La Cumbre

	Anthropology 175 Archaeology of the Americas Fall Term  -  2009 Central Michigan University )(	Instructor:  Charles M. Hastings Office:  Anspach 118 (774-4398) E-mail:  charles.hastings@cmich.edu Office Hours:  Tues. &  Thurs. 3:30 - 5:00 pm or as available

Thursday November 5, 2009	Test #4 is Thursday, 11/12.  Unfortunately, there will be no time for a review session. Results for Tests #1-3 and Quizzes #1-4 are posted outside Anspach 118 as authorized, listed by the designated ID number for each ANT 175 student.  The "WtAv" column is an estimate of the cumulative grade so far, which at this point accounts for about 50% of the course total. For the second time ever(!), classroom PowerPoints for most of the current unit will soon be available in pdf form in the Course Materials section of Blackboard.  Also, as always, there is an important review outline in Classroom Materials.  And don't forget about the resources that are accessible here on the ANT 175 webpage. Be sure to do the required short essay about a museum visit or a University event, which is due Thursday, 11/19/09.  There are a number of relevant events going on now during Native American Heritage Month (Nov.). Guest Speaker Th 11/12, 5-6 pm, Anspach 306.  "Cultural Perceptions of Land Use in Early Michigan." -- Great topic for University Event paper!
	Selected Classroom Graphics
	Unit I	Unit II	Unit III	Unit IV	Unit V
Click to go to:  ANT 175 Contents  -  ANT 175 Links  -  Blackboard  - ANT Student Resources  -  Cloud Forest Investigations  -  Hastings Home Selected Classroom Graphics:  Unit I  -  Unit II  -  Unit III  -  Unit IV  -  Unit V

Subgroup IV-B:  Studies in Other Global Cultures

These studies involve holistic exploration of significant geographical, cultural, or political units outside of the Anglo-American cultural tradition. The courses may be based in more traditional academic disciplines, and may require the student to become familiar with specific disciplinary methodologies; but their major goal should be to acquaint students with fundamental and distinctive characteristics of the units under examination.  ...

Class Format

        ANT 175 is designed primarily as a lecture course but will also include a variety of multi-media visual aids.  Within time constraints, questions and discussion in class are encouraged. Classes will generally run the full duration of scheduled sessions.

Note-taking

        Sources of information available to students in this course include the required textbook readings, recommended (but not required) readings available at the Reserve Desk in the library, occasional handouts distributed in class, information on the course webpage (see “Selected Classroom Graphics”), links to other relevant websites accessible from the course webpage (not required), and lecture. To get the most from each lecture, it is wise to be prepared: at least skim over assigned readings ahead of time, and bring to class the printed version (from a CMU computer lab or your home computer) of that unit’s Selected Classroom Graphics. Most students should strive to take detailed notes throughout each period on what is being discussed (not just what is written on the blackboard or projected onto the screen!). It is ultimately the responsibility of the student, not the instructor, to take notes of sufficient clarity and detail to be able to study effectively.

Attendance

        As this is a lecture-intensive course, students need to attend each lecture, remain for the duration of class, and be attentive throughout the period. Students may occasionally have to miss a class and should take steps to find out what was covered, but it is difficult to compensate for missed classes. Poor attendance has a substantially negative impact on test grades in ANT 175, though the severity varies from student to student. Occasional “pop” quizzes are intended in part to monitor attendance (hence, no make-up quizzes), and attendance may be checked on other occasions as well. Additional penalties for poor attendance may also apply. Regardless of any such attendance checks, students who wish to do well in this course must accept the responsibility for coming to each class.

CMU POLICIES & ACCOMMODATIONS

CMU Policy on Academic Integrity

        "In May 2001, the Central Michigan University Academic Senate approved the Policy on Academic Integrity, which applies to all university students.  Copies are available on the CMU website via this link, and also in the Academic Senate Office in Room 108 of Bovee University Center.  All Academic work is expected to be in compliance with this policy."  Cheating in any form may not only affect a student’s grade for this course but may also become part of his/her permanent academic record!

CMU Policy on Classroom Civility

        "Each CMU student is encouraged to help create an environment during class that promotes learning, dignity, and mutual respect for everyone. Students who speak at inappropriate times, sleep in class, display inattention, take frequent breaks, interrupt the class by coming to class late, engage in loud or distracting behaviors, use cell phones or pagers in class, use inappropriate language, are verbally abusive, display defiance or disrespect to others, or behave aggressively toward others could be asked to leave the class and may be subjected to disciplinary action under the Code of Student Rights, Responsibilities and Disciplinary Procedures."

K  FFF  Turn off those cell phones and pagers before class starts!  FFF  7

CMU Disability Accommodations

       Students thinking about majoring or minoring in any branch of anthropology are strongly encouraged to do so as soon as possible.  Information on the major and minor is available in the undergraduate Bulletin and on the Department Web page.  Inquiries may be directed to the Department office (Anspach 144; phone 774-3160) or to any of the Anthropology faculty.  Those with strong interest in a particular branch of Anthropology may wish to direct their inquiries as follows:

• Archaeology:  Dr. Charles Hastings, Anspach 318, 774-4398

• Cultural Anthropology:  Dr. Athena McLean, Anspach 123-A, 774-1331

• Physical Anthropology:  Dr. Rachel Caspari, Anspach 312-C, 774-2655 

       Surprisingly, very few universities offer introductory undergraduate courses on the archaeology of the Americas, and textbook options that span the hemisphere are meager indeed. The text listed below has been assembled specifically for this class, as a compilation of relevant readings drawn from several introductory texts by reputable authors.

• Hastings, Charles M., compiler. [REQUIRED] 
  2008.  Digging the Past:  An Introduction to New World Archaeology.  A Textbook to Accompany ANT 175:  Archaeology of the Americas.  New York:  Pearson Custom Publishing.

       The required readings for each of the five units of ANT 175 are listed below in the course Schedule.

       It is helpful to at least glance through assigned sections of each text at the beginning of each of the five three-week units. Find out what the texts have to offer– maps, diagrams, illustrations, tables, time lines, definitions, discussions, etc.– to help you get more from the lectures and learn the material. Students are responsible for completing assigned readings prior to the scheduled test date. Unless announced otherwise in class, they may choose to do so any time during each three-week unit (before or after lectures on the subject, or both).

       Avoid getting bogged down in detail; important facts, figures, and dates needed for this course will be stressed in class. Generally speaking, test questions on the readings concern major points rather than specific details, except for details emphasized in class. Use readings– assigned or optional– as a resource to give you better control over subject matter covered in the classroom.

     The internet resources made available to students of this course are among the most extensive for any course at CMU.  The course web page includes much of the information in the course syllabus, occasional special announcements, some (not all!) of the PowerPoint slides projected during lectures, and other resources to assist in studying and reviewing for tests. There is also a separate page containing links to other Web pages relevant to the course. These links are grouped by Units I-V and have been selected from what appear to be reputable sources. Many are Web sites about a specific archaeological site, in some cases one that is discussed in class and/or in the readings. Typically, they contain numerous photographs and other illustrations, background history, and summaries of recent or ongoing research. These Web sites are potentially another valuable learning resource; take advantage of them! The internet is continually changing, so you may find some of the listed Web sites no longer exist. Alternatively, you may follow other links to an excellent archaeological website not yet listed for the course. In either case, please bring this information to the attention of the instructor.

The Museum of Cultural and Natural History is located in Rowe Hall in the northeast corner of campus, on Bellows near Mission. It is on the ground floor, in the north half of the building. Museum hours are normally 8-12 and 1-5, M-F. In addition, two highly relevant display cases on loan from the Museum are situated on the first floor of Anspach Hall opposite AN 162.  For years the Museum has been a valuable CMU resource, especially for ANT 175 students. Students should try to visit the Museum at least once early in the semester and wander through the exhibits to learn what is available and how it might relate to course material. Many students who major or minor in anthropology also choose to take a minor in Museum Studies. Inquiries about this and other programs should be directed to the Museum office, Rowe 103 (774-3829).       There is an ANT 175 Museum Essay option available, as described below.

        Student learning in ANT 175 will be evaluated on the basis of the following:

• five tests (one per unit);
• one final essay;
• an unspecified number of in-class quizzes and/or assignments; and
• either a Museum or University Events essay.

Tests

        There will be five tests which must be taken as scheduled (see below) unless special arrangements are made well in advance. The format for each test will be announced in class and may include multiple choice, true-false, matching, map, and/ or essay questions.

        Questions will be based largely but not entirely on material presented, discussed, or viewed in class. Assigned readings will be covered on a more general level, unless indicated otherwise in lecture. The grading scale for each test may be partially curved to take into account the performance of the class as a whole. This grading scale will generally be announced a few days after the test.

       Tests 1-4 will be given in class during the regular meeting time for each section. Test 5 will be given during finals week at specific test times are indicated in the table below. University regulations require that this last test be taken at the time and date indicated (see below), except under very limited circumstances.

Final Essay

       A final essay is to be written in class during the same class meeting when Test #5 is given.  This essay will be comprehensive in coverage, consisting of one or more questions about material covered any time during the semester.  Students will be given some guidance ahead of time on how to prepare for this essay.  The Final Essay and Test #5 will be graded separately but given at the same time during Finals Week.

Quizzes/ Assignments

Museum / University Events Essay

       Students are required to do either (a) the Museum Essay OR (b) the University Events Essay. Students may discuss the museum/event with each other and share ideas but must write their essays themselves! Copying someone else’s essay is a serious breach of CMU’s policy on Academic Integrity (see above) and will be treated accordingly. Please do not send essays via e-mail; see note in previous paragraph.  The due date for this required essay is specified below in the Testing Schedule.

(a) Museum Essay:  Tour the Museum; wander through the exhibits, look, read, listen.  The CMU Museum of Cultural and Natural History is located on the north half of the first floor of Rowe Hall, on Bellows Street.  The assignment consists of locating and visiting those displays that are most relevant to material covered in Units II and/or III and writing a short (2-3 pages, typed) essay discussing how the displays relate to ANT 175.  Don't miss the two exhibit cases temporarily "on loan" to Anspach, located in the corridor opposite Anspach 162,

(b) University Events Essay:  CMU students should try to participate in culturally diverse university events that take place on campus. Keep informed of relevant happenings on campus, via newspapers, bulletin boards or kiosks, CMU TV and radio announcements, and on-line calendars and announcements such as the CMU Portal, the CMU Events Calendar, the monthly listing of CHSBS Events within the College of Humanities and Social & Behavioral Sciences, the Office of Institutional Diversity, the Multicultural Education Center, and Native American Programs.  It is mainly the student's responsibility to find out about appropriate events.  ANT 175 students who attend an appropriate event for this course may submit a short (2-3 pages, typed) essay commenting on their impressions of it.  Feel free to ask the instructor if there is any doubt about the suitability of a particular event.

Study Tips

• Try to attend and stay attentive throughout every class from beginning to end. 
• Unless you think you can depend on memory, take detailed notes in class; try to keep jotting things down most of the time, not just when other students do, and not just when the instructor writes something on the board. Look over your notes within the next day or two to see if they make sense or need clarification, highlighting, recopying, etc. 
• Think up active ways of studying, rather than passively rereading notes and texts. Make up schematic outlines, time lines, and diagrams. Compile a list of key words from each lecture, or at least from each unit, and test yourself on the "3 w’s" of each: where is it, when was it, and what is important about it? 
• Take advantage of your instructor’s office hours: look over questions you missed within a few days of taking a test; start studying early enough to prepare a list of questions or topics to discuss before the test; and seek help early in the semester if needed.

Extra Credit

Final Grade Calculation

       Course grades will be determined on the basis of a weighted mean. This is done by first converting letter grades to a 0 - 4.3 scale (see below) and then weighting each grade approximately as indicated below. Note that there is no "second curving" process at the end of the term.

       The grading record for each student may be posted on the wall outside Anspach 118 and updated from time to time throughout the term. Entries are by a code number assigned to each student in the course, rather than by name. The posting of grades in this manner is optional; an authorization form will be circulated early in the semester, in which students may indicate their preference to be included in this list.

UNIT I.  INTRODUCTION:  the Contact era; archaeology as anthropology; cultural evolution; archaeological record; survey, excavation, and analysis; dating; CRM; NAGPRA.

»Textbook Readings [required]  

• Preface, pp. 1-4
• Taken from Ancient Lives..., by B. Fagan, Pt.1, Archaeology..., pp. 1-116:
  • Ch1, Introducing Archaeology and Prehistory
  • Ch2, The Record of the Past
  • Ch3, Acquiring the Record
  • Ch4, How Did People Live?
• Taken from Ancient North America..., by B. Fagan:
  • Ch1, Clash of Cultures, pp. 17-32

»Suggested Reserve Readings [optional]  

• Fiedel, S.J. (1992) Prehistory of the Americas. Ch1.
• Feder, K.L. (2002) Frauds, Myths, and Mysteries. (Viking..., 133-145)
• Steward, J.H. (1956) Cultural Evolution.  In Zubrow, 9-20.

»Lectures: Weeks 1-3

»Test #1

UNIT II.  PEOPLING OF THE AMERICAS:  Old World origins; Pleistocene environments; migration routes; pre-Clovis controversy; Paleo-Indian life ways.

»Textbook Readings [required]  

• Taken from Ancient Lives..., by B. Fagan:
  • Pt.4, Modern Humans Settle the World, Ch10, pp. 255-282
• Taken from Ancient North America..., by Brian Fagan, Pt. 2, Paleo-Indians:
  • Ch4, First Settlement, pp. 71-96
  • Ch5, Later Paleo-Indian Cultures, pp. 97-114
• Taken from Images of the Past, by Price & Feinman, Ch4, The Hunters:
  • Radiocarbon Dating, pp. 145-146
  • Beringia, pp. 147-149
  • Lindenmeier, p. 155-156
  • Kennewick Man, p. 157

»Suggested Reserve Readings [optional]

»Lectures: Weeks 4-6

»Test #2

UNIT III.  EASTERN NORTH AMERICA:  Archaic post-Pleistocene adaptations; Adena, Hopewell, and Mississippian cultures; European contact.

»Textbook Readings [required]  

• Taken from People of the Earth..., by B. Fagan, Ch13, Story of Maize:
  • Preagricultural and Agricultural Societies in E. North America, p. 316
  • Moundbuilder Cultures, pp. 316-327
• Taken from Images of the Past, by Price & Feinman, Ch4, The Hunters:
  • Ch4, The Hunters: Pleistocene Extinction, pp. 150-151
  • Ch7, Native North Americans, pp. 265-291 (all)
• Taken from Frauds, Myths, and Mysteries..., by K. Feder:
  • Ch6, The Myth of the Moundbuilders, pp.161-192 (all)

»Suggested Reserve Readings [optional]  

• Fiedel, S.J. (1992) Prehistory... Ch6(229-261)
• Milner, G.R. (2004) The Moundbuilders.

»Lectures: Weeks 7-9

»Test #3

UNIT IV.  MESOAMERICA:  regional geography; agricultural origins; Olmec chiefdoms; state formation at Teotihuacán; rise and fall of Maya civilization; Aztec empire.

»Textbook Readings [required]  

• Taken from People of the Earth..., by B. Fagan:
  • Ch13, Story of Maize, The First Plant Domestication, pp. 298-305
  • Ch21, Mesoamerican Civilization, pp. 472-509 (all)
• Taken from Images of the Past, by Price & Feinman Ch8, Ancient Mesoamerica:
  • San Lorenzo and La Venta, pp. 329-332
  • The Olmec Horizon, pp. 333-334
  • Teotihuacán, pp. 346-351
  • The Mesoamerican Ballgame, p. 352

»Suggested Reserve Readings [optional]  

• Feder, K.L. (2002) Frauds... (Africans in Ancient America? 115-121)
• MacNeish, R.S. (1964) The Origins of New World Civilization [Tehuacán Valley Project].  In Zubrow, 155-163. 
• Millon, R. (1967) Teotihuacán.  In Zubrow, 115-125. 

»Lectures: Weeks 10-12

»Test #4

UNIT V:  ANDEAN SOUTH AMERICA:  Andean ecology; coastal chiefdoms; Chavín religious expansions; Moche state organization; later coastal and highland states; Inca empire.

»Textbook Readings [required]  

• Taken from People of the Earth..., by B. Fagan:
  • Ch13, Story of Maize, Early Food Production in the Andes, pp. 305-309
  • Ch22, South American Chiefdoms and States, pp. 510-539 (all)
• Taken from Images of the Past, by Price & Feinman Ch9, South America:
  • Moche, pp. 399-403
  • The Nazca Geoglyphs, p. 404
  • Sipán, pp. 405-408

»Suggested Reserve Readings [optional]  

• Feder, K.L. (2002) Frauds... (The van Däniken Phenomenon, 235-237)
• Fiedel, S.J. (1992) Prehistory...(78-83, 190-202, 321-348)
• Moseley, M.E. (1983) Ch 5:  Central Andean Civilization.  In J. D. Jennings, Ancient South Americans, 179-240.

»Lectures: Weeks 13-15

»Test #5: Exam week, exam times assigned by section

*Books available at Reserve Desk in CMU library.

• Adams, Richard E. W. 1996.  Prehistoric Mesoamerica.  Revised Edition.  Norman, OK:  University of Oklahoma Press.  480pp.
• Boone, Elizabeth Hill. 1996.  The Aztec World.  176 pp.  Herndon:  Smithsonian institute Press.
• Coe, Michael D. 2005. The Maya.  Seventh edition.  London:  Thames and Hudson.
• *Coe, Michael D., D. Snow, and E. Benson.  1986.  Atlas of Ancient America.  New York:  Facts on File.
• Crabtree, Pam J., and Douglas V. Campana.  2006.  Exploring Prehistory:  How Archaeology Reveals Our Past.  Second Edition.  New York:  McGraw Hill.
• Culbert, Patrick T. 1996.  Maya Civilization.  176 pp.  Herndon:  Smithsonian Institute Press.
• Eddy, Frank W. 1991.  Archaeology:  A Cultural-Evolutionary Approach.  Second edition.  Englewood Cliffs, NJ:  Prentice-Hall.
• *Fagan, Brian M. 1991.  Kingdoms of Gold, Kingdoms of Jade:  The Americas Before Columbus.  New York:  Thames and Hudson
• Fagan, Brian M.  1998.  Eyewitness to Discovery.  New York:  Oxford University Press.
• Fagan, Brian M. 2003. Archaeology:  A Brief Introduction.  Eighth edition.  New York:  Harper Collins.
• Fagan, Brian M.  2003.  The Great Journey:  The Peopling of Ancient America.  Updated edition.  London:  Thames and Hudson.
• *Feder, Kenneth L.  2004.  The Past in Perspective:  An Introduction to Human Prehistory.  Third Edition.  New York:  McGraw-Hill.
• Feder, Kenneth L.  2006.  Frauds, Myths, and Mysteries:  Science and Pseudoscience in Archaeology.  Fourth Edition.  New York:  McGraw-Hill.
• Ferguson, T. J. 1996.  Native Americans and the Practice of Archaeology. Annual Review of Anthropology 25:63-79.
• *Fiedel, Stuart J.
  1992.  Prehistory of the Americas.  Second Edition, 400 pp.  Cambridge:  Cambridge University Press.
• Haas, Jonathan, S. Pozorski, and T. Pozorski, eds. 1987. The Origins and Development of the Andean State.  Cambridge:  Cambridge University Press.
• Jaffe, A. J. 1992.  The First Immigrants from Asia:  A Population History of the North American Indians.  New York:  Plenum.  358pp.
• Jennings, Jesse D. 1989. Prehistory of North America.  Third edition.  Mountainview, CA:  Mayfield.
• *Jennings, Jesse D., ed. 1983.  Ancient North Americans.  San Francisco:  Freeman.
• *Jennings, Jesse D., ed.  1983.  Ancient South Americans.  San Francisco:  Freeman.
• Keatinge, Richard W., ed. 1988.  Peruvian Prehistory:  An Overview of Pre-Inca and Inca Society.  Cambridge:  Cambridge University Press.
• Knudson, S. J. 1985.  Culture in Retrospect:  An Introduction to Archaeology.  Prospect Heights, IL:  Waveland.
• Lumbreras, Luis G. 1974. The Peoples and Cultures of Ancient Peru.  Translated by B. J. Meggers.  Washington, D.C.:  Smithsonian Institution.
• *Mason, Ronald J. 1981. Great Lakes Archaeology.  New York:  Academic Press.
• Marcus, Joyce. 1992.  Mesoamerican Writing Systems:  Propaganda, Myth, and History in Four Ancient Civilizations.  560 pp.  Princeton, NJ:  Princeton University Press.
• Marcus, Joyce, and Kent V. Flannery.  1996.  Zapotec Civilization:  How Urban Society Evolved in Mexico's Oaxaca Valley.  New York:  Thames and Hudson.
• Meltzer, David J. 1996.  Search for the First Americans.  176 pp.  Herndon:  Smithsonain Institute Press.
• Proskouriakoff, Tatiana. 1993.  Maya History.  242pp., Austin:  University of Texas Press.
• Settipane, M.D., Guy A., editor.  1995.  Columbus and the New World:  Medical Implications.  148 pp.  Providence:  OceanSide Publications.
• *Sharer, Robert J. and Wendy Ashmore.  2003.  Discovering Our Past:  A Brief Introduction to Archaeology.  Third Edition.  New York:  McGraw-Hill.
• Straus, Lawrence Guy, Berit Valentin Eriksen, Jon M. Erlandson, and David R. Thomas, David Hurst.  1989.  Archaeology.  Second edition.  Fort Worth, TX:  Holt, Rinehart, and Winston.
• Weaver, Muriel Porter. 1981.  The Aztecs, Maya, and Their Predecessors.  Second edition.  New York:  Academic Press.
• Walthall, John A. 1980.  Prehistoric Indians of the Southeast:  Archaeology of Alabama and the Middle South.  University, AL:  University of Alabama Press.
• Williams, Stephen. 1991. Fantastic Archaeology:  The Wild Side of North American Prehistory.  Philadelphia:  University of Pennsylvania Press.
• *Zubrow, Ezra B., M. Fritz, and J. Fritz, eds. 1974.  New World Archaeology:  Theoretical and Cultural Transformations.  Readings from Scientific American.  San Francisco:  Freeman.

  CONTENTS