Rio Grande Campus, Student Services Building/Annex 250.1 223-3403
Tuesday 9:00-1:00
Riverside Campus, Room A-1141 223-6039
Monday 11:00-12:00 223-6041

Feb. 10-March 21

Out of the Past, Chapters 1-5 (I highly recommend that you view Video 8: Collapse at any of the tape viewing locations noted on page 6. Many of the examples mentioned in Chapters 3 and 4 are shown in this episode.)
Objectives: Learn the basic concepts and methods of archaeology; how professional archaeology developed and its relationship to the field of anthropology; the scientific process and how to apply it; and how archaeologists design and carry out research, using specific case examples.

Spring Break March 16-22

Test 1 Due March 23 (Chapters 1-5)

March 23 Hand-in 2, Fugawiland: one typed page (double-spaced) with your hypotheses of the settlement system (see Unit 2 of Fugawiland Handout, p. 7), as well as a xerox copy of a map indicating the ten sites you selected for excavation.

March 22-March 28

Out of the Past, Chapter 6
Video 1: New Worlds [Shows March 28, 11:00 am-12:00 pm]
Objective: Understand the theories of cultural adaptation and culture change developed by anthropologists, using information gathered by archaeologists and ethnographers
Out of the Past, Chapter 7
Video 2: The Hearth [Shows March 28, 12:00-1:00 pm]
Objective: Understand basic social organization and its archaeological evidence in houses, communities, and settlement systems.

Out of the Past, Chapter 8
Video 3: Artisans and Traders [April 4, 11:00 am-12:00 pm]
Objective: Understand economic organization and how material needs are met and how goods are produced, distributed, and consumed.
Out of the Past, Chapter 9
Video 4: Signs and Symbols [April 4, 12:00-1:00 pm]
Objective: Learn the principles and examples of communication systems, including the development of the earliest writing.

Out of the Past, Chapter 10
Video 5: Power, Prestige, and Wealth [April 11, 11:00 am-12:00 pm]
Objective: Understand the way political authority and power develop, how they are used, and how archaeologists detect them.
Out of the Past, Chapter 11
Video 6: Realms [April 11, 12:00-1:00 pm]
Objective: Understand the extent of political power and the archaeological manifestations of capitals, hinterlands, and borders.

Test 2 Due April 13 (Chapters 6-10)

April 12-18

Out of the Past, Chapter 12
Video 7: The Spirit World [April 18, 11:00 am-12:00 pm]
Objective: Learn how archaeologists recognize and interpret evidence of religion and ideology.

April 19-25

Out of the Past, Chapter 13-15
Video 8: Collapse [April 25, 11:00 am-12:00 pm]
Objectives: Understand the events and processes of the rise of civilizations in the Old and New World regions and why civilizations fall, using as a case study the collapse of Maya civilization.

Out of the Past, Chapter 16
Objective: Explore the theories explaining cultural processes, especially the development of sociopolitical complexity.

Extracredit Projects Due April 27

Test 3 Due May 4 (Chapters 11-16)

Study Guide due May 4

Gonlin, Nancy, Susan T. Evans, and David L. Webster (1993) Study Guide to Accompany Out of the Past: An Introduction to Archaeology. Mountain View, Ca.:Mayfield Publishing Co.

Price, Doug and Gitte Gebauer (1997) Adventures in Fugawiland: A Computer Simulation in Archaeology, Second Edition. Mountain View, Ca.:Mayfield Publishing Co.

1. To introduce students to the practice of archaeology (techniques, methods, and theories) and to the archaeological record;

2. To show what kinds of research questions archaeologists ask and why these questions are important;

3. To inform students how archaeologists structure their research to answer these questions and how the questions are used and answered in actual field situations;

4. To provide a broadly comparative approach using images and information about many cultures and to teach critical thinking skills necessary to understand how cultures function and change; and

5. To introduce the archaeological perspective on how and why cultures function and change, what similarities are broadly shared among cultures, and why cultures differ.

Copies of any work book pages handed in for the participation part of the grade do not count as completing those exercises in the work book; those exercises must be completed and handed in with the work book.

Tests (20% each): There will be three objective tests available at any of the testing centers. Each test will consist of 50 multiple choice and, possibly, matching questions. The answer sheets must be dated by the testing center by the due date to receive full credit. Permission slips are required for each test. There are no re-tests.

Questions on the videos will be based on the video discussion questions found in the study guide; keep these questions in mind while viewing the videos. Some of the other questions are based on the overview, discussion questions, testing comprehension questions found in the study guide.

Participation (10%): This part of your grade will be based on the three hand-ins for Adventures in Fugawiland. Do not hand-in originals of the exercises from the work book; make copies of your work.

Study Guide (10%): Complete sections II.B.1. and III.A. (except for essay questions) for each chapter. Hand the Study Guide in at the end of the semester. Used study guides will not be accepted without instructor approval.

2. The Study Guide and Adventures in Fugawiland may be handed in either by giving it to me during my office hours, placing it in my mail box in the VP's of Students office at the Rio Grande Campus after getting a date stamp from the receptionist, or by routing it to me from any campus through the ACC mail system after getting a date stamp from the receptionist (route to Michael Pool at Rio Grande Campus). If a date stamp is not on the item, I will assume it was handed in one day before I got it and deduct any points accordingly.

3. It is not my policy to drop students; it is the students responsibility to drop the class.

4. You need to notify me and Distance Learning of any changes in your address, phone number, or e-mail address.

5. Incompletes are discouraged and will only be given for extenuating circumstances. Time conflicts and poor time management are not acceptable reasons; ACC has a very liberal drop policy you can use in these circumstances.

6. In cases of scholastic dishonesty (cheating) and after meeting with the student or notifying the student of the reasons for believing scholastic dishonesty occurred, a grade of 0 will be recorded for any work determined by the instructor to result from an act of scholastic dishonesty. The Dean of Student Services will be notified of the incident and the academic penalty and will determine if any further disciplinary penalty will be assessed. The student can accept the penalty or dispute in writing to the Dean, within five (5) College class days (excluding weekends) of the student's receipt of written notice of the academic penalty assessed, either the facts of the offense or the academic penalty assessed. The student is referred to the ACC Student Handbook for further details.

• typed, double-spaced with one inch margins, no more than 12 point type (10 CPI or more)
• a minimum of 10 pages (9 1/2 pages not accepted).
• received by the due date and not later
• instructor approval of the book
• readable

Major articles from Current Anthropology with comments will count as two references as long as the summary and length of the summary (2 pages) reflect the comments and reply. No more than 3 articles can come from one source (journal or book).

A maximum of 15 points will be added to your final grade for an A, 10 points for a B, and 5 points for a C.

Internet Review: Review 10 internet archaeological resources and write a minimum one page review of each source. Include a 1 page overview introduction. Please consult with the instructor if you wish to choose this option. The same grade range applies as the other extracredit options.

You will be graded on completing all the exercises in Part IV.

Requirements:

Windows 3.1 or 95: 2 megabytes ram, VGA monitor and card with 256 colors. If you use the LRS computers, install the program to a floppy disk and run it from the floppy. The LRS does not allow the installation of student programs on their computers due to copyright laws.

Macintosh: 2.5 megabytes of hard drive space, 4 megabytes ram, system 7.x; color monitor preferred. You will not be able to use the LRS Macintosh computers as you can not run the program off a floppy disk.

• Read Chapter 1, pp. 70-86 in Chapter 3, and pp. 116-120 in Chapter 4 of Out of the Past
• Read Parts I and II and Part III, Chapters 4 and 5 in Adventures in Fugawiland.
• Familiarize yourself with how the program and computer work.
• Use the map and information in Chapter 5 of the workbook to familiarize yourself with the region.
• Complete the exercises in the first part of Part IV that do not use the computer program (pp. 84-91) (Discovering Sites, Dating and Chronology, and Radiocarbon Dating).

• Read the rest of chapters 3 and 4 in Out of the Past; Chapters 1, 3, and 4 will help you to derive hypotheses concerning the settlement system and devise a sampling strategy prior to excavation.
• Review Chapters 4 and 5 in the Fugawiland workbook and read Chapters 6 and 7 and the Help section in the program.
• Develop some hypotheses concerning the nature of the settlement of the region based on the topography and distribution of resources (Chapter 5) and background knowledge (Chapters 3, 6, and 7) presented in the workbook and in the Help section of the program. Basically answer the following questions based on this information and the distribution of known sites (Regional Map of Fugawiland):
1. What foods do you expect to be utilized? What season are they available? Where are they available? What is the subsistence cycle?
2. Where would settlements be located to exploit what resources? What time of year would the settlements be occupied? What is the annual cycle?
3. How many groups of people are there and what distinguishes them?
4. Are there any special or ceremonial sites?
• It is not important that your hypotheses are correct but that they are sensible and testable and will guide you in the selection of sites for excavation and in your data analysis.
• Select 10 sites for excavation in order to test your hypotheses. Then excavate them in the Fugawiland program (Chapter 6). As you excavate each site examine the site plan and information (Chapter 7) and modify your hypotheses and site selections accordingly.

• Review Chapter 3 in Out of the Past and read Chapters 6-7.
• Review pp. Chapter 7 and read Chapter 8 in the Fugawiland workbook.
• Print out site maps and artifact tables for each excavated site. Begin to analyze your data by completing the analysis exercises Part IV of the Fugawiland workbook. Subsequent analyses should be based on testing your hypotheses rather than simply searching for possible patterns.

• Review Chapter 3-8 in Out of the Past; this is especially relevant to the final interpretation of the project as it discusses basic theoretical concepts in anthropology that guide interpretation
• Compile your maps, data, and analyses of data. Assess whether your analyses have falsified or verified your hypotheses (address the questions in Unit 2). Write a 3-5 page double-spaced type written report (rather than writing the essay in the workbook), discussing your interpretations and conclusions with respect to your hypotheses using relevant maps and data analyses to support your position.

1. What is the distribution of plant and animal remains and of tool types?
2. What foods were utilized at each excavated site and where and when were they obtained?
3. Were fish eaten in the inland sites?
4. Do you find mussels and deer at the same site?
5. Were sites with lots of points used in the spring?
6. How many different kinds of sites are there? What information is useful in distinguishing them? What activities occurred at each type of site?
7. Were these sites occupied for the entire year or for part of the year? If for part of the year, what part of the year? [remember that hunters and gatherers rarely stayed at one site for the entire year.]
8. What is/are the annual subsistence cycle(s)?
9. How many groups of people are there, and how are they different (what distinguishes any groups)?
10. How many people were there at each site, and given their annual cycle, how many people were there in each group? How many people were there in the entire region?
11. Did everyone have chert knives and is the distribution of chert knives related to the nearness to the source?
12. Where are people usually buried and what are the forms of burials?
13. Are there any special/ceremonial sites? Which sites are they, if any? What characteristics make them special/ceremonial sites?
14. What evidence is there for trade or exchange? Is any trade/exchange regional? If not, what is the extent of the trade/exchange?
15. What other kinds of information would you need to better understand the archaeology of Fugawiland in terms of the questions asked above and in terms of other questions? What other questions could be asked?

1. For help on the contour maps in the workbook consult me.

2. When picking sites to excavate , make sure to select sites from all four topographic areas: lakeshore, river, plain, and hills. If you do not, you will miss information important for interpretation.

3. Make sure you use the regional plot analysis.

4. Be sure to complete all parts of the exercises and answer all the questions in Part 4, even if the questions are not printed in bold print (pages 86, 89, 91, 95, 97, and 98).

5. For the graphs on page 100 use the following information:

For points use the following ranges in the left hand column and then record the number of sites with the number of projectile points in that range in the right-hand column:

6. For the seasonality chart on page 101, determine the season of availability rather than use.

Anthropology Program
Last Updated 2-8-98

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