ANTH 1003: Intro to Archaeology Fall Semester 2017Time: TR 12:45-2:00 pm Location: MPA B07Instructor: Dr. Eric H. Cline Campus Address: 661 Rome HallPhone: 202-994-0316 Email: ehcline@gwu.edu

Office Hours: Tuesdays and Thursdays, 10:30-11:30 am

COURSE OUTLINE

DESCRIPTIONThis course serves as a basic introduction to archaeology. In a number of lectures, we will discuss how archaeology is actually done. For example, what evidence is available about the past and how do we go about finding and collecting it? How reliable is that evidence and what are some of the uncertainties in this investigation? Included here will be methods of archaeological surveying and excavation techniques, as well as laboratory methods of dating and analysis. The other lectures will highlight some of the most important sites and artifacts that have been discovered in the past century or more, ranging from King Tut to Machu Picchu to the Uluburun shipwreck, in order to learn what archaeologists have unearthed about the past. While we will cover a lot of ground and time, in the most general terms, we are seeking to consider what happened in the past, and how we know that it happened. While we can’t know the past in the same way we know the present, understanding past societies is an important step in providing the cross-cultural perspective that is central to both archaeology and anthropology as disciplines.

LEARNING OUTCOMES:

Specific By the end of this course, students should: have a general understanding of the ways that archaeologists collect and interpret physical

evidence of past cultures; have a specific understanding of the evidence we have for the past; understand how that evidence has been interpreted to show us what the past was like and how

past cultures have changed over time see the connection between anthropological knowledge and the interpretation of the past.

General This course will contribute to student competence in: critical thinking skills, where critical thinking is defined as analyzing and engaging with the

concepts that underlie an argument and in which the logic and evidence underlying an interpretation is evaluated in terms of the conclusions reached. Students will be able to analyze and evaluate abstract information; understand and analyze scholarly literature and arguments, and formulate a logical argument based on that analysis. (Critical Thinking G-PAC)

It will additionally contribute to student competence in: scientific reasoning, in which interpretations that are founded on evidence are understood as

distinct from speculation (legitimate or otherwise); cross-cultural perspectives, which are given an important time depth by including knowledge of

past societies (Cross-Cultural G-PAC); global perspectives, which allow students to analyze an issue in terms of its global implications

(Global Perspective G-PAC)

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creative thinking, in which new scholarly arguments are created which are based on a set of findings;

and written expression and communication skills, in which these ideas are communicated in an effective and coherent way.

And finally, it will also provide the student with: cross-cultural perspectives, where international institutions, practices, and sites are

analyzed, and the importance of cultural knowledge is emphasized as a fundamental aspect of human nature, as students identify and analyze the impact of diverse experiences and/or cultures upon human behavior, thought, and expression, while also using cultural comparison as a tool for understanding how social, cultural, or economic contexts shape understandings and behaviors.

TEXTBOOKSRequiredCline, Eric H. 2017. Three Stones Make a Wall: The Story of Archaeology. Princeton.

(This is abbreviated as TSMAW in the syllabus below)Fagan, Brian M. and Durrani, Nadia. 2014. In the Beginning: An Introduction to Archaeology.

13th Edition. Pearson/Prentice Hall. (The 12th or 11th editions can also be used instead, because this 13th edition is so expensive, though the material may be slightly different.)

Additional readings are posted on Blackboard, as noted on the syllabus below, including from: Bahn, Paul G. (ed.) 1995. 100 Great Archaeological Discoveries. Barnes and Noble. Bahn, Paul G. (ed.) 2009. Legendary Sites of the Ancient World. Anness Publishing Limited.Pollard, Justin. 2007. The Story of Archaeology in 50 Great Discoveries. Quercus.Fagan, Brian M. 2007. Discovery! Thames and Hudson.

OUT-OF-CLASS or INDEPENDENT LEARNINGIt is expected that students will spend a significant amount of time studying outside of class -- approximately two hours studying on their own for every hour spent in class. The best way to do this is to read the material over once before class and then read it over again immediately after class. Over the course of 15 weeks, students will spend 2 ½ hours (150 minutes) per week in lecture, so studying and other out-of-class work should be approximately 300 minutes per week. As such, note that the reading assignments are listed according to the dates by which they are to be completed. In order for the lectures to be effective, it will be necessary for the student to keep up with the readings and to attend all class sessions. The lectures given by the instructor will amplify and synthesize the material covered in the textbook. The readings and lectures will be supplemented by audio/visual aids when appropriate.

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WEEK-BY-WEEK SCHEDULE

Date Topic(s) Readings

Week 1 (T)(August 29)

Introduction and Overview;A brief history of archaeology and

archaeologists

TSMAW, Preface;Fagan and Durrani 2014: Chs. 1-3;

(On BlackBoard): Flannery, “The Golden Marshalltown”

Week 1 (R)(August 31)

Excavating Egypt:From Pyramids to King Tut

TSMAW, Prologue and Ch. 3;(On BlackBoard): Bahn 1995: 28-29, 32-35, 40-41;

Reeves 2015

Week 2 (T)(Sept 5)

Early Archaeology: Pompeii and Herculaneum; Ur and Mesopotamia

TSMAW, Chs. 1, 4;(On BlackBoard): Bahn 1995: 122-125, 142-145

Week 2 (R)(Sept 7)

Early Archaeology:Schliemann and others at Troy

TSMAW, Ch. 2;(On BlackBoard): Bahn 1995: 98-99;

Korfmann 2004

Week 3 (T)(Sept 12) How do you know where to dig? TSMAW, Digging Deeper #1;

Fagan and Durrani 2014: Chs. 5, 8

Week 3 (R)(Sept 14) How do you know how to dig? TSMAW, Digging Deeper #2;

Fagan and Durrani 2014: Ch. 9

Week 4 (T)(Sept 19)

How old is this and why is it preserved?

The looting problem.

TSMAW, Digging Deeper #3 and 4;Fagan and Durrani 2014: Chapters 4, 6-7

Week 4 (R)(Sept 21)

Accidental Preservation:Terracotta Army; Sutton Hoo;

Viking boats; Bog People; Őtzi the Ice Man; Peruvian Ice Princess

TSMAW, Digging Deeper #3 (again);(On BlackBoard): Bahn 1995: 84-85, 114-115,

128-131, 178-179; Bahn 2009: 88-89

Week 5 (T)(Sept 26) Review for First Midterm Exam Reread and review everything so far

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Week 5 (R)(Sept 28) First Midterm Exam

Week 6 (T)(Oct 3)

Prehistoric Archaeology:Olduvai, Laetoli, and Lucy; Carmel,

Lascaux, Altamira, and Chauvet Caves

TSMAW, Ch. 6;(On BlackBoard): Bahn 1995: 16-19, 20-21,

58-61, 138-139; Pollard 2007: 74-77;Bahn 2009: 84-85

Week 6 (R)(Oct 5)

Neolithic Archaeology:Göbekli Tepe; Catal Höyük; Jericho

TSMAW, Ch. 7;(On BlackBoard): Bahn 1995: 68-69, 140-141;

Fagan 2007: 180-183; Curry 2008; Bahn 2009: 54

Week 7 (T)(Oct 10) Fall Break No Class

Week 7 (R)(Oct 12)

What did they eat and wear?What was their environment like?

(Archaeozoology; Palynology;Experimental and Household

Archaeology)

Fagan and Durrani 2014: Chs. 10-15 (skim)

Week 8 (T)(Oct 17)

Bronze Age Archaeology:Mycenae, Knossos, and Santorini

TSMAW, Chs. 8 and 9;(On BlackBoard): Bahn 1995: 92-93, 96-97, 98-99;

Bahn 2009: 55-57, 58-59

Week 8 (R)(Oct 19)

Underwater Archaeology:The Uluburun shipwreck

TSMAW, Ch. 10;(On BlackBoard): Bass 1987; Bahn 1995: 102-103;

Bahn 2009: 60-61

Week 9 (T)(Oct 24)

Classical Archaeology: Greece(Olympia; Delphi; Athens; Vergina)

TSMAW, Ch. 11;(On BlackBoard): Bahn 1995: 112-113, 116-117;

Pollard 2007: 26-29; Bahn 2009: 62, 64-65, 66

Week 9 (R)(Oct 26)

Classical Archaeology:Etruscans; Rome

TSMAW, Ch. 12;(On BlackBoard): Bahn 1995: 110-111;

Bahn 2009: 67, 71

Week 10 (T)(Oct 31) Review for Second Midterm Exam Reread and review everything since the previous exam

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Week 10 (R)(Nov 2) Second Midterm Exam

Week 11 (T)(Nov 7)

Excavating Armageddon:Megiddo from Canaanites to

Christians

TSMAW, Ch. 13;(On Blackboard): Finkelstein and Ussishkin 1994;

Silberman et al. 1999

Week 11 (R)(Nov 9)

Drinking, Feasting, and Frescoes:the Canaanite palace at Tel Kabri

TSMAW, Preface (pp. 13-15);(On Blackboard): Cline and Yasur-Landau 2006;Cline et al. 2011; Cline and Yasur-Landau 2013;

Koh et al 2014

Week 12 (T)(Nov 14)

Excavating in the Holy Land: Masada; Dead Sea Scrolls

TSMAW, Chs. 14-15;(On BlackBoard): Bahn 1995: 158-159

Week 12 (R)(Nov 16) Guest lecture TBD

Week 13 (T)(Nov 21)

Peruvian Archaeology:Nazca Lines; Moche and Sipan;

Machu Picchu

TSMAW, Ch. 17;(on Blackboard): Bahn 1995: 208-209, 226-227,

238-239; Bahn 2009: 140-143

Week 13 (R)(Nov 23) Thanksgiving Holiday Class cancelled

Week 14 (T)(Nov 28)

Maya and Aztec Archaeology: Chichen Itza; Copan; Tikal;

Palenque; Teotihuacan; Tenochtitlan

TSMAW, Chs. 5 and 18; (on Blackboard): Bahn 1995: 216-217, 218-219, 228-229, 236-237; Bahn 2009: 136-137, 138-139, 144-145,

154-155

Week 14 (R)(Nov 30)

Archaeology in North America:CSS Hunley; Jamestown; Ishi;

Kennewick Man; Chaco Canyon; Mesa Verde; Mound Builders

TSMAW, Ch. 19; (on Blackboard): Bahn 1995: 220-23;

Fagan 2007: 172-175; Bahn 2009: 146-147, 148-49, 151

Week 15 (T)(Dec 5)

Future Archaeologyand Course Wrap-up

[Writing Assignment Due]

TSMAW, Epilogue and Digging Deeper #4 (again);Fagan and Durrani 2014: Chs. 18-20

[Writing Assignment Due]

Week 15 (R)(Dec 7) Review for Final Exam Reread and review everything since the previous exam

Finals Week(Dec 13-21) Final Exam

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NOTE: The above schedule and procedures in this course are subject to change in the event of extenuating circumstances. In accordance with university policy, the final exam will be given during the

final exam period and not the last week of the semester. For details and complete policy, see: provost.gwu.edu/administration-final-examinations-during-examination-period

EXAMS, ASSIGNMENTS, AND GRADINGThere will be three exams; each is worth 25 points, for a total of 75 points. There will also be a short writing assignment worth five (5) points. Finally, there will be 20 points available in the discussion sessions. The course grade will be determined by combining all possible points, for a total of 100 points.

Assignment Description Total PointsExams Three exams 75

Discussion Section Attendance and Participation 20Writing Assignment See below 5

Total Possible Points 100

SPECIFICS: WRITING ASSIGNMENT (for G-PAC assessment)The writing assignment for this course is supposed to be a “thought” piece rather than a research paper, so it should not be more than five (5) pages long. The idea is to get you to think critically as well as creatively about archaeology and archaeological theory and knowledge in today’s world, and how our particular cultural perspectives are included in archaeological analysis and its presentation. You must choose from one of the categories. You can approach the topic in any way you like, but in each case, the basic questions that you are attempting to answer are things like: “how does archaeology work;” “how is archaeological knowledge acquired and conveyed;” and “what is the impact of archaeology”? For a paper to receive an “A,” it must do an analysis of something specific that stems from an understanding of archaeological issues and avoid superficial discussions of how great archaeology can be; further breakdown of the grading of the paper can be found in the rubric included at the end of this syllabus. The essay will be worth five (5) points.

Visit a museum or historical site and look at a specific exhibit (NB: this should be a museum with archaeological things in it, not an art museum). For example, the “Human Origins” exhibit in the Natural History Museum at the Smithsonian contains a number of objects of relevance to, and which will be discussed in, our class this semester, including imprints of the Laetoli footprints (look down at the floor). What are they telling you about the past? Is it slanted in a particular way? What is the specific content of the exhibit and does this have an impact on the general ideas being represented? Why is this information useful/interesting/educational etc.? Is it important or valuable? Is it worth using the taxpayers’ money to support it? Be sure that you analyze the exhibit, not just summarize what is in it.

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Watch a TV show or movie about archaeology and analyze how the archaeology is presented. How is the data being presented? What sorts of interpretations are being offered? What evidence is presented to support them? Do they make sense? Are they slanted in any particular way? Is there anything obvious left out? Why is this information useful/interesting/educational etc.? Is it important or valuable? Be sure that you analyze the show or movie; do not just summarize what is in it.

Please note that while this is a short essay, I do expect you to take it seriously and to show indications of critical thinking and communication skills. I will be paying attention to things like typos, grammar, and suchlike, so read it over before you turn it in! An “A” essay will not look like something you spit out last night after midnight and clearly haven’t read over since. The rubic for grading can be found below.

In addition, while this is not a research paper, you should provide references if you use a book or other media presentation so that I can look it up if necessary. If you do a survey, please provide me with the “raw data” (i.e. the questionnaires that you used etc.). With other options, just make sure you give me whatever I need to properly evaluate what you have done. If you cite references, make sure that you use some consistent format. I don’t care if you use footnotes or references in the text, but whatever you choose, stick to it.

Rubric for Writing Assignment (5 points possible):

Criteria Novice Competent Proficient Very Good/ Excellent

Facts and Content 1 1.25 1.75 2

Organization and Analysis

1 1.25 1.75 2

Writing and Grammar 0 0.5 0.5 1

Total 2 3 4 5

Class Policies Regular class attendance is mandatory. For every three unexcused absences, the final semester

grade may be lowered by one full grade (an “A” drops to a “B”) at the discretion of the instructor. It is also expected that those in attendance will be prepared to participate in the classroom discussions, etc.

Use of cell phones during class time for any reason is strictly forbidden, whether for calls, texting, games, or anything else. Similarly, use of laptops during class time for anything other than note taking is also strictly forbidden; this includes Gmail, Facebook, chats, games, and anything else that will preclude the user from participating fully in classroom discussions. Violators will have their cell phones and laptops confiscated.

There will be no make-ups given except in extreme emergencies. Late assignments will not be accepted for a grade and will be awarded a “0”.

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The standard University system will be used to assign letter grades as follows: A = 92-100; A- = 90-91; B+ = 88-89; B = 82-87; B- = 80-81; C+ = 78-79; C = 72-77; C- = 70-71; D+ = 68-69; D = 62-67; D- = 60-61; F = 0-59.

University PoliciesReligious Holidays In accordance with University policy, students should notify faculty during the first week of the semester of their intention to be absent from class on their day(s) of religious observance. For details and policy, see: students.gwu.edu/accommodations-religious-holidays.

Academic Integrity Code I personally support the GW Code of Academic Integrity. It states: “Academic dishonesty is defined as cheating of any kind, including misrepresenting one's own work, taking credit for the work of others without crediting them and without appropriate authorization, and the fabrication of information.” For the remainder of the code, see: http://www.gwu.edu/~ntegrity/code.html. It is expected that all graded work products and assignments will be completed in conformance with The George Washington University Code of Academic Integrity.

Safety and SecurityIn the case of an emergency, if at all possible, the class should shelter in place. If the building that the class is in is affected, follow the evacuation procedures for the building. After evacuation, seek shelter at a predetermined rendezvous location.

Support for Students Outside the Classroom Disability Support Services (DSS)Any student who may need an accommodation based on the potential impact of a disability should contact the Disability Support Services office at 202-994-8250 in the Rome Hall, Suite 102, to establish eligibility and to coordinate reasonable accommodations. For additional information please refer to: gwired.gwu.edu/dss/Mental Health Services 202-994-5300The University's Mental Health Services offers 24/7 assistance and referral to address students' personal, social, career, and study skills problems. Services for students include: crisis and emergency mental health consultations confidential assessment, counseling services (individual and small group), and referrals. See: counselingcenter.gwu.edu/

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