I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
X
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Anthropology
Course #
ANTY 250
Course Title
Prerequisite
Introduction to Archaeology
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
John Douglas
Phone / Email X4246 /john.douglas@umontana.edu
Program Chair John Douglas
Dean
Christopher Comer
III. Type of request
New
One-time Only
Renew x
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Archaeology is the only way to know most human societies that have existed in the past, and is
therefore a central to anthropology and to the social sciences in general. It deals with an
unbroken, 2.5 million year record of artifacts, features, and food remains that are interpreted to
understand social organization, subsistence systems, religion, etc. of these past societies. The
class is at an introductory, welcomes majors and nonmajors alike, and takes a global view of
the essential issues of a “science of past societies.”
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Systematically study individuals,
groups, or social institutions.
The course looks systematically at how to
identify and explain human societies: social
organization and scale; subsistence systems;
economies; religion; the role of art and
writing; and economies and exchange.
Analyze individuals, groups, or social
problems and structures.
Many “classic” studies in archaeology are
reviewed to illustrate how knowledge of past
societies is developed by archaeology.
It is not inherently obvious how to look at
“other people’s garbage” and talk about, say,
past economies. This class addresses those
issues. The scientific method and means of
inference are strongly emphasized in the
course.
Give considerable attention to ways
in which conclusions and
generalizations are developed and
justified as well as the methods of
data collection and analysis.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Students taking courses in the Social Sciences Students develop a “deep time” perspective
on human social organization by learning
Perspective will be able to: Describe the
nature, structure, and historical development how archaeologists study the past and
through multiple case examples, including
of human behavior, organizations, social
some developed as problems in class.
phenomena, and/or relationships.
All the major theoretical perspectives in
Use theory in explaining these individual,
archaeology—largely mirroring larger
group, or social phenomena.
theoretical concerns of social science in
general—are introduced at a level
appropriate for an introductory class.
Because the course has a significant focus
Understand, assess, and evaluate how
on methods, understanding how we justify
conclusions and generalizations are justified
conclusions is an integral part of the course.
based on data.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. 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
INTRODUCTION TO ARCHAEOLOGY
Professor: John Douglas; Office: Social Sciences 233 (located with the anthropology offices
on the “lower”part of the second floor); Office hours: Monday, Wednesday, Friday 9:30-10:30,
Wednesday 2-3, Tuesday 1-2, or by appointment; Tel: 243-4246; E-mail:
John.Douglas@umontana.edu.
Teaching Assistant: TBA; undergraduate preceptor: Philip Hamilton; Office: Social
Sciences 254a (located on the “upper” part of the second floor—continue past the Department
of Anthropology sign and up the short stairs); Office Hours for the Teaching Assistant: TBA.
Message phone for the Teaching Assistant: 243-5865. Tutoring hours for Philip: Tuesday 8:00–
9:00 AM, Wednesday 2:30 – 3:30 PM, and Thursday 5:00 – 6:00 PM.
Purpose: Archaeology is the study of material culture to make inferences about human
behavior. Anthropological archaeologists apply these inferences to increase our understanding
of all human societies: contemporary, historic, and prehistoric. This class surveys the issues and
questions that motivate archaeologists to examine material culture, as well as the techniques
used by archaeologists. Case examples illustrating goals and techniques are examined. Students
who satisfactorily complete this course will gain an understanding of the goals and methods of
contemporary archaeology as well as the challenges facing
archaeology. The primary learning outcomes that are:
1. Demonstrate basic knowledge of the field of archaeology and
the application of the scientific method to the field.
2. Demonstrate familiarity of a wide range of arch Field and lab
methods and arch theory.
3. Demonstrate knowledge of the historical development of the
field of archaeology from its roots to the present
4. Critically examine ethical and political issues surrounding
archaeological studies.
Required text: Colin Renfrew and Paul Bahn, 2010,
Archaeology Essentials: Theories, Methods, and Practice, Second Edition. Thames and
Hudson.
Course prerequisites and requirements it fills: There are no prerequisites. This class serves
as an Anthropology minor and major lower division core course as well as a Social Science
perspective in the General Education Requirements. In order to fulfill these requirements, you
must take the course for a traditional grade.
Supplemental Moodle Online Materials: Your grades, PowerPoints, and study materials can
be downloaded here. Look at https://umonline.mrooms3.net/login/index.php.
Grade Determination: Students are responsible for all assigned materials: lectures, videos,
PowerPoint presentation, and readings. Class attendance is crucial to gain mastery of the
material. There are four exams, each worth 100 points. Each exam covers about a fourth of
the course's lecture material and readings. All regular tests will consist of true-false and
multiple-choice questions. Objective midterm exams will not be available at any time other
than their scheduled class time. Students must bring a sharpened, soft pencil and scantron
sheet (pink, ⅓ sheet size, available in the bookstore) to take the exam. Students who miss tests
may take the comprehensive short answer/essay exam in the final period or may petition to
arrange a short answer/essay makeup exam covering the same material as the missing test, at
the discretion of the Instructor. The optional comprehensive essay final can also be taken to
substitute for a low test score. This optional final cannot lower your grade.
There are four in-class assignments, each worth 10 points with bonus points possible. There is
no make up for missed in class assignments. You will need to complete extra credit assignment.
Extra Credit Assignment: Complete the written assignment given on Page 4, which is worth up
to 20 points, and is due May 4.
Final Grade: This is based on a 440 point scale: 4 tests@ 100 points each plus 4 in-class
assignments @ 10 points = 440 (plus any additional points from extra credit assignment).
Grades are based on a straight point system:
396 points (90 %+) = A
264-308 points= D
352-495 points = B
less than 264 points = F
308-351 points = C
more than 264 points = “Credit”
Drops: February 13 (5:00 pm) is the last day to add or drop a course on Cyberbear without
penalty, and March 26 (5:00 pm) is the last day to add, drop, or change grading option with
approval from me.
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 problem during the semester. Students have
one year
to
complete
the
course;
requirem
ents are
negotiate
d on a
case-bycase
basis.
(Cartoon from http://mysite.verizon.net/ddboisvert/FS04/writeup.htm)
Date
23-Jan
25-Jan
27-Jan
30-Jan
SCHEDULE OF CLASSES, TESTS, AND READINGS
Day
Topic
M
Introduction
W
Formation Processes
F
M
Survey and Excavation
Readings
Intro
Chapter 2
Chapter 3
1-Feb
3-Feb
6-Feb
8-Feb
10-Feb
13-Feb
15-Feb
17-Feb
20-Feb
22-Feb
24-Feb
27-Feb
29-Feb
2-Mar
5-Mar
7-Mar
W
F
M
W
F
M
W
F
M
W
F
M
W
F
M
W
9-Mar
12-Mar
14-Mar
F
M
W
16-Mar
19-Mar
21-Mar
23-Mar
26-Mar
28-Mar
30-Mar
2-Apr
4-Apr
6-Apr
9-Apr
11-Apr
13-Apr
16-Apr
18-Apr
20-Apr
23-Apr
25-Apr
27-Apr
30-Apr
2-May
4-May
F
M
W
F
M
W
F
M
W
F
M
W
F
M
W
F
M
W
F
M
W
F
11-May
F
Chronology
Chapter 4
Test 1
Social Archaeology
Chap 2-4
Chapter 5
Washington-Lincoln Day Holiday
Social Archaeology (continued)
Environment, subsistence, and diet
Chapter 6
Technology
Chapter 7,
pp 207215
Chap 5-7
Chapter 7,
pp 215229
Test 2
Trade and exchange
Bio-archaeology
Chapter 8
Art and religion
Chapter 9
SPRING BREAK
SPRING BREAK
SPRING BREAK
History
Chapter 1
Test 3
Explanation in Archaeology
Chap 7-9,1
Chapter 10
Whose Past?
Chapter 11
The future of the past
Chapter 12
Extra Credit Assignment due
Required Test 4: 10:10-11:00; (Chap 10-12); Essay makeup
exam: 11:10-12:10
Extra Credit Homework Assignment, CULTURAL FORMATION PROCESSES
This extra credit assignment is worth up to 20 points, depending on how well the paper fits the
assignment, the quality of the analysis, and the skill of presentation (including grammar and
spelling). The paper must be no more than 1,250 words (five double spaced typed pages with
standard formatting). Raw data and observations, in the form of written materials “from the
field” and a sketch map of both areas, must be attached as an Appendix. Papers are due on
Friday, May 4, in class; papers must be the stated length, typed, stapled, and on-time.
Early papers will be accepted.
Select two different activity areas that are used on a daily basis and are convenient for you to
observe. Plan to spend at least a half an hour in both places. It is helpful if they are contrasting
in the kinds of activities that occur and their setting (setting contrasts such as indoor vs.
outdoor, public vs. private, etc.) Some examples might be a restaurant; a living room (or a
lounge in a dorm or fraternity/sorority house); the sidewalk and street area (or walk area for a
shop in an enclosed mall) in front of a busy business. Record the following information for
each activity area: (1) kinds of activities; (2) kinds of artifacts used in each; (3) kind of
artifacts deposited on the floor or ground (consider this primary refuse); (4) kinds of artifacts
deposited in wastepaper baskets or trash cans in or near the activity area (consider this
secondary refuse). Don’t worry if a janitor, groundskeeper, owner, etc. will clean up the area
later–just look at how the participants behave at the time you observe them.
From your two case examples, what determines how individuals treat their refuse? How much
variation is there between individuals? Speculate on how activities, setting, and characteristics
of the trash are involved in producing the observed patterns.
What implications does your study have for archaeologists trying to make inferences about
activity areas?
In completing this assignment, remember these definitions from Michael Schiffer’s formation
process work, and incorporate them in your discussion.
de facto refuse: archaeological finds of still-useful items deposited by unexpected
abandonment or other cultural practices.
primary refuse: archaeological debris in contexts where it was used and discarded.
secondary refuse: archaeological debris discarded away from the immediate area of use.
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.