
•
familiarize you with the development of evolutionary thought and the processes of evolution
•
introduce you to the fossil and archaeological record used by paleoanthropologists and
archaeologists to determine human biological and cultural history
•
emphasize the range and ingenuity of past human cultural adaptations
•
give you the opportunity to broaden your own horizons through independent study.
Course Overview
This course is designed to introduce you to the cultural and biological evolution of humankind,
from our earliest beginnings to modern day humans. Two major subdisciplines of anthropology
address the cultural and biological nature of humans: archaeology and biological anthropology.
Archaeology reconstructs the way humans have changed culturally through time; biological
anthropology investigates the way we have changed biologically. We will spend most of our time
March 23, 2015 gm ck pk an
ARCH 112.3 – The Human Journey: Introduction to Archaeology and Biological Anthropology
working within these two fields. However, anthropology is interdisciplinary and multidisciplinary
in nature. Therefore, the information in your course notes and textbook relies on the expertise of
many fields within and outside anthropology.
Your Instructor
Aileen Novecosky
Contact Information
Email: aileen.novecosky@usask.ca [preferred method of contact]
Phone: (306) 373-1533 [leave a detailed voice mail message, and your call will be returned]
I can always be contacted via email, and it is the best way to reach me. Emails will be
responded to as soon as possible, and on weekdays students can expect to receive a reply
within 24 hours from when the message was received.
Please contact me if you are having problems with the course material or have questions about
the assignments. I am happy to discuss the course material and any questions you may have
about archaeology. If an assignment cannot be completed on time due to exceptional
circumstances, please notify me as soon as possible so that I can consider your request for an
extension.
Information regarding the course will occasionally be sent to students by email. Please check
your PAWS email account on a regular basis.
Profile
I am a sessional lecturer in the Department of Archaeology and Anthropology at the University
of Saskatchewan. I have a Bachelor of Arts in Archaeology and a Master of Arts in Archaeology
from the University of Saskatchewan. My graduate research focused on the archaeology of
southwest Saskatchewan, and in particular, the analysis of Late Precontact Period pottery. I
have taught many times through the Centre for Continuing and Distance Education. I also teach
Archaeology 112 on the U of S Main Campus. I look forward to being your distance instructor
this term. Please don’t hesitate to contact me if you have any questions about the course.
Required Resources
Readings/Textbooks
Haviland, William A. and Crawford, Gary W. (2009). Human Evolution and Prehistory (2nd
Canadian ed.) Toronto: Nelson Education Ltd. (soft cover). ISBN Number 978-0-17-649513-8.
Textbooks are available from the University of Saskatchewan Bookstore:
www.usask.ca/consumer_services/bookstore/textbooks
Other Required Materials
Course Guide and Article Reprints course package mailed from CCDE.
Page 2 of 13
Electronic Resources
Some readings in this course will require access to a computer and the Internet. On the
Course Schedule in the next section of this syllabus, check the Readings column for links to
online articles and chapters in ebooks.
Note: If any of the links don’t work for you, try copying and pasting the url into your browser. If
you need further assistance, please contact your instructor. Also note that an electronic version
of this syllabus is available on the CCDE web site for your convenience in accessing the links at
http://ccde.usask.ca/distanceeducation/degreecourselistings
Downloads
Some downloads may require Adobe Reader. To install this software, click this link and follow
the download and installation instructions: http://get.adobe.com/reader
Class Schedule
Week
Module
Readings
1
1 – Introduction to
Anthropology and
Evolutionary
Thought
Read this module's Learning Material
Guideline:
finish by
May 17,
2015
2
Guideline:
finish by
May 24,
2015
2 – Methods of
Studying the
Human Past:
Part I, Archaeology
Article Reprints:
Hunter, D.K. & Whitten, P., “Finding
Anthropology”
Fedorak, Shirley A., “The Development of
Evolutionary Thought” (unpublished)
Textbook:
Chapter 1, “The Nature of Anthropology”
Read this Module’s Learning Material
Article Reprints:
"Motel of the Mysteries" by David Macaulay
Textbook:
Chapter 2, “Methods of Studying the Human
Past”
May 28-29
Break
3
3 – Methods of
Studying the
Human Past:
Part II,
Paleoanthropology
Guideline:
finish by
May 31,
2015
Evaluation Due
Date
Article Reprints:
“East Side Story: The Origin of Humankind.”
By Yves Coppens
Textbook:
Chapter 2: “Methods of Studying the Human
Past”
Page 3 of 13
4
Guideline:
finish by
June 7,
2015
5
Guideline:
finish by
June 14,
2105
6
Guideline:
finish by
June 21,
2015
4 – Processes of
Evolution
Online: “Opus 200,” by Stephen Jay Gould.
http://cyber.usask.ca/login?url=http://search.e
bscohost.com/login.aspx?direct=true&db=a9
h&AN=9108191476&site=ehost-live
5 – Contemporary
Primates and
Primate Behaviour
Assignment
#1 Due:
June 10, 2015
Textbook:
Chapter 3: "Biology and Evolution"
Chapter 5: “The Early Primates,” pp. 134-138
PDF in Blackboard:
“Dian Fossey and Digit” by Sy Montgomery
“The Mind of the Chimpanzee” by Jane
Goodall
6 – Primate
Evolution
Textbook:
Chapter 4: "Monkeys, Apes, and Humans:
The Modern Primates"
Article Reprints:
“The Invisible Ape” by Jerold Lowenstein and
Adrienne Zihlman
“The Relevant Ape” by Biruté M.F. Galdikas
Textbook:
Chapter 5: “The Early Primates“
June 22-24,
Break
7
7 – Early Hominid
Evolution
Australopithecines
Guideline:
finish by
June 28,
2015
8
Guideline:
finish by
July 5,
2015
PDF in Blackboard:
“Sunset on the Savanna” by James Shreeve
Article Reprints:
“Preserving the Laetoli Footprints,” by Neville
Agnew and Martha Demas
8 – Early Hominid
Evolution: Homo
habilis
Textbook:
Chapter 6, “The First Bipeds”
Read this module’s Learning Material
Article Reprints:
“Ape at the Brink,” by Sue SavageRumbaugh and Roger Lewin
Assignment
#2 Due:
July 12, 2015
Page 4 of 13
“Scavenger Hunt” by Pat Shipman
Read the following from your textbook:
Chapter 7, “Homo habilis and Cultural
Origins”
9
Guideline:
finish by
July 12,
2015
9 – Late Hominid
Evolution: Homo
erectus
PDF in Blackboard:
“Erectus Rising” by James Shreeve
Article Reprints:
“Life as a Hunter-Gatherer,” by Richard E.
Leakey
Textbook:
Chapter 8, “Early Homo and the Origins of
Culture”
July 17-20
Break
10
10 – Archaic Homo
sapiens
Guideline:
finish by
July 19,
2015
PDF in Blackboard:
“The Neanderthal Peace” by James Shreeve
Article Reprints:
“The First Europeans,” by Jean-Jacque
Hublin
Textbook:
Chapter 9, “Homo Heidelbergensis,
Neanderthals and the Middle Palaeolithic”
11
Guideline:
finish by
July 26,
2015
12
Guideline:
finish by
August 3,
2015
11 – Upper
Paleolithic Homo
sapiens and the
Mesolithic
12 – Domestication
and the Rise of
State-Level
Civilization
PDF in Blackboard:
“The New Americans”; and Excerpt – “More
than a Pointy Rock” by Shanti Menon
Textbook:
Chapter 10, " Homo Sapiens and the Upper
Palaeolithic”
PDF in Blackboard:
“The Worst Mistake in the History of the
Human Race” by Jared Diamond
Article Reprints:
“The Lost Civilization of the Maya” by Patrick
Culprit
Textbook:
Chapter 11, “Cultivation and Domestication”
Assignment
#3 Due:
August 6, 2015
Page 5 of 13
Chapter 12, "The Rise of Cities and
Civilizations"
13
Guideline:
finish by
August
10, 2015
13 – Modern
Human Variation
PDF in Blackboard:
“Race”: Myths Under the Microscope” by
Albert Jacqard
Textbook:
Chapter 13, “Modern Human Diversity”
August 14,
2015 (2:00
p.m.)
FINAL EXAM
Note: If for any reason the Class Outline Reading List does not match the Module Reading List,
the Class Outline shall be taken as correct.
Grading Scheme
Assignment #1
20%
Assignment #2
20%
Assignment #3
Final Exam
20%
40%
Total
100%
Information on literal descriptors for grading at the University of Saskatchewan can be found at:
http://students.usask.ca/current/academics/grades/grading-system.php
Please note: There are different literal descriptors for undergraduate and graduate students.
More information on the Academic Courses Policy on course delivery, examinations and
assessment of student learning can be found at: http://policies.usask.ca/policies/academicaffairs/academic-courses.php
The University of Saskatchewan Learning Charter is intended to define aspirations about the
learning experience that the University aims to provide, and the roles to be played in realizing
these aspirations by students, instructors and the institution. A copy of the Learning Charter can
be found at: http://policies.usask.ca/documents/LearningCharter.pdf
Evaluation Components
CCDE Writing Centre - Quality writing help for free! Anyone taking a distance class (online, independent studies, televised, or multi–mode
delivery) administered by the CCDE can use this free service. The Writing Centre provides tools
and support to help you write effective essays, reports, or reviews. Simply submit a project draft,
Page 6 of 13
and a qualified tutor will assess your work and offer advice to improve your project. Contact the
CCDE Writing Centre at http://www.ccde.usask.ca/writing Most of your grade (60%) will be based on the assignment questions. These assignments
should be approached like any essay assignment. You are expected to follow university level
standards of research in your preparation. You are required to use at least three information
sources other than your textbook, Course Guide or Article Reprints. This means you must use
the library. To get some ideas for sources, consult the “Suggested Readings” at the end of each
chapter in the textbook.
If you locate some useful sources, you may have to use interlibrary loan to obtain these works,
so plan ahead and order your information early. Use the U of S Libraries Information System to
find sources. Encyclopedias, including CD-ROM and online versions, are not suitable for
university essays and will not be accepted as a reference by your marker. If you need help
accessing library materials, please contact Library services at distance@library.usask.ca
You can find many useful journal articles by searching the databases on the U of S Library
website (http://library.usask.ca). This is a great source of information when you are researching
academic papers.
Assignment #1
Value:
Due Date:
Purpose:
20% of final grade
The assignment is due following completion of Module 4. See Course Schedule.
To research current issues in heritage conservation OR to learn about recent
discoveries in evolutionary studies.
Description: Answer one of the following questions. Keep your answer between three and five
pages long. Use a minimum of three sources in your research.
1. Examine the issue of heritage conservation, using a particular archaeological site as your
example (many archaeological sites around the world are featured on the Internet, as are
discussions on conservation and protection of these resources). Research and address
issues such as the following:
•
how we can protect archaeological and other heritage sites from disturbance or
destruction
•
legislation in place to protect heritage sites
•
repatriation of artifacts to aboriginal groups
•
the ethics of archaeological excavations.
2. The study of evolutionary forces and the reconstruction of hominid evolution is an ongoing
exercise. In the 21st century we know a great deal more about genetics and evolution than
Darwin did in the 19th century. Discuss recent discoveries in evolutionary studies, including
the human genome project. What impact will these new discoveries have on evolutionary
studies?
Assignment #2
Value:
Due Date:
Purpose:
20% of final grade
To develop research skills and learn about recent primate studies OR to
understand trends in early hominid evolution.
Page 7 of 13
1. Primate studies are bringing to light astounding discoveries about our nearest relatives. For
example, higher primates make and use simple tools and teach their offspring to do so;
although these primates cannot speak, they can use language; they experience very
“human-like” emotions, such as love and companionship, fear and anger, hatred, and so on.
•
Describe recent studies of primates that illustrate some or all of the above discoveries.
Hint: You may want to examine the work of a famous primatologist, such as Jane
Goodall, Birute Galdikas or Linda Fedigan; each of these primatologists has written
numerous books on their research. Check out the Internet for lists of their publications.
2. Discuss the effects of diet on the evolution of the early hominids including australopithecines
and Homo habilis. Explore the role that meat scavenging and food foraging may have had.
Consider topics such as biological/physiological changes (brain, limbs, dentitions), health,
group organization, the habitat they lived in, and so on.
Assignment #3
Value:
Due Date:
Purpose:
20% of final grade
To research the origins of agriculture and understand the impacts of plant and
animal domestication OR to learn about the evolution of Neanderthals and
research theories about what happened to them.
1. Agriculture developed independently in various parts of the world. Discuss the evidence
found in one of the regions mentioned in your textbook (Africa, China, Mesoamerica, North
America, South America, the Southwest of North America or Southeast Asia). You should
focus on the earliest dates for agriculture, the type of crops planted, the regions where
evidence of early domestication has been found and the archaeologists responsible for
finding this evidence. What problems are associated with searching for evidence of
domestication?
2. What are some of the most accepted theories concerning the fate of the Neanderthals? Be
sure to include a discussion of recent analyses of Neanderthal DNA. What do comparisons
of Neanderthal and modern human DNA tell us about the relationship between
Neanderthals and modern humans? Be very careful with Internet research for this subject.
There are many web sites that are unreliable. You can find useful journal articles by
searching the databases on the U of S library web site (http://library.usask.ca).
Final Examination
Value:
Due Date:
Length:
Purpose:
Description:
Syllabus.
40% of final grade
See Class Schedule.
3 hours
Comprehensive examination on the entire course.
Invigilated examination. See the Sample Final Examination later in this Class
Page 8 of 13
The day and time of your final examination will be listed in your PAWS account.
The location listed in PAWS for your exam is the Saskatoon location. If you want to write your
final exam outside Saskatoon, you must complete an Application for Final Examination form,
available at: https://ccde.usask.ca/exam-info This will let us know where you would like to write
your exam.
Students writing in Saskatoon do not need to complete this form.
Submitting Assignments
Submission forms and pre-addressed envelopes are included in your course materials package.
Assignments may be submitted by mail, fax, or in person. Some instructors may also accept
assignments submitted electronically. Check with your instructor on the preferred mode.
Options for Submitting Assignments:
•
•
•
By fax (with completed submission form) to CCDE at (306) 966-5245.
In person (with completed submission form) to the Main Office at the Centre for
Continuing and Distance Education (address below) Monday through Friday between
8:30 a.m. and 4:30 p.m. After Hours: Via the drop slot located at the top of the central
stairwell, on the Fourth Floor of the Williams Building (address below).
By mail (with completed submission form) to:
Centre for Continuing and Distance Education (CCDE)
Room 464, Williams Building
University of Saskatchewan
221 Cumberland Avenue North
Saskatoon, SK S7N 1M3
Please note that assignments sent by mail should be postmarked no later than the due date,
and faxes should be sent prior to 4:30 p.m. Saskatchewan time on the due date. You should
keep a personal copy of all assignments submitted.
Additional Information
Must Pass: All assignments and exams must be submitted in order to pass the class. Any
student who doesn't complete all the course requirements will receive a failing grade.
Formal Requirements
•
Study the required readings.
•
Complete and submit three assignments by the designated dates. Late assignments will
be penalized.
•
Be sure to attach the “Submission Form Evaluation Sheet” included in the package you
have received. Always photocopy your assignment before you mail it or make a back-up
copy if you are using a computer.
•
Write a three-hour examination at the end of the term.
Page 9 of 13
Hints for Home Study
This course is designed to be completed in 13 weeks. You should expect to spend
approximately 8 to 10 hours each week completing the learning activities.
As this is an independent study course, you are responsible for determining your own study
needs. The following are some “tips” from other adults who have participated in independent
study courses:
•
Don’t try to do too much at first. Start with four hours per week and build up to eight to
ten hours as needed.
•
Discuss your plans with family members so they understand your needs. Don’t neglect
their needs or isolate yourself from them for long periods of time.
•
Do your studying in a quiet place if possible.
•
Set up a timetable and stick to it as much as possible. On the other hand, don’t feel
guilty about taking some time off to attend a family celebration or to nurse a cold. With
careful planning it is certainly possible to catch up.
•
Discuss the new concepts and ideas you are learning with your family, friends or a
colleague at work; they can be an important support network.
•
Don’t give up if it seems too difficult; talk to your instructor and other students in the
course. They may be able to provide you with valuable support and assistance. Your
instructor’s email address, telephone number and contact hours are listed in this Course
Syllabus.
•
Before you begin a new module, familiarize yourself with its goals and objectives. Read
the learning activities carefully to ensure that you complete all of the requirements for the
lesson. Perform each learning activity in the order it appears.
Preparing Your Assignments
OK, I have my library sources. . . . Now what?
Begin by briefly examining your sources to find information pertinent to your assignment. Take
notes from each source, noting page references as you work through the books. Review the
assignment question you have chosen to do, and decide how you are going to organize your
essay. The assignment question provides a lot of clues about the required content and
organization.
Your paper should include an introductory paragraph, which outlines the topic and how you are
going to address it. The main body of the essay presents your information and/or argument. The
final paragraph basically summarizes your paper and draws it to a final conclusion.
Your paper must also include a title page, with the title of the paper, assignment number, your
name and address, and the instructor’s name. A bibliography must be listed on a separate page
at the end of the essay.
Essays must be typed and double-spaced, with one-inch margins all around. The font you use
should have 10 to 12 characters per inch. The essays are to be 3 to 5 typed pages in length,
which translates into 900 to 1,500 words.
When you are writing your assignment, put the information into your own words. Remember that
your instructor has read the textbook, Course Guide, and other sources, and will be able to
recognize phrases written by others. Use direct quotations wisely and sparingly. It is imperative
that you state where you found your information, whether you are using direct quotations or
even if you are simply summarizing someone else’s work (see below for a suggested format).
Acknowledging the work of others is called “citing” or “referencing” your source. You must also
Page 10 of 13
reference your source if you use drawings, tables, or pictures that are copied from or based on
someone else’s work. Failure to acknowledge your sources constitutes plagiarism. Plagiarism is
a serious offence and may result in disciplinary action, including expulsion from the university.
When you present information from a source, reference it immediately. Then continue
discussing the information until you use another source, which you should also immediately
reference. To be safe, reference at least once a paragraph so that the marker knows where the
information is coming from.
Under no circumstances will simple copying verbatim from the textbook, Course Guide, or other
references be accepted. Stringing together lengthy passages from a source page after page
(even if they are properly referenced) is not acceptable. You are being marked on how well you
demonstrate that you (not your source) understand the material.
Be sure you list all of your references at the end of your paper on a separate Reference List, or
Bibliography. Consult the bibliography in your textbook for examples of proper format. Your
sources should be listed alphabetically by the author’s last name. Note that the titles of books
and journals are either italicized or underlined.
If you read a source, but do not cite or refer to it in your essay, you should not include it in your
Reference List. It is common to read ten sources and end up only using four or five. This is all
part of doing research; you must be able to figure out which information is relevant to the
question.
What format should I use for referencing my sources?
Different departments have their own standards or styles for citing sources throughout the
essay. Some use footnotes or endnotes, but in anthropology and archaeology the following intext citation format is more common. (It does not really matter whether you use in-text citations,
footnotes or endnotes, as long as you pick a standard format and use it throughout your paper.)
Look carefully at the punctuation used in these examples:
•
If you wish to summarize another person’s work into your own words, you may include
your reference within a sentence just like this example here (Haviland 2000: 222–233).
or
•
If you want to mention that Haviland (2000: 222–223) has a different opinion than Jones
(1989: 111–112), you can do so.
or
•
If you have several authors who discuss a particular issue, list the authors in
alphabetical order by last name, and then by the date of publication like this: (Haviland,
2000; Jones, 1989).
•
“If you are directly quoting another author, you may reference her like this” (Jones, 1989:
111–112). If you must take any phrases or sentences directly from another author, put
the quotation in quotation marks. However,
•
If the quotation is five or more lines, then indent it one inch (2.54 cm) on both sides and
single-space it. Do not put quotation marks around the block. You may leave out
unnecessary words, but . . . their absence must be indicated with three dots and spaces.
If you need to insert your own word or words, just put [square brackets around them].
Leave two spaces above and below your quotation (Jones, 1976: 4).
•
If you interview someone and wish to include something they said or wrote in a personal
letter to you, refer to them like this: (Jeffrey Enns, personal communication, January 1,
2000).
Page 11 of 13
Sometimes you will be using a journal article that has been reprinted somewhere else (i.e.,
Angeloni’s Annual Editions in Physical Anthropology). If less than a century separates the
original date of publication from the reprint or reissue, you must indicate the original publication
date in your bibliography. Below is the format used in Archaeology and is what you will see in
the Bibliography of your textbook.
Futuyma, Douglas J.
1995 The Growth of Evolutionary Science. In Elvio Angeloni (ED.),
Annual Editions in Physical Anthropology 1995–96, (pp. 6–14).
Guilford, Connecticut: The Dushkin Publishing Group, Inc.
(Originally published 1982, Science on Trial, by Douglas J.
Futuyma, pp. 23–43), Pantheon Books, New York.
As indicated earlier, you are free to use other standards or styles. For example, APA, but be
consistent. If you decide to use APA, then use APA throughout your essay and don’t switch
from one standard to another.
Sample Final Examination
Date:
See Course Schedule
Duration:
3 hours
Value:
The exam will be graded out of 100 marks and is worth 40% of your final grade.
Section I: Multiple Choice Questions.
There will be 50 multiple choice questions, each worth 1 mark for a total of 50 marks.
Sample Question:
1. The principle of common descent suggests that
A. the natural world is not fixed, but evolving
B. life forms change through time
C. organisms with similar characteristics are likely to have descended from the same
ancestor
D. evolution is gradual and continuous.
Section II: Short Answer Questions
You will answer 5 questions from a choice of 10. Each question is worth 5 marks for a total of 25
marks.
Sample Question:
“Critique the catastrophism theory of evolution.”
Section III: Essay Question
You will answer one essay question from a choice of 3, for a total of 25 marks.
Sample Essay Question:
“Identify the species within the australopithecines and describe the morphological features of
each species.”
Students with Disabilities
If you have a diagnosed disability (learning, medical, physical, or mental health), you are strongly
encouraged to register with Disability Services for Students (DSS). In order to access DSS
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programs and supports, you must follow DSS policy and procedures. If you suspect you may
have a disability, contact DSS for advice and referrals. For more information,
see http://www.students.usask.ca/disability/ or contact DSS at 306-966-7273 or dss@usask.ca.
Integrity Defined
“Integrity is expected of all students in their academic work – class participation, examinations,
assignments, research, practical – and in their non-academic interactions and activities as well.”
(Office of the University Secretary)
It is your responsibility to be familiar with the University of Saskatchewan Guidelines for
Academic Conduct. More information is available at
http://www.usask.ca/secretariat/student-conduct-appeals/IntegrityDefined.pdf
Acknowledgements
Course Author
Shirley Fedorak, M.A. (Department of Anthropology and Archaeology, University of Saskatchewan)
Instructional Design and Course Development
Margareth E. Peterson, M.Ed. (University of Saskatchewan)
Page 13 of 13

ARCH 112.3 - Centre for Continuing and Distance Education

Transcription

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