ANTH 290A: Archaeology of the Body Spring 2014 Monday Wednesday, 8:20 - 9:50 AM Asbury Hall 007 Dr. Lydia Wilson Marshall Office: Asbury Hall 223 Email: lydiamarshall@depauw.edu Phone: 765-658-4508 Office Hours: 2:30-4 PM Monday and Thursday or by appointment. COURSE DESCRIPTION This course examines archaeological and physical anthropological research on the human body. The course considers how such research is carried out, what it contributes to our understanding of ancient societies, and the ethical issues unique to the study of human remains. Topics discussed include mortuary ritual, the relationship between the living and the dead, prehistoric warfare, and skeletal markers of disease. COURSE TEXTBOOKS Mays, Simon 2010 The Archaeology of Human Bones. 2nd Edition. London: Routledge. Parker Pearson, Michael 1999 The Archaeology of Death and Burial. College Station, TX: Texas A&M University Press. All other assigned readings will be posted as pdfs in Moodle or put on reserve in the library. 2 SUMMARY OF ASSIGNMENT DUE DATES, QUIZZES, AND TESTS 2/17: 2/24: 3/3: 3/12: 3/21: 4/2: 4/14: 4/16: 4/23: 4/28: 5/5: 5/5: 5/7: 5/10: Skeletal exercise #1 due Skeletal exercise #2 due Human skeletal anatomy quiz Midterm Cemetery demography lab assignment due (note: not a class day) Research paper title, two-page proposal, and bibliography (6 sources minimum) due Research paper outline due Social identity and death exercise due Rough draft of research paper due Peer-review of rough draft of research paper due Final draft of research paper due Student research presentations Student research presentations, continued Final exam CLASS SCHEDULE AND READINGS Monday, 1/27: Course Introduction and Overview of Expectations and Goals Wednesday, 1/29: Why Archaeology of the Body? Parker Pearson, Michael 1999 Chapter 1: Learning from the Dead. In The Archaeology of Death and Burial. Pp. 1-20. College Station, TX: Texas A&M University Press. Turner, Terrence S. 1980 The Social Skin. In Not Work Alone: A Cross-Cultural View of Activities. Jeremy Cherfas and Roger Lewin, eds. Pp. 112-140. Beverly Hills, CA: SAGE. Monday, 2/3: Archaeological Perspectives on the Body Hamilakis, Yannis, Mark Pluciennik, and Sarah Tarlow 2002 Introduction: Thinking through the Body. In Thinking through the Body: Archaeologies of Corporeality. Yannis Hamilakis, Mark Pluciennik, and Sarah Tarlow, eds. Pp. 1-21. New York: Kluwer Academic/Plenum Publishers. Tarlow, Sarah 2008 The Extraordinary History of Oliver Cromwell’s Head. In Past Bodies: BodyCentered Research in Archaeology. Dušan Borić and John Robb, eds. Pp. 69-78. Oxford: Oxbow Books. Monday 2/3 – Last day of adjustment period 3 THEME 1: UNDERSTANDING THE HUMAN BODY Wednesday, 2/5: Understanding Human Skeletal Anatomy: Determining Sex Mays, Simon 2010 Chapter 1: The Nature of Bones and Teeth and Chapter 3: The Determination of Age and Sex (excerpt). In The Archaeology of Human Bones. 2nd Edition. Pp.1-14, 4050. London: Routledge. Monday, 2/10: Understanding Human Skeletal Anatomy: Determining Age Mays, Simon 2010 Chapter 2: The Determination of Age and Sex (excerpt). In The Archaeology of Human Bones. 2nd Edition. Pp.51-76. London: Routledge. Skeletal exercise #1 handed out Wednesday, 2/12: The Interpretive Value of Age and Sex Determination Mays, Simon 2010 Chapter 2: The Determination of Age and Sex (excerpt). In The Archaeology of Human Bones. 2nd Edition. Pp.76-89. London: Routledge. Perry, Megan 2005 Redefining Childhood through Bioarchaeology: Toward an Archaeological and Biological Understanding of Children in Antiquity. Archeological Papers of the American Anthropological Association 15(1): 89-111. Monday, 2/17: The Human Skull Mays, Simon 2010 Chapter 4: Metric Variation in the Human Skull. In The Archaeology of Human Bones. 2nd Edition. Pp. 91-125. London: Routledge. Skeletal exercise #1 due Skeletal exercise #2 handed out Wednesday, 2/19: Bone Disease Mays, Simon 2010 Chapter 7: Bone Disease. In The Archaeology of Human Bones. 2nd Edition. Pp. 177-216. London: Routledge. Monday, 2/24: Dental Disease Mays, Simon 2010 Chapter 8: Dental Disease. In The Archaeology of Human Bones. 2nd Edition. Pp. 217-235. London: Routledge. 4 Seiler, Roger, Andrew Spielman, Albert Zink, and Frank Rühli 2013 Oral Pathologies of the Neolithic Iceman. European Journal of Oral Sciences 121(3): 137-141. Skeletal exercise #2 due Wednesday, 2/26: Skeletal Injury Mays, Simon 2010 Chapter 9: Traces of Injury on the Skeleton. In The Archaeology of Human Bones. 2nd Edition. Pp. 236-264. London: Routledge. Monday, 3/3: Human skeletal anatomy quiz, in-class film Skeletons of the Sahara (excerpt), and film discussion. No reading Wednesday, 3/5: The Interpretive Value of Identifying Violence Martin, Debra 2008 Ripped Flesh and Torn Souls: Skeletal Evidence for Captivity and Slavery from La Plata Valley, New Mexico, AD 1100-1300. In Invisible Citizens: Captives and Their Consequences. Catherine M. Cameron, ed. Pp. 159-180. Salt Lake City: University of Utah Press. Milner, George R. 1995 An Osteological Perspective on Prehistoric Warfare. In Regional Approaches to Mortuary Analysis. Lane A. Beck, ed. Pp. 221-244. New York: Plenum Press Monday, 3/10: Isotope Analysis Mays, Simon 2010 Chapter 10: Stable Isotope Analysis. In The Archaeology of Human Bones. 2nd Edition. Pp. 265-289. London: Routledge. Price, T. Douglas, Joachim Wahl, and R. Alexander Bentley 2006 Isotopic Evidence for Mobility and Group Organization among Neolithic Farmers at Talheim, Germany, 5000 BC. European Journal of Archaeology 9(2-3):259-284. Wednesday, 3/12: Midterm 5 Monday, 3/17: Cemetery Demography Lab Chamberlain, Andrew 2006 The Life Table. In Demography in Archaeology. Pp.27-31. Cambridge: Cambridge University Press. Cemetery demography lab assignment handed out THEME 2: DEATH, BURIAL, AND BODIES Wednesday, 3/19: The Human Body as a Cultural Construct Fowler, Chris 2002 Body Parts: Personhood and Materiality in the Earlier Manx Neolithic. In Thinking through the Body: Archaeologies of Corporeality. Yannis Hamilakis, Mark Pluciennik, and Sarah Tarlow, eds. Pp. 47-69. New York: Kluwer Academic/Plenum Publishers. Malafouris, Lambroa 2008 Is It “Me” or Is It “Mine”? The Mycenaean Sword as Body-Part. In Past Bodies: Body-Centered Research in Archaeology. Dušan Borić and John Robb, eds. Pp. 115-123. Oxford: Oxbow Books. Friday, 3/21 – Cemetery demography lab assignment due by 4 PM Friday, 3/21 – Last day to withdraw from a course with grade of W Monday, 3/24-Friday 3/28: SPRING RECESS Monday, 3/31: Understanding the Body through Iconography Alberti, Benjamin 2001 Faience Goddesses and Ivory Bull-Leapers: The Aesthetics of Sexual Difference at Late Bronze Age Knossos. World Archaeology 33:189-205 Mina, Maria 2007 Figurines without Sex: People without Gender? In Archaeology and Women: Ancient and Modern Issues. Sue Hamilton, Ruth D. Whitehouse, and Katherine I. Wright, eds. Pp. 263-282. Walnut Creek, CA: Left Coast Press. Wednesday, 4/2: The Human Experience of Death Hertz, Robert 2004 [1907] A Contribution to the Study of the Collective Representation of Death (excerpt). In Death, Mourning, and Burial: A Cross-Cultural Reader. Antonius C.G. M. Robben, ed. Pp. 207-212. Malden, MA: Blackwell. 6 Parker Pearson, Michael 1999 Chapter 7: The Human Experience of Death. In The Archaeology of Death and Burial. Pp. 142-170. College Station, TX: Texas A&M University Press. Research paper title, two-page proposal, and bibliography (6 sources) due Monday, 4/7: The Social Archaeology of Death: Analogy and Context Parker Pearson, Michael 1999 Chapter 2: From Now to Then: Ethnoarchaeology and Analogy. In The Archaeology of Death and Burial. Pp. 21-71. College Station, TX: Texas A&M University Press. Wednesday, 4/9: Burial and Status Burchell, Meghan 2006 Gender, Grave Goods and Status in British Columbia Burials. Canadian Journal of Archaeology 30(2):251-271. Parker Pearson, Michael 1999 Chapter 4: Status, Rank, and Power. In The Archaeology of Death and Burial. Pp. 72-94. College Station, TX: Texas A&M University Press. Social identity and death exercise handed out Monday, 4/14: Mortuary Ritual and Social Identity Chesson, Meredith S. 1999 Libraries of the Dead: Early Bronze Age Charnel Houses and Social Identity at Urban Bab edh-Dhra’, Jordan. Journal of Anthropological Archaeology 18:137-164. Joyce, Rosemary 2001 Burying the Dead at Tlatilco: Social Memory and Social Identities. In Social Memory, Identity, and Death: Anthropological Perspectives on Mortuary Rituals. Meredeith S. Chesson, ed. Pp. 12-26. Archaeological Papers of the American Anthropological Association. Arlington, VA: American Anthropological Association. Research paper outline due Wednesday, 4/16: The Relationship between the Living and the Dead Arnold, Bettina 2002 A Landscape of Ancestors: The Space and Place of Death in Iron Age WestCentral Europe. In The Space and Place of Death. Helaine Silverman and David B. Small, eds. Pp. 129-143. Archaeological Papers of the American Anthropological Association. Arlington, VA: American Anthropological Association. 7 Gillespie, Susan D. 2002 Body and Soul among the Maya: Keeping the Spirits in Place. In The Space and Place of Death. Helaine Silverman and David B. Small, eds. Pp. 67-78. Archaeological Papers of the American Anthropological Association. Arlington, VA: American Anthropological Association. Social identity and death exercise due Monday, 4/21: Territoriality and Ancestors Parker Pearson, Michael 1999 Chapter 6: Placing the Dead. In The Archaeology of Death and Burial. Pp. 124141. College Station, TX: Texas A&M University Press. Morris, Ian 1991 The Archaeology of Ancestors: The Saxe/Goldstein Hypothesis Revisited. Cambridge Archaeological Journal 1:147-169. Wednesday, 4/23: Post-Mortem Modification Forgey, Kathleen and Sloan R. Williams 2005 Were Nasca Trophy Heads War Trophies or Revered Ancestors?: Insights from the Kroeber Collection. In Interacting with the Dead: Perspectives on Mortuary Archaeology for the New Millennium. Gordon F.M. Rakita, Jane E. Buikstra, Lane A. Beck. And Sloan R. Williams. Pp. Pp. 251-276. Gainesville: University Press of Florida. Verano, John W. 2005 Human Sacrifice and Postmortem Modification at the Pyramid of the Moon, Moche Valley, Peru. In Interacting with the Dead: Perspectives on Mortuary Archaeology for the New Millennium. Gordon F.M. Rakita, Jane E. Buikstra, Lane A. Beck. And Sloan R. Williams. Pp. 277-289. Gainesville: University Press of Florida. Research paper rough draft due Monday, 4/28: Are Grief and Other Emotions Archaeologically Accessible? Rosaldo, Renato 2004 [1989] Grief and a Headhunter’s Rage. In Death, Mourning, and Burial: A CrossCultural Reader. Antonius C.G. M. Robben, ed. Pp. 167-178. Malden, MA: Blackwell. Williams, Howard 2007 The Emotive Force of Early Medieval Mortuary Practices. Archaeological Review from Cambridge 22(1):107-123. In-class peer review of research papers 8 Wednesday, 4/30: The Ethics and Politics of Body-Centered Archaeology Atalay, Sonya 2013 Naming, Claiming, and Epistemologies of Power. Paper presented at the Annual Meeting of the American Anthropological Association, Chicago, November 21. Blakey, Michael L. 2010 African Burial Ground Project: Paradigm for Cooperation? Museum International 62 (1-2):61-68. Smith, Julian 2011 Who Owns the Dead? Archaeology 64(1): 16, 58, 60, 62. Monday, 5/5: Student Research Presentations Final research paper due Wednesday, 5/7: Student Research Presentations Saturday, 5/10: Final Exam, 8:30 – 11:30 AM COURSE EXPECTATIONS Class Participation This course will include both lecture and discussion components, and class participation is essential. Class participation means attending all classes, arriving on time, volunteering to speak when you have a chance, demonstrating that you are well prepared for class by offering thoughtful comments/questions, and sometimes pushing yourself to make more rigorous, analytical, or imaginative points. I expect everyone to be respectful of other people’s ideas and opinions. While we can and should debate issues, we should not attack other people personally for the ideas they express in class. Class participation accounts for 10% of the final course grade. NOTE ON PARTICIPATION: Participation and attendance are very important to your success in this course. Remember, you cannot participate if you are not there! If you are going to be absent, contact me before class. It is your responsibility to get all information you missed on any days you were absent. Acceptable reasons for an excused absence include family emergency, serious illness, religious holiday, and participation in college athletic competitions. Please note that excessive absences, even when excused, will negatively impact your participation grade and your final course grade at the professor’s discretion. Students with unexcused absences will receive no participation credit for the days they are absent. Typically, no more than two excused absences are permitted over the course of the semester. If you have more than four absences, you may not be eligible to continue in the course whether these absences are excused or unexcused. 9 Reading Comprehension Checks This course includes a large discussion component. Close reading of assigned texts is essential for quality class discussion. To encourage active and careful reading, I will give unannounced short reading comprehension checks (“one minute papers”) at the beginning of class several times throughout the semester. I will drop each student’s lowest score at the end of the semester. If you read carefully and consistently throughout the semester, these one-minute papers should not be difficult. Together, they account for 2.5% of the final course grade. Weekly Moodle Questions Students will be expected to submit at least one discussion question via Moodle that demonstrates a careful reading of the text 1.5 hours before class (7 AM) at least once during the week. Submitted questions will help me structure class discussion and identify areas of confusion in the reading. These questions are graded credit/no credit and are worth 2.5% of the final course grade. Full credit is given for all questions that demonstrate a close reading of the assigned texts. Skeletal Exercises Two take-home, open-book, open-notes skeletal worksheets, based on material from the reading and class discussion, will be handed out in the first half of the semester. These exercises, which should be completed individually by each student, account for 5% of the course grade. Human Skeletal Anatomy Quiz This in-class, closed-book quiz on human skeletal anatomy will account for 7.5% of the course grade. Course Exercises Two take-home course exercises (Cemetery Demography Lab and Social Identity and Death Exercise) will ask students to analyze a raw set of data and write up their conclusions in a 2- to 4-page paper. Each assignment is worth 6.25% of the course grade. Term Research Paper You will develop an 8-10 page paper on a topic relevant to the course topic. The project has multiple parts including (1) research appointment with librarian (0%), (2) paper title, two-page proposal, and preliminary bibliography (0%), (3) paper outline (0%), (4) rough draft (0%), (5) peer-review of another classmate’s rough draft (0%), (6) final research paper (15%), and (7) class presentation (5%). Although no points are awarded for the first five parts of the assignment, failure to do them thoughtfully will cause points to be deducted from your research paper grade. No library consultation: -3 points. No proposal/preliminary bibliography: -5 points. No paper outline: -5 points. No rough draft: -7 points. No peer-review: -7 points. All of 10 these assignments are designed to improve your research project, therefore it is to your advantage to do them. I reserve the right to reject an unauthorized term paper topic. Exams This course includes a mid-term and a final. Both are closed book and will take place in class. The midterm is worth 17.5% of the course grade. The final, which is cumulative, is worth 22.5%. GRADING SUMMARY: Class Participation: 10% Reading Comprehension Checks: 2.5% Weekly Moodle Questions: 2.5% Skeletal Exercises: 5% Human Skeletal Anatomy Quiz: 7.5% Cemetery Demography Lab: 6.25% Social Identity and Death Exercise: 6.25% Term Research Paper: 15% Term Research Paper Presentation: 5% Midterm: 17.5% Final Exam: 22.5% GRADING POLICIES A 93+; A- 90-92.999; B+ 87-89.999; B 83-86.999; B- 80-82.999; C+ 77-79.999; C 73-76.999; C- 70-72.999; D+ 67-69.999; D 63-66.999; D- 60-62.999; F <60 At Depauw, A and A- grades reflect “achievement of exceptionally high merit.” B+, B, and Bgrades indicate “achievement at a level SUPERIOR to the basic level.” C+, C, and C- grades reflect “basic achievement,” and D+, D, D- grades reflect “minimum achievement that warrants credit.” Please realize that B grades in this course reflect very good work; a “B” is not a poor grade in this or any other course at DePauw. C grades also indicate basic mastery of the material. COURSE POLICIES Academic Misconduct Please familiarize yourself with DePauw’s Academic Integrity Policy. I take academic dishonesty, including plagiarism, very seriously, and at DePauw such misconduct can have a variety of serious consequences. If you are at all unsure what constitutes plagiarism, please ask. 11 If you get behind or overwhelmed, please talk to me. Students in this course will include the following pledge on all assignments and exams: "On my honor, I pledge that I have neither given nor received unauthorized help on this assignment." Late Assignments All course exercises are due in class on the due dates listed. After its due date, an assignment’s value drops 10 percentage points for each day it is late. For example, if an assignment were one day late, a perfect score would give you only 90%. If it were two days late, an otherwise perfect assignment would be given 80%. I will not accept assignments more than three days late. If you have an emergency, contact me before class. Missed Exams I will not provide make-up examinations for the midterm or final unless a serious illness or family emergency prevents a student from taking the exam at the scheduled time. Otherwise, any missed exam will result in a grade of 0%. If a religious holiday or college athletic competition conflicts with either exam time, please let me know in the first two weeks of class so that we can plan for your accommodation. If you miss the exam unexpectedly because of serious illness or family emergency, let me know within 24 hours of the missed exam time. Laptops and cell phones Laptop and cell phone use is generally prohibited during class sessions. If you like to take notes on your laptop, talk to me and we can arrange for your accommodation. Learning and Other Disabilities If you have a documented disability, please contact Mrs. Pamela Roberts, Coordinator of Student Disabilities Services, to arrange for any needed accommodations, such as extended test-taking time or the right to take tests in an environment with fewer distractions. Also, if you suspect that you have a disability but don’t yet have documentation, please contact Mrs. Roberts for help. She can be reached at 765-658-6267 or pamelaroberts@depauw.edu. Disabilities entitled to accommodation include mobility impairments, hearing or vision issues, speech impairments, learning disabilities, ADD, ADHD, psychological disabilities, neurological impairments, traumatic brain injury, and chronic medical conditions such as AIDS, cancer, and diabetes. I cannot accommodate any student without first receiving proper documentation from the Student Disabilities Services, so plan ahead. It is the student’s responsibility to bring the SDS memo to me and discuss the implementation of accommodations. Please note that accommodations are not retroactive.