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APPENDIX
GE-018-089 GE area B-2 designation for ANT 101, Introduction to Biological
Anthropology
Report from Anthropology and Geography
Prepared by Lin Wu, Ph.D. in consultation with anthropology faculty
Based on the guideline for a GE course proposal, a GE B2 (Biological Sciences) course
should cover the following:
“Courses in this area will provide students with fundamental knowledge of living
systems and their relationships with the world about them, including attention to
diverse life forms, ecology, and evolution. Scientific contributions, where
applicable, from various cultures of the world will be included.”
ANT 101 covers every one of these requirements as outlined below:
1. Living systems and their relationship with the world about them - Using
human evolution as the binding thread, ANT 101 introduces basic knowledge
of living systems, DNA, cell biology, reproduction, and complex organisms,
and examines their evolutionary and ecological relationships to each other
within larger ecosystems.
2. Diverse life forms - While the class is anthropocentric, it does address a
diversity of life forms and taxa, such as the evolution of flowering plants, the
hypotheses about the development of binocular color vision in our order
primates, the symbiotic relationships created by the malaria plasmodium,
mosquitos, and people. As an anthropology course, the point of departure
may be humans, but it is not possible to discuss our evolutionary history and
adaptive patterns without discussions of other life forms, from single celled
organisms to more complex forms, such as plants and animals.
3. Ecology - Ecology is covered in discussions of human biological and cultural
adaptation to diverse environments and environmental change. The role of
humans in the creation of anthropogenic landscapes and its effects at various
levels on living systems are also discussed. Cultural ecology (analysis of
techno-economic systems and mode of production from an ecological
perspective) is an important strand in anthropological theory.
4. Evolution - The course synthesizes evolutionary theory, including Darwinian
principles of natural selection, Mendelian aspects of inheritance, genetics, and
population dynamics and variability, at the introductory level.
5. Scientific contributions from various cultures of the world – ANT 101 covers
the development of cultural knowledge, including science, drawing from
different theorists and sociocultural systems. It examines different approaches
ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
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to human evolution and adaptation, as well as specific cultural ecological
knowledge. Also emphasized is the value of understanding ethno-botanical
and other knowledge bases of native peoples.
Anthropology as a discipline has grown more biologically rooted over the past twenty
years or so, with the increasing sophistication of and many important discoveries in
evolutionary biology, genetics, and paleoanthropology. Most anthropologists today refer
to the sub-field “biological anthropology” as such, rather than the traditional “physical
anthropology.” This preference reflects the emphatically scientific character of the field
as a whole.
By fulfilling the above requirements, ANT 101 is a good fit for a B2 course. This view is
echoed by the fact that our campus has articulation agreements with community colleges
establishing that students can take biological anthropology at community colleges to
fulfill the B2 requirement when they transfer in.
A survey of other CSU campuses shows that out of 23 comparable campuses, 12
campuses have introductory biological anthropology (or an equivalent course) in the B2
(or equivalent) category. For the CSU campuses that do not have the course listed as B2,
some do not offer an equivalent course; thus, the majority of the CSU campuses that offer
biological anthropology have listed it as a GE B2 course.
Approving ANT 101 as a GE course offers students more choices in GE courses. For
students planning a career in health, medicine, criminal justice, and other relevant fields,
biological anthropology prepares them very well for advanced courses in their majors.
There are many Biology majors in the biological anthropology sequence of courses at Cal
Poly Pomona (101, 340 Primatology, 345 Human Evolution and Variation, 357 Health
Systems, and 491 Forensic), and many Anthropology majors who wish to go into a health
or biology-related field take significant coursework in biology.
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ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
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CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA
College of Letters, Arts, and Social Sciences
Expanded Course Outline
Subject Area/Catalog #:
ANT 101
Course Title: Introduction to Biological Anthropology
Units: 4
CS#: C4
Component: Lecture/Discussion
Grading Basis: Graded
Preparation: 11/17/2008
Prepared by: David Lord
Revised: 2/27/2014
Revised by: Claudia Garcia-Des Lauriers
Date of Last: NA
I.
Catalog Description
ANT 101 Introduction to Biological Anthropology (4)
Human biology and behavior. The evolution of the human species as an adaptive
biological process. Human ecology in evolutionary perspective. Human growth,
development, and diversity. The evolution and behavior of non-human primates. The
course includes a CDROM “virtual laboratory” component. 4 hours lecture/discussion.
Fulfills Area B2. Prerequisite: None
II.
Required Background or Experience
None
III.
Expected Outcomes
Upon completion of the course, students will be able to:
1. explain the development of modern evolutionary theory
2. apply classical and modern genetic approaches to the study of taxonomy and
evolution
3. analyze non-human primate and hominid behavior, social organization,
and morphology
4. integrate biological, geological, and archaeological evidence within the
framework of the scientific method, in order to formulate interpretations
of human evolution
5. integrate biological and social perspectives in the description and
explanation of human diversity
6. assess current debates in human biological evolution and diversity
IV.
Text and Readings
ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
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Possible Texts
Angeloni, Elvio
2011 Annual Editions: Physical Anthropology 12/13. 21st Edition. New York:
McGraw-Hill.
Campbell, Bernard, James Loy, and Kathryn Cruz-Uribe
2005 Humankind Emerging. 9th Edition. London: Pearson/Prentice Hall.
France, Diane L.
2010 Lab Manual and Workbook for Physical Anthropology. 7th Edition.
Stamford, CT: Cenage Learning.
Hens, Samantha
2007 Method and Practice in Biological Anthropology: A Workbook and
Laboratory Manual for Introductory Courses. Pearson.
Jurmain, Robert, Lynn Kilgore, and Wenda Trevathan
2012 Essentials of Physical Anthropology. 9th Edition. Stamford, CT:
Wadsworth/Cenage Learning.
Kappelman, John
2004 Virtual Laboratories for Physical Anthropology CD-ROM, Version 4.0.
Stamford, CT: Wadsworth/Cenage Learning.
Relethford, John
2005 The Human Species: An Introduction to Biological Anthropology. 6th
Edition. New York: McGraw-Hill.
Sanford, Mary K.
2008 Classic and Contemporary Readings in Physical Anthropology. 1st
Edition. Stamford, CT: Wadsworth/Cenage Learning.
Stanford, Craig, John Allen, and Susan Anton
2006 Biological Anthropology: The Natural History of Humankind. 1st Edition.
London: Pearson/Prentice Hall.
Stein, Philip and Bruce Rowe
2013 Physical Anthropology. 11th Edition. New York: McGraw-Hill.
Selected Films
The Human Family Tree, National Geographic
The Ghost in your Genes, NOVA
Becoming Human, Parts 1-3, PBS
Decoding Neanderthals, NOVA
What Makes us Human, NOVA
ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
Lice and Human Evolution, NOVA
What Darwin Never Knew, NOVA
Little People of Flores, NOVA
Chimpanzee, Disneynature
Cracking the Code of Life, NOVA
Clever Monkeys, Natural World
The Genius of Darwin, BBC
Charles Darwin and the Tree of Life, BBC
The Cell, BBC
Cell Functions: A Closer Look, Cambridge Educational Production
Cells: An Introduction, Cambridge Educational Production
Selected Web Pages
Smithsonian, Physical Anthropology
http://anthropology.si.edu/cm/phys_intro.htm
American Anthropological Society, Physical Anthropology Section
http://www.aaanet.org/sections/bas/
American Association of Physical Anthropologists
http://physanth.org
Paleoanthropology Society
http://www.paleoanthro.org
American Association of Anthropological Genetics
http://www.anthgen.org
The Complete Works of Charles Darwin Online
http://darwin-online.org.uk
The University of Texas, Austin, E-Skeletons Project
http://www.eskeletons.org
Human Biology Association
http://www.humbio.org
The Jane Goodall Institute
http://www.janegoodall.org
National Center for Science Education
http://ncse.com
V.
Minimum Student Materials
Assigned textbook; access to Internet and Blackboard
VI.
Minimum College Facilities
Smart Classroom
VII.
Course Outline
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ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
1. The discipline of anthropology
a. Relationship of physical anthropology to other fields of anthropology
b. The biocultural approach
2. Evolutionary theory
a. Definition and history of concept of evolution
b. Charles Darwin and natural selection
c. Microevolution and the four forces of evolution
d. Macroevolution and speciation
3. Genetics and its application to understanding evolution
a. Mendelian genetics
b. Chromosomes and the cell
c. DNA and molecular genetics
d. Populations genetics
4. Human variation
a. Race: social and biological concept
b. Characteristics and study of modern human diversity
c. Physiological adaptations and plasticity
5. The primates
a. The Linnaean taxonomy and the place of primates in the classification
b. Characteristics of the primate order
c. Different primate taxa and their characteristics: prosimians,
Old and New World monkeys, apes; morphological characteristics;
social groups and behaviors of primates
d. Hominids: morphological and behavioral characteristics of modern
humans
6. Interpretation of evidence of hominid evolution
a. Characteristics of fossils; interpretation of geological and
environmental evidence
b. Archaeological evidence: sites, artifacts, dating
c. The molecular clock
7. Human origins
a. History of the development of the study of hominid
evolution
b. The proto-hominids
c. The Australopithecines: diversity of species, distribution
8. The genus Homo: physical and cultural developments
a. Earliest Homo: Homo habilis
b. Homo erectus
c. Archaic Homo sapiens and Neanderthals
d. Modern Homo sapiens
9. Theories and studies relating to the major hominid transitions
a. Relationship among the species
b. Relationship to evolutionary theory
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ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
VIII.
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Instructional Methods
1. Class lectures, discussions, and demonstrations, in order for students
to comprehend the basic concepts and frameworks used in modern
biological anthropology
2. Audiovisual presentations, including videos, slides, DVDs, handouts,
and electronic or computer-based media, in order to illustrate
biological and anthropological concepts
3. Presentation of fossil casts, skeletal materials, artifacts and other
hands-on materials in order to illustrate and enhance course content
and apply biological and anthropological concepts
4. Pair, small group, and class collaborative exercises and lab projects using
problems and/or hands-on materials, in order to allow students to apply
methods of analysis and interpretation used in the study of genetic, skeletal,
fossil, and archaeological data
5. Development and assignment of research projects, essays, posters,
and oral presentations, in order to allow students to explore topics in
more depth and to apply anthropological concepts and methods
IX. Evaluation of outcomes
Students will be evaluated for progress in and/or mastery of learning outcomes by
methods of evaluation that may include, but are not limited to:
1. Quizzes and examinations designed to assess mastery of course concepts,
critically analyze problems, and apply key concepts
2. Individual and group assignments designed to demonstrate ability to apply
method and techniques and make reasonable inferences from genetic, skeletal and
fossil evidence
3. Written reports, essays, projects, posters, and oral presentations designed to
apply concepts, utilize methods and techniques, apply and assess theoretical
models and evaluate evidence from a modern evolutionary perspective
4. Final examination designed to assess mastery of the essential concepts developed
in the course
5. Laboratory and hands-on exercises to operationalize concepts of evolution,
genetics, comparative anatomy and other core concepts
5. Grading of student performance:
Three Unit exams @ 15% each = 45% (objective exam format)
Library Research Paper - 20%
Observational study - 20%
Laboratory and Hands-on activities - 15%
To measure basic knowledge there will be three unit exams over class materials.
To measure critical thinking students will write a mini-research paper (3-5 pages,
Library researched) on a selected topic from the list provided by the instructor
(e.g., human adaptations to one of the major biomes; concepts such as race and/or
ethnicity; migration as a factor in genetic diversification, etc.).
ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
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To measure analytical and integrative skills and the ability to do first hand
observations, student homework will consist of visiting a zoo (Griffith Park or
San Diego) where they can study captive primates. They will then do papers
comparing and contrasting behaviors using video documentaries from class.
X. Relationship to General Education Objectives and Area B2 objectives
ANT 101 through the content of the class and the proposed assignments meets
many of the of the General Education goals. Students learn to write and speak
effectively, construct arguments and are introduced to various methods of presenting
quantitative data though classroom discussion and a library research paper, lab and
hands-on activities. Anthropology is by its nature interdisciplinary, but in this case the
content discussed and the lab exercises and paper introduce students to scientific methods
though both quantitative and qualitative approaches. The class emphasizes a biocultural
approach, provides a brief historical background showing the development of research in
the field. The social context of research, discussions of ethics, and the changing nature of
research in the field helps introduce an understanding of historical, political and social
institutions.
Students are encouraged to develop social and global knowledge by looking at
human evolution within a global framework, looking at human migrations and human
environmental adaptability and the evolution of complex and diverse cultural knowledge
as a critical adaptive mechanism for our species. Finally, ANT 101 integrates a
discussion of how individuals and populations interact in complex ways to form society,
the dynamics of social species and what the role of social life plays on adaptation to
environmental factors and pressures. The role of sexual and social reproduction as an
important evolutionary process that affects human adaptability to the environment,
formation of communities and the role of individual agency within these larger social and
biological processes are also introduced and are consistent with General education goals.
This course contributes to the GE objectives in the following ways.
GE Objectives No.
1a
1b
1c
1d
2a
2b
2c
2d
3a
3b
4a
4b
4c
I
I
I
I
I
I
I
I
I
I
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I
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I = Introduction to the principles
D = Developmental stage of understanding, intermediate knowledge of principles
M = Mastery of knowledge and application of principles
In terms of the objectives of Area B2 more specifically ANT 101 addresses these
in the following ways:
1. Fundamental knowledge of living systems and relationship of living systems with
the world about them
• Using human evolution as the binding thread, ANT 101 introduces basic
knowledge of living systems DNA to cell biology and reproduction, to
organisms and their relationships to each other within larger ecosystems.
ACADEMIC SENATE MINUTES 4-16-14 – ATTACHMENT 10
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2. Diverse life forms
• While the class is anthropocentric, the material does attempt to address a
diversity of life forms and taxa. We discuss for example the evolution of
flowering plants and hypotheses about the development of binocular color vision
in our order primates, the symbiotic relationships created by the malaria
plasmodium, mosquitos, and people. We incorporate material on a diversity of
life forms through our discussions of paleoanthropology, looking at
environmental reconstruction and biostratigraphy which offers not only a way
of dating human fossils through looking at the evolution and relationships with
other plants and animals, but also an understanding of hominin evolution in
a
broader paleoenvironmental context. The point of departure may be humans,
but great attempts are made to place them within an evolutionary history that
integrates a discussion of many life forms from single celled organism to more
complex forms such as plants and animals.
3. Ecology
• Ecology is adequately covered in our discussions of human biological and
cultural adaptation to diverse environments and environmental change. We also
discuss the role of humans in the creation of anthropogenic landscapes and its
effects at various levels on living systems.
4. Evolution
• In terms of presenting the synthesis of evolutionary theory that includes
Darwinian principles of natural selection, Mendelian aspects of inheritance,
genetics, and population dynamics, the content more than adequately covers this
goal at the introductory level. Moreover, because of a human focus it makes these
concepts more relatable to most general education students.
5. Scientific contributions from various cultures of the world (where applicable)
• The development of cultural knowledge and its role in human evolution and
adaptation as well as specific cultural ecological knowledge is also introduced in
the content of this class.
This course contributes to the GE, Area B2 objectives in the following ways.
GE, Area B2 Objective No.
1
2
3
4
5
6
I
I
I
I
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I
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I = Introduction to the principles,
D = Developmental stage of understanding, intermediate knowledge of principles
M = Mastery of knowledge and application of principles