A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 1
Co-­ordinator: Professor Simon Hillson, simon.hillson@ucl.ac.uk, room 312, telephone 020 7679 4784 OVERVIEW
Short description
This half-­unit second or third year option introduces the methods used to study human remains, together with a discussion of the main issues in current research. It deals only with remains of the past 100,000 years and examples are drawn from many different periods and parts of the world, including palaeodemography, cannibalism, modern human origins, dietary change, growth in childhood. Methods of assessment
x One Essay of 3000±5% words, contributing 75% to the final grade for the course x One Class Test contributing 25% to the final grade for the course. Teaching methods
Classes consist both of lectures and practicals. The objective of the lectures is: to develop a compact framework for the course, to review the main issues in the literature, to discuss examples of the way in which studies of human remains are related to broader archaeological issues, to act as a weekly meeting point for the course, stimulate and maintain interest, and keep the course aims in focus. Each is supported by an optional further reading list. Practicals consist of extended one-­and-­a-­half-­hour classes. Their objective is to allow students to handle specimens themselves, learn at first hand some of the problems involved in identification and interpretation, and to discuss them with tutors and one another. At the end of the course, students are able to identify the main components of fragmentary skeletons and dentitions, and to lay them out in order, but the classes are not in any way intended to act as a full training for work on human remains. Each practical class has limited objectives, and these are clearly stated in practical worksheets (handed out at each session) as check-­lists of features, observations etc. which each student is expected to cover during the class. Each is also supported by key texts which are available in the practical room and in the library. Because practical teaching space is limited, and to make sure each student is able to see all the specimens within the time, you are divided into five groups (A, B, C, D and E) for practical classes. There is a maximum of 20 students in each group. Each group has its own session on Tuesdays (see class schedule). Workload
The lectures and practicals total 23 hours of work for each of you over one term. In addition, it is anticipated that you will require 67 hours of private reading and 60 hours producing written coursework. This adds up to around 150 hours for the course as a whole. It is a College regulation that attendance at lectures, seminars and practicals be monitored, and a register will be taken. A 70% minimum attendance at all scheduled lectures and practicals is required (excluding absences due to illness or other adverse circumstances, provided that these are supported by medical certificates or other documentation). No prerequisites
AIMS, OBJECTIVES AND ASSESSMENT
Aims
This course is intended to introduce students to the basic anatomy and methodology used in the study of human remains, and palaeopathology, as well as some of the main issues in archaeological and anthropological interpretation. It covers specifically the remains of anatomically modern Homo sapiens, coming from archaeological contexts ranging from Upper Palaeolithic to the present day, and involves some discussion of the origins of modern humans, but is designed to be complimentary to broader hominid evolution courses. Objectives
When they have successfully completed the course, students should: x
be able to recognise the main elements of the human skeleton and dentition x
have a basic understanding of the methods used to study human remains in archaeology x
have an overview of the main current research issues in the study of the remains of modern humans x
be able to review critically specialist archaeological reports on human remains and palaeopathology, and to make some of their own judgements on the evidence. Learning outcomes
On successful completion of the course students should be able to demonstrate general skills of observation and inference, critical reflection and application of acquired knowledge. Assessment
x Essays are to be submitted to Turnitin with a printed copy also handed-­in at the Institute of Archaeology Reception Desk by 5 pm on Friday of Week 2 of Term 2 x Class Test takes place at the time and place of the lecture, Week 9, Term 1 NB There is only one chance to take the test, so you must be present at that time on that day Candidate codes There is one essay for the course which is marked anonymously and you are identified by a candidate code of letters and numbers, for example like this: "XZZR5". They were introduced in 2012 and have caused quite a lot of trouble because they are difficult to remember and we continue to get a fair few wrong ones on the essays and tests that are handed in. If you are a continuing UCL student, this may be because you are using your codes for last year. They change every year and you need to look your current code up on Portico. It is very difficult for us to check, so please make SURE you've got it right! Even more problematic, the codes don't automatically appear on Turnitin (below) so make sure you start your essay title with your exam code like this: "XZZR5 How distinct were Neanderthals ..." and do the same in the essay itself. In short, use the code where you would normally expect to put your name! A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 2
Essay
Essay titles will be circulated in a separate handout
Essay format and presentation Focus on answering the question in the title directly. Keep the introduction short. Do not use it to summarise what you are JRLQJ WR DUJXH ODWHU DV LW¶V D ZDVWH RI VSDFH $LP WR ZULWH
clearly and concisely. Start by amplifying the essay question and placing it in context, present the data that you have gathered in a logical order and exercising critical judgement, and then try to make sensible conclusions that are aimed directly at answering the question. Set your work out like this: x essays must be printed on one side of the paper only (so I can write comments on the back if needed) x use 12 point size letters and 1.5-­line spacing (so I can see it) x follow each full stop with two VSDFHV RWKHUZLVH LW¶V
very hard to see where one sentence ends and the other starts) x leave wide margins so I can write in them x use diagrams and/or tables where appropriate, but only if you refer to them in the text, and give the VRXUFHLI\RX¶YHFRSLHGLW x no more than 3000 words long, ± 5% which translates to between 2850 and 3150 words (not including title page, contents pages, lists of figure and tables, abstract, preface, acknowledgements, bibliography, lists of references, captions and contents of tables and figures, appendices). Penalties will only be imposed if you exceed the upper figure in the range. There is no penalty for using fewer words than the lower figure in the range: the lower figure is simply for your guidance to indicate the sort of length that is expected. x staple together the sheets in the top left corner, with the submission form at the front x do not put your essay into any kind of folder or envelope (it slows us down a lot when we mark them) x
use the Harvard system (author, date) for citations and references Do check your spelling, punctuation, grammar, citations and bibliography carefully, because there is no sense at all in being marked down for basic mistakes of this kind. Read it out loud ² you notice the punctuation and grammar better that way. Automatic spell checkers in word processing programs can let you down with strange errors, especially with anatomical and archaeological terms, and are no substitute for the human eye. Common spelling problems in previous years include: sagittal, palate, eruption, protuberance, principal components, epiphysis (singular) and epiphyses (plural), vertebra (singular) and vertebrae (plural), resorption. Dental caries is the name of the condition (ZKHUHWKHUH¶VDKROHLQWKHWRRWKLW¶VFDOOHGDcarious lesion, NOT a dental caries or a carie). Species names go in italics like this: Homo sapiens, H. neanderthalensis etc. Always specify the dating scale you are using ± A.D., B.C. or B.P. 2000 B.C. or 2000 B.P. but A.D. 2000. Advice on the essay If students are unclear about the nature of an assignment, they should discuss this with the Course Co-­ordinator. Students are not permitted to re-­write and re-­submit essays in order to try to improve their marks. However, students may be permitted, in advance of the deadline for a given assignment, to submit for comment a brief outline of the assignment. The Course Co-­
ordinator is willing to discuss an outline of the student's approach to the assignment, provided this is planned suitably in advance of the submission date. Submission of essay Students are required to submit hard copy of all coursework at the Institute of Archaeology Reception Desk by 5 on the day of the deadline. The coursework must be stapled to a completed coversheet (available from the web, from outside Room 411A or from the library). You also need to submit the essay to Turnitin (below) by midnight on the day of the deadline. This is what actually provides us with a date stamp. Please note the stringent UCL-­wide penalties for late submission in Appendix A below. New UCL-­wide regulations with regard to the granting of extensions for coursework have been introduced with effect from the 2015-­16 session. Full details will be circulated to all students and will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted to grant extensions. All requests for extensions must be submitted on a new UCL form, together with supporting documentation, via -XG\0HGULQJWRQ¶VRIILFHDQGwill then be referred on for consideration. Please be aware that the grounds that are now acceptable are limited. Those with long-­term difficulties should contact UCL Student Disability Services to make special arrangements. The Turnitin 'Class ID' is 2970192 and the 'Class Enrolment Password' is IoA1516. For further information see http://www.ucl.ac.uk/archaeology/administration/students/handbook/turnitin. PLEASE REMEMBER TO PUT YOUR CANDIDATE CODE AS
3$572)7+(´68%0,66,217,7/(µ:+(1<2868%0,7
YOUR ESSAY TO TURNITIN Backup your work Every year a student has a problem with deleting their essay by mistake, broken down coPSXWHURUWKHIWDQGWKH\GRQ¶WKDYHD
back up copy of their essay, so they have to start again from scratch. Please do not let it be you. Of course you know all this but keep daily backups separately from your computer ± on USB flash drive, email the file to yourself, Dropbox, Google Drive ± lots of options. Change the filename as you save GLIIHUHQW YHUVLRQV VR \RX GRQ¶W RYHU-­write previous versions. Numbering and dating your different versions actually in the filename is a really good idea. Class test
The Class Test will last one hour and is a multiple choice question test. It will take place in the same lecture theatre as your lectures and in the same time slot. There will be about 50 questions, some based on pictures of specimens. The format will be discussed in practical class and examples of the type of questions involved will be given. The test is unseen and reference books are not permitted. Please ask the Course Co-­
ordinator if you have any queries about it. NB There will only be one chance to take the test, so it is essential that you are present at the time given below. A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 3
SCHEDULE AND SYLLABUS
Teaching schedule ² this is a Term 1 course x Lectures, on Mondays at 5 ² 6 pm, in the G6 lecture theatre, Institute of Archaeology x Practicals, on Tuesdays in room 308 of the Institute of Archaeology at the following times: GROUP A 10±11.30 am, GROUP B 11.30 am±1 pm, GROUP C 1±2.30 pm, GROUP D 2.30±4 pm, GROUP E 4±5.30 pm. NB Practicals do not start until Week 3. You will join ONE of the five practical groups. At the first lecture a list will be circulated, asking you to indicate the times that you CANNOT do. The course co-­ordinator will then assign you to your group and circulate a list by email. )URPSUHYLRXV\HDUV¶H[SHULHQFHLWLVYHU\Lmportant to keep each group to fewer than 20 students so, once you have been assigned to a group, please stay there! There is very little flexibility because of the large numbers of students and heavy pressure on teaching rooms. Week
2
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4
5
6
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9
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11
Practicals
1. Long bones in the arm ² clavicle, humerus, radius, ulna 2. Long bones in the leg ² femur, tibia, fibula, patella 3. Shoulder and hip bones ² scapula and innominate 4. Hand and foot bones;; vertebrae and ribs 5. The skull 6. The upper jaw and its teeth 7. The lower jaw and lower teeth Lectures
Mummies, bog bodies and skeletons What does a cemetery represent? The great battle of the sexes ² grave goods challenge the pubic bone. And what about the biochemists? Cannibals, excarnators, or just plain careless? Ancient faces. Skulls, art and modelling clay. Reading week Skulls and human origins CLASS TEST
The dental clock, growth and development in children Hunting-­gathering, farming, tooth wear and decay, and two less well-­known isotopes of carbon. Palaeopathology ² the ancient history of disease. 12
8. Development and age changes in the skeleton and dentition Class Test will take place at 5-­6 pm on Monday of Week 9 of Term 1 Essay must be submitted to Turnitin by 5 pm on Friday of Week 2 in Term 2, and a paper copied handed in to Reception Student appraisal forms distributed, completed and collected in Week 11 of Term 1 Review of course appraisal during class in Week 12 of Term 1 A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 4
Overall texts Brothwell, D.R. (1981) Digging up bones. 3rd edition. London & Oxford: British Museum & Oxford University Press. Institute of Archaeology Library BB2 BRO Bass, W.M (1979) Human osteology, a laboratory and field manual of the human skeleton. 2nd edition. Columbia: Missouri Archaeological Society. Institute of Archaeology Library BB 2 BAS White, T.D. & Folkens, P.A. (2005). The human bone manual. New York: Academic Press. Institute of Archaeology Library BB2 WHI Hillson, S.W. (1996). Dental anthropology. Cambridge University Press. Institute of Archaeology Library BB1 HIL Hillson, S.W. (2005). Teeth. 2nd Edition. Cambridge Manuals in Archaeology. Cambridge: Cambridge University Press. Institute of Archaeology Library BB1 HIL Katzenberg, M.A. and Saunders, S.R. (2008) Biological anthropology of the human skeleton. 2nd Edition. Chichester : Wiley. Institute of Archaeology Library BB 2 KAT A. Chamberlain (1994). Human remains. Interpreting the Past. Berkeley : The University of California Press. Institute of Archaeology Library JF CHA Ortner, D. (2003). Identification of pathological conditions in human skeletal remains. 2nd Edition. Washington: Smithsonian Press. Institute of Archaeology Library JF Qto ORT Aufderheide A. & Rodriguez-­Martin C. (ed.), 1998 The Cambridge Encyclopedia of Human Paleopathology, Cambridge: Cambridge University Press. Institute of Archaeology Library JF Qto AUF Waldron, T. (2009). Palaeopathology. Cambridge: Cambridge University Press. Library JF WAL Aiello, L. and Dean, C. (1990) An introduction to human evolutionary anatomy. London: Academic Press. Institute of Archaeology Library BB 1 AIE Waldron, T. (1994) Counting the Dead. London: Wiley. Institute of Archaeology Library JF WAL Waldron, T. (2008). Palaeopathology. Cambridge Manuals in Archaeology. Cambridge University Press. Institute of Archaeology Library JF WAL Waldron, T. (2007). Palaeoepidemiology. Walnut Creek: Left Coast Press. Institute of Archaeology Library JF WAL Waldron, T. (2001). Shadows in the soil: human bones and archaeology. Stroud: Tempus. Institute of Archaeology Library JF WAL Lecture summaries and backup reading
These references are listed to help you follow-­up some of the ideas presented in the elections, in more detail. They are not in any way intended to be compulsory reading, but you may also find them of some help when writing your essay and reports. The ones which are most strongly recommended are marked *. Mummies, bog bodies and skeletons Human remains are preserved in various ways, and are found as many different types of burial. Each has its own problems for excavation and recovery, but there are a number of general principles that should be followed. * D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Chapter I. Institute of Archaeology Library BB2 BRO * A. Chamberlain (1994). Human remains. Interpreting the Past. Berkeley : The University of California Press. Chapters 6, 7, 8. Institute of Archaeology Library JF CHA * P. Bahn (Ed.) (2002). Written in bones. How human remains unlock the secrets of the dead. London : David & Charles. Institute of Archaeology Library JF BAH (10) van der Sanden, W. (1996). Through nature to eternity. The bog bodies of northwest Europe. Amsterdam : Batavian Lion International. Arriaza, B. T. (1995). Beyond death: the Chinchorro mummies of ancient Chile. Washington DC : Smithsonian Institution Press. Brothwell, D. R. (1986). The bog man and the archaeology of people. London : British Museum Press. Spindler, K. (1993). The man in the ice. London : Weidenfield & Nicolson. McKinley, J. I. (1994). The Anglo-­Saxon cemetery at Spong Hill, North Elmham. Part VIII: the cremations. Dereham : Field Archaeology Division, Norfolk Museums Service. Glob, P. V. (1974). The mound people. London : Faber & Faber. Glob, P. V. (1969). The bog people. London : Faber & Faber. Cockburn, A., Cockburn, E., and Reyman, T. A. (1998). Mummies, disease and ancient cultures. Cambridge : Cambridge University Press. Aufderheide, A. C. (2003). The scientific study of mummies. Cambridge : Cambridge University Press. What does a cemetery represent? Any report on the collection of human remains from a cemetery excavation gives a table of age and sex estimations. How far is it possible to use this to say anything meaningful about the dynamics of the population which the collection represents? * D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Chapter III. Institute of Archaeology Library BB2 BRO J.E. Buikstra, D.H. Ubelaker, Ed. (1994). Standards for data collection from human skeletal remains. Arkansas Archeological Survey Research Series No 44. Fayetteville : Arkansas Archeological Survey. J.L. Angel (1969). The bases of paleodemography. American Journal of Physical Anthropology, 30, 427-­437. * J. Bocquet-­Appel, C. Masset (1982). Farewell to paleodemography. Journal of Human Evolution, 11, 321-­333. Institute of Archaeology Library Teaching Collection 1152 * D.P. van Gerven, G.J. Armelagos (1983). ³)DUHZHOOWR
SDOHRGHPRJUDSK\"´5XPRXUVRILWVGHDWKKDYHEHHQJUHDWO\
exaggerated. Journal of Human Evolution, 12, 353-­360. Institute of Archaeology Library Teaching Collection 1153 * L.W. Konigsberg, S.R. Frankenberg (1994). dInstitute of Archaeology Library Teaching Collection 1828 Konigsberg, L.W. & Frankenberg, S.R. (2002). Deconstructing death in paleodemography. American Journal of Physical Anthropology, 117, pp. 297-­309. J.E. Buikstra, L.W. Konigsberg (1985). Paleodemography: critiques and controversies. American Anthropologist, 87, 316-­333. J.E. Buikstra, J.H. Mielke (1985). Demography, diet, and health. In: R.I. Gilbert, J.H. Mielke, Ed. Analysis of Prehistoric Diets. New York : Academic Press. 359-­422. D.H. Ubelaker (1974). Reconstruction of demographic profiles from ossuary skeletal samples. Smithsonian Contributions to Anthropology No 18. Washington D C : Smithsonian Institute. S.R. Saunders, et al. (1993). Can skeletal samples accurately represent tKHOLYLQJSRSXODWLRQVWKH\FRPHIURP"7KH6W7KRPDV¶&HPHWHU\6LWH
Belleville, Ontario. In: A.L. Grauer, Ed. Bodies of evidence. Reconstructing history through skeletal analysis. New York : Wiley-­Liss. 69-­89. R. Hoppa, J.W. Vaupel (Eds) (2002). Paleodemography: age distributions from skeletal samples. Cambridge : Cambridge University Press. The great battle of the sexes ² grave goods challenge the pubic bone. And what about the biochemists? Identification of male or female is made on the basis of size and detailed shape of bones, and more recently ancient DNA, but there is always a level of uncertainty. In some archaeological contexts, it seems to be possible to identify clear male and female sets of grave goods but, although these may match the skeletal identification of biological sex in many cases, there are often some exceptions. These raise a number of interesting possibilities for interpretation. * D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Chapter III. Institute of Archaeology Library BB2 BRO * J. Henderson (1989). Pagan Saxon cemeteries: a study of the problem of sexing by grave goods and bones. In: C.A. Roberts, et al., Ed. Burial archaeology. Current research, methods and developments. B. A. R. British Series No 211. Oxford : British Archaeological Reports. 77-­84. Institute of Archaeology Library DAA Qto Ser BRI 211 V.I. Evison (1987). Dover: the Buckland Anglo-­Saxon cemetery. Archaeological Report No 3. London : Historic Buildings and Monuments Commission for England. A.M. Cook, M.W. Dacre (1985). Excavation at Portway Andover 1973-­1975: Anglo-­Saxon cemetery, Bronze Age barrow and linear ditch. Monograph No 4. Oxford : Oxford University Committee for Archaeology. A. Strömberg (1993). Male or female?: a methodological study of grave gifts as sex-­indicators in Iron Age burials from Athens. Jonsered : Paul Aströms Förlag. * A. Götherström, et al. (1997). Osteology, DNA and sex identification. International Journal of Osteoarchaeology, 7, 71-­81. Institute of Archaeology Library Teaching Collection 1785 T.A. Brown, K.A. Brown (1994). Ancient DNA: using molecular biology to explore the past. BioEssays, 16, 719-­726. Walrath, D.E., Turner, P. & Bruzek, J. (2004). Reliability test of the visual assessment of cranial traits for sex determination. American Journal of Physical Anthropology, 125, pp. 132-­137. A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 5
Williams, B.A. & Rogers, T.L. (2006). Evaluating the accuracy and precision of cranial morphological traits for sex determination. Journal of Forensic Sciences, 51, pp. 729-­735. Bruzek, J. (2002). A new method for visual determination of sex, using the human hip bone. American Journal of Physical Anthropology, 117, pp. 157-­168. Cannibals, excarnators, or just plain careless? More and more claims have been made that evidence exists in the archaeological record for cannibalism. They are, however, hotly disputed on a wide variety of grounds. J. Melbye, S.I. Fairgrieve (1994). A massacre and possible cannibalism in the Canadian Arctic. Arctic Anthropology, 31, 57-­77. D.R. Brothwell (1961). Cannibalism in early Britain. Antiquity, 35, 304-­307. * P. Villa (1992). Cannibalism in prehistoric Europe. Evolutionary Anthropology, 1, 93-­104. Institute of Archaeology Library Teaching Collection * T.D. White (1992). Prehistoric cannibalism at Mancos 5MTUMR-­2346. Princeton : Princeton University Press. Institute of Archaeology Library DED 13 WHI * C.G. Turner II, J.A. Turner (1999). Man Corn. Cannibalism and Violence in the Prehistoric American Southwest. Salt Lake City : University of Utah Press. Chapter 5. Institute of Archaeology Library DED 13 Qto TUR Cannibalism and violence special issue (2000) of International Journal of Osteoarchaeology, Volume 10, Number 1. S.A. Hurlbut (2000). The taphonomy of cannibalism: a review of anthropogenic bone modification in the American Southwest, International Journal of Osteoarchaeology, 10, 4-­26. D. Preston (1998). Cannibals of the canyon. The New Yorker, November
30, 76-­89. Y. Fernandez-­Jalvo et al. (1999). Human cannibalism in the Early Pleistocene of Europe (Gran Dolina, Sierra de Atapuerca, Burgos, Spain). Journal of Human Evolution, 37, 591-­622. R. McKie (1998). The people eaters. New Scientist, 157 (2125), 43-­46. Richard Marlar and colleagues in Nature (2000) Volume 407, pp 25-­26, 74-­
78 Brian Billman, Pat Lambert and colleagues in American Antiquity (2000) Volume 65, pp145-­178, 179-­190, 397-­406 D. Korn (2001). Cannibal: the history of the people eaters. London : Channel 4 Ancient faces. Skulls, art and modelling clay. The reconstruction of a face and head from an ancient skull is something that catches public imagination, and has appeared on countless TV programmes in the past few years. How is it done, and how far can we believe it? * M.Y. Iscan, R.P. Helmer, Ed. (1993). Forensic analysis of the skull. Craniofacial analysis, reconstruction and identification. New York : Wiley-­Liss. (Chapters 14-­17). Institute of Archaeology Library JF ISC * A.J.N.W. Prag, R.A.H. Neave, Ed. (1997). Making faces. Reconstructing ancient heads. London : British Museum Press. Institute of Archaeology Library JF PRA C. Wilkinson (2004). Forensic facial reconstruction. Cambridge : Cambridge University Press. A.J.N.W. Prag, et al. (1984). The skull from Tomb II at Vergina: King Phillip II of Macedon. Journal of Hellenic Studies, civ, 60-­78. A.J.N.W. Prag (1990). Reconstructing King Phillip II: the "nice" version. American Journal of Archaeology, 94, 237-­247. R.A.H. Neave (1979). Reconstruction of the heads of three ancient Egyptian mummies. Journal of Audiovisual Media in Medicine, ii, 156-­
164. R.A.H. Neave, R. Quinn (1986). Reconstruction of the skull and the soft tissues of the head and face of Lindow Man. In: I.M. Stead, et al., Ed. Lindow Man. The body in the bog. London : British Museum Publications. 42-­44. Skulls and human origins. The traditional approach to reconstructing the origins and migrations of people over the past 30,000 years or so has been to study similarities and differences in the shape of skulls. More recently, large scale studies of genetic variation in living people have provided new ways to look at these questions. * D.R. Brothwell (1981). Digging up bones. London & Oxford : British Museum & Oxford University Press. Chapter V. Institute of Archaeology Library BB2 BRO L. Cavalli-­Sforza (1998). The DNA revolution in population genetics, Trends in Genetics, 14, 60-­65. J.H. Relethford (1995). Genetics and modern human origins. Evolutionary Anthropology, 4, 53-­63. J.H. Relethford, H.C. Harpending (1994). Craniometric variation, genetic theory, and modern human origins. American Journal of Physical Anthropology, 95, 249-­270. V. Eswaran et al. (2005). Genomics refutes an exclusively African origin of humans. Journal of Human Evolution, 49, pp. 1-­18. J.L. Mountain (1998). Molecular evolution and modern human origins. Evolutionary Anthropology, 7, 21-­37. W.W. Howells (1973). Cranial variation in man. A study by multivariate analysis of patterns of difference among recent human populations. Papers of the Peabody Museum of Archaeology and Ethnology 67. Cambridge, Massachusetts : Harvard University. * W.W. Howells (1989). Skull shapes and the map. Craniometric analyses in the disperson of modern Homo. Papers of the Peabody Museum of Archaeology and Ethnology 79. Cambridge, Massachusetts : Harvard University. Chapter 8. Institute of Archaeology Library BB2 HOW *C.B. Stringer (1994). African exodus. The origins of modern humanity. London : Pimlico. Institute of Archaeology Library BB 1 STR T. Hanihara (1996). Comparison of craniofacial features of major human groups. American Journal of Physical Anthropology,99, 389-­412. M.M. Lahr (1996). The evolution of modern human diversity: a study of cranial variation. Cambridge : Cambridge University Press. * S. Gould (1996). The mismeasure of man. : W W Norton. Chapters 2 & 3. Science Library Short Loan Room GOU Harvati, K. (2003). The Neanderthal taxonomic position: models of intra-­ and inter-­specific craniofacial variation. Journal of Human Evolution, 44, pp. 107-­132. * Stringer, C. & Andrews, P. (2005). The complete world of human evolution. London: Thames & Hudson. Institute of Archaeology Library BB1 STR The dental clock, growth and development in children Growth in childhood is a sensitive indicator of general health and nutrition in living populations, so it would be interesting to compare it in ancient populations. The problem lies in trying to find a way of measuring growth. One approach is to examine the microscopic structure of teeth, in which there is a layering which represents a regular rhythm of growth. * Hillson, S. W. (2005). Teeth. 2nd Edition. Cambridge : Cambridge University Press. (chapter 2). Institute of Archaeology Library BB1 HIL * S.W. Hillson (1996). Dental anthropology. Cambridge : Cambridge University Press. (chapter 11). Institute of Archaeology Library BB1 HIL Antoine, D.M., Hillson, S. & Dean, M.C. (2009). The developmental clock of dental enamel: a test for the periodicity of prism cross-­striations in modern humans and an evaluation of the most like sources or error in histological studies of this kind. Journal of Anatomy, 214, pp. 45-­55. Bogin, B. (1999). Patterns of human growth. 2nd Ed. Cambridge : Cambridge University Press. Dean, M.C. & Lucas, V.S. (2009). Dental and skeletal growth in early fossil hominins. Annals of Human Biology, 36, pp. 545-­561. Dean, M.C. (2010). Retrieving chronological age from dental remains of early fossil hominins to reconstruct human growth in the past. Philosophical Transactions of the Royal Society B: Biological Sciences, 365, pp. 1556-­3397. Fitzgerald, C. and Rose, J. (2000). Reading between the lines: dental development and subadult age assessment using the microstructureal growth markers of teeth. In: Katzenberg, M. A. and Saunders, S. R. (Ed.), Biological anthropology of the human skeleton, New York : John Wiley & Sons, Inc., pp. 163-­186. Hillson, S. W. (1992). Dental enamel growth, perikymata and hypoplasia in ancient tooth crowns. Journal of the Royal Society of Medicine, 85, pp. 460-­466. Hillson, S. W. and Bond, S. (1997). Relationship of enamel hypoplasia to the pattern of tooth crown growth: a discussion. American Journal of Physical Anthropology, 104, pp. 89-­104. Hoppa, R. and Fitzgerald, C. (1999). Human growth in the past. Studies from bones and teeth. Cambridge : Cambridge University Press. Larsen, C. S. (1997). Bioarchaeology. Cambridge : Cambridge University Press. Smith, T.M. & Tafforeau, P. (2008). New visions of dental tissue research: tooth development, chemistry, and structure. Evolutionary Anthropology, 17, pp. 213-­226. Smith, T.M. (2008). Incremental dental development: methods and applications in hominoid evolutionary studies. Journal of Human Evolution, 54, pp. 205-­224. Smith, T.M., Tafforeau, P., Reid, D.J., Grün, R., Eggins, S. & Boutaklout, M. (2007). Earliest evidence of modern human life history in North Africa early Homo sapiens. Proceedings of the National Academy of Sciences USA, 104, pp. 6128-­6133. Smith, T.M., Tafforeau, P., Reid, D.J., Pouech, J., Lazzari, V., Zermeno, J.P., Guatelli-­Steinberg, D., Olejniczak, A.J., Hoffman, A., Radov, J., Makaremi, M., Toussaint, M., Stringer, C. & Hublin, J.J. (2010). Dental A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 6
evidence for ontogenetic differences between modern humans and Neanderthals. Proceedings of the National Academy of Sciences, 107, p. 20923. Smith, T.M., Toussaint, M., Reid, D.J., Olejniczak, A.J. & Hublin, J.J. (2007). Rapid dental development in a Middle Paleolithic Belgian Neanderthal. Proceedings of the National Academy of Sciences USA, 104, pp. 20220-­
20225. Ulijaszek, S. J., Johnston, F. E., and Preece, M. A. (1998). The Cambridge Encyclopedia of Human Growth and Development. Cambridge : Cambridge University Press. Hunting-­gathering, farming, tooth wear and decay, and two less well-­known isotopes of carbon. Tooth wear, dental disease and stable isotope analysis together provide a useful way to study the biological impact of the adoption of farming. M.J. De Niro (1987). Stable isotopy and archaeology. American Scientist, 75, 182-­191. H.P. Schwarcz, M.J. Schoeninger (1991). Stable isotope analyses in human nutritional ecology. Yearbook of Physical Anthropology, 34, 283-­
321. S.H. Ambrose (1993). Isotopic analysis of paleodiets: methodological and interpretive considerations. In: M.K. Sandford, Ed. Investigations of ancient human tissue. Chemical analyses in anthropology. Food and Nutrition in History and Anthroplogy Volume 10. Langhorne, Pennsylvania : Gordon & Breach. 59-­130. * D. Lubell, et al. (1994). The Mesolithic-­Neolithic transition in Portugal: isotopic and dental evidence of diet. Journal of Archaeological Science,21, 201-­216. Institute of Archaeology Library Teaching Collection 983 J.C. Sealy, et al. (1992). Diet and dental caries among later stone age inhabitants of the Cape Province, South Africa. American Journal of Physical Anthropology, 88, 123-­134. J.C. Rose, et al. (1991). Bioarchaeology and subsistence in the central and lower portions of the Mississippi valley. In: M.L. Powell, et al., Ed. What mean these bones? Studies in southeastern bioarchaeology. Tuscasloosa & London : University of Alabama Press. 7-­21. Hillson, S.W. (2000). Dental pathology. In (M.A. Katzenberg & S.R. Saunders, Ed.) Biological anthropology of the human skeleton. New York : Wiley-­Liss, pp. 249-­287. Institute of Archaeology Library BB 2 KAT * S.W. Hillson (1996). Dental anthropology. Cambridge : Cambridge University Press. (chapter 11). Institute of Archaeology Library BB1 HIL * Hillson, S. W. (2005). Teeth. 2nd Edition. Cambridge : Cambridge University Press. (chapter 2). Institute of Archaeology Library BB1 HIL B.H. Smith (1984). Patterns of molar wear in hunter-­gatherers and agriculturalists. American Journal of Physical Anthropology, 63, 39-­56. G.R. Milner, C.S. Larsen (1991). Teeth as artifacts of human behavior: intentional mutilation and accidental modification. In: M.A. Kelley, C.S. Larsen, Ed. Advances in Dental Anthropology. New York : Wiley-­Liss. 357-­378. Schoeninger, M.J. (1995). Stable isotope studies in human evolution. Evolutionary Anthropology, 4, pp. 83-­98. Hillson, S.W. (2007). The current state of dental decay. In: Irish, J.D. & Nelson, G. (Eds), Technique and Application in Dental Anthropology. Cambridge Studies in Biological and Evolutionary Anthropology. Cambridge: Cambridge University Press, pp. 111-­136. Wasterlain, S.N., Hillson, S. & Cunha, E. (2009). Dental caries in a Portuguese identified skeletal sample from the late 19th and early 20th centuries. American Journal of Physical Anthropology, 140, pp. 64-­79. Palaeopathology ² the ancient history of disease. Palaeopathology is the study of disease in the past. In archaeological collections, there may be evidence of injury, infectious disease and tumours, but by far the most common diseases are those of the joints. What can the study of this evidence tell us about the history of disease? * Ortner, D. (2003). Identification of pathological conditions in human skeletal remains. 2nd Edition. Washington: Smithsonian Press. Institute of Archaeology Library JF Qto ORT Aufderheide A. & Rodriguez-­Martin C. (ed.), 1998 The Cambridge Encyclopedia of Human Paleopathology, Cambridge: Cambridge University Press. Institute of Archaeology Library JF Qto AUF * Roberts, C. & Manchester, K. (2005) The archaeology of disease. 3rd Edition. Stroud : Sutton. And see also 2nd Edition. Institute of Archaeology Library JF ROB C. Merbs, A new world of infectious diseases, Yearbook of Physical Anthropology. 1992, 35, 3-­42. A. Rafi, M. Spigelman, J. Stanford, E. Lemma, H. Donoghue and J. Zias, Mycobacterium leprae DNA from ancient bone detected by PCR, Lancet, 1994, 343, 1360-­1. G.M. Taylor, M. Crossey, J. Saldanha & T. Waldron, DNA from Mycobacterium tuberculosis identified in medieval human skeletal remains using polymerase chain reaction, Journal of Archaeological Science, 1996, 23, 789-­98, * J. Rogers, H.A. Waldron (1995). A field guide to joint disease in archaeology. Chichester : John Wiley. Institute of Archaeology Library JF ROG R.D. Jurmain (1991). Degenerative changes in peripheral joints as indicators of mechanical stress: opportunities and limitations. International Journal of Osteoarchaeology, 1, 247-­252. * T. Waldron (1994). Counting the dead. Chichester : John Wiley. Institute of Archaeology Library JF WAL C. Wells (1964). Bones, bodies and diseases. Ancient peoples and places. London : Thames & Hudson.
Waldron, T. (2008). Palaeopathology. Cambridge Manuals in Archaeology. Cambridge University Press. Institute of Archaeology Library JF WAL Waldron, T. (2007). Palaeoepidemiology. Walnut Creek: Left Coast Press. Institute of Archaeology Library JF WAL ONLINE RESOURCES
Institute of Archaeology coursework guidelines http://www.ucl.ac.uk/archaeology/handbook/common/marking.htm Institute of Archaeology individual course information http://www.ucl.ac.uk/silva/archaeology/course-­info/) ARCLC3031 Moodle resource http://moodle.ucl.ac.uk/ Between the four following websites, you should find most of what you need in bibliographic terms. There really is no excuse! Google Scholar http://scholar.google.co.uk/. This is absolutely the fastest way to build a bibliography if you have at least some idea what you are looking for. Try different combinations of keywords. You can link Scholar to UCL library and ejournals by setting a link in Scholar Settings, Library links, 6KRZOLEUDU\DFFHVVOLQNV8&/2QFH\RX¶YHGRQHWKLVDODUJHOLQN
labelled "SFX@UCL -­ Fulltext" will appear if UCL has the item. You can then usually download a pdf. Google Scholar may point you to another source of a pdf file. Google Books http://books.google.com/. You can get online access to a surprising number of books without leaving your computer. Worth trying before you go to the library. Archive http://archive.org/details/texts. This is an amazing resource of out-­
of-­print books. Well worth looking at if you want something old, not in English or whatever. UCL Explore allows you to search for keywords http://ucl-­
primo.hosted.exlibrisgroup.com/primo_library/libweb/action/search.do?vid=
UCL_VU1&reset_config=true ADDITIONAL INFORMATION
Dyslexia and other disabilities
If you have dyslexia or any other disability, please make your lecturers aware of this. Please discuss with your lecturers whether there is any way in which they can help you. Students with dyslexia are reminded to indicate this on each piece of coursework. Please also tell the course coordinator in good time before the Class Test. Libraries and other resources
Textbooks are available in the UCL library. The essays are supported by reading lists, with items available from the internet. The practical classes are supported by textbooks available in Room 308, and by short reading lists of items also available in the library. If you wish to read around the subject, there are lots of other books and papers in the library, although only the main reading is necessarily placed on restricted access. The main journals are the American Journal of Physical Anthropology and International Journal of Osteoarchaeology. Both are in UCL library. See also internet resources. A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 7
APPENDIX A: POLICIES AND PROCEDURES 2015-­16 (PLEASE READ CAREFULLY) This appendix provides a short précis of policies and procedures relating to courses. It is not a substitute for the full documentation, with which all students should become familiar. For full information on Institute policies and procedures, see the following website: http://wiki.ucl.ac.uk/display/archadmin For UCL policies and procedures, see the Academic Regulations and the UCL Academic Manual: http://www.ucl.ac.uk/srs/academic-­regulations ;; http://www.ucl.ac.uk/academic-­manual/ GENERAL MATTERS ATTENDANCE: A minimum attendance of 70% is required. A register will be taken at each class. If you are unable to attend a class, please notify the lecturer by email. DYSLEXIA: If you have dyslexia or any other disability, please discuss with your lecturers whether there is any way in which they can help you. Students with dyslexia should indicate it on each coursework cover sheet. COURSEWORK SUBMISSION PROCEDURES: You must submit a hardcopy of coursework to the Co-­ordinator's pigeon-­hole via the Red Essay Box at Reception (or, in the case of first year undergraduate work, to room 411a) by stated deadlines. Coursework must be stapled to a completed coversheet (available from IoA website;; the rack outside Room 411A;; or the Library). You should put your Candidate Number (a 5 digit alphanumeric code, found on Portico. Please note that this number changes each year) and Course Code on all coursework. It is also essential that you put your Candidate Number at the start of the title line on Turnitin, followed by the short title of the coursework (example: YBPR6 Funerary practices). LATE SUBMISSION: Late submission is penalized in accordance with UCL regulations, unless permission for late submission has been granted. The penalties are as follows: i) A penalty of 5 percentage marks should be applied to coursework submitted the calendar day after the deadline (calendar day 1);; ii) A penalty of 15 percentage marks should be applied to coursework submitted on calendar day 2 after the deadline through to calendar day 7;; iii) A mark of zero should be recorded for coursework submitted on calendar day 8 after the deadline through to the end of the second week of third term. Nevertheless, the assessment will be considered to be complete provided the coursework contains material than can be assessed;; iv) Coursework submitted after the end of the second week of third term will not be marked and the assessment will be incomplete. GRANTING OF EXTENSIONS: New UCL-­wide regulations with regard to the granting of extensions for coursework have been introduced with effect from the 2015-­16 session. Full details will be circulated to all students and will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted to grant extensions. All requests for extensioQVPXVWEHVXEPLWWHGRQDQHZ8&/IRUPWRJHWKHUZLWKVXSSRUWLQJGRFXPHQWDWLRQYLD-XG\0HGULQJWRQ¶VRIILFHDQGZLOOWKHQEe referred on for consideration. Please be aware that the grounds that are now acceptable are limited. Those with long-­term difficulties should contact UCL Student Disability Services to make special arrangements. TURNITIN: Date-­stamping is via Turnitin, so in addition to submitting hard copy, you must also submit your work to Turnitin by midnight on the deadline day. If you have questions or problems with Turnitin, contact ioa-­turnitin@ucl.ac.uk. RETURN OF COURSEWORK AND RESUBMISSION: You should receive your marked coursework within four calendar weeks of the submission deadline. If you do not receive your work within this period, or a written explanation, notify the Academic Administrator. When your marked essay is returned to you, return it to the Course Co-­ordinator within two weeks. You must retain a copy of all coursework submitted. WORD LENGTH: Essay word-­lengths are normally expressed in terms of a recommended range. Not included in the word count are the bibliography, appendices, tables, graphs, captions to figures, tables, graphs. You must indicate word length (minus exclusions) on the cover sheet. Exceeding the maximum word-­length expressed for the essay will be penalized in accordance with UCL penalties for over-­length work. A R C L 3 0 3 1 T H E A R C H A E O L O G Y O F H U M A N R E M A I N S 2 0 1 5 -­ 1 6 P a g e 8
CITING OF SOURCES and AVOIDING PLAGIARISM: Coursework must be expressed in your own words, citing the exact source (author, date and page number;; website address if applicable) of any ideas, information, diagrams, etc., that are taken from the work of others. This applies to all media (books, articles, websites, images, figures, etc.). Any direct quotations from the work of others must be indicated as such by being placed between quotation marks. Plagiarism is a very serious irregularity, which can carry heavy penalties. It is your responsibility to abide by requirements for presentation, referencing and avoidance of plagiarism. Make sure you understand definitions of plagiarism and the procedures and penalties as detailed in UCL regulations: http://www.ucl.ac.uk/current-­students/guidelines/plagiarism RESOURCES MOODLE: Please ensure you are signed up to the course on Moodle. For help with Moodle, please contact Nicola Cockerton, Room 411a (nicola.cockerton@ucl.ac.uk). APPENDIX TO BE INCLUDED AT THE END OF EVERY COURSE HANDBOOK, EXCEPT THOSE FOR CORE COURSES, WHICH SHOULD INCLUDE THE PAGE ABOVE INSTEAD INSTITUTE OF ARCHAELOGY COURSEWORK PROCEDURES General policies and procedures concerning courses and coursework, including submission procedures, assessment criteria, and general resources, are available in your Degree Handbook and on the following website: http://wiki.ucl.ac.uk/display/archadmin. It is essential that you read and comply with these. Note that some of the policies and procedures will be different depending on your status (e.g. undergraduate, postgraduate taught, affiliate, graduate diploma, intercollegiate, interdepartmental). If in doubt, please consult your course co-­ordinator. GRANTING OF EXTENSIONS: . New UCL-­wide regulations with regard to the granting of extensions for coursework have been introduced with effect from the 2015-­16 session. Full details will be circulated to all students and will be made available on the IoA intranet. Note that Course Coordinators are no longer permitted to grant extensions. All requests for extensions must be submitted on a new UCL form, together with supporting documentation, via Judy MedrLQJWRQ¶VRIILFHDQGZLOOWKHQEHUHIHUUHGRQIRUFRQVLGHUDWLRQ3OHDVHEHDZDUHWKDWWKHJURXQGVWKDWDUHQRZ
acceptable are limited. Those with long-­term difficulties should contact UCL Student Disability Services to make special arrangements.