I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew 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
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
X
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
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 354H
Course Title
Prerequisite
Mesoamerican Prehistory
None
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
2/10/14
Instructor
John E. Douglas
Phone / Email x4246; john.douglas@umontana.edu
Program Chair Gilbert Quintero
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 the 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
For at least 15,000 years, Native Americans lived in “Mesoamerica” (In terms of modern
political boundaries, central and southern Mexico, Belize, Guatemala, and parts of El Salvador
and Honduras). This course covers the region through the Spanish Conquest that began in A.D.
1519. The people in this region developed into one of the two great centers of political,
economic, and social complexity in the Americas. This means that the Aztecs, Maya, and other
cultures in the region, organized into large political states, and, at times, huge empires, with
stratified class society, urban centers, high population densities, a high degree of economic
specialization and advanced technologies and knowledge. There are three ways to learn about
this consequential human experience: (1) the stories of Native Americans from this region,
including written histories from both before and after the Spanish Conquest—this is the only
area in the Americas with indigenous writing systems; (2) inferences from historical and
anthropological observations of Native Americans; and (3) the objects, structures, and
landscapes created by Native Americans from before the Conquest. Informed by the first two
methods, this is a course presenting the third, archaeological, approach to understanding
Mesoamerica before the Conquest.
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
Indigenous and/or global courses will
By examining Mesoamerica from the first
familiarize students with the values, histories,
“peopling” up to the historic period, students
and institutions of two or more societies
gain a sense of how Native American
through the uses of comparative approaches.
institutions originate, evolve and change.
The class is inherently comparative in two
senses. First, it examines the range of Native
American cultures in the area, from the
tropical lowlands of the Maya to the high
temperate valleys of Central Mexico where
the Aztecs and their ancestors lived. Students
learn about the tensions between the
“Mesoamerican World System”—the shared
aspects of the cultures and circulation of elite
goods— and local traditions, especially of
the gulf coast, lowland Maya, Oaxaca
region, and the Basin of Mexico. Second, the
class contextualizes the region through some
comparison with other early cultures such as
ancient Egypt, Mesopotamia, and highland
South America, as well as systematically
examining contact with Europeans and the
changes that occurred, so that global and
European contrasts are also made.
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.
The course has an indigenous perspective.
No other course at UM covers prehispanic
Native Americans in Latin America in detail.
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.
Global perspective courses adopt a broad focus Ancient Mesoamerica was a place as
with respect to time, place, and subject matter
culturally varied as, say, Europe, and one of
and one that is transnational and/or multithe strengths of this class is showing this
cultural/ethnic in nature. Whether the cultures
ethnic diversity and how it develops and
or societies under study are primarily historical affects the region as a whole. The similarities
or contemporary, courses investigate significant and differences, linkages and isolations, that
linkages or interactions that range across time
created Mesoamerica is carefully laid out in
and space.
this comparative course.
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
Place human behavior and cultural ideas into a
Most of the course is organized into a time
wider (global/indigenous) framework, and
and space grid: a gross chronology is used
enhance their understanding of the complex
to define periods with broad similarities and
interdependence of nations and societies and
then cultural regions, especially the most
their physical environments.
thoroughly studied ones, are introduced,
compared, and contrasted. Thus, there is a
strong sense of local development and
change through time. “Hinge-points” and
critical issues in the prehistoric record are
explored in detail: What conditions lead to
the adoption of agriculture? What are the
social conditions that lead to social ranking?
Why does “cycling” between great empires
and politically fragmented and often warring
small states occur? These kinds of questions
(see the syllabus) are dealt in the context of
specific historical narratives.
Demonstrate an awareness of the diverse ways
This class is all about how Mesoamericans
humans structure their social, political, and
were different than others: the unique
cultural lives.
aspects of their agricultural systems, their
religious beliefs, their ceremonial centers,
and governance are all carefully considered,
while also grounding the shared
explanations and understandings that
archaeologists have developed to understand
early states and urban societies.
Analyze and compare the rights and
responsibilities of citizenship in the 21st century
including those of their own societies and
cultures.
This class is often an eye-opener for
students and inherently comparative to
“western civilization” for students, because
of the echoes of the Victorian–era view that
placed Europeans at the pinnacle of human
existence still present in popular culture.
Few students have any idea that the
prehistoric Native Americans had cities that
rivaled and often exceeded the ancient
towns of Eurasia, sophisticated writing
systems, elaborate markets and
transportation systems, and one of the most
advanced astronomical and mathematical
systems in the ancient world.
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).
The class is 300 level, 3 credits, and no prerequisites. The 300-level allows the use of a richer,
more demanding textbook as well as higher-level presentation of the ideas outlined in the
syllabus and in the discussion of Criteria and Goals above. However, the 300-level allows the
class to take a more “common sense” look at the data, methods and theory issues, and to largely
avoid the professional literature.
The class is routinely and successfully taken by a range of nonmajors without background in
archaeology or anthropology and has held a Non-Western/Indigenous designation for over 25
years. It is taught to a wide range of students—generally, it has as many non-anthropology
majors as majors, and counts towards the Latin American Studies Minor.
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
MESOAMERICAN PREHISTORY, ANTY 354, Spring 2013
Professor: John Douglas; Office: Social Sciences 233; Social Sciences 233 (located with the
anthropology offices on the “lower” part of the second floor); Office hours: Monday,
Wednesday,10:10-11:00; Thursday 9:40-11; or by appointment; Tel: 243-4246; E-mail:
John.Douglas@umontana.edu
Purpose: Participants in this course gain an appreciation of cultural developments within
Mesoamerica up to the Spanish conquest. "Mesoamerica" is a term used to identify an area
encompassing part or all of the modern nations of Mexico, Belize, Guatemala, Honduras, and
El Salvador, where some of the most complex Native American societies flourished. The
course takes a chronological approach, first focusing on the domestication of important crops
such as corn, beans, and squash. The process of creating larger settlements —first villages,
then towns and ceremonial centers, and, ultimately, cities—and the concurrent increase in
social and political complexity, are major themes. Developments that are traced include:
population growth, social inequalities, the intensification of agriculture, changes in religious
authority, specialization of craft production, the delineation of state art styles, and the
expansion of technical fields such as writing, mathematics, astronomy, and calendrics. These
trends, summarized on page 4 of this syllabus in the terminology employed during the course,
involved different people and traditions, were punctuated by rapid periods of reorganization —
which resulted in simplification or “collapse” as frequently as increased scale—and were often
not region-wide. Therefore, we will closely examine the causes and consequences of the
development and collapse, looking at individual traditions, such as the Gulf Coast Olmec, the
Classic Maya, and the Aztec.
Learning objectives:
1. Demonstrate an understanding of the Aztecs, Mayans, and other cultures that make up
the Mesoamerican archaeological record.
2. Demonstrate an understanding of key topics of major interest and significance to
archaeologists today (such as the origins of agriculture, the role of regional interaction,
and the development of state society).
3. Demonstrate an understanding of key methods and theoretical perspectives that guide
contemporary archaeology in Mesoamerica.
4. Gain an appreciation of the complexity and sophistication of large-scale Native
American Societies.
Prerequisites: None
Required text: Hendon, Julia A., and Rosemary A. Joyce, 2003, Mesoamerican Archaeology.
Blackwell Publishing. Required articles: Sweet Beginnings: Stalk
Sugar and the Domestication of Maize, John Smalley and
Michael Blake, Current Anthropology 2003 44:5, 675-703 and
Mobile Agriculturalists and the Emergence of Sedentism:
Perspectives from Northern Mexico, Robert J. Hard and William L.
Merrill, American Anthropologist 1992 94:3, Pages 601 – 620. The
articles are available from the Mansfield library; the PDF files are
also on Moodle for your convenience.
Tests and assignments: There are three tests. Each test is worth
100 points. A test follows each unit and covers the lecture materials
and readings. Tests consist of objective questions (multiple choice,
true-false), worth 3 points each and short answer and/or short essay
questions. An optional comprehensive exam is given in the second hour of the final period.
This exam replaces a missing exam or one with a lower grade. It cannot lower your grade.
Besides the tests, students must write a short written assignment, due April 29, in class or,
preferably, submitted on Moodle:
1) Look at the “Study Questions” on Moodle;
2) Choose a question that you wish to write on;
3) Include the question that you answer at the top of your paper;
3) Answer the question in four or five type-written double spaced pages (no more than
1,250 words);
4) Cite the sources of your information (normally, the chapters in your book, articles,
lecture, or any other source you consult) using any citation system you want;
archaeologists normally use the author-date-page system modeled in the textbook. For
example, (Sugiyama 2003:121) refers to page 121 of your book, in the chapter written
by Sugiyama. Clearly indicate any direct quotes with quotation marks or, if long, by
indentation (see an example of the latter on page 250 of your book; please see
plagiarism warning below).
5) Please include a “references cited” page listing the chapters that you cited (not
considered in the word count).
6) The paper is judged on a 50-point scale, based on the completeness and accuracy of
your answer, the sources that you cite (peer-reviewed references external to the class are
not required but their use will be considered in your grade), and the skill of the
presentation (organization, style, grammar, and spelling).
Extra Credit: Due: May 3 in class or (better) submitted on Moodle: early papers will be
accepted, but late ones will not. Grading: There is a maximum of 15 points; papers will be
graded on style/grammar/spelling, understanding of the reviewed research, and creativity in
reviewing the research implications. Assignment: select a professional archaeological journal
article at least six pages long that focuses on an archaeological site, artifact category, or other
topic related to Mesoamerican archaeology as defined in your text book. 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 Ancient Mesoamerica, which is exclusively about the focus of our
course, or Latin American Antiquity, Journal of Field Archaeology, and Journal of World
Prehistory, which routinely run articles about Mesoamerica; all of these are available
electronically from the Mansfield Library. Questions: in preparing your paper, 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 those questions? (3) How
successful do you think they were in answering those questions? (4) Review what your
textbook says about the relevant era/region. How does the journal article you read add to your
understanding of this period of Mesoamerican archaeology? Mechanics: Papers must be no
more than five pages of text (about 1,250 words) using standard fonts and margins. If your
paper is not available electronically from the Mansfield library or other online source, you must
include a scan/copy of the first page and abstract for the article that you select in your
assignment. 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 (see discussion under required
assignment).
Plagiarism and misconduct: Honesty is required. Students found cheating, plagiarizing, “patch
writing” (writing by taking phrases or sections copied from a variety of sources, linked together
with your words), or giving false excuses will be dealt with strictly. Plagiarism is the subject of our
first quiz, so if you are unfamiliar with college expectations, please start with this webpage.
Academic misconduct in this class will be subject to an academic penalty (up to receiving a failing
grade in this class) and/or a disciplinary sanction by the University. All students need to be familiar
with the Student Conduct Code.
Final Grades: Not including bonus points, there are 350 points possible in the class, with 90%
(315+) or more will receive an "A," etc. The +/- system will NOT be used in this class.
Drops: February 15 (5:00 pm) is the last day to add or drop a course on Cyberbear without
penalty, and
April 8 (5:00 pm) is the last day to add or drop with approval from me and your advisor.
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.
Stay connected--outside of class: Turn off you cell phone or mute the ringer, and stow it
away—no texting!
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.