Syllabus
ANT 3101, Principles of Archaeology
Online Section, Fall 2012
Course Credit Hours: 3
Instructor Name and Contact Information:
Norma Harris
Research Associate
Pensacola Campus*
Building 89, Archaeology Institute
Email: nharris@uwf.edu**
Phone: (850) 686-4405
*I will not be physically on campus this semester, so “office hours” will be posted
online only in the Class Assignment Schedule [to be announced when class is
activated] I will arrange live chat opportunities and schedule times for
communication by phone.
**see “Class Communication Protocol” below
This course is delivered completely online. You must have
consistent access to the Internet.
Prerequisites or Co-Requisites:
None
Course Description: Principles of Archaeology briefly explores all levels of
archaeological excavation, interpretation, theory and ethics. This class introduces
students to the basic skills necessary in every aspect of archaeological research
including fieldwork, laboratory classification, and analysis. An examination of
modern paradigms accepted in American Archaeology provides a theoretical
context in which to relate their new skills. The presentation of both methods and
theories will illustrate the reality of doing archaeology in the modern world.
ANT3101 is required for all Anthropology majors and minors and all
Maritime Studies majors and is a prerequisite for many other archaeology
courses including both Maritime and Terrestrial Field Methods classes.
Goals: Upon completion of the course, students will be able to:
-define anthropological archaeology
-describe what archaeologists do and how they do it
-relate the historical development of archaeology in the US
-contrast modern theoretical perspectives and begin to determine which is
best for them
-recognize basic recording skills necessary in field and lab
-integrate and combine skills in order to interpret archaeological research
scenarios
-apply modern ethical considerations to archaeological issues
Tips for Learning Online can be found online at:
http://onlinecampus.uwf.edu/class/learning.cfm
Time management
An online course often requires more work than a traditional classroom course –
for students and instructors. Time management is the most important skill
needed for success in distance learning. In addition to having enough time to
complete course work, you need to be able to plan your time, make a schedule,
and stick to it.
Do you excel at the art of procrastination? If so, distance learning classes will be
especially challenging. The following tutorial offers effective tips for beating
procrastination: Overcome Procrastination
If you feel you need more help with time management, try the following sites:
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Time Scheduling
Time Management Principles
Communication
Your online course work will require extensive written communication,
particularly with e-mail or through thread discussions, also known as message
boards. Threaded discussions are text-based messages that allow you and your
classmates to engage in classroom discussions. Remember that these
discussions are viewable to the entire class and follow the rules of Netiquette.
Here are some additional communication tips:
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Fill out your personal profile located on the Classlist link of your eLearning
course. You only have to fill this out once; it will appear in all of your
courses and is a great way to introduce yourself to your classmates.
Most instructors will have an activity so that you can meet your classmates.
If they don't, take the initiative and e-mail your class.
Find a "Study Buddy." Students who utilize study groups or buddies
typically do much better in class.
Working in online groups
You may have experienced working on a group project for class, but you may
not have experienced working in a group online. There are both benefits and
challenges to online groups. You may want to review this Online Group Survival
Guide.
Reading
The lecture notes and other materials posted online take the place of the
traditional class lecture. Reading online is slower and more difficult than reading
a physical text book. The following tutorial will assess your reading speed and
provide effective tips for improving your speed and comprehension:

Improve Reading Speed and Comprehension
Note taking
While you are not taking notes in a traditional lecture, effective note taking will
still be very important to your success. Writing helps you retain knowledge don't rely on memory alone. Follow these tips for effective note taking:
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Organize your notes along the order of chapter objectives.
Your notes should contain:
o definitions of new vocabulary words
o new concepts discussed in a chapter
o any new procedures that are explained
o questions you have about the material
Review your notes within 24 hours of first studying the material. If you
don't review for 10-15 minutes within 24 hours, you will only retain 20% of
what you initially learn.
Keeping good notes for each unit or topic will give you a tool you can use
to prepare for exams without feeling like you're "cramming" everything in
at the last minute.
Review, review, review!
Assertiveness
Assertiveness and initiative are qualities needed for success in distance learning.
You need to take the initiative to ask questions and resolve problems that the
instructor may not be able to perceive. Many of the non-verbal cues that
instructors use to determine if a student understands are not as available in an
online class as they are in face-to-face learning environments. If you experience
difficulty on any level, either with the technology or with the course content,
you need to communicate your concerns immediately; otherwise the instructor
will not know how to help.
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For problems with the course content, contact your instructor
For technology problems, contact the Help Desk or eLearning Help
Course Syllabus:
[A separate “Class Assignment Schedule” with due dates and project details
will be posted when the class begins. If you need an example, email me
directly and I will provide a sample from a previous year]
Topics and Student Learning Outcomes:
At the completion of the following session topics, students will be able to address
the following:
1. Anthropological Archaeology:
a. Trace and discuss the genesis of American Archaeology and its
development into the modern discipline.
b. Outline and discuss ethics and standards.
c. Illustrate American Archaeology’s place within the larger
discipline of Anthropology.
d. Define key terms in Anthropology.
e. Compare and contrast modern theoretical paradigms.
2. The Structure of Archaeological Inquiry:
a. Define archaeological data and methods of data collection.
b. Outline appropriate methods for archaeological fieldwork.
c. Differentiate between low, middle and high level theory.
d. Compare and contrast theories and paradigms inside and outside
of academic archaeology.
e. Construct and apply artifact classification systems to a data set.
3. Doing Fieldwork
a. Define archaeological data and methods of data collection.
b. Recognize and relate examples of appropriate research
questions.
c. Apply new technologies to archaeological research projects.
d. Recognize the levels of archaeological fieldwork and choose the
appropriate level for any set of circumstances.
e. Explain the reasons for, and uses of specialization in
archaeological research.
f. Use the appropriate set of tools in order to gather needed data.
4. Geoarchaeology and Site Formation Processes:
a. Demonstrate an understanding of geological principles used in
archaeology, including principles of stratigraphy, superposition,
intersection, uniformitarianism, and artifact association.
b. Recognize and relate examples of appropriate research
questions.
c. Recognize the levels of archaeological fieldwork and choose the
appropriate level for any set of circumstances.
5. Chronology Building:
a. Decide appropriate dating techniques for archaeological
materials.
b. Interpret artifact and site chronologies.
6. Dimensions of Archaeological Time, Space and Form:
a. Define archaeological data and methods of data collection.
b. Recognize and relate examples of appropriate research
questions.
c. Compare and contrast patterns in human behavior.
d. Compare and contrast experiments with actual physical data.
e. Apply new technologies to archaeological research projects.
f. Explain the reasons for, and uses of specialization in
archaeological research.
7. Taphonomy, Experimental Archaeology and Ethnoarchaelogy:
a. Define specific terms relating to the above.
b. Construct examples of each of the above.
c. Explain the reasons for, and uses of specialization in
archaeological research.
8. People, Plants and Animals in the Past:
a. Define archaeological data and methods of data collection.
b. Recognize and relate examples of appropriate research
questions.
c. Construct artifact classification systems.
d. Explain the reasons for, and uses of specialization in
archaeological research.
e. Explore individual interest in archaeological specializations.
f. Discuss ethics and standards in human skeletal analysis.
9. Reconstructing Social and Political Systems of the Past:
a. Define key terms in Anthropology.
b. Define archaeological data and methods of data collection.
c. Recognize and relate examples of appropriate research questions.
d. Apply broader anthropological concepts to the practice of
archaeology.
10. The Archaeology of the Mind:
a. Define Cognitive Archaeology.
b. Recognize symbols used throughout human history.
c. Apply broader anthropological concepts to the practice of
archaeology.
d. Recognize limitations in archaeological inquiry.
e. Discuss ‘agendas’ in scientific interpretations.
f. Discuss ethics and standards in modern archaeological
interpretation.
11. Understanding Key Transitions in World Prehistory:
a. Recognize and relate examples of appropriate research questions.
b. Apply broader anthropological concepts to the practice of
archaeology.
c. Examine important landmarks in human prehistory and relate to
modern culture.
d. Compare differing theories of cultural evolution.
12. Historical Archaeology:
a. Trace and discuss the genesis of American Archaeology and its
development into the modern discipline.
b. Illustrate American Archaeology’s place within the larger
disciplines of Anthropology and History.
c. Recognize and relate examples of appropriate research questions.
d. Explain the reasons for specialization in archaeological research.
e. Illustrate interdisciplinary nature of Historical Archaeology.
f. Discuss ethical treatment of ‘ancestor’ communities.
13. Caring for America’s Heritage:
a. Outline and discuss CRM laws, ethics and standards.
b. Recognize the levels of archaeological fieldwork and choose the
appropriate level for any set of circumstances.
c. Explain the reasons for specialization in archaeological
research.
14. Archaeology’s Future:
a. Compare and contrast ethical issues in modern archaeology.
b. Discuss the role of everyone in public archaeology education.
c. List and define opportunities for archaeologists in the present
and future.
Texts:
Required text:
Archaeology, 6th edition. Robert L. Kelly and David H. Thomas, authors.
Wadsworth publishers, 2013. ISBN 9781111829995.
Optional but Recommended text:
Annual Editions: Archaeology, 10th Edition
McGraw-Hill/Dushkin, 2013
ISBN TO BE ANNOUNCED
Other Required Materials:
Internet Access
E-mail Account
Grading / Evaluation:
The course grade will be determined as follows:
Test 1: 60 points
Test 2: 60 points
Special exercises: 160 points; 40 points each for four exercises highlighting
archaeological methods.
Final Exam: 100 points
Quizzes/Opinion Papers: 20 points total; 10 points each for two opinion papers or
quizzes.
Total: 400 points
Bonus Opportunities: 20 points total; two optional papers or quizzes for 10 points
each. These will be randomly posted during the semester.
Grade point values are on a standard scale:
Letter Grade = % Of Point spread:
A = 90-100% of 400 points (360 – 400)
B = 89-80% of 400 points (320 – 359)
C = 79-70% of 400 points (280 – 319)
D = 69-60% of 400 points (240 – 279)
F = less than 60% of 400 points (239 or less)
Assignment Completion Policies:
Exams will be administered on the dates indicated in the schedule of assignments
and exams. Make-up exams will be permitted only in case of serious illness (that
is, one that requires consultation with a physician) or other serious emergency.
Should you miss an exam due to serious illness, you must contact me no later
than the first class meeting following the exam. Make-up exams, exercises,
and quizzes will be given at the discretion of the instructor. You must furnish
documentation for your absence on the regular exam date. No late assignment
will be accepted without approval of instructor.
Extra Credit Opportunities:
During the semester, there MAY be some extra credit opportunities advertised in
advance by the instructor. All extra credit points must be approved in advance by
the instructor. There is no guarantee that any extra credit will be offered, so you
cannot depend on accumulating extra points above your regular assignments.
There are usually some museum visits or public lectures available for credit. These
will normally be within driving distance of the Pensacola campus, but there may
be other, more distant destinations that will be accepted by the instructor.
Because this is an online class, there will be students enrolled who live outside of
the immediate area, so I will try to find some appropriate venues for extra credit
nearer to your home, but I cannot promise to find an opportunity near each and
every one of you. Each opportunity offered will be explained in detail under the
Important Course Information heading when your class is activated.
** IMPORTANT! Class Communication Protocol:
You can expect to have access to the instructor by phone during regular posted
office hours, or by appointment. My office hours for Fall 2012 are: TO BE
ANNOUNCED. I will not be on campus this semester; therefore you will not be
able to drop by my office, even during posted hours. You will be able to contact
me by phone during those hours, unless otherwise noted. You can contact me by
email directly at nharris@uwf.edu and please allow 24 hours for an answer,
Monday through Friday, 8:30am to 5:00pm. Do not depend on an immediate
answer by email. Do not expect an answer to emails or phone calls on weekends
(Saturday and Sunday). I will try to set up live chat sessions during the semester.
Please respect these limits.
If you cannot reach me after a reasonable period of time for some unforeseen
reason, please contact the Anthropology Department at (850) 474-2797, or
Archaeology Institute at (850) 474-3015.
Assistance for Students with Special Needs:
The Student Disability Resource Center (SDRC) at the University of West Florida
supports an inclusive learning environment for all students. If there are aspects of
the instruction or design of this course that hinder your full participation, such as
time-limited exams, inaccessible web content, or the use of non-captioned videos
and podcasts, please notify the instructor or the SDRC as soon as possible. You
may contact the SDRC office by e-mail at sdrc@uwf.edu or by phone at (850)
474-2387. Appropriate academic accommodations will be determined based on
the documented needs of the individual.
Special Technology Utilized by Students:
This course is totally online. All instructional content and interaction takes place
over the WWW. In addition to baseline word processing skills and
sending/receiving email with attachments, students will be expected to search
the internet and upload / download files. In addition, students may need one or
more of the following plugins:
Adobe Acrobat Reader: http://www.adobe.com/products/acrobat/readstep2.html
PowerPoint Viewer:
http://microsoft.com/downloads/details.aspx?FamilyId=D1649C22B51F-4910-93FC-4CF2832D3342&displaylang=en
Windows Media Player:
http://www.microsoft.com/windows/windowsmedia/download/
Quicktime Player: http://www.apple.com/quicktime/download/
Real Player:
http://forms.real.com/netzip/getrde601.html?h=207.188.7.150&f=windows/
RealOnePlayerV2GOLD.exe&p=RealOne+Player&oem=dl&tagtype=ie&type=dl
Macromedia Flash Player:
http://macromedia.com/shockwave/download/download.cgi?
P1_Prod_Version=ShockwaveFlash
Expectations for Academic Conduct/Plagiarism Policy:
• Academic Conduct Policy: http://uwf.edu/cas/aasr/academic_conduct.pdf
• Plagiarism Policy: http://uwf.edu/cas/aasr/Plagiarism.pdf
• Student Handbook: http://www.uwf.edu/uwfmain/stuHandbk/
Additional Information on Plagiarism:
Your writing is your intellectual property. Guard it carefully. You could find
yourself in the unpleasant position of trying to prove that you are the true author
of this work. Save preliminary drafts of your work, reading notes, data collection
sheets, and copies of library sources you make while researching your paper. You
may be asked to produce these if questions of authorship arise. Make back-up
copies to protect your work from computer failures.
I reserve the right to submit written assignments to the Turnitin service or use
other methods to evaluate the originality of the work submitted. I will remove
personal identifiers from any electronic files I submit to the Turnitin database for
evaluation.
Plagiarism is a serious violation of academic standards and will be punished
severely. Students who plagiarize will fail the course and will be referred to the
Dean for academic dishonesty. Some students are surprised to learn that they
plagiarized themselves when they inappropriately used work produced for one
course in another course. If you are unsure, ask your instructor for guidance. See
the UWF Student Planner and Handbook and the Student Code of Conduct for
information about the University policy on academic conduct and plagiarism and
the consequences for students who engage in academic misconduct.
Weather Emergency Information:
In the case of severe weather or other emergency, the campus might be closed
and classes cancelled. Official closures and delays are announced on the UWF
website and broadcast on WUWF-FM.
WUWF-FM (88.1MHz) is the official information source for the university. Any
pertinent information regarding closings, cancellations, and the re-opening of
campus will be broadcast.
In the event that hurricane preparation procedures are initiated, the UWF Home
Web Page and MyUWF will both provide current information regarding hurricane
preparation procedures, the status of classes, and the closing of the university.
Emergency plans for the University of West Florida related to inclement weather
are available on the following UWF web pages:
Information about hurricane preparedness plans is available on the UWF
web site: http://uwfemergency.org/hurricaneprep.cfm
Information about other emergency procedures is available on the UWF
web site: http://uwfemergency.org/
The instructor may need to revise this syllabus and class assignment schedule in
the event of an emergency.