Human Origins
ANTH 102 – Spring 2012
Meeting time: MWF 10:00 – 10:50 am
Meeting place: King 343
Instructor: Allison Davis (allison.davis@oberlin.edu)
Office hours: MW 2:30-4 pm
Office: King 302
This course introduces students to the evolutionary basis for human diversity. Building upon an
understanding of evolutionary principles and processes, the class will explore our place as humans in the
world—focusing on our relationships with living and fossil primates, the long term evolution of our
species, and the role of evolution in modern variation. A large component of the course focuses on how
paleoanthropologists combine fossil and cultural evidence to understand human evolution.
As an introductory anthropology course, students will gain hands-on experience examining fossil casts,
analyzing ancient stone tools, observing the behavior of living primates, and evaluating evidence against
anthropological theory. In discussions and written assignments, students will learn to use detailed
supporting information to defend their positions.
In this course, students will learn to:
• explain micro- and macroevolutionary processes
• classify humans in relation to other living and fossil species using evolutionary principles
• discuss the origin and dispersal of human ancestors from Africa
• integrate fossil and archaeological (artifact) evidence to explain biocultural developments
• understand modern human variation from an evolutionary perspective.
Reading Materials and Coursework
This course will be lecture-based with four in-class activities with associated writing assignments, inclass discussions, and three one-hour exams.
Readings
Most readings are from the required textbook available at the Oberlin Bookstore (see below). Some
additional articles will be posted on blackboard. All readings are listed in the course schedule below and
must be completed before each meeting.
Jurmain, R., L. Kilgore and W. Trevathan, with R.L. Ciochon. 2011-2012 edition. Introduction to Physical
Anthropology. Thomson Wadsworth, Belmont, CA. (referred to as “Text” in the course outline)
Activities and Write-ups
In-class activities and discussions will introduce students to important methods and concepts in Physical
Anthropology. Students will reflect on how these practical activities reinforce or challenge concepts
learned in lecture and readings in 4 short write-ups (2-3 pages, double spaced, 1-inch margins). In order
to complete these written assignments, you must attend the lab that it is based on. The content and
nature of each written assignment will vary based on the topic that week. The write-ups will be DUE IN
CLASS about two class meetings after the activity. Each topic is described briefly below. More explicit
prompts will be posted on blackboard.
Mendelian Inheritance (Activity F 2/17, due in class W 2/22)
Students will carry out simple tests to measure allele frequencies in our class. Students will
summarize the results and relate them back to evolutionary principles from the text and from
lecture.
1
Primate Observation (Activity F 3/2, Due in class W 3/7)
Students will observe primate behavior on video, take notes, and consider how modern primate
behavior can help us learn about early human ancestors.
Bones and Tools, Part 1 (Activity W 3/21, Due in class M 4/2)
Students will examine casts of fossil primates and early human ancestors to understand the
biological basis for classification. Students will also examine early stone tools to consider the role
that human behavior plays in classification.
Bones and Tools, Part 2 (Activity W 4/11, Due in class M 4/16)
Students will contrast pre-modern and modern human skulls to understand the biological basis for
classification. Students will also compare early stone tools (from Part 1) with tools used by modern
humans to consider behavioral differences.
Discussion Preparation
The second half of the course will include several discussions that will require you to synthesize a variety
of information learned throughout the term. In order to ensure that we have lively and informative
discussions, these topics will require preparation before class. For these days, you will create a list or a
short (½ page single spaced) paragraph that includes points you would like to make during discussion.
The ideas you include should come from readings, lectures, activities, and personal reflection. Advanced
preparation should stimulate debate and encourage those who are usually reserved in class discussions
to contribute to conversations. These assignments will be collected in class and will contribute to your
participation grade. Each topic is described below.
Multiregionalism vs. Replacement (M 4/16)
Go through Ch. 14 and create two lists: (1) A list of all the evidence that supports the complete
replacement model, and (2) A list of all the evidence that supports the regional continuity model.
Making Sense of New Discoveries (W 4/18)
Find a news or scholarly article about a new discovery from Paleoanthropology made in the last year
(Since April 2011). Write a paragraph or create a list about how the discovery fits into our current
understanding of Human Evolution or how the discovery challenges it.
Race and Racism (W 5/2)
Read an article describing the conception of race in Physical Anthropology over the last century.
Select one other article (from Art, Medicine, or Geography, see below). Write a paragraph or create
a list that compares the conceptions of race in both articles.
Teaching Evolution in Public Schools (W 5/9)
Find and read one article about teaching creationism in public schools. Write a paragraph or create
a list that relates the article you read to the Indiana case being debated this year.
Exams
This course will have three one-hour exams held during class meetings and during the scheduled Final
Exam time (see schedule below). You must plan to attend the final exam. No rescheduling is allowed.
Late Paper Policy
Late papers will not be accepted without prior written permission of the Instructor.
Class Participation
The class participation grade is meant to encourage an atmosphere of respect and active academic
engagement. The majority of this grade will be based on attendance and participation in discussions
(including Discussion Preparation described above). In order to participate fully, you must come
2
prepared to class. Therefore, this portion of your grade may include pop quizzes based on the readings.
In addition, to minimize distractions, you may not use laptops, cell phones, or other devices for
personal use during class (Facebook, email, video games, reading the newspaper, knitting, etc.). If you
do, you must leave class and one point will be subtracted from your participation grade for each
occurrence.
Grading
Class Participation
Writing Assignments (7 points x 4)
Exams (20 points x 3)
8%
32%
60%
Honor Code
Students will complete all writing assignments and exams independently. At the end of each graded
assignment you are required to write and sign the Oberlin honor pledge: “I affirm that I have adhered to
the Honor Code in this assignment”. For more information about the Honor System please see:
www.oberlin.edu/students.links-life/rules-regs.html.
Students with Disabilities Policy
Students with disabilities should see the instructor at the beginning of the semester to arrange
accommodations for coursework, assignments, and exams.
Important Dates
F 2/17
W 2/22
F 3/2
W 3/7
F 3/9
F 3/21
M 4/2
W 4/11
M 4/16
M 4/16
W 4/18
F 4/20
M 4/25
W 5/2
W 5/9
W 5/16
Lab: Mendelian Inheritance
Write-up due
Lab: Primate Observation
Write-up due
Exam 1
Lab: Bones and Tools, Part 1 – Location TBD
Write-up due
Lab: Bones and Tools, Part 2 – Location TBD
Write-up due
Discussion: Multiregionalism vs. Replacement (prep required)
Discussion: New Discoveries (prep required)
Class cancelled
Exam 2
Discussion: Race (prep required)
Discussion: Teaching Evolution (prep required)
Exam 3 (7-9 pm)
Course Schedule
Introductions and the Basics of Evolution
M
2/6
Introduction
No required reading
3
W
2/8
What is Physical Anthropology?
Required reading
Text Ch. 1
F
2/10
The History of Evolutionary Thought
Required reading
Text Ch. 2
M
2/13
Genes and Reproduction
Required reading
Text Ch. 3
W
2/15
Heredity and Evolution
Required reading
Text Ch. 4
F
2/17
In-Class Lab Activity: Mendelian Inheritance
Required reading
Review p. 80-92
M
2/20
Classification and Definition of Species
Required reading
Text Ch. 5., p. 111-128
W
2/22
The Human Place in the Mammal World
Required reading
Text Ch. 5, p. 128-139
Primates
F
2/24
Introduction to the Living Primates
Required reading
Text Ch. 6
Write-up 1 Due In Class
M
2/27
Primate Behavior
Required reading
Text Ch. 6
W
2/29
Primate Models
Required reading
Text Ch. 8
F
3/2
In-Class Lab Activity: Primate Observation
No required reading
M
3/5
Primate Evolution
Required reading
Text Ch. 9
W
3/7
Exam Review
No required reading
Write-up 2 Due In Class
F
3/9
EXAM 1 IN CLASS
4
Hominin Evolution
M
3/12
Paleoanthropology: Combining Culture and Biology
Required reading
Text Ch. 10
W
3/14
Origins in Africa
Required reading
Text Ch. 11
F
3/16
Film and Discussion: Becoming Human, Part 1: First Steps
M
3/19
Early Dispersal from Africa
Required reading
Text Ch. 12
W
3/21
Lab: Bones and Tools, Part 1
No required reading
F
3/23
Film and Discussion: Becoming Human Part 2: Birth of Humanity
3/24 -4/1 SPRING RECESS – NO CLASS
M
4/2
Glacial Cycles and Pre-Modern Humans
Required reading
Text Ch. 13, p. 366-378
Write-up 3 Due In Class
W
4/4
Neandertals During the Last Glaciations
Required reading
Text Ch. 13, p. 378-402
F
4/6
Modern Humans – Fossils
Required reading
Text Ch. 14, p. 403-423
M
4/9
Modern Humans – Upper Paleolithic Technology and Art
Required reading
Text Ch. 14, p. 423-431
W
4/11
Lab: Bones and Tools, Part 2
No required reading
F
4/13
Film and Discussion: Becoming Human Part 3: Last Human Standing
M
4/16
In-class Discussion: Multiregionalism vs. Replacement
Preparation: Go through Ch. 14 and create two lists: (1) A list of all the evidence that
supports the complete replacement model, and (2) A list of all the evidence that
supports the regional continuity model. Bring these lists to class.
Write-up 4 Due In Class
5
W
4/18
In-class Discussion: Making Sense of New Discoveries
Preparation: Find a news or scholarly article about a new discovery from
Paleoanthropology (fossil or otherwise) in the last year (Since April 2011). Write a
paragraph or create a list about how the discovery fits into our current
understanding of human evolution or how the discovery challenges it. Bring the
article and a printed copy of your points to class.
F
4/20
CLASS CANCELLED – SOCIETY FOR AMERICAN ARCHAEOLOGY ANNUAL MEETING
M
4/23
Exam Review
W
4/25
EXAM 2 – IN CLASS
Modern Human Variation
F
4/27
Human Variation
Required reading
Text Ch. 15
M
4/30
Adaptation: Skin Color and Body Shape
Required reading
Text Ch. 16
W
5/2
In-class Discussion: Race and Racism
Required reading
Caspari, R. (2003). "From Types to Populations: A Century of Race, Physical
Anthropology, and the American Anthropological Association." American
Anthropologist 105(1): 65-76.
Plus, choose one of the following
Carrera, M. M. (1998). "Locating Race in Late Colonial Mexico." Art Journal 57(3): 3745. (Art History)
Corbie-Smith, G., G. Henderson, et al. (2008). "Conceptualizing Race in Research."
Journal of the National Medical Association 100(10): 1235-1243. (Medicine)
Saldanha, A. (2011). "The Concept of Race." Geography 96(1): 27-33. (Global
Inequality)
Preparation: Write a paragraph or create a list that compares the conceptions of race
in the Caspari article and the article of your choice. Bring this to class.
Online Activity: Global Census
http://www.understandingrace.org/lived/global_census.html
F
5/4
Biocultural Evolution and the Life Cycle
Required reading
Text, Ch. 17
M
5/7
Evolution and Disease
Required reading
Text, pages TBD
6
W
5/9
In-class Discussion: Teaching Evolution in Public Schools
Required reading
TBD – The assignment will be a news article relating to the current Indiana Bill that
would allow teaching creationism in science class (approved by the State Senate
on 1/31/2012, see “Indiana Senate Backs Teaching Creationism”
http://www.journalgazette.net/article/20120131/NEWS07/120139894)
Preparation: Find and read one additional article about teaching creationism in
public schools. Write a list or paragraph that relates the article describing the
Indiana case. Bring this to class.
F
5/11
Course Conclusions and Exam Review
EXAM 3: Wednesday, May 16, 7 – 9 pm, Room TBA
! NO RESCHEDULING ALLOWED !
7