ANTH 601: GRADUATE SEMINAR IN BIOLOGICAL ANTHROPOLOGY
TH 3:00 – 5:40 pm | Storm Hall 239
Fall 2010
NOTE: This syllabus is a general plan for the course; deviations may be necessary and will be announced in class. Students
absent from class are responsible for determining if any modifications were announced.
INSTRUCTOR:
Dr. Erin P. Riley
Office: Arts & Letters Building (AL) 457
Email: [email protected]
Phone: 619.594.8628
Office hours: T 11 am – 12 noon; W 4:30 – 5:30 pm
COURSE DESCRIPTION: This course is a graduate-level overview of some of the key theoretical issues and
current research in physical/biological anthropology. It is structured as a readings-based discussion seminar. Our
focus will be on the major theoretical frameworks, methodological developments, and controversies within a
number of the major subfields of biological anthropology including: paleoanthropology, bioarchaeology, human
biology, primatology, and nutritional anthropology. To facilitate discussion of the readings in these core areas of
biological anthropology, each class will have a student designated as discussion leader and one as a presenter.
My role in the course is to serve as a guide and moderator of the discussions, and to provide feedback on the
strength of your analytical contributions, in terms of both content and delivery.
LEARNING OBJECTIVES: By the end of this course, you will be able to:
(1) Define and critically discuss core concepts in biological anthropology
(2) Gather and critically assess evidence on key issues in biological anthropology
(3) Present research in biological anthropology in a professional meeting style
(4) Effectively assist as graders and/or as graduate assistants for undergraduate biological anthropology
courses.
COURSE MATERIALS:
Required
nd
(1) Ridley, M. 1996. The Darwin Reader, 2 edition. New York: WW Norton.
(2) Brooks, J.L.1984. Just Before the Origin: Alfred Wallace’s Theory of Evolution. New York: Columbia
University Press.
(3) Journal articles & book chapters: The bulk of your readings will be articles/book chapters that will be
posted on Blackboard.
Recommended
If you need to brush up on your biological anthropology, I recommend that you reference the following
biological anthropology text:
o Relethford, J. 2010. The Human Species: An Introduction to Biological Anthropology. Boston:
McGraw Hill.
I highly recommend that you purchase the following two texts to assist you in the development of your
research papers—these will be useful THROUGHOUT your careers (trust me!)
o A Manual for Writers of Term Papers, Theses, and Dissertations (Chicago Guides to Writing,
Editing, and Publishing) by Kate L. Turabian (Paperback - April 1, 1996)
o The Elements of Style, by William Strunk Jr., E. B. White, and Roger Angell (Paperback - Jul 23,
1999)
Fall 2010 | Page 2 of 9
COURSE REQUIREMENTS:
Your performance in this seminar will be evaluated in five ways:
(1) Critical reaction papers (30%)
(2) Leading discussion (10%)
(3) Oral presentations (15%):
A. Topic presentation (10%)
B. Final paper presentation (5%)
(4) Class participation (20%)
(5) Final paper (25%)
Critical reaction papers (30%): a written critical reaction (1 to 1.5 single-spaced typed pages) of the
assigned readings will be due in class on weeks 3 – 14. Your summary should be written in prose (i.e., no
bullet points or lists) and should include:
1) One – two paragraphs that address the following questions:
o What is the theme of this week’s reading? How is the theme articulated through the readings?
o What are TWO key ideas/points that emerge from the readings? (Identify what you see as 2 key
points/ideas and then illustrate (by citing the articles within) how the articles address/tackle the
issue(s).
2) One – two paragraphs that form a critical analysis of theme and/or main ideas you have identified.
Your critical analysis might address a combination (but not limited to) of the following:
o What are the broader implications of the reported research?
o How is the idea linked to previous readings?
o Does the idea support or challenge the current theoretical framework, and how?
o How does the research contribute to the field?
o How convincing are the authors’ arguments?
 You will be allowed to skip one week of submitting a reaction paper. Please note that this does not mean
that you can come to seminar unprepared; you must still complete the readings, participate in discussion,
and submit your discussion questions.
Leading discussion (10%): Each student will be required to lead-off our discussion of the week’s assigned
readings for one or more class periods.
o Begin with a brief summary of the overall topic covered in the readings. Keep this brief as the
assumption is that everyone has completed the readings.
o The bulk of the discussion should address the key issues raised in the readings, including the
apparent agendas of the authors, critiques of the readings (i.e., strengths, weaknesses, problems
with the data/methods etc.), and how the readings contribute to the broader field of biological
anthropology and anthropology, in general.
Oral Presentations (15%):
o Topic presentation (10%): Each week one student will give a presentation on a topic related to the
week’s assigned readings. A list of possible presentation topics is provided in the course schedule
section of this syllabus. The presentations should be 15 – 20 minutes long, prepared in Powerpoint
(or similar program), and should provide both a review and a critical analysis of the key literature on
the topic. You must consult at least five primary literature sources in preparation for your
presentation. A pdf of your presentation must be uploaded to Blackboard the week of your
presentation. Be sure to reference the literature within the presentation, and include a references
slide at the end of your presentation. Students are expected to consult the appropriate literature; that
is, primarily journals in the field of physical/biological anthropology (e.g., American Journal of
Physical Anthropology, Yearbook of Physical Anthropology, Annual Review of Anthropology,Human
Biology, American Journal of Human Biology, Annals of Human Biology, Evolutionary Anthropology,
Human Ecology, American Journal of Primatology, International Journal of Primatology,International
Journal of Osteoarchaeology, Medical Anthropology, Human Evolution, as well as Current
Anthropology, American Anthropologist, Nature, Science etc.).
Fall 2010 | Page 3 of 9
o
Final paper presentation (5%): On the last day of classes each student will give an 8-minute
presentation of professional meeting quality based on their research paper. Presentations should be
prepared in Powerpoint (or similar program).
Class participation (20%): To assist in the preparation for class discussions, each student will formulate a
list of 3 questions related to the readings for that week (required for weeks 1-14). I will collect these questions
at the end of class. Please note that your participation grade will be based on the quality (and thus, not
necessarily the quantity) and relevancy of your contributions to discussion; that is, are you thinking critically
about class topics? Your discussion questions should therefore reflect your thinking critical about the readings
(NOT what you don’t understand about the topic) As noted for the critical reactions & discussion leader
assignments, here are some examples of points to consider when constructing your discussion questions:
o What are the apparent agendas of the authors?
o What are the broader implications of the research?
o How are the readings linked to previous weeks?
o Are there any flaws in the logic and/or methodology used by the authors?
o What theoretical position or point of view is the author trying to advocate? Is it implicit or explicit?
o How does the article/research fit within the broader theoretical context? What are its contributions?
o How do the readings link with previous week’s readings?
Research paper (25%): One 15-page research paper is required. The goal of this assignment is for you to
further explore a topic in biological anthropology. One option would be to choose a topic and explore how it
relates to your own research trajectory. Another option would be to extend your analysis of the topic you
chose for your in-class presentation.
o The paper should be based on an extensive reading of primary source material (i.e., journal articles,
scholarly books, scholarly book chapters) and should include a substantial reference list (>12
references). Please note, however, that this paper is not meant to simply be a literature review on a
topic, but rather an exercise in synthesis and critical thinking.
o The paper should follow these guidelines: maximum 15 pages (excluding references and title page),
12-pt font, double-spaced, 1-inch margins; format your citations and references using the style of
American Journal of Physical Anthropology. You will be required to submit a short proposal and
preliminary bibliography (minimum 5 primary sources) prior to the midpoint of the semester. I also
would like you to make your final paper available to everyone in the class, so plan on posting your
paper to Blackboard.
o Remember: you should be consulting the appropriate literature (see list of appropriate journals above)
o DUE DATES:
 Preliminary research paper idea: 1 – 2 sentence statement of research paper idea;
DUE: send by email by 3 pm, 9/23/10
 Proposal and preliminary bibliography: 1-page, double-spaced concise statement of research
idea, including mention of specific issues to be discussed; Preliminary bibliography: a
minimum of 5 primary literature sources on your topic in AJPA (American Journal of Physical
Anthropology) format
DUE: printed copy due in class, 10/21/10
 Final research paper
DUE: printed copy due by 4 pm on 12/13/10, main anthropology office
ASSESSMENT/GRADING
Your critical summaries will be graded on: (1) quality & depth of the discussion of the key points and your critical
analysis, and (2) the clarity, style, and succinctness of your writing. Your grade for class participation will be
based on (1) whether you actively participate and (2) the quality & depth of your discussion questions. Your grade
for leading discussion will be based on your ability to effectively summarize and synthesize the readings, and your
ability to stimulate discussion. I will grade these assignments as follows: 100, 95, 90, 85, 80 etc. For the rest of
the course assignments (research paper and oral presentations), I will provide a grading/assessment rubric (to be
posted on Blackboard) in order for you to understand how I will assess your work.
Fall 2010 | Page 4 of 9
Below is my grading scheme for this course:
A
AB+
B
B-
95 -100
90 - 94
87 - 89
83 - 86
80 - 82
<80
Outstanding work
Excellent/Very good work
Good work
Fair work
Needs more effort (come see me!)
Unsatisfactory work for graduate level (definitely come see me!)
COURSE POLICIES:
Attendance and active participation at all class meetings is mandatory. I will only permit one absence per
semester with appropriate documentation.
All members of the seminar are expected to complete the readings and be prepared for discussion before
coming to class. Although active participation is required, I do discourage overactive participation—in
other words, I expect students to be courteous and supportive of the participation of fellow classmates.
Also, I expect the tone of discussion to be respectful of all points of view.
Assignments may not be turned in late except in extremely dire circumstances and only with prior
approval of the instructor. Please note that broken printers, computer viruses, dead car batteries and the
like do not constitute ―dire circumstances.‖
ACADEMIC MISCONDUCT: Academic dishonesty includes cheating, plagiarizing, unauthorized collaborating on
course work, stealing course examinations or materials, falsifying records or data, or intentionally assisting
another individual in any of the above. It also includes any similar conduct which is aimed at falsely representing a
student's academic performance. I would recommend that you familiarize yourself with the SDSU’s ―Standards
for Student Conduct Code‖ and polices on academic misconduct at the following websites:
http://www.sa.sdsu.edu/srr/judicial/detailsMisconduct.html and
http://www.sa.sdsu.edu/srr/judicial/CheatingDisruption.html
COURSE SCHEDULE:
Week
Week 1: Sept 2
Topic
Discussion
Leader
Presenter
nd
Introduction: What is biological anthropology?
Readings: Washburn 1951; Calcagno 2003; AAPA
2003 – Code of Ethics
* Sign-up: discussion leaders & presenters
Riley
th
Scientific writing, critical analysis, & library
research
Readings: Kuyper 1991; Davis 2005, ch. 4, 16,
Appendix 1; Hailman & Strier, 2006; Steps in Writing a
Research Paper.pdf
Riley
Week 2: Sept 9
Week 3: Sept 16
th
Understanding evolution: Darwin and Wallace
Readings: Mayr 1976; Darwin reader: Ch. 1, 3, 4, 6;
Brooks text: Ch. 1, 4, 9 – 11.
Fall 2010 | Page 5 of 9
Possible presentation topics:
Punctuated equilibrium versus gradualism
Modern synthesis
Kin selection
Neutral theory (of selection)
Week 4: Sept 23
rd
NO CLASS—submit research paper idea (Due: 1 – 2
sentence statement of idea by 9/23/10 at 3pm by
email)
Week 5: Sept 30
th
Extending the evolutionary synthesis: Critiques of
adaptationism & gene centricity
Readings: Gould & Lewontin 1979; Gould 1982;
Singer 1996; Pigliucci 2007; Schultz 2009
Possible presentation topics:
Evolutionary psychology
Niche construction
Phenotypic (developmental) plasticity
Human behavioral ecology
―Evo-devo‖
Neo-Lamarckism
Week 6: Oct 7
th
Current perspectives on human biological
variation: Reconciling “race”?
Readings: Kaszyca & Strzalko 2003; Jablonski 2004;
Robins 2009; Relethford 2009; Gravlee 2009
Possible presentation topics:
The history of race in physical/biological
anthropology
Race & genetics in biomedical research
Genes & human migration
Race & forensic anthropology
Week 7: Oct 14
th
Beyond (just) biology: Culture, epigenetics, health
& disease
Readings: Dufour 2006; Cordain et al., 2005;
Ulijaszek & Lofink 2006; Gravlee & Dressler 2005;
Kuzawa & Sweet 2009; Kuzawa & Quinn 2009
Possible presentation topics:
Thrifty genotype hypothesis
Thrifty phenotype hypothesis
Thrifty epigenotype hypothesis
Hygiene hypothesis
Epigenome
Evolutionary medicine
Fall 2010 | Page 6 of 9
Week 8: Oct 21
st
Extending the biocultural approach into the past:
Issues in bioarchaeology
Readings: Armelagos & Gerven 2003; Wood et al.,
1992; Walker 2000; Blakey 2001; Armelagos et al.,
2009
Possible presentation topics:
NAGPRA
Peopling of the New World
Link to forensic anthropology
Dickson Mounds
* DUE: Research paper proposal & preliminary
bibliography
Week 9: Oct 28
th
Looking to our primate cousins I: Current
perspectives in primate behavioral ecology
Readings: Strier 2003;Thierry 2008; Koenig & Borries
2009; Lawler 2010; Fuentes & Hockings 2010; Riley
2010
Possible presentation topics:
Human-nonhuman primate disease
transmission
Ethics in field primatology
Group selection
Culture in nonhuman primates
Human life history in primate perspective
Week 10: Nov 4
th
Looking to our primate cousins II: How we became
upright & smart(er)
Readings: Ward 2003; Elton 2006; Richmond et al.,
2001; White et al., 2009; Lovejoy 2009; Burkart et al.,
2009; Haidle 2010
Possible presentation topics:
Gestural hypothesis
Homology versus homoplasy
Evolution of monogamy
FOXP2 gene
Machiavellian intelligence
Week 11: Nov 11
th
NO CLASS—Veteran’s Day
Week 12: Nov 18
th
Hominins R Us: Current controversies in
paleoanthropology
Readings: Relethford 1999; Zilhao 2006; Weaver &
Roseman 2008; Green et al. 2010; Hodgson et al.,
2010; Morwood et al., 2009; Aiello 2010
Possible presentation topics:
Speciation
Species concept
Fall 2010 | Page 7 of 9
mtDNA & human origins
Cladistics
Language in Neandertals
Week 13: Nov 25
Week 14: Dec 2
th
nd
NO CLASS—Gobble gobble!
FINALE—Pulling it all together
Riley
Readings & assignment: TBA
th
Week 15: Dec 9
Final Presentations
Everyone!
COURSE READINGS:
AAPA. 2003. AAPA Code of Ethics.
Aiello LC. 2010. Five years of Homo floresiensis. American Journal of Physical Anthropology 142:167-179.
Armelagos GJ, Goodman AH, Harper KN, and Blakey ML. 2009. Enamel hypoplasia and early mortality:
Bioarchaeological support for the Barker hypothesis. Evolutionary Anthropology 18:261-271.
Armelagos GJ, and van Gerven DP. 2003. A century of skeletal biology and paleopathology: Contrasts,
contradictions, and conflicts. American Anthropologist 105(1):53-64.
Blakey ML. 2001. Bioarchaeology of the African diaspora in the Americas: Its origins and scope. Annual Review
of Anthropology 30:387-422.
Bordain L, Boyd Eaton S, Sebastian A, Mann N, Lindeberg S, Watkins BA, O'Keefe JH, and Brand-Miller J. 2005.
Origins and evolution of the Western diet: Health implications for the 21st century. American Journal of
Clinical Nutrition 81:341-354.
Burkart JM, Hrdy SB, and van Schaik CP. 2009. Cooperative breeding and human cognitive evolution.
Evolutionary Anthropology 18:175-186.
Davis M. 2005. Appendix 1: Weaknesses in scientific writing. Scientific paper and presentation, 2nd edition. San
Diego: Academic Press. p 243-248.
Davis M. 2005. Chapter 4: Searching and reviewing scientific literature. Scientific papers and presentations, 2nd
edition. San Diego: Academic Press. p 35-49.
Davis M. 2005. Chapter 16: The oral presentation. Scientific paper and presentations, 2nd edition. San Diego
Academic Press. p 175-189.
DuFour DL. 2006. Biocultural approaches in human biology. American Journal of Human Biology 18:1-9.
Elton S. 2006. Forty years on and still going strong: The use of hominin-cercopithecoid comparisons in
paleoanthropology. Journal of the Royal Anthropological Institute 12:19-38.
Fuentes A, and Hockings KJ. 2010. The ethnoprimatological approach in primatology. American Journal of
Primatology 71:online: early view.
Fall 2010 | Page 8 of 9
Gould SJ. 1982. Darwinism and the expansion of evolutionary theory. Science 216(4544):380-387.
Gould SJ, and Lewontin RC. 1979. The spandrels of San Marcos and the Panglossian paradigm: A critique of the
adaptationist programme. Proceedings of the Royal Society of London B 205:581-598.
Gravlee CG. 2009. How race becomes biology: Embodiment of social inequality. American Journal of Physical
Anthropology 139:47-57.
Gravlee CG, and Dressler WW. 2005. Skin pigmentation, self-perceived color, and arterial blood pressure in
Puerto Rico. American Journal of Human Biology 17:195-206.
Green RE, and al. e. 2010. A draft sequence of the Neandertal genome. Science 328:710-722.
Haidle MN. 2010. Working-memory capacity and the evolution of modern cognitive potential. Current
Anthropology 51(S1):S149-S166.
Hailman JP, and Strier KB. 2006. How to write a research report. Planning, Proposing, and Presenting Science
Effectively. Cambridge: Cambridge University Press. p 64-107.
Hodgson JA, Bergey CM, and Disotell TR. 2010. Neandertal genome: The ins and outs of African genetic
diversity. Current Biology 20(12):R517-R519.
Jablonski NG. 2004. The evolution of human skin and skin color. Annual Review of Anthropology 33:585-623.
Kaszycka KA, and Strzalko J. 2003. "Race" --Still an issue for physical anthropology? Results of Polish studies
seen in the light of the U.S. findings. American Anthropologist 105(1):116-124.
Koenig A, and Borries C. 2009. The lost dream of ecological determinism: Time to say goodbye?...or a white
queen's proposal? Evolutionary Anthropology 18:166-174.
Kuyper BJ. 1991. Bringing up scientists in the art of critiquing research. BioScience 41(4):248-250.
Kuzawa CW, and Quinn EA. 2009. Developmental origns of adult function and health: Evolutionary hypotheses.
Annual Review of Anthropology 38:131-147.
Kuzawa CW, and Sweet E. 2009. Epigenetics and the embodiment of race: Developmental origins of US racial
disparities in cardiovascular health. American Journal of Human Biology 21:2-15.
Lawler RR. 2010. Feeding competition, cooperation and the causes of primate sociality: A commentary on
Sussman et al. American Journal of Primatology 71:online: early view.
Lovejoy CO. 2009. Reexamining human origins in light of Ardipithecus ramidus. Science 326:74.
Mayr E. 1976. Accident or design: The paradox of evolution. Evolution and the Diversity of Life. Cambridge, MA:
Belknap Press. p 30-43.
Moorwood MJ, Sutikna T, Saptomo EW, Jatmiko, Hobbs DR, and Westaway KE. 2009. Preface: Research at
Liang Bua, Flores, Indonesia. Journal of Human Evolution 57:437-449.
Pigliucci M. 2007. Do we need an extended evolutionary synthesis? Evolution 61(12):2743-2749.
Relethford JH. 1999. Models, predictions and the fossil record of modern human origins. Evolutionary
Anthropology(8):7-10.
Relethford JH. 2009. Race and global patterns of phenotypic variation. American Journal of Physical
Anthropology 139:16-22.
Fall 2010 | Page 9 of 9
Richmond BG, Begun DR, and Strait DS. 2001. Origin of human bipedalism: The knuckle-walking hypothesis
revisited. Yearbook of Physical Anthropology 44:70-105.
Riley EP. 2010. The endemic seven: Four decades of research on the Sulawesi macaques. Evolutionary
Anthropology 19:22-36.
Robins AH. 2009. The evolution of light skin: Role of vitamin D disputed. American Journal of Physical
Anthropology 139:447-450.
Schultz E. 2009. Resolving the anti-evolutionism dilemma: A brief for relational evolutionary thinking in
anthropology. American Anthropologist 111(2):224-237.
Singer M. 1996. Farewell to adaptationism: Unnatural selection and politics of biology. Medical Anthropology
Quarterly 10(4):496-515.
Strier KB. 2003. Primate Behavioral Ecology: From Ethnography to Ethology and Back. American Anthropologist
105(1):16-27.
Thierry B. 2008. Primate Socioecology, the lost dream of ecological determinism. Evolutionary Anthropology
17:93-96.
Ulijaszek SJ, and Lofink H. 2006. Obesity in biocultural perspective. Annual Review of Anthropology 35:337-360.
Walker PL. 2000. Bioarchaeological ethics: A historical perspective on the value of human remains. In:
Katzenberg MA, and Saunders SR, editors. Biological Anthropology of the Human Skeleton. New York:
Wiley Liss. p 3-39.
Ward C. 2003. The evolution of human origins. American Anthropologist 105(1):77-88.
Washburn S. 1951b. The New Physical Anthropology. Transactions of the New York Academy of Science
13(second series):298-304.
Weaver TD, and Roseman CC. 2008. New developments in the genetic evidence for modern human origins.
Evolutionary Anthropology 17:69-80.
White TD, Asfaw B, Beyene Y, Haile-Selassie Y, Lovejoy CO, Suwa G, and WoldeGabriel G. 2009. Ardipithecus
ramidus and the paleobiology of the early hominids. Science 326:75-86.
Wood JW, and al. e. 1992. The osteological paradox: Problems of inferring prehistoric health from skeletal
samples. Current Anthropology 33(4):343-370.
Zilhao J. 2006. Neandertals and moderns mixed, and it matters. Evolutionary Anthropology 15:183-195.