Introduction to Archaeology
Anthropology 2302-01, Fall 2016
Mondays & Wednesdays 10:50am-12:05pm, HSHE 1.102
Instructor: Guy Duke
Office: ELABN 3.320
Archaeologists Don’t Dig Dinosaurs
Contact: [email protected] (956) 665-2865
Office hours: Mon 1:00-3:00, Thu 12:00-2:00, or by appointment
Required textbook:
Chazan, Michael. 2014. World Prehistory and Archaeology: Pathways
through Time, 3rd Edition. London: Routledge.
Other required readings:
To be posted on Blackboard
Course Description
General introduction to the field of archaeology. Emphasis on
methodology of data collection and analysis plus a comprehensive review of major
archaeological discoveries as they reflect understanding of diverse historical and cultural
development of both ancient and modern societies.
Objectives
(1) To show you how archaeologists go about investigating the past
(2) To introduce you to some of the most significant and astounding archaeological discoveries
ever made
(3) To help you gain a better appreciation of lifestyles different from your own.
Prerequisites: None
Grading summary:
Reading summaries
Critical questions/forum participation
Worksheets
Quizzes
Article Review Paper:
Annotated bibliography
10%
First draft
5%
Final paper
15%
Total
Final exam
Course total
Letter Grade
A
B
C
D
F
20%
10%
10%
15%
30%
15%
100%
Important Dates
Aug. 29: First day of classes
Sep. 5: Labor Day (no classes)
Sep. 14: Census day
Oct. 21: Annotated bibliography due
Nov. 11: First draft of paper due
Nov. 16: Drop/withdrawal deadline
Nov. 24-25: Thanksgiving (no classes)
Nov. 18-Dec. 8: Course evaluations open
Dec. 2: Final paper due
Dec. 8: Study day (no classes)
Dec 9-15: Final exam period
Dec. 12: Final exam
% Range
90-100
80-89
70-79
60-69
0-59
Course Learning Objectives:
This course meets Anthropology Program goals as it informs you about basic anthropological
concepts and anthropological perspectives and teaches you to understand the basic procedures
of anthropological research so that you can analyze archaeological data. This Archaeology
course also teaches you to use the tools of anthropology to think and write critically about topics
dealing with humankind, enables you to develop a solid base of anthropological knowledge in
the area of archaeology, gives you a holistic understanding of individuals and cultures that
reflects the multidimensionality of human experience, shows you how to apply appropriate
research methodologies to understand cultural phenomena, and demonstrates how to apply
anthropological concepts and knowledge.
THECB Core Learning Objectives
ANTH 2302 meets standards of The Texas Higher Education Coordinating Board for core
courses within the Social and Behavioral Sciences Foundational Component Area by
addressing four key core objectives concerned with (1) Critical Thinking Skills, (2)
Communication Skills, (3) Empirical and Quantitative Skills, and (4) Social Responsibility.
Archaeology is the only discipline that can realistically examine the nature of 95+% of past world
cultures that did not leave behind a written record. Archaeology also complements history in the
examination of historical cultures that did have writing. Historical cultures have a written record
but they did not record every aspect of their cultures. Archaeological investigation can fill that
gap. Through exposure to the course contents, you should be able to hone both your critical
thinking skills and communication skills through in-class discussion, written assignments, and
examinations.
Major cultural patterns described by archaeologists are derived from the quantitative and
qualitative assessment of empirical information set against a backdrop of hypotheses and
theories concerning the development of cultures over the last several thousand years. In accord
with this, you will be expected to master the basic empirical and quantitative skills necessary to
assess and present data in varied formats. Social responsibility is another component of this
course that is reflected in the teaching of proper stewardship of the archaeological record that is
unique in every region on earth. Casual or deliberate destruction of archaeological sites
deprives the world of the evidence needed to understand past civilizations. Once that evidence
is gone, there is no way to recover it. Students need to understand that it is everyone’s
responsibility to guard the past for future generations to enjoy and appreciate their patrimony.
Anthropology 2302 is also required for the Anthropology major. In this capacity, it serves the
program by covering vital subject matter relating to archaeology, one of the major subfields
within the field of anthropology.
Expectations:
In this class, I want you to share your honest reactions to and feelings about the materials.
However, there are a few things I would like you to keep in mind. We will be covering material
that may challenge your beliefs and values. Because this is a difficult process, I expect you will
often disagree with each other. Discussion is expected and necessary for growth. However,
abusive and insulting language has no place in this class. While you may not agree with
everything said or presented, you owe it to each other to listen carefully and respectfully to other
peoples’ views. Remember, you are never graded on your views or your politics, only the
degree to which you have engaged with the readings and discussions. Failure to comply with
this policy will result in you being asked to leave class.
When sharing your responses to the materials, personal and emotional reactions are legitimate.
However, you should connect your reactions to critical and analytic responses. Think critically
about your own experience – how does your reaction illustrate the topics we’ve discussed in
class/covered in the readings? If you disagree with the author, analyze and use the course
materials to explain the author’s argument, and how your viewpoint differs.
IMPORTANT: You do not need to be or become a supporter of the concepts and theories
presented in this course to do well in this class. You do, however, have to understand, respect,
and be able to use anthropological concepts and perspectives.
Other logistics:
Email – Students are expected to check their email often for class updates. This gives me the
capability of giving you last minute reminders and tips. Before emailing me, be sure to ask
yourself this question: “Is it on the syllabus?” All emails to me regarding this class must
include the course number and section (ANTH 2302-01) in the subject line.
UTRGV rules require that all email communication between the University and students must be
conducted through the students’ official University supplied UTRGV account. This means that I
am unable to reply to any email sent from a non-UTRGV account. Do not use gmail, hotmail,
yahoo, or any other email addresses for communications regarding this course. If you do not
hear back from me within a reasonable timeframe (generally 48hrs), please check and ensure
that you sent your email from a UTRGV account. I do not discuss grades over email or
telephone. If you wish to discuss test or assignment results, please come to my office hours or
book an appointment. Lastly, I will generally only respond to emails during business hours
(9am-5pm) on weekdays. Please keep this in mind and plan in advance for inquiries related to
assignments and exams.
Emails are a form of professional communication so be relatively formal. Consider everything
you do at UTRGV as an audition for your work life after graduation. Everything you write leaves
an impression so make sure it’s a good impression. For example, avoid “Hi there,” “Hey,” or
“Hey Prof.” Instead, try “Dear Professor Duke” and always proofread for spelling errors or typos.
Here is an excellent article with some guidelines for writing emails to your professors.
Behavior and Technology – I expect you to be in your seat and ready for class on-time. Do not
leave class early, or “pack up” before class is over. Please turn your cell phones to silent and
put them away for the duration of class. Do not take pictures of powerpoint slides – take notes
(writing things down helps you to remember them). Laptops are permitted for note taking. Be
courteous to your fellow students and refrain from using any technology in ways that may prove
to be distracting.
Attendance – As adults, you are responsible for ensuring your attendance in class. Be aware
that I do not post lecture notes or slides online. If you miss class, you are responsible for
obtaining the information discussed from a classmate. Based on this, there will be no grade for
participation or attendance. Material from lectures and films will be tested on. If you miss class
and are tempted to ask me if you missed anything important, please stop yourself and assume
that everything we discuss or watch in class is important and find a way to obtain the materials
from a classmate.
Week
1
Date
8/29
8/31
2
9/5
9/7
3
9/12
9/14
9/19
9/21
Human Origins
4
9/26
Culture & Evolution
5
6
7
9/28
10/3
10/5
10/10
9
10
10/19
10/24
10/26
10/31
11/2
11/7
11
12
13
Early Human Lifeways
Peopling New Worlds
10/12
10/17
8
Themes
Introduction to course
Introduction to
Archaeological Methods
Labor Day
Intro to Archaeological
Methods, cont’d
History of Archaeology
11/9
11/14
11/16
11/21
11/23
11/28
14
11/30
15
12/5
12/7
EXAM
12/12
Annotated bibliography
due (Oct. 21)
Neolithic Revolution &
Settling Down
Agriculture & Society
Social Organization
Non-State Complexity
Mesopotamia & the
Mediterranean
First draft due (Nov. 11)
Asia
Mesoamerica
Readings & Assignments
Syllabus
Chazan: Part 1, Introduction
Chazan: Chapter 1
(no class)
“Motel of the Mysteries” (online)
Chazan: Chapter 2
Worksheet #1: Time Team America, Range
Creek, Utah
Chazan: Part 2, Introduction
Chazan: Chapter 3
Film: “Dawn of Humanity”
Film: “Dawn of Humanity,” cont’d
“Monkeys All the Way Down”
Chazan: Chapter 4
Chazan: Chapter 5
Worksheet #2: Changing Technology
Chazan: Chapter 6
“Past Imperfect”
“Decolonizing the Past and Present of the
Western Hemisphere (The Americas)”
Film: “First Peoples, Australia”
Chazan: Part 3, Introduction
Chazan: Chapter 7
Worksheet #3: From Hunter-Gatherer to
Farmer
Chazan: Chapter 8
Chazan: Chapter 9
Chazan: Part 4, Introduction
“The Ancient Roots of the 1%”
Chazan: Chapter 10
Chazan: Chapter 11
Chazan: Chapter 12
Worksheet #4: How to Build Angkor Wat
Chazan: Chapter 13
Film: “Cracking the Maya Code”
The Andes
Chazan: Chapter 14
Film: “The Inca Masters of the Clouds:
Foundations”
Final paper due (Dec. 2) “Tourism and Archaeology in Brazil”
Future Directions in
“Futurologists Look Back”
Worksheet #5: Archaeology moving forward
Archaeology
Review
Jeopardy Review Session
Student Guided Review
Final Exam Dec. 12, 10:15am-12:00pm, HSHE 1.102
Assignments, Quizzes, and Exams
Reading summaries (20% of final grade)
Each class period will have one or two readings associated with it. At the end of the class period
on the assigned date (see schedule above), you will have the opportunity to hand in summaries
for the assigned readings. In total, you are required to turn in summaries for 20 of the 24
assigned readings over the course of the semester. Each summary is worth 1% of your total
grade. Your first opportunity is on the first day of classes in week 1 (see schedule above). I will
not accept any summaries/critical questions by any other means than physically handing them
in to me at the end of class on the assigned date (see below for style requirements). If you
cannot attend class that day, you will not receive credit for that week’s summary. This is nonnegotiable.
Each summary will consist of a total of four (4) sentences – no more, no less. The first three (3)
sentences will outline the primary points or arguments of the author(s). The following sentence
will be a statement of your opinion – whether or not you agree or disagree with the author. You
must also provide proper bibliographic information for the summarized reading using the
Chicago Style Guide format (http://www.chicagomanualofstyle.org/tools_citationguide.html). An
example of a four sentence summary with bibliographic information is provided below (see
Appendix A). The summaries will assess your knowledge of the subject as the course
progresses, focusing on your grasp of the core concepts of social responsibility and critical
thinking skills.
Reading summary submission style requirements:
 Paper copy, turned in at end of first class each week
 Double-spaced
 Times New Roman, 12 pt. font
 1” margins
 Each page numbered
 Your name, date, course/section number, bibliographic information at the top of the page
Critical Questions/Forum Participation (10% of final grade)
Each student is required, though not limited, to submit five (5) critical questions to me via
Blackboard message over the course of the semester. Critical questions should build upon your
reading summaries by assessing the argument/perspective of one of the readings for the week
or questioning a specific point of the article/chapter in such a way as provoke discussion (see
Appendix B for an example). These questions should address the readings/topics for the
upcoming week and must be submitted no later than 11:59pm on the Sunday prior. I will choose
what I think is an appropriate and/or insightful question every week and post it anonymously on
the Blackboard course discussion forum. I expect each student to contribute constructively to
the discussion of these weekly questions. You will receive 1% for each of your five questions
submitted, regardless of whether they are chosen for discussion. You will also receive up to 5%
of your total grade for the course via consistently, respectfully, and thoughtfully participating in
the weekly forum discussions. I will closely moderate all discussions. Please remember to follow
UTRGV Netiquette Guidelines in all interactions:
Netiquette is internet etiquette, or a set of expectations that describe appropriate
behaviors when interacting online. It is important to understand that you will be
held to the exact same standards as during in-class discussions. Remember, you
only get to make a first impression once, irrespective of the course delivery
method.
Be courteous.
You only get one chance for an online first impression. Make it count. Do not say
or do anything in an online classroom that you would not do in a face-to-face
classroom. This includes not “YELLING” (typing in all caps), not “flaming”
(attacking someone, such as insults and name-calling), and/or not dominating the
discussion.
Be a good classmate.
Remember your own role as a student. Follow your instructor’s directions at all
times. Be authentic and collaborative with fellow students. Be aware of
cyberbullying and make every attempt to eliminate it. Appreciate the diversity and
different communication styles of your peers.
Be professional.
Proofread your own writing for spelling, grammar, and punctuation to prevent
miscommunication. Avoid slang, sarcasm, or emotionally-charged writing, as tone
can be difficult to translate online. Profanity and offensive language will not be
tolerated. Do not use abbreviations (2moro, 2T, B@U) or emoticons in your online
discussions.
Worksheets (10% of final grade)
There are five (5) worksheets that will serve to reinforce class concepts and assess your
empirical/quantitative and critical thinking skills, and which will be completed during our normal
meeting times. These need to be handed in at the end of the next class. Worksheets turned in
after this time will not receive credit.
Quizzes (15% of final grade)
Over the course of the semester, I will administer seven (7) unscheduled quizzes at the
beginning of class. If you arrive late on a quiz day, you will not be allowed to take that day’s
quiz. The quizzes will cover a range of topics relevant to materials covered in class prior to the
quiz. Your five (5) highest scores will be included in your final grade. Each quiz is worth up to
3% of your final score.
Article Review Paper (30% of your final grade)
As your major assignment for this course, you will write a short review paper discussing your
choice of peer-reviewed article listed below (see Appendix C). Following your choice of article,
you will then use the library to find four (4) additional peer-reviewed articles related to this topic
in order to assess and critique the position(s) argued in the paper you chose from the list. The
primary focus of your discussion will be the initial paper and you will use the other peerreviewed articles as a means of applying differing perspectives to the topic. This assignment will
assess written communication and critical thinking and will graded in three parts: Annotated
bibliography, first draft, and final paper (see below).
A peer-reviewed article is a scholarly manuscript that has been reviewed by experts in the
discipline before being published. This includes journal articles such as the ones listed below for
your use, as well as chapters in edited scholarly volumes (i.e., not Wikipedia, popular
magazines, religious literature, blogs, etc.). If you are unsure whether or not an article you have
chosen has been peer-reviewed, please ask me before you include it in any portion of your
assignment. Any references that are not peer-reviewed will not be considered appropriate for
this paper and you will lose marks for including them.
Annotated bibliography (10% of final grade, included in 30% total for full assignment: due Oct.
21, 2016, no later than 11:59pm) – The first paragraph of your annotated bibliography should
briefly articulate the main argument(s) of the article from the list you have chosen to review –
this should both include the stated argument(s) of the author(s) as well as any unstated but
implied arguments noted by the reader (you). This brief, three (3) sentence summary should be
followed by a statement regarding whether or not you agree or disagree with the author(s), or
whether or not you agree with certain portions of the argument(s) and disagree with others. An
example of how this could read is as follows, “Overall, I agree with what [author(s)] argue,
however there are some areas where the argument(s) are not well-supported.” (This is just an
example. Do not use this statement verbatim.)
Any agreement or disagreement needs to be supported by evidence from the other four (4)
peer-reviewed sources you have identified. This assessment of the article based on scholarly
evidence will make up the bulk of your paper and constitutes your critique. At this point,
however, I expect you to provide a three (3) sentence summary for each of the four (4) peerreviewed sources as well as one (1) or two (2) sentences explaining how you intend to utilize
this source in your critique of your chosen article. You have had some practice in this via your
weekly summaries, but in this assignment you need to directly apply your final sentence(s) to
the article you are reviewing. This assignment will submitted electronically via the assignment
link provided on Blackboard under Course Materials.
Annotated bibliography submission style requirements:
 Double-spaced
 Times New Roman, 12 pt. font
 1” margins
 Each page numbered
 Your name, date, and course/section number at the top of the first page (do not include any
of this information on any other page)
 Bibliographic information for each article to precede its summarization
(http://www.chicagomanualofstyle.org/tools_citationguide.html).
 To be submitted via assignment link on Blackboard – do not submit by email, by Blackboard
message, or as a paper copy
 Only .doc, .docx, or .rtf files will be accepted – No .pdf, .pages, .odt, .txt or other file format
First draft (5% of final grade, included in 30% total for full assignment: due Nov. 11, 2016, no
later than 11:59pm) – Each student will submit a full draft of their paper in order to receive
feedback before submitting their final version. Your first draft should be between four (4) and
seven (7) pages. It should have proper in-text and bibliographic citations following the Chicago
Manual Style Guide (http://www.chicagomanualofstyle.org/tools_citationguide.html) (see
Appendix D for an example). The expectation is that you will be able to critically summarize and
synthesize the articles from your annotated bibliography into a thought-provoking and engaging
discussion of your selected article from the list. You will be graded on content for this draft, but
there will be some leniency due to the nature of early writing drafts. The primary purpose of this
portion of the assignment is to provide you with feedback on your work as well as to ensure you
are making timely progress.
First draft submission style requirements:
 4-7 pages (no more, no less)
 Double-spaced
 Times New Roman, 12 pt. font
 1” margins





Each page numbered
Title page with full name, date, course and section number, title of paper (not included in 4-7
page total – do not include any of this information on any other page)
Cite all materials in the Chicago Style (use either the notes-bibliography or the author-date
system, but be consistent!) (http://www.chicagomanualofstyle.org/tools_citationguide.html).
To be submitted via assignment link on Blackboard – do not submit by email, by Blackboard
message, or as a paper copy
Only .doc, .docx, or .rtf files will be accepted – no .pdf, .pages, .odt, .txt or any other format
Final paper (15% of final grade, included in 30% total for full assignment: due Dec. 2, 2016, no
later than 11:59pm) – The expectation for your final paper is to take the feedback you received
for your first draft and apply the critiques and suggestions to improve your initial foray into a
solid review paper. The emphasis of grading will be on articulating a coherent critique,
supported by your other sources. Points will be deducted for improper citations and
spelling/grammatical errors. You will receive a graded paper with feedback via Blackboard
within two (2) weeks of the assignment due date.
Paper submission style requirements:
 5 pages (no more, no less)
 Double-spaced
 Times New Roman, 12 pt. font
 1” margins
 Each page numbered
 Title page with full name, date, course and section number, title of paper (not included in 3
page total – do not include any of this information on any other page)
 Cite all materials in the Chicago Style (use either the notes-bibliography or the author-date
system, but be consistent!) (http://www.chicagomanualofstyle.org/tools_citationguide.html).
 To be submitted via assignment link on Blackboard – do not submit by email, by Blackboard
message, or as a paper copy
 Only .doc, .docx, or .rtf files will be accepted – No .pdf, .pages, .odt, .txt or any other format
Late submissions – 5% will be deducted from the assignment total for every day an assignment
is late to a total of 10%. Any assignment submitted more than 2 days late will not be accepted
and will get a zero unless arrangements were made with your instructor PRIOR to the due date.
An assignment will be considered “late” if it is submitted at any point after the specified
date/time. For instance, if your assignment is due on Blackboard at 11:59pm on Dec. 2, 2016
and the time stamp reads 12:00am, Dec. 3, 2016, your paper will be considered 1 day late. Be
aware that I do not accept spotty internet connections as a valid excuse. Be sure to give
yourself plenty of time to submit your assignments online so this does not happen.
Final Exam (15% of final grade – Dec. 12, 10:15am-12:00pm, HSHE 1.102)
The final exam will consist of a single question. Your answer to this question must be written in
essay-style format (i.e., well-constructed, cohesive, and coherent paragraphs) and include the
definition and appropriate application of at least five (5) terms from the list of ten (10) that will be
provided to you at the time of the exam. Your answer will be graded on the accuracy of your
definitions, the appropriateness of your applications of the terms, and most importantly on the
quality of your discussion. A list of three (3) possible exam questions and twenty (20) terms will
be provided to each student at the beginning of the first class of Week 15. Students are
permitted to bring a single 3x5 inch index card with notes to the exam. No other reference
materials, aside from this index card, will be allowed. The primary purpose of this exam is to
assess your fluency in the core concept of critical thinking, but also addresses your
understanding of the core concept of social responsibility as well as your written communication.
The exam can and will draw from materials read, watched, and discussed over the course of the
entire semester. You may not take the exam early. If you have conflicting exam times, you may
take the exam during the conflict resolution period as long as you make prior arrangements.
Make up exams will be at the instructor’s discretion. Students should make every effort to
take the exam on the designated day. Students that have a valid reason to miss the exam must
notify me before the exam is given in order to arrange for a make-up exam.
UNIVERSITY POLICIES
Students with disabilities:
If you have a documented disability (physical, psychological, learning, or other disability which
affects your academic performance) and would like to receive academic accommodations,
please inform your instructor and contact Student Accessibility Services to schedule an
appointment to initiate services. It is recommended that you schedule an appointment with
Student Accessibility Services before classes start. However, accommodations can be provided
at any time. Brownsville Campus: Student Accessibility Services is located in Cortez Hall
Room 129 and can be contacted by phone at (956) 882-7374 (Voice) or via email at
[email protected]. Edinburg Campus: Student Accessibility Services is located in 108
University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840
(Fax), or via email at [email protected].
Mandatory course evaluation period:
Students are required to complete an ONLINE evaluation of this course, accessed through your
UTRGV account (http://my.utrgv.edu); you will be contacted through email with further
instructions. Online evaluations will be available Nov. 18 – Dec. 9, 2015. Students who
complete their evaluations will have priority access to their grades.
Scholastic integrity:
As members of a community dedicated to Honesty, Integrity, and Respect, students are
reminded that those who engage in scholastic dishonesty are subject to disciplinary penalties,
including the possibility of failure in the course and expulsion from the University. Scholastic
dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for
credit of any work or materials that are attributable in whole or in part to another person; taking
an examination for another person; any act designed to give unfair advantage to a student; or
the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students,
and the integrity of the University, policies on scholastic dishonesty will be strictly enforced
(Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All
scholastic dishonesty incidents will be reported to the Dean of Students.
Sexual harassment, discrimination, and violence:
In accordance with UT System regulations, your instructor is a “responsible employee” for
reporting purposes under Title IX regulations and so must report any instance, occurring during
a student’s time in college, of sexual assault, stalking, dating violence, domestic violence, or
sexual harassment about which she/he becomes aware during this course through writing,
discussion, or personal disclosure. More information can be found at www.utrgv.edu/equity,
including confidential resources available on campus. The faculty and staff of UTRGV actively
strive to provide a learning, working, and living environment that promotes personal integrity,
civility, and mutual respect in an environment free from sexual misconduct and discrimination.
Course drops:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR
until the official drop date. Following that date, students must be assigned a letter grade and can
no longer drop the class. Students considering dropping the class should be aware of the “3peat rule” and the “6-drop” rule so they can recognize how dropped classes may affect their
academic success. The 6-drop rule refers to Texas law that dictates that undergraduate
students may not drop more than six courses during their undergraduate career. Courses
dropped at other Texas public higher education institutions will count toward the six-course drop
limit. The 3-peat rule refers to additional fees charged to students who take the same class for
the third time.
FINAL WORD
Thank you for reading the whole syllabus. For extra credit, please answer the following
questions. Each answer will ass 1% to your final grade. Send answers to [email protected]
by 11:59pm, Sep. 18, 2016 to get credit.
1. What do you think is the most important skill you will learn from this class, and why?
2. What are the three (3) most important parts of this syllabus to you, and why?
Bibliography of assigned course materials:
“Angkor Wat: How Was it Built?,” Ancient Megastructures, series 2, episode 4, aired December
2009 (Washington: National Geographic), DVD.
Chazan, Michael. 2014. World Prehistory and Archaeology: Pathways through Time, 3rd Edition.
London: Routledge.
Cooper, Jago. 2016. “Foundations” The Inca: Masters of the Clouds, episode 1, aired February
20 (London: BBC Four).
“Cracking the Maya Code,” Nova, season 35, episode 14, aired April 8, 2008 (Washington:
PBS), DVD.
“Dawn of Humanity,” Nova, season 43, episode 1, aired September 16, 2015 (Washington:
PBS). Available via World Wide Web. Accessed July 21, 2016.
http://www.pbs.org/wgbh/nova/evolution/dawn-of-humanity.html
Dunsworth, Holly. 2016. “Monkeys All the Way Down.” Sapiens, January 28. Accessed July 21,
2016. http://www.sapiens.org/blog/origins/monkeys-all-the-way-down/
“First Peoples: Americas,” First Peoples, episode 1, aired June 24, 2015 (Washington: PBS),
DVD.
“First Peoples: Australia,” First Peoples, episode 4, aired July 1, 2015 (Washington: PBS), DVD.
Funari, Pedro Paulo A., Fabiana Manzato, and Louise Prado Alfonso. 2013. “Tourism and
Archaeology in Brazil: Postmodern Epistemology in Two Case Studies.” International
Journal of Historical Archaeology 17 (2): 261-74.
Macaulay, David. 1999. “Motel of the Mysteries.” In Lessons from the Past: An Introductory
Reader in Archaeology, edited by Kenneth L. Feder, 169-172. Mountain View: Mayfield
Publishing Company.
Pringle, Heather. 2014. “The Ancient Roots of the 1%.” Science 344(6186):822-825.
Sassaman, Kenneth E. 2012. “Futurologists look back.” Archaeologies 8 (3): 250-68.
Steeves, Paulette F. 2015. “Decolonizing the Past and Present of the Western Hemisphere (The
Americas).” Archaeologies 11 (1): 42-69.
“Utah: Range Creek,” Time Team America, aired July 28, 2009 (Washington: PBS). Available
via World Wide Web. Accessed July 21, 2016. http://www.pbs.org/video/1192787828/
Watkins, Joe. 2016. “Past Imperfect.” Sapiens, January 28. Accessed July 21, 2016.
http://www.sapiens.org/blog/dirt/past-imperfect/
APPENDIX A:
Reading summary example*:
Guy Duke
April 11, 2006
SA 201
Bourgois, Phillippe. 2002. In Search of Respect: Selling Crack in El Barrio. New York:
Cambridge University Press.
The immigrant, and immigrant descended, residents of El Barrio are the victims of
institutional racism directed towards them by the predominantly white, middle-class mainstream
of US society through economic marginalization and de facto apartheid. Due to the need for selfrespect and the respect of others, these El Barrio residents resist this marginalization by gaining
power in the only realm available to them: the underground economy, specifically the sale of
illegal drugs such as crack. This continued marginalization and participation in the illegal world
has led to self and community destructive patterns and must be solved through aggressive
political action targeting the legitimization of the legal economy and the ending of institutional
racism. In general, I agree with Bourgois’ arguments despite some serious reservations in regards
to his analysis and the limits of his conclusions.
* Note that the first three sentences of this paragraph are a summary of my interpretation of
Bourgois’ argument, not my opinion of it. My opinion is reserved for the final sentence.
APPENDIX B
Critical question example:
How has Bourgois brought in preconceived ideas of victimization and institutionalized racism to
find a nearly complete fit in El Barrio and swept the aspects that did not fit his theories under the
proverbial rug? In essence, how has personal or academic bias played a role in shaping
Bourgois’ argument?
APPENDIX C
List of primary articles for review paper:
Borrero, Luis A. 2015. “The process of human colonization of southern South America:
Migration, peopling and "the archaeology of place".” Journal of Anthropological
Archaeology 38: 46-51. http://dx.doi.org/10.1016/j.jaa.2014.09.006
Burke, Ariane. 2012. “Spatial abilities, cognition and the pattern of Neanderthal and modern
human dispersals.” Quaternary International 247: 230-5.
http://dx.doi.org/10.1016/j.quaint.2010.10.029
Capriles, José M., Katherine M. Moore, Alejandra I. Domic, and Christine A. Hastorf. 2014.
“Fishing and environmental change during the emergence of social complexity in the
Lake Titicaca basin.” Journal of Anthropological Archaeology 34: 66-77.
http://dx.doi.org/10.1016/j.jaa.2014.02.001
Erlandson, Jon M., and Todd J. Braje. 2011. “From Asia to the Americas by boat?
Paleogeography, paleoecology, and stemmed points of the northwest Pacific.”
Quaternary International 239 (1): 28-37. http://dx.doi.org/10.1016/j.quaint.2011.02.030
Frangipane, Marcella. 2007. “Different types of egalitarian societies and the development of
inequality in early Mesopotamia.” World Archaeology 39 (2): 151-76.
http://dx.doi.org/10.1080/00438240701249504
Piperno, Dolores R. 2011. “The origins of plant cultivation and domestication in the New World
tropics: Patterns, process, and new developments.” Current Anthropology 52 (S4):
S453-70. http://dx.doi.org/10.1086/659998
Smith, Bruce D. 2011. “The cultural context of plant domestication in eastern North America.”
Current Anthropology 52 (S4): S471-84. http://dx.doi.org/10.1086/659645
Stewart, Kathlyn M. 2014. “Environmental change and hominin exploitation of C4-based
resources in wetland/savanna mosaics.” Journal of Human Evolution 77: 1-16.
http://dx.doi.org/10.1016/j.jhevol.2014.10.003
Willcox, George, and Danielle Stordeur. 2012. “Large-scale cereal processing before
domestication during the tenth millennium cal BC in northern Syria.” Antiquity 86 (331):
99-114. http://dx.doi.org/10.1017/S0003598X00062487
Willerslev, Rane, Piers Vitebsky, and Anatoly Alekseyev. 2015. “Sacrifice as the ideal hunt: A
cosmological explanation for the origin of reindeer domestication.” Journal of the Royal
Anthropological Institute 21 (1): 1-23. http://dx.doi.org/10.1111/1467-9655.12142
Wills, W. H., and Wetherbee Bryan Dorshow. 2012. “Agriculture and community in Chaco
Canyon: Revisiting Pueblo Alto.” Journal of Anthropological Archaeology 31 (2): 138-55.
http://dx.doi.org/10.1016/j.jaa.2011.11.002
Vigne, Jean-Denis, Isabelle Carrère, François Briois, and Jean Guilaine. 2011. “The early
process of mammal domestication in the Near East: New evidence from the preNeolithic and pre-pottery Neolithic in Cyprus.” Current Anthropology 52 (S4): S255-71.
http://dx.doi.org/10.1086/659306
APPENDIX D
In-text citation and bibliographic entry example:
In order to address indigenous identity in the colonial Andes, one must turn to the
historical, ethnohistorical, and anthropological literature. However, much of the past literature is
centered around the concept of lo Andino, creating an essentialized and generic interpretation of
highland Andean peasant culture fixated on the continuity with the pre-Hispanic past (Jamieson
2005, 353). This idealized version of a fixed Andean identity that has remained constant since
well before the arrival of the Spanish is at odds with the more recent anthropological
observations of contextual identities (Orlove and Schmidt 1995; Paulson 2006). As well, the
historical and archaeological findings on the cultural adaptability and fluidity of the Spanish
colonists and the Spanish colonial system exemplify cultural dynamism as opposed to rigidity
(Rodríguez-Alegría 2005; Stern 1995), as do the colonial policies of the pre-Hispanic Inka and
the reactions to these policies by the groups they conquered (Bray 1992; Jennings 2003).
References cited:
Bray, Tamara L. 1992. “Archaeological Survey in Northern Highland Ecuador: Inca Imperialism
and País Caranqui.” World Archaeology 24(2):218-233.
Jamieson, Ross W. 2005. “Colonialism, social archaeology and lo Andino: historical
archaeology in the Andes.” World Archaeology 37(3):352 - 372.
Orlove, Benjamin, and Ella Schmidt. 1995. “Swallowing their pride: Indigenous and industrial
beer in Peru and Bolivia.” Theory and Society 24(2):271-298.
Paulson, Susan. 2006. “Body, nation, and consubstantiation in Bolivian ritual meals.” American
Ethnologist 33(4):650-664.
Jennings, Justin. 2003. “Inca Imperialism, Ritual Change, and Cosmological Continuity in the
Cotahuasi Valley of Peru.” Journal of Anthropological Research 59(4):433-462.
Rodríguez-Alegría, Enrique. 2005. “Eating Like an Indian: Negotiating Social Relations in the
Spanish Colonies.” Current Anthropology 46(4):551-573.
Stern, Stephen J. 1995. “The Variety and Ambiguity of Native Andean Intervention in European
Colonial Markets.” In Ethnicity, Markets, and Migration in the Andes: At the Crossroads
of History and Anthropology, edited by Brooke Larson and Olivia Harris, 73-100.
Durham: Duke University Press.