ANTH478 Archaeological and Ethnographical Perspectives on the Middle East
Summer 2013 Study Tour Version
Course Description
History of exploration. Beginnings of sedentary food production and pastoralism. Rise of Egyptian and
Mesopotamian civilization, Israel, Ammon, Moab, and Edom. Rome and Christianity. History of the
Arabs and Islamic civilization. Ethnographical perspectives on women, families, tribes and states. Islam
and the modern world. Offered as credit on summer tours.
Course Pre/Co-requisites
No other courses are required.
General Class Information
Location: Andrews University and the Hashemite Kingdom of Jordan
Time/Day: Arranged
Credits: 3 Semester Credits
Instructor Contact Information
Instructor: Øystein S. LaBianca, Ph.D.
Telephone: 1-269-471-1290
Email: labianca@andrews.edu
Office Location: Buller Hall 205
Office Hours: Email to set up appointments during summers
Course Objectives
At the conclusion of this course, the student will be able to

Trace the archaeological evidence for the rise sedentary food production and pastoralism in the
Ancient Near East (ANE) and in Jordan in particular.

Discuss current theories about how the major pristine civilizations of the ANE originated and
how their legacies are evidenced in the country of Jordan.

Discuss current theories about the rise and fall of civilizations and empires that have
characterized the deep-time cultural history of the ANE and Jordan in particular.

Discuss current theories regarding the rise of secondary states in the Levant—specifically with
reference to the rise of the kingdoms of Israel, Ammon, Moab, and Edom in Jordan.

Discuss the contribution of the Madaba Plains Project to illuminating global history processes in
the Eastern Mediterranean in general and in Jordan in particular.

Discuss the Golden Age of Islam as manifest in major capitals of the Middle East and North
Africa and in Jordan in particular.

Discuss recent ethnographical perspectives on women, families, tribes and the state in the
Middle East in general and in Jordan in particular.

Discuss lessons learned from this course in terms of self-understanding, sense of life-mission,
and future plans
Learning Materials:
Articles and Books:
1.
2.
Armstrong, Karen 2002 Islam: A Short History. New York: The Modern Library. ISBN: 081296618
Bauer, Susan W. 2007 The History of the Ancient World From the Earliest Accounts to the Fall of
Rome. New York: W.W. Norton. ISBN-13: 9780393059748
3. Cantor, Norman F. 2003 Antiquity: From the Birth of Sumerian Civilization to the Fall of the Roman
Empire. New York: Harpers and Collins Publishers. ISBN 0060930985
4. LaBianca, O.S. 2006 “Local Level Water Management and the Progress of Civilizations in the
Ancient Near East: A Comparative Case Study.” Pp. 137-151 in From Where Life Flows: The Local
Knowledge and politics of Water in the Andes. Edited by Frode F. Jacobsen and John-Andrew
McNeish. Trondheim: Tapir Academic Press.
5. LaBianca, O.S. 2007 “Tells, Empires, and Civilizations: Investigating Historical Landscapes in the
Ancient near East.” Near Eastern Archaeology 69 (1): 4-11.
6. LaBianca, O. S. & Witzel, K. 2007 “Nomads, Empires and Civilizations: Great and Little Traditions
and the Historical landscape of the Southern Levant.” In BAR International Series 1657,
Archaeopress Publishers of British Archaeological Reports, London.
7. LaBianca, O.S. and R. W. Younker 1995 “The Kingdoms of Ammon, Moab and Edom: The
Archeology of Society in Late Bronze/Iron Age Transjordan (ca. 1400-500 BCE).” Pp 319-415 in
The Archaeology of Society in the Holy Land. Edited by Thomas E. Levy. London: Leicester
University Press.
8. Levy, T.E. et al. 2007 Crossing Jordan: North American Contributions to the Archaeology of Jordan.
London: Equinox Publishing. ISBN: 9781845532697
9. Leyne, L. 1994 Home and Homeland: The Dialogics of Tribal and National Identities in Jordan.
Princeton: Princeton University Press. ISBN 0691094780
10. London, G. A. and D. R. Clark 1997 Ancient Ammonites and Modern Arabs: 5000 years in the
Madaba Plains of Jordan. Amman, Jordan: American Center of Oriental Research.
Films and videos:
11. “Legacy: The Origins of Civilization” British documentary series by Michael Woods (Netflix).
12. “Deep Time at Tall Hisban” (YouTube)
13. “Arabia 3D” (Netflix)
Credits
This 3 credit course is normally offered during summers over 15 weeks starting the second week of
May and ending the third week of August. It is expected that you will devote about 135 hours to
activities related to this course as follows:
•
•
•
•
•
Preparatory readings, viewing of films and videos: 45 hours
Pre-tour and on-location lectures: 15 hours
On-location experiential learning (tours/fieldwork): 15 hours
Course related journaling and/or blogging: 15 hours
Six one-page global history essays and a twelve page research paper: 45 hours
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Course Requirements
a) Course Components
• Preparatory readings, films and videos are listed under course materials above. As far as
possible you should devote the two weeks before the tour to reading and viewing these
materials.
• Pre-tour and on-location lectures: Pre-tour lectures aimed at preparing you for the tour will be
scheduled and delivered during the semester preceding the tour. On-location lectures are an
integral part of the field-school and all weekend tours. Attendance is required at all these
events.
• On-location experiential learning (tours/fieldwork): Among the most exciting learning
opportunities provided by the field-school is the opportunity for active learning that come with
being a part of a task-specific project team. In the case of the Jordan Field School this includes
being assigned to work in an excavation or assisting with ethnographic interviews and surveys.
• Course related journaling and/or blogging is a great way to record impressions and reflections
stimulated by course related readings, viewings, lectures and experiential learning. It is also a
good way to keep track of aha moments and cumulative understandings as they happen and to
document your learning exertions on behalf of this course.
• Six Global History Essays: You will be required to write and submit six brief essays dealing with
the evidences of global history in Jordan. You should write six essays as follows: 1) the Neolithic
Revolution in Jordan; 2) the urban revolution in Jordan; 3) footprints of the rise and collapse of
civilizations and empires in Jordan; 4) the rise of secondary states in the Jordan during the Iron
Age; 5) the golden age of Islam in Jordan; 6) nation, tribe and religion in Jordan. The main
function of an expository essay is to explain something, or to demonstrate your understanding
of a particular topic. In this case, your task is to explain how Jordan is a window on six global
history stories. Therefore, each essay should highlight evidences of each of these stories
observable in Jordan. Each essay should be about 500-600 words and should fit on a single
page using 11pt font. They should include a paragraph introducing the topic, two or three
paragraphs that develop the topic, and a conclusion. On the back page of the essay you should
include any and all citations and sources used in researching or writing the essay.
• Research Paper: You will be required to complete a twelve-page double spaced research paper
(11pt font) that examines, from the perspective of your experience on the Madaba Plains
Project, the contribution of this project to advancing understanding of the cultural history of
Jordan and the Eastern Mediterranean. The paper should review previous research on this topic
(especially assessments of MPP by non MPP scholars), describe the process by means of which
you collected your data; and findings resulting from your research. Your conclusions should be
highlighted in a discussion section. The paper should include at least a dozen peer reviewed
sources.
b) Course Content
In this course you will be introduced to the contributions of anthropology, archaeology and
history to the study of the origins and history of ancient and contemporary civilizations in the
Middle East. Civilization, for our purposes here can be defined thus: a civilization is a luminous
constellation of radiant attitudes, beliefs, behaviors, institutions, elite and local cultural
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traditions and works of art, artisanry and architecture that emanate from a particular cultural
epicenter such as ancient Sumer, Thebes, Athens, Damascus, Baghdad, Rome or Istanbul.
Through the assigned readings and film viewings, and through the learning activities provided
by this class, your understanding of the forces that have given rise to present-day aspirations
and way of life of people in the modern Middle East will be greatly enhanced.
c) Teaching Strategies
The course is normally offered in connection with an annual study tour to Jordan organized by
Andrews University’s Behavioral Sciences Department. Teaching strategies include preparatory
readings and lectures, films and videos, weekend field trips, project assignments requiring
library research and on-location experiential learning and last but not least, opportunities for
sharing reflections orally and in writing.
Critical Thinking
The study of anthropology, which this course involves, introduces the student in a compelling manner
to the reality that there are many ways to be human. This realization, in turn, inspires critical thinking,
discussion and reflection on what it means to be “ourselves” (“the same”) and what it means to be
“other.” The most enduring take-away from this course is thus not merely expanded knowledge about
far-away peoples and their strange and exotic practices, but a new perspective on what it means to be
human and a new appreciation of other ways of being human than our own!
Schedule/Course Outline
14.
15.
16.
17.
18.
19.
March-May
March-June
May-June
May-June
March-August
August 20
Preparatory readings, viewing of films and videos
Pre-tour and on-location lectures
On-location experiential learning (tours/fieldwork)
Course related journaling and/or blogging
Completing six one page global history essays and a 12-page research paper.
Deadline for completion of all written assignments
Evaluation of Student Performance

Your participation at scheduled events such as preparatory lectures, film viewings, on-location
lectures and tours is critical to your success in this course. Your instructors will be keeping
record of your participation, including noting patterns of on-time arrival to scheduled events.

Course related journaling and/or blogging will serve not only to facilitate student learning but
also to document completion of preparatory readings, film viewings, attendance at lectures and
on-location experiential learning. To earn a grade of S (Satisfactory) on this component you will
need to demonstrate that you have composed a minimum of 15 entries—one each week over
the 15 weeks of the duration of this course. Each entry must be a minimum of 100 words.

Experiential learning activities will be evaluated based on the following criteria: your exertions
to master the skills needed to perform your assignment; your punctuality and dependability in
carrying out your assignment; your contribution to the esprit de corps (group spirit) of the team
to which you have been assigned. Your immediate supervisor will advise the instructor of this
course of his/her evaluation based on these criteria.
• Global history essays will be evaluated on the basis of five main criteria: development, meaning
that the paper has a central idea that is logically developed; organization, meaning that the
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essay has a beginning, a body and a conclusion; paragraphs, meaning that paragraphs are
organized, unified and coherent in their organization and add support to the central idea;
mechanics, meaning that the essay contains minimal grammar or spelling problems; and
punctuality, meaning that the essay is ready in time for the panel discussion and that a hard
copy of it is turned in at the conclusion of the panel discussion. A strong essay is one that
provides compelling evidence of significant exertion on the part of the student to acquaint
him/herself with the relevant reading; that the student has engaged in serious reflection about
what he/she has read; and that he/she has given thought to how best to convey his/her
thoughts about the topic in writing. Essays will be scored on a scale of 0-10, where a 10 is
awarded for a singularly exceptional essay (A); a 9 represents a very strong essay (A-); 8
represents a good essay (B); a 7 an adequate essay (C), and a 6 or below signals a less than
adequate essay.
The twelve-page research paper will be evaluated on the basis of your exertions to immerse
yourself in your chosen topic; the strength of your research design and data analysis; and your
efforts to follow a particular compilation of writing standards such as APA or Chicago Manuel of
Style. The topic of your research should be agreed with the instructor during the month of May.
You should be collecting during your travels with the tour. The write-up of the research should
take place during July and August.
Assessment and Grading Scale
Assignment
Participation (punctual participation at all scheduled events)
Experiential learning performance
Course-related blogging/journaling
Six one-page global history essays
One twelve-page research paper
TOTAL
%
Noted
10
10
60
20
100
Course Policies
Attendance Policy
Regular attendance at all classes, laboratories and other academic appointments is required of each
student.
Class Absences. Whenever the number of absences exceeds 20% (10% for graduate classes) of the
total course appointments, the teacher may give a failing grade. Merely being absent from campus
does not exempt the student from this policy. Absences recorded because of late registration,
suspension, and early/late vacation leaves are not excused. The class work missed may be made up
only if the teacher allows. Three tardies are equal to one absence.
Academic Integrity Policy
Honesty in all academic matters is a vital component of personal integrity. Breaches in academic
integrity principles are taken seriously. Acts of academic dishonesty as described in the University
Bulletin are subject to incremental disciplinary penalties with redemptive intent. Such acts are tracked
in the office of the Provost. Repeated and/or serious offenses will be referred to the Committee on
Academic Integrity for further recommendations on penalties.
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Disability Accommodation
If you qualify for special assistance under the American Disabilities Act, please contact the Student
Success office at Nethery Hall 100 or disabilities@andrews.edu.
Professionalism
To prepare students for the professional world, certain behaviors/activities are not allowed in the
classroom.

Cell Phones, Personal Laptops, and Recording devices: Cell phones should be turned off before
entering the classroom. Picture-taking during class is not allowed. Recording devices are
allowed only if pre-approved by instructor, and if approved, under no circumstance are
recordings—visual or verbal—to be posted on a public website.
Laptops should not be used for surfing the web or watching movies during class. It is disrespectful and
unprofessional to use these devices inappropriately during class.

Late Assignments are unacceptable unless prearranged with instructor.

Tardiness will be noted and may impact final course grade

Eating in class: Please do not bring food or beverages to class. Water is permitted.
Presentation is important. Your attention to detail, demeanor, and attire factor into how you are
perceived as a professional. Active participation in class discussions and critiques is an essential part of
learning. Without participating and expressing opinions and thoughts, it is impossible to clarify your
goals and develop a personal style.
Emergency Protocols
Andrews University takes the safety of its student seriously. Signs identifying emergency protocol are
posted throughout buildings. Instructors will provide guidance and direction to students in the
classroom in the event of an emergency affecting that specific location. It is important that you follow
these instructions and stay with your instructor during any evacuation or sheltering emergency.
Late Submission of Assignments
All work for this class should be completed and submitted by the 20th of August. Work completed after
this date will be accepted through the end of the following semester, but such late submissions will be
penalized by the final grade being dropped by one mark (for example from A to A-).
Excused Absences
“Excuses for absences due to illness are granted by the teacher. Proof of illness is required. Residence
hall students are required to see a nurse on the first day of any illness which interferes with class
attendance. Non-residence hall students should show written verification of illness obtained from their
own physician. Excuses for absences not due to illness are issued directly to the dean’s office.
Excused absences do not remove the student’s responsibility to complete all requirements of a course.
Class work is made up by permission of the teacher.”
Teacher Tardiness
“Teachers have the responsibility of getting to class on time. If a teacher is detained and will be late,
the teacher must send a message to the class with directions. If after 10 minutes no message has
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been received, students may leave without penalty. If teacher tardiness persists, students have the
right to notify the department chair, or if the teacher is the department chair, to notify the dean.”
Instructor Profile
Dr. LaBianca is Professor of Anthropology in the Department of Behavioral Sciences. His other duties
include serving as graduate programs coordinator for the department and senior director of the Hisban
Cultural Heritage Project and the Jordan Field School. In his capacity as Associate Director of the
Institute of Archaeology, Dr. LaBianca conducts anthropological and archaeological fieldwork in Jordan
and Palestine. His research examines the causes of instability and collapse of local food systems and
the nature of indigenous knowledge in coping with uncertainty and change. His research has been
funded by Andrews University, the National Endowment for the Humanities, and the National
Geographic Society.
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