I. ASCRC General Education Form
Group
X: Indigenous and Global Perspectives
Dept/Program
Anthropology
Course #
ANTH 351
Course Title
Prerequisite
3
Archaeology of North America
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
John E. Douglas
9/15/08
4246
john.douglas@umontana.ed
u
Program Chair
John E. Douglas
9/15/08
Dean
Gerald Fetz
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
Instructor
Phone / Email
For at least 15,000 years, Native Americans lived in “North America” (in actuality, the course
covers the territory now occupied by Canada, the U.S., and adjacent northern Mexico—central
Mexico and southward are different enough to require a separate class), but wrote no history.
The are three ways to learn about these substantial and consequential human experiences: (1)
the myths and stories of the Native American descendants of this long “prehistoric” (in the
sense of lacking writing, not in terms of historical processes) period; (2) inferences from
historical and anthropological observations of Native Americans; and (3) the objects, structures,
and landscapes created by Native Americans from this time. Informed by the first two
methods, this is a course presenting the third, archaeological, approach to understanding North
America. It is taught to a wide range of students—this semester, it is 50% non-anthropology
majors—and it introduces what archaeologists can infer about the origins, migrations,
adaptations, social and technological changes, and history, broadly construed, of the Native
Americans of North America. The course battles stereotypes of “The Indian” in American
popular culture by emphasizing the diversity of societies, adaptations, and experiences
contained within the often-ignored place and time, as well as the originality and complexity of
Native American societies.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Indigenous and/or global courses will
familiarize students with the values, histories,
and institutions of two or more societies
through the uses of comparative approaches.
Indigenous perspective courses address the
longstanding tenure of a particular people in a
particular geographical region, their histories,
cultures, and ways of living as well as their
interaction with other groups, indigenous and
non-indigenous.
Global perspective courses adopt a broad focus
with respect to time, place, and subject matter
and one that is transnational and/or multicultural/ethnic in nature. Whether the cultures
or societies under study are primarily historical
or contemporary, courses investigate significant
linkages or interactions that range across time
and space.
By examining North America from the first
“peopling” up to the historic period, students
gain a sense of how Native American
institutions originate, evolve and change.
The class is inherently comparative in two
senses. First, it examines an incredible range
of Native American cultures—from the Inuit
of the Arctic to the Pueblo peoples of the
Southwest to the Mississippian people and
their descendants in the Southeast—and
students gain an appreciation of the range of
Native American cultures, what is shared,
and what is unique. Second, the class
examines contact with Europeans—albeit
briefly, given the lengthy prehistoric
sequence that is presented—so that essential
contrasts with European societies are also
made.
The course has an indigenous perspective,
and no other course at UM offers a broader
and “deeper” view of Native American
cultural development. Archaeology offers a
unique view: Native American culture
without the effects of the European
expansion. That is not to say eurocentric
ideas do not influence our interpretation—
those problems with archaeology are dealt
with explicitly— but the record itself
represents a unique window on Native
America.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
Most of the course is organized into a time
and space grid: culture “areas” (groups
related by shared heritage and adaptations)
are introduced, then the changes and
innovations in the area examined through
time. Thus, there is a strong sense of local
development. The course also provides
specific comparisons between these areas, in
order to show differences, similarities,
trends and contacts that knit together North
America. “Hinge-points” and critical issues
in the prehistoric record are explored in
detail: How do we know when people first
came to North America? What conditions
lead to the adoption of agriculture? What are
the social conditions that lead to social
ranking? These kinds of questions (see the
syllabus) are dealt within specific historical
contexts and narratives.
Artifacts from paleoindian projectile points
Demonstrate an awareness of the diverse ways
to Hopewell burial mounds to Iroquois long
humans structure their social, political, and
cultural lives.
houses are contextualized in a historical and
cultural manner. How these objects were
created, why they were created, and what
cultural values and needs are encapsulated
in such “things” are careful considered.
Analyze and compare the rights and
This class is often an eye-opener for
responsibilities of citizenship in the 21st century students and inherently comparative to
including those of their own societies and
“western civilization” for students, because
cultures.
of the echoes of the Victorian–era view that
placed Europeans at the pinnacle of human
existence that is still present in popular
culture. Few students have any idea that the
prehistoric Native Americans north of
Mexico had substantial towns, pyramids that
occupied the same space as Egyptian ones,
incredible trade networks, or sophisticated
astronomical knowledge. Further, the 21st
century issues are introduced at the end
when the ethics and politics of protecting
the archaeological record of Native America
are briefly explored.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Place human behavior and cultural ideas into a
wider (global/indigenous) framework, and
enhance their understanding of the complex
interdependence of nations and societies and
their physical environments.
Syllabus—Anthropology 351
Professor: John Douglas; Office: Social Sciences 233; E-mail: John.Douglas@umontana.edu;
Tel: 243-4246; Office hours: Monday 10-12; Tuesday-Thursday 9-10; Wednesday 1-3;
appointments welcome.
Topics to be covered:
9 How archaeologists know about the past
9 The peopling of the Americas
9 Paleoindians: the hunters of extinct large mammals
9 People of the Arctic
9 Villages and towns in the southwestern United States
9 Eastern hunter-gatherers
9 Early agricultural systems and mound-building in the eastern United States
9 Corn agriculture and political developments in the late eastern United States
9 European contact and the beginning of historic records
Themes and goals:
9 Learning about people at other times and other places is critical to find out what it
means to be human. The Native American past is inherently interesting—and an
important opportunity to observe creative problem solving by other humans. We
should pay attention to both what is shared and what is unique in this story.
Although the methods of archaeology are scientific, many themes of this course are
humanistic and historic. Because most students will bring a contemporary
knowledge of North America, studying the past will be an inherently comparative
process.
9 The interaction between environment and people. We will examine how people
react to climate change, how the population density and organization is affected by
resources, how people affect their environment, and how different kinds of
resources influence groups with different kinds of technologies and social
organizations.
9 The development of leadership and hierarchy. We will examine groups in size from
small bands to towns of 50,000+ people, and think about leadership changes, how
specialization in social roles occurs, and how hierarchies emerge.
9 To provide successful participants a well-anchored framework for human life before
historical records that spans the entire continent, north of central Mexico, that
allows an understanding of the pace, direction, and nature of change in societies.
Prerequisites: None
Required text/other support: Brian Fagan, 4th edition, 2005, Ancient
North America: The Archaeology of a Continent (3rd edition, 2000, OK).
Thames and Hudson, New York. Class PowerPoint files are available
through Blackboard: http://courseware.umt.edu (requires NetID and
password)
Tests: There are three tests. Each test is worth 100 points. A test follows
after a third of the course and covers that third's lecture material and readings. Test taking
requires only a pen or pencil. The test is a combination of roughly 60% objective questions
(may include true-false, multiple choice, and matching), and 40% written (may include
definition and short essay).
Improving your grade: You can give an optional presentation about a site of your choice,
which can add up to 20 points to your semester score (instructions are at the end of the
syllabus). A comprehensive, essay, test will be given after Test 3 in the final exam period (see
schedule). The test may be taken in lieu of ONE regular test or to substitute for a lower grade
on a regular exam. This test cannot lower your grade. No other extra credit is available.
A plea to the wireless crowd: Please turn off you cell phone or mute the ringer during class!
Graduate Student Papers: All graduate students must submit a 4,000 to 5,000 word (16-20
double space pages) original research paper on an approved aspect of North American
archaeology with at least 10 references from professional sources. Graduate papers will be
judged on a 100-point scale, and are due on December 4; it replaces the undergraduate written
assignment.
Disability Accommodations: When requested by the student, learning disabilities recognized
by Disability Student Services (DSS) will be ameliorated with any reasonable accommodation:
copies of notes, special testing environment, extended testing time, and special forms of the
tests.
Incompletes: An incomplete will be considered only when requested by the student. At the
discretion of the instructor, incompletes are given to students who missed a portion of the class
because of documented serious health or personal problems during the session. Students have
one year to complete the course; requirements are negotiated on a case-by-case basis.
Undergraduate Written Assignment: This required paper is due December 4, at 5:00 P.M. and
is worth a maximum of 50 points. Select a peer-reviewed archaeological journal article at least
six pages long that focuses on an archaeological site, artifact category, or other topic related to
Native American archaeology as defined in this class. Make sure you are using a peer-reviewed
journal, and check that you have an article, not a book review, news short, or reply. I
recommend the following journals: American Antiquity and Journal of Field Archaeology (the
latter covers North America and beyond), available electronically and on paper; Journal of
World Prehistory, electronic journal only, which has occasional papers on North America; or a
regional journal (these are available on the shelves only): Midcontinental Journal of
Archaeology, Arctic Anthropology, Plains Anthropology, Kiva (southwest archaeology), or
Archaeology in Montana. Topics: answer the following questions: (1) What is (are) the central
question(s) that the author(s) are trying to answer? (2) What information and approaches do
they use to answer the question(s)? (3) How successful were they in answering those questions?
(4) Review what your textbook says about the era/region. How does the journal article you read
add to your understanding of this period of North American archaeology? Grading: Papers are
graded on style, grammar, spelling, understanding of the reviewed research, and creativity in
reviewing the research implications. Mechanics: You must attach a copy of the first page and
abstract for the article that you select in your assignment. Papers must be typed, double-spaced,
stapled, and no more than six pages of text for your essay using standard fonts and margins.
Make sure you provide a full citation of your article, and use the author-date system to cite
quotes and specific facts in your paper. For example, (Douglas 2000:197) provides a citation
for page 197 of a book chapter that I published in the year 2000; the full citation must be
included in the back as a section entitled “references cited.” You should be able to copy the
reference style of the article that you are working on, but for more specific help, see the
Mansfield Library’s guide to APA citation style,
http://libguides.lib.umt.edu/content.php?pid=3183&sid=17365 .
Grade Determination: For undergraduates, there are 350 points possible in the class (400 for
grad students); students with 90% or more of the points will receive an "A" (whole grades
only). The undergrad point system is: A, 315+; B, 280-314; C, 245-279; D or “Credit,” 210244; F or “No Credit,” 209 or lower.
Please note that September 15 (4:30 pm) is the last day to add or drop a course without cost or
transcript consequences; October 6 (4:30 pm) is the last day to drip by petition and fee without
risking a WF (withdraw failing) on your transcript.
Plagiarism and misconduct: All students must practice academic honesty. Students unfamiliar
with the Plagiarism Warning in the catalog are urged to read it. If you are vague on what the
term “plagiarism” might include, look at the resources on this helpful Mansfield Library page
http://libguides.lib.umt.edu/content.php?pid=3860&sid=22703. Plagiarism and Academic
misconduct is subject to an academic penalty by the instructor and/or a disciplinary sanction by
the University. All students need to be familiar with the Student Conduct Code, available
online at http://life.umt.edu/VPSA/name/StudentConductCode.
Extra Credit Assignment: Class Site Presentation (20 points)
• Choose a site that interests you and there are research materials available. Images on
the internet makes this assignment easier, but you can also scan images from a book
or clip them from PDF files in electronic books and journals. Choose a specific
place where people lived or did other activities: Fajada Butte, not Chaco Canyon;
Cahokia, not Mississippian.
• Sign up with your site choice with me. Because there will be only one presentation
per site, site choice is on a first come basis.
• Prepare a PowerPoint presentation on the site with 8-10 slides. Make sure that all
your images are sized to make it easy to present by going to the “format picture”
controls, then the “Picture” Tab, then the “Compress . . “button, then make sure “all
pictures” in the document checkbox, then compress, followed by clicking OK.
• Turn in a copy of your PowerPoint presentation to me at Blackboard
(http://courseware.umt.edu) by 10 am December 1 using the digital dropbox.
• I’ll load your presentation on my computer and you will give a no more than 7
minute talk about your site on December 2.
Check List of Suggestions and Requirements:
• Your first slide should be a title page with the site name and your name.
• The second slide must be a general site of the region showing the site location.
• Normally, you should include a site map.
• The Notes section of PowerPoint should give the reference for any figures on that
slide.
• The last slide should have your bibliography. Use a standard scheme, such as
http://libguides.lib.umt.edu/content.php?pid=3183&sid=17365 .
• Provide basic information about the site, including: dates, culture that occupied it;
•
•
•
environmental setting; function or activities found at the site; and what makes the
site interesting.
If relevant or interesting, include excavators, controversies, preservation issues, etc.
Keep your writing to a minimum; bullet major talking points.
Use your research skills to find accurate, scientific, and archaeological sources. If
you have questions, ask me.
Schedule
Date Day
Topic
26-Aug
T
Course introduction
28-Aug Th Interpreting the
archaeological record
2-Sep
T
When was the New World
discovered?
4-Sep Th The Clovis Culture
9-Sep
T
Later Paleoindian
adaptations
11-Sep Th Hunters and Farmers of the
Plains
16-Sep
T
Hunters and Farmers of the
Plains
18-Sep Th TEST 1
23-Sep
T
The early Arctic
25-Sep Th The later Arctic
30-Sep
T
Early Pacific Coast
2-Oct Th Late Pacific Coast
7-Oct
T
The Great Basin
9-Oct
14-Oct
16-Oct
21-Oct
Th
T
Th
T
23-Oct
Th
The early Southwest
The southern southwest
The northern southwest
The east: early and middle
archaic
TEST 2
Readings/Viewings
—
Chapters 2 & 3
Chapter 4
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12; Watch a 27 minute film on the
internet: The Obsidian Trail, at:
http://www.archaeologychannel.org/content/vid
obsidian.html
Chapter 13
Chapter 14
Chapter 15
Chapter 16
28-Oct
T
30-Oct
4-Nov
6-Nov
Th
T
Th
11-Nov
13-Nov
T
Th
18-Nov
20-Nov
25-Nov
27-Nov
2-Dec
T
Th
T
Th
T
4-Dec
Th
8-Dec
M
Late Archaic Eastern
Woodlands
Early Woodland—Adena
Election Day—Holiday
Middle Woodland—
Hopewell
Veterans Day—Holiday
Middle Woodland
(continued)
Mississippian
Mississippian (continued)
Moundbuilding—Video
Thanksgiving—Holiday
Optional Presentations/
Algonquians and Iroquois
America in 1492/Summary
Papers Due
TEST 3, 10:10-11; Optional
Final:11:10-12:10
Chapter 17
Chapter 18
Chapter 19
Chapter 20
Chapter 21
Chapter 1 and 22 (p 511-522 only)
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.