Writing Course Review Form (12/1/08)
I. General Education Review – Writing Course
Dept/Program
Course # (i.e. ENEX
Anth
450
Subject
200)
Course Title
Archaeological Theory
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Date
Instructor
Doug MacDonald
Douglas.macdonald@mso.umt.edu
Phone / Email
Program Chair
John Douglas
III Overview of the Course Purpose/ Description: Provides an introduction to the subject
matter and explains course content and learning goals.
In Anth 450—Archaeological Theory—students will learn the history and major traditions of American archaeological theory. Students will
also learn how to use theory to interpret archaeological data and how to evaluate theoretical arguments of their peers and in readings.
IV Learning Outcomes: Explain how each of the following learning outcomes will be achieved.
Student learning outcomes :
Use writing to learn and synthesize new
concepts
Formulate and express opinions and ideas in
writing
Compose written documents that are
appropriate for a given audience or purpose
Revise written work based on constructive
feedback
Find, evaluate, and use information effectively
(see http://www.lib.umt.edu/informationliteracy/)
Begin to use discipline-specific writing
conventions
Demonstrate appropriate English language
usage
Students will learn how to use theory to interpret archaeological data
and how to evaluate theoretical arguments of their peers and in
readings. The class focuses mainly on theory useful in interpreting
prehistoric archaeological sites, but students can select an historic
archaeology topic for their project (see below). Students will learn
how to use theory and archaeological data to support their own ideas
(see overview of debates below).
Students will prepare a paper (150 points) and present it to class at
the end of the semester. The paper topic is attached below. There is
also a take-home essay (75 points) and written position statements
associated with periodic class debates.
See attached paper assignment. Students will learn the major
traditions in interpreting prehistoric archaeological sites, including:
1) culture history; 2) middle range/processual archaeology; 3)
formation theory/behavioral archaeology; 4) evolutionary
archaeology; and 5) post-processual archaeology. Students will have
to use ideas from theories in class discussion, as well as in class
debates. They will also have to use one or more of the theoretical
perspectives in their major papers. The goal is to train them to use
the appropriate terms for engaging in effective archaeological
intepretation, discussion, and writing.
Students submit drafts of papers for review prior to submitting the
final paper.
In preparation of their term paper, students will have to conduct
research using digital research databases; a library representative
visits the course to review the available information from the library.
Students also use blackboard and JSTOR to find articles to read
during class.
Students will prepare a paper (150 points) and present it to class at
the end of the semester. The paper will cover a major archaeological
issue, such as “The Anasazi in the American Southwest” or
“Complex Hunter-Gatherers of the Interior Northwest” or a major
archaeological site. Students will use the theoretical perspectives
from class (or another from outside class) to interpret the
archaeological issue or site. Students will cite references using
American Antiquity style, the major journal of North American
archaeology.
Students are evaluated on proper use of terms and grammar (see
paper guidelines attached below)
V. Writing Course Requirements Check list
Is enrollment capped at 25 students?
If not, list maximum course enrollment.
† Yes z No
enrollment is not capped, but enrollments have kept steadily at
Explain how outcomes will be adequately met
for this number of students. Justify the request
for variance.
approximately 15-20 students the past two years since anthro opened
up additional writing courses for majors. However, if there are more
than 25 students, a graduate student assistant will join the course to
aid in class debates, etc….
Are outcomes listed in the course syllabus? If
not, how will students be informed of course
expectations?
z Yes † No
Are expectations for Information Literacy listed in
the course syllabus? If not, how will students be
informed of course expectations?
z Yes † No
Are detailed requirements for all written
assignments included in the course syllabus? If not
how and when will students be informed of written
assignments?
What instructional methods will be used to teach
students to write for specific audiences, purposes,
and genres?
† Yes zNo
See attached syllabus below
The syllabus and paper assignment (both attached) describe the need
to use blackboard and JSTOR (and any other useful sources of
information), while additional instruction is spelled-out during
lecture the 1st few weeks of class
I provide a paper topic assignment sheet in week 3-4; see attached.
I review the major research publications, books, and databases
available. I also invite a library representative to our class (or
students go to the library if the IT room is available) to teach
effective research. The paper review process is the key means by
which students learn how to write effect archaeology papers. They
also read articles from major journals to see how effective research
and writing culminates in publications regarding key theories.
Will written assignments include an opportunity for z Yes † No
Students are invited to submit drafts of papers for review prior to
revision? If not, then explain how students will
submitting the final paper.
receive and use feedback to improve their writing
ability.
VI. Writing Assignments: Please describe course assignments. Students should be required to
individually compose at least 16 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Clear expression, quality, and
accuracy of content are considered an integral part of the grade on any writing assignment.
Students will prepare a paper (150 points) and present their paper at
Formal Graded Assignments
Informal Ungraded Assignments
the end of the semester. The paper will cover a major archaeological
issue, such as “The Anasazi in the American Southwest” or
“Complex Hunter-Gatherers of the Interior Northwest” or a major
archaeological site. Students will use the theoretical perspectives
from class (or another from outside class) to interpret the
archaeological issue or site. There is one additional take-home essay
and one in-class exam (midterm) (75 points each). Students will also
participate in 4-5 debates and each group will prepare 1-page debate
statements prior to each debate. Each debate/debate statement is
worth 15 points (75 total). (The major writing assignment is
attached). As such, of the 400 pts, 300 are take-home writing
assignments.
None, all written assignments are graded
VII. Syllabus: The syllabus and the major paper assignment is attached.
ANTHROPOLOGY 450
ARCHAEOLOGICAL THEORY, FALL 2008
Class: Tuesday-Thursday, 9:40-11:00, Social Science Building 344
Instructor: Doug MacDonald, Assistant Professor, Department of Anthropology, University of Montana
Office: Social Science 216, 406-243-5814, douglas.macdonald@mso.umt.edu Office; Office hours: M-F, 11-12
Course Description & Student Learning Outcomes
In Anth 450—Archaeological Theory—students will learn the history and major traditions of American
archaeological theory. Students will also learn how to use theory to interpret archaeological data and how to
evaluate theoretical arguments of their peers and in readings. Anth 450 focuses on the following major theoretical
perspectives useful in interpreting prehistoric archaeological sites: 1) culture history; 2) middle range/processual
archaeology; 3) formation theory/behavioral archaeology; 4) evolutionary archaeology; and 5) post-processual
archaeology. The class focuses mainly on theory useful in interpreting prehistoric archaeological sites, but students
can select an historic archaeology topic for their project (see below). A prerequisite is Anth 250, Introduction to
Archaeology.
Course Requirements
Students will prepare a paper (150 points) and present it to class at the end of the semester. The paper will cover a
major archaeological issue, such as “The Anasazi in the American Southwest” or “Complex Hunter-Gatherers of the
Interior Northwest” or a major archaeological site. Students will use the theoretical perspectives from class (or
another from outside class) to interpret the archaeological issue or site. There will also be one in-class exam (75
points) and an essay (75 points). Students will also participate in five group debates. Students will be assigned
randomly to 3-person debate teams and will debate each other on five Thursdays during the semester starting in
week 4. Individuals and groups will be evaluated based on their participation and preparation of their 1-page debate
statement due prior to each debate. Each debate/debate statement is worth 15 points (75 total). Attendance (taken
randomly over the semester) is worth 25 points. The total points available in the class is 400, with grading based on
a standard percentage of 100 (e.g., 360 points is 90% and is an A-).
Required Books (for sale at bookstore)
1) Archaeological Theory (AT), ~$45.00
2) Readings in American Archaeological Theory (RAAT),~$24.95 (also for sale at www.saa.org).
Readings from this book are all from the journal American Antiquity and can be downloaded free of charge from
JSTOR (http://www.jstor.org.) JSTOR can be accessed from the Mansfield Library website using your Umontana
web ID (SCAUD) and password. An index to the RAAT book is posted on our class blackboard site to facilitate
finding the correct articles on JSTOR. Occasional readings will also be posted on blackboard.
WEEKLY SYLLABUS & SCHEDULE
Week 1: August 26-August 28
Topics: Class Overview—Archaeology and the Role of Theory
Readings:
1) AT: Preface & Chapter 1
Week 2: September 2-4
Topics: Culture History
Readings:
1) Blackboard download: Bruce Trigger, “Cultural historical archaeology in north america”, pp. 186-195
2) RAAT (1-18) L. Binford (AA 28: 217-225; AA 31: 203-210)
Week 3: September 9-11
Topics: Processual/Middle Range Archaeology
Readings:
1) RAAT (19-30) L. Binford (AA 32: 1-12)
2) AT: Chapters 2-4
Week 4: September 16-18
Topics: Processual/Middle Range Archaeology
Readings:
1) RAAT (55-66) by L. Binford (AA 50: 580-590, 1985)
2) RAAT (67-74) by R. Gould (AA 50: 638-644, 1985)
3) RAAT (75-88) by D. Meltzer (AA 44: 644-657, 1979)
Debate 2 (Thursday): “Processual Archaeology is better than (and incompatible with) culture history”
Week 5: September 23-September 25
Topics: Formation Theory (Behavioral Archaeology)
Readings:
1) RAAT (227-236) by M. Schiffer (AA 37: 156-165, 1972)
Week 6: September 30-October 2
MIDTERM EXAM IS THURSDAY, OCTOBER 2
Topics: Finish Formation Theory (Behavioral Archaeology) and review for midterm
Readings:
None; prepare for midterm exam
Week 7: October 7-9
Topics: Evolutionary Archaeology
Readings:
1) RAAT (161-172) by R. Dunnell (AA 43: 192-202, 1978)
2) RAAT (237-256) by M. Schiffer (AA 61: 643-662, 1996)
3) RAAT (257-270) by M. O’Brien et al. (AA 63: 485-498, 1998)
Debate 3 (Thursday): Evolutionary archaeology is way better than (and incompatible with) behavioral archaeology
Week 8: October 14-16
Topics: Post-Processual Archaeology
Readings:
1) RAAT (89-100) by I. Hodder (AA 56: 7-18, 1991)
2) RAAT (101-120) by M. Leone (AA 47: 742-760, 1982)
3) AT: Chapters 6-7
.
Week 9: October 21-23
Topics: Gender and Archaeology
Readings:
1) RAAT (121-142), by A. Wylie (AA 57: 15-35, 1992)
2) AT: Chapter 8
Debate 4 (Thursday): Post-processual Archaeology is way better than Processual Archaeology.
Week 10: October 28-October 30
Topics: New Archaeological Theories
Readings:
1) AT: Chapters 11-12
Week 11: November 4-6
No School on November 4 (VOTE!)
TAKE HOME ESSAY IS NOVEMBER 4
DRAFT PAPERS ARE DUE THIS WEEK!!!!
Week 12: November 13
Topics: No school on Nov. 11 (Veteran’s Day); Debate on Nov. 13
Debate 5 (Thursday): “Archaeological Theory is essential to archaeology; without it, we are lost”
Weeks 13, 14, 15: November 18-20, November 25, & December 2-4
STUDENT PRESENTATIONS (15 minutes--10 minute presentation; 5 minutes discussion)
December 4: Final Papers are due on the last day in class (do not email papers)
ANTHROPOLOGY 450 TERM PAPER ASSIGNMENT
Draft Due: Nov. 4; Edits back: asap; Final Due: December 4
Option 1: Evaluate an important archaeological site
Option 2: Evaluate a key issue in American (or other) archaeology
Option 1 Details: Site Evaluation
1. Select an important archaeological site. I can provide suggestions or a list of sites to study.
Before you start, discuss the selected site with me.
2. Provide an overview of the main results and compare with other regional sites/studies (minimum
of 3) to place it in context (establish its role in regional culture history). Include 1 or more photos
of the site and important finds/features/stratigraphy. Include at least 2 pertinent data
tables/figures from the report to support your review.
3. How was this site influential in the region, elsewhere?
4. Provide an overview of how the site’s been interpreted (function, etc…). What theories have been
used to interpret the site (cite at least 2 references in this section)?
5. Provide a critical review: use data from the report to interpret it from another theoretical
perspective and back up your interpretation by comparing it to other similar studies that used the
same theoretical approach (cite at least 2 references in this section).
Option 2 Details: Key Issue of American (or other) Archaeology
1. Select a major issue in American (or other) archaeology, review the literature on the issue, and
interpret the issue from one or more of the major theoretical perspectives used in class (or that
you are familiar with from reading outside of class).
2. Synthesize the pertinent information available on the issue and the major interpretations of the
issue in the literature. (Use at least 2 references (articles, books, etc…).
3. Evaluate the issue from one of the major theoretical stances discussed in this class or that you
have learned in another class or elsewhere. Use at least 2 references during this more theoretical
discussion.
4. Provide a conclusion that compares your interpretation of the issue with prior ones; generally
summarize the main points of your paper.
Use the following section headings (and any others you deem appropriate):
Abstract: A succinct, 1-2 paragraph summary of your paper
Introduction: A 1-2 page introduction to the topic of the paper
Background: provide basic details on selected site or individual
Site Results or Key Issue Overview: this is the heart/body of your paper
Interpretation: How has your site/issue been interpreted previously (which theories)?
Critical Review: Critique the site/individual in light of another theory/perspective
Summary and Conclusion: Briefly review the main points of your paper
Format: Be consistent in the paper format (e.g., do not switch between formats…pick one and use it
throughout the paper). I prefer American Antiquity format, but you may choose another one if you want.
All papers should be between 15-20 pages long and should be typewritten, double-spaced, using 11 or
12 point font. Please number the pages. Do not email the papers to me. Provide a printed paper and
staple in the upper left corner (do not fold over or use paper clips). Handwritten material will not be
accepted. A title page should be included showing the title of the paper and your name. The “Abstract”
should stand alone on Page 1, with the “Introduction” starting at the top of Page 2, with the remainder of
the paper following more or less the sections as outlined above.
Grading guidelines for term papers (follows Tom Foor’s format from prior years)
A (135-150 points)
The paper is exceptionally well-written, clear in purpose, thorough, and free of errors in style and grammar. The
abstract, introduction, and summary/conclusion sections are clear and concise. The body is well-organized and
contains effective figures, tables, transitions, quotations, and descriptions. All cited references are in the
bibliography. The paper is publishable.
B (120-134 points)
The paper is well-written, but may contain minor errors in style and grammar. The abstract, introduction, and
summary/conclusion sections are solid and summarizes the body. Most of the information is presented clearly and
according to proper writing style. All cited references are in the bibliography. It requires minimal editing for
publication.
C (105-119 points)
The paper is poorly written and shows a lack of organization. It may have a rambling, vague abstract, introduction,
and conclusion and a poorly constructed, awkward body. There may be an excess of style and grammar errors, as
well as cited references that are not in the bibliography (or little to no bibliography at all). The contents require a good
deal of editing.
D (90-104 points)
The paper shows very little organization or purpose. It contains many of the necessary facts, but they are so
ineffectively presented that a major re-writing effort is needed to make the copy cohesive and meaningful. There are
too many style and grammar errors. The cited references are commonly not in the bibliography, or there are few cited
references, or there is no bibliography. The paper is not publishable.
F (less than 90 points)
The paper is libelous, plagiarized, incomplete, confusing, or has factual errors. Style and grammar errors are found
throughout. No References are cited and no bibliography is provided. Correct writing is either missing or lost
completely. It cannot be published.
Items for consideration in grading:
1. Do the abstract and introduction tell me what the paper is about? Is it interesting?
2. Is the subject well-covered, multisourced, balanced, objective? Are all of the reader’s questions answered?
3. Are the references cited informative and of high quality (included in the bibliography)?
4. Are the main points of the site/individual accurately presented in the body of the paper? Is the site/individual placed
in context of other sites/individuals?
5. Is the theoretical interpretation accurate? Are examples provided from the report or the individual’s major papers to
support your interpretation?
6. Does the critique accurately define another theoretical perspective and utilize data from the report/individual as
support?
7. Does the paper follow American Antiquity style?
8. Are spellings and facts correct?
9. Is the writing grammatically correct? Punctuation? Word use?
10. Is the paper written like a professional contribution (precise nouns, strong verbs, active voice, correct tense, short
sentences and graphs, etc.)
11. Does the paper’s conclusion achieve finality? Does it accurately summarize the paper’s main points?
12. Does the paper use the following: good transitions, pacing, good description, creativity, strong organization,
completeness?
For writing help, refer to: http://www.umt.edu/writingcenter/handoutsandlinks.htm
Also, be sure to use the Mansfield Library’s many online resources to help you find reference materials.
REMEMBER THAT THESE PAPERS WILL BE THE BASIS FOR YOUR ORAL PRESENTATIONS (50
ADDITIONAL POINTS) BEGINNING IN NOVEMBER. EACH PRESENTATION WILL BE 10 MINUTES LONG AND
WILL USE POWERPOINT IN A CONFERENCE-LIKE FORMAT.