HUMAN ORIGINS
ANTHROPOLOGY 153
Dr. Andrew Bauer
Sociology and Anthropology
Asbury Hall 205E
andrewbauer@depauw.edu
ph. 765.658.4529
Olin Hall 241
TR 8:20-9:50
Office Hours
Wednesday 9-12, or
by appointment
COURSE OBJECTIVES
This course is an introduction to physical anthropology and archaeology, with particular
emphases on the biological evolution of humans and prehistoric cultural developments that
contributed to the emergence of human societies.
At the end of this course students should:
•
Have a critical understanding of how biological anthropologists,
paleoanthropologists, and archaeologists produce knowledge about the past (e.g., on
what evidence are their claims based; what methods and logics of argumentation are
used; and what kinds of assumptions underlie these methods and arguments)
•
Demonstrate a general understanding of the relationship between biological
evolution and historical cultural development
•
Be more familiar with reading scientific literature
•
Have improved writing skills
•
Know the principles of biological evolution and their applications to humans
•
Know the broad contours of human social and cultural prehistory that ultimately led
to the emergence of socially stratified societies
CLASS STRUCTURE AND ORGANIZATION
As an introductory course, classes will largely be structured around a series of discussionoriented lectures. Class lectures will be used to introduce concepts, clarify course readings,
and supplement course readings with additional material to generate discussion. Students are
expected to attend class having completed the assigned reading for the day so as to most
fully participate in class discussion, and should come to class with the reading assignments as
well as their notes. Students will also periodically split into small groups to work
cooperatively on analyzing and synthesizing course materials—particularly in preparation for
class debates (see Assignments below). Class materials will also include films, slides, and
fossil specimens to enhance the content of the readings and presentations.
ASSIGNMENTS AND EVALUATION
Short Quizzes (x4 = 20% of grade). Four 20 minute in-class quiz assignments will be distributed
throughout the semester. These assignments will include content covered in between
ANTHROPOLOGY 153: HUMAN ORIGINS
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examinations (see Course Schedule), and will be a range of “fill-in” answers and short
answer essay responses.
Exams (x2 = 40% of grade). Two full-class exams (a mid-term and final) will be given during
the semester (see Course Schedule). Exams will be closed-book and will include a range of
“fill-in” answers, diagram labeling and interpretation, and short essay responses.
Open Book Essay Response and Debates (x2 = 30% of grade). Two take-home essay prompts will
be distributed during the semester asking students to argue a position based on course
content and reading assignments (see Course Schedule). The essay prompts will ask students
to engage controversial topics in archaeology and anthropology that have no canonically
“correct” position. Prior to the essay due date, a structured class debate on the pros and
cons of positions for and against the proposition will occur. Students will have the option to
argue either for or against the proposition in their essay. Three to five pages essays will be
due a week after handout, and will be evaluated on the strength of their thesis,
argumentation, use of evidentiary support, structure, and style. Note that the strongest essay
responses will also anticipate the arguments of the opposing position and offer as best a
refutation as possible.
Attendance and Participation (5% pre-midterm, 5% post-midterm). Students are expected to attend
all classes and come prepared to participate in discussion. Class attendance will be recorded
every day. It is the student’s responsibility to ensure that their attendance was recorded if
they arrive late. Students may arrange, in advance of missing class, an excused absence for
legitimate reasons recognized by the University (e.g., religious holidays, athletes may miss
class for away games, etc.). Attendance and participation grades will be penalized for every
unexcused absence after two. Frequently class will be ended several minutes early and
students will be asked to write a brief “One Minute Paper” on the course material for the day.
Thoughtful completion of these brief papers will also count toward your class participation
grade.
ACADEMIC INTEGRITY
This course will abide by DePauw University’s policy on academic integrity:
Cheating, plagiarism, submission of the work of others, etc. violates DePauw policy on academic integrity and
may result in penalties ranging from a lowered grade to course failure or expulsion. The policy and discussion
of each student’s obligations and rights are in the Student Handbook.
http://www.depauw.edu/univ/handbooks/dpuhandbooks.asp?ID=101&parentid=100
COURSE SCHEDULE∗
1/31/12
THE STAKES OF HUMAN (PRE) HISTORY AND INTRODUCTION TO COURSE
2/2/12
INTRODUCTION TO ANTHROPOLOGY: SCOPE, EVIDENCE, AND METHOD
Read: R & M 1-37
Subject to modification based on class progress toward course goals and objectives.
Readings not from your required books will be available on Moodle or at the library on
course reserve.
∗
ANTHROPOLOGY 153: HUMAN ORIGINS
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2/7/12
“BECOMING HUMAN” VIDEO
2/9/12
PRINCIPLES OF EVOLUTION I: CONCEIVING TIME AND PROCESS
Read: R & M 38-42, 54-58, Trautmann (2009) 3-24
2/14/12
PRINCIPLES OF EVOLUTION II: BIOLOGICAL MECHANISMS AND SPECIATION
Read: R & M 42-54, 58-71, Gould and Lewontin (1979) 581-598
2/16/12
GEOLOGICAL TIME AND MAMMALS IN EVOLUTIONARY CONTEXT
Read: R & M 74-99, 221-227
2/21/12
PRIMATES AND THEIR ECOLOGY
Quiz 1
Read: R & M 100-130, White et al. (2009)
Essay 1 Handout
2/23/12
ANIMALS WITH CULTURE AND THE UNIQUENESS OF HUMAN SOCIALITY…?
Debate
Read: R & M 450-451, McGrew(1998), Tomasello(1999), Whiten et al.(1999)
2/28/12
THE FOSSIL RECORD AND THE EMERGENCE OF THE HOMININS
Read: R & M 131-144, White et al. (2006)
3/1/12
THE AUSTRALOPITHECINES
Read: R & M 144-160
3/6/12
THE EMERGENCE OF THE GENUS HOMO
Read: R & M 160-167, Plummer et al. (2009)
3/8/12
EARLY STONE AGE CULTURAL FORMS AND SOCIALITY
Quiz 2
Read: R & M 208-221, 231-242, Braun et al. (2008)
3/13/12
HOMO ERECTUS AND THE GREAT DISPERSAL
Read: R & M 168-180, Swisher et al. (1996)
3/15/12
MIDDLE PALEOLITHIC / SA: ARCHAIC HOMO SAPIENS AND NEANDERTALS
Read: R & M 180-187, White (1986)
3/20/15
MIDTERM EXAM
3/22/12
MIDDLE PALEOLITHIC / SA: CULTURAL FORMS AND PRACTICES
Read: R & M 242-251, Bar-Yosef et al. (1992) 497-534
3/27/12
SPRING BREAK
3/29/12
SPRING BREAK
4/3/12
THE EMERGENCE OF ANATOMICALLY MODERN HOMO SAPIENS
Read: R & M 191-196, White et al. (2003), Clark et al. (2003)
4/5/12
MULTIREGIONAL VS. REPLACEMENT MODELS: DEBATING THE EVIDENCE
Read: R & M 187-191, 196-201, Asfaw et al. (2002), Yotava et al. (2011)
Essay 2 Handout
ANTHROPOLOGY 153: HUMAN ORIGINS
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4/10/12
THE UPPER PALEOLITHIC AND LATE SA I: EUROPE, AFRICA, SW ASIA
Read: R & M 251-267, Clark (2002)\
Quiz 3
4/12/12
IS ANATOMY ENOUGH? DEBATING THE “HUMAN REVOLUTION”
Debate
Read: Dickson and Gang (2002), McBrearty and Brooks (2000)
4/17/12
THE UPPER PALEOLITHIC AND LATE SA II: EAST AND SOUTH ASIA
Read: Bowler et al. (2003)
4/19/12
“BECOMING HUMAN” VIDEO AND REVIEW
4/24/12
PEOPLING OF THE “NEW” WORLD
Read: R & M 346-357, Adovasio et al. (1999)
4/26/12
EPIPALEOLITHIC/MESOLITHIC SOCIETIES IN THE OLD WORLD
Read: R & M 273-282, Boyd (2006), Bar-Yosef (2002)
5/1/12
TRANSITIONING TO FARMING SOCIETIES IN THE NEW WORLD
Read: R & M 356-379
5/3/12
BECOMING HUMAN AND THE NEOLITHIC REVOLUTION
Read: R & M 282-304, Braidwood (1960), Flannery (1973)
Quiz 4
5/8/12
BECOMING HUMAN AND THE URBAN REVOLUTION
Read: R & M 307-345, Childe (1950)
5/10/12
COURSE SUMMATION AND REVIEW
5/12/12
FINAL EXAM (1-4 PM)
TEXTS
There is one required textbook for this course: Rice and Moloney’s Biological Anthropology and
Prehistory: Exploring Our Human Ancestry. This book is one of the few texts designed to serve
as a reference for both human evolution, world prehistory and archaeological methods and
practice. The field of human evolution changes frequently according to recent discoveries.
Thus, you will also be asked to read a variety of recent articles and books chapters. Some of
these readings will be more difficult than others. Students should use their required reference
textbook to help them comprehend these additional readings.
COURSE READINGS
Adovasio et al. 1999. No vestige of a beginning nor prospect for an end: Two decades of
debate on Meadowcroft Rockshelter. In Ice Age people of North America: Environments, Origins,
and Adaptations, edited by R. Bonnichsen and K.L. Turnmire, pp. 416-431. Corvallis: Organ
State University.
Asfaw, B et al. 2002. Remains of Homo erectus from Bouri, middle Awash, Ethiopia. Nature
416: 317-319.
Bar-Yosef , O. 2002. Natufian: A complex society of foragers. In Beyond Foraging and
Collecting, edited by B. Fitzhugh and J. Habu, pp. 91-149. New York: Kluwer.
ANTHROPOLOGY 153: HUMAN ORIGINS
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Bar-Yosef et al. 1992. The excavations at Kebara Cave, Mt. Carmel. Current Anthropology 33:
497-550.
Binford, L.R. 1985. Human ancestors: Changing views of their behavior. Journal of
Anthropological Archaeology 3: 292-327.
Bowler et al. 2003. New age for human occupation and climate change at Lake Mungo,
Australia. Nature 421: 837-840.
Boyd, B. 2006. On ‘sedentism’ in the later Epipalaeolithic (Natufian) Levant. World
Archaeology 38: 164-178.
Braidwood, R. J. 1960 The Agricultural Revolution. Scientific American 203:130-148.
Braun, et al. 2008. Oldowan behavior and raw material transport: perspectives from the
Kanjera Formation. Journal of Archaeological Science 35(8): 2329-2345.
Chazan, M. 2010. World Prehistory and Archaeology: Pathways Through Time, Second Edition.
Boston: Pearson.
Childe, V.G. 1950. The urban revolution. Town Planning Review 22: 3-17.
Clark, G. 2002. Neandertal archaeology: Implications for our origins. American Anthropologist
104: 50-67.
Clark, J.D. et al. 2003. Stratigraphic, chronological and behavioral contexts of Pleistocene
Homo sapiens from Middle Awash, Ethiopia. Nature 423: 742-747
Dickson, B.C. and Gang, G 2002. Evidence of the emergence of “modern” human behavior
in Middle and Later Stone Age lithic assemblages at Shurmai Rockshelter (Gnjml) and
Kakwa Lelash Rockshelter (Gnjm2) in the Mukogodo Hills of North-Central Kenya. African
Archaeological Review 19: 1-26.
Flannery, K. 1973. The origins of agriculture. Annual Review of Anthropology 2: 271-310.
Gould, S.J., and Lewontin, R.C. 1979. The spandrels of San Marco and the Panglossian
paradigm. Proceedings of the Royal Society of London B 205: 581-598.
McBrearty, S., and Brooks, A. 2000. The revolution that wasn’t: A new interpretation of the
origin of modern human behavior. Journal of Human Evolution 39: 453-563.
McGrew, W.C 1998. Culture in nonhuman primates? Annual Review of Anthropology 27: 301328.
Plummer et al. 2009. The environmental context of Oldowan hominin activities at Kanjera
South, Kenya. Interdisciplinary Approaches to the Oldowan Vertebrate Paleobiology and
Paleoanthropology: 149-160.
Rice, P.C. and Moloney, N. 2008. Biological Anthropology and Prehistory: Exploring Our Human
Ancestry. Boston: Pearson.
Swisher, C.C. et al. 1996. Latest Homo erectus in Java: Potential contemporaneity with Homo
sapiens in Southeast Asia. Science 274: 1870-1874.
Tomasello, M. 1999. The human adaptation for culture. Annual Review of Anthropology 28: 509529.
ANTHROPOLOGY 153: HUMAN ORIGINS
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Trautmann, T. 2009. The Clash of Chronologies: Ancient India in the Modern World. New Delhi:
Yoda.
White, T.D. 1986. Cut marks on the Bodo cranium: A case of prehistoric defleshing.
American Journal of Physical Anthropology 69: 503-509.
White, T.D, Ambrose, H., Suwa, G., and G. Wolde Gabriel 2010. Response to Comment on
the Paleoenvironment of Ardipithecus ramidus. Science 328: 1105.
White et al. 2009. Ardipithecus ramidus and the paleobiology of early hominids. Science 326:
64-86.
White T. D., et al. 2006. Asa Issie, Aramis, and the origins of australopithecines. Nature 440:
883-889.
White, T.D., et al. 2003. Pleistocene Homo sapiens from middle Awash, Ethiopia. Nature
423: 742-747.
Whiten et al. 1999. Cultures in chimpanzees. Nature 399: 682-685.
Yotava et al. 2011. An X-linked haplotype of Neandertal origin is present among all nonAfrican populations. Molecular Biology and Evolution 28: 1957-1962.
GRADE SCALE
All assignments will be evaluated on a point system. Points will then be weighted by
assignment accordingly (see Assignments section) to calculate your final grade. Final letter
grades will be assigned on the following scale.
A
B+
C+
D+
F
93%+
87-89%
77-79%
67-69%
< 60%
A, AB+, B, BC+, C, CD
F
AB
C
D
90-92%
84-86%
74-76%
64-66%
BCD-
80-83%
70-73%
60-63%
Achievement of exceptionally high merit
Achievement at a level superior to the basic level
Basic achievement
Minimum achievement that warrants credit
Failure: achievement fails to meet the course requirements
STUDENTS WITH DISABILITIES
DePauw University is committed to providing equal access to academic programs,
University activities, and reasonable accommodations to students with disabilities. Any
student who feels she or he may need an accommodation based on the impact of a disability
or learning challenge is strongly encouraged to contact Pamela Roberts, Coordinator of
Academic Success and Student Disability Services, for further information on how to receive
accommodations and support. Academic Success and Student Disability Services is located
in Harrison Hall, 302 A, 765-658-6267. It is the responsibility of the student to share the
letter of accommodation faculty and staff members. Accommodations are not retroactive,
and will not be implemented until the faculty or staff member has received the official letter.
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