INTRODUCTION TO ANT 155 Section: 001 Credit Hours: 3.00 Lab Hours: 0.00 Lecture Hours: 3.00 IAI Core: S1 903 IAI Majors: PCS: 1.1 Articulated

Semester: Spring 2018 Course Begins: 1/17/2018 Course Ends: 5/9/2018 Days: M W Times: 11:30 am to 12:50 pm Room: E102

Basic Course Information: Instructor: Dr. Judi Cameron E-mail: [email protected] Phone: 815-479-7869 Office Hours: 9:15 – 9:45 am Monday through Thursday and 1:00 – 2:15 pm Monday through Thursday Office Location: C126 Other Contact Information: Canvas e-mail. Use this for any questions involving grades. Required Textbooks: Berkson, Alice, and Michael D. Wiant, 2009, Discover Illinois Archaeology, Illinois Association for Advancement of Archaeology, Illinois Archaeological .

Renfrew, Colin, and Paul Bahn, 2015, Archaeology Essentials: Theories, Methods, and Practice, 3rd edition, Thames and Hudson.

Course Description: Introduction to Archaeology gives a general introduction to the field, including a brief ; methods used in excavation and dating; and a brief survey of representative geographical research areas, such as North American and Palestinian archaeology. Course Note: This course requires advanced reading, advance writing and intermediate math. Course Objectives: Upon completion of this course, the student will be able to: 1. Discuss the basic theories, methods, and information used by archaeologists to understand the past. 2. Discuss the diversity of the lifestyles of past cultures. 3. Discuss how archaeological information can be used to understand cultures of the present. 4. Discuss how archaeological information can be applied toward solving problems of modern cultures. 5. Critically evaluate archaeological information in the media. Course Outline: I. Introduction to Archaeology A. What is Archaeology? B. Scientific vs. Non-Scientific (Pseudo) Archaeology II. Development of Archaeology and A. Early Archaeologists B. Development of Archaeological Theory

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C. Culture History D. Processualism E. Postprocessualism III. Archaeological Methods A. Research Designs B. Defining an Archaeological Site C. Locating and Mapping Sites D. Excavation IV. Dating Archaeological Sites A. Relative Dating Techniques B. Chronometric (Absolute) Dating Techniques V. What Archaeologists Recover A. Artifacts B. Ecofacts C. Features D. Human Remains VI. Interpreting the Past A. Assessing and Understanding Natural and Cultural Formation Processes B. Using Analogy C. Reconstructing Technology D. Reconstructing Diet E. Reconstructing Social and Political Organization F. Reconstructing Trade G. Reconstructing Ideology H. Understanding Culture Change VII. Issues Facing A. Preserving Archaeological Sites B. NAGPRA and Working with Native Americans C. Looting and the Black Market VIII. Applied Archaeology A. Cultural Resource Management B. Garbology

Assignments and Grading Criteria: Final grades will be based on seven quizzes including one quiz on the syllabus and 6 content quizzes. The syllabus quiz is worth 2% of the final grade and each content quiz is worth 5% of the final grade. The final grade is also based on a research project worth 12% of the final grade, a final essay worth 10% of the final grade, short exercises worth 10% of the final grade, and eight long in-class exercises worth 36% of the final grade. More details on each are presented in Appendices A through E.

The final grading scale for the course is as follows:

90 to 100% A 80 to 89% B 70 to 79% C 60 to 69% D 59% and below F

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Academic Policy: Cheating and plagiarism of any kind will not be tolerated. Any student caught cheating on a quiz will receive a 0 for that quiz. Cheating on a quiz includes working with another student to take the quiz. Any student found to have committed plagiarism on the research project or the final essay will receive a 0 for that project or essay. To avoid plagiarism, direct quotes from others' writings must be properly cited. Knowledge, including paraphrased information, from other authors' writings must also be cited. A bibliography of any sources must be included with your project, and if necessary, your assignments and final essay. All within text citations, as well as the bibliography, must be in APA format.

Attendance policy: Attendance of each class session is strongly encouraged and attendance is taken at least once per week. One participation point is awarded per week for attendance. Much of the information presented in the lectures is not in the reading assignments or on the Internet!! Class time is also the best time to ask questions and approximately 45% of your grade is based on activities that will take place in class. Common classroom courtesy also is expected during class. This means that students should arrive on time, cell phones should be turned off, and crunchy foods should not be consumed. You are also expected to remain seated during class, except in cases of emergency or certain class activities. Leaving the classroom during a lecture or presentation is disruptive and discourteous. Both your instructor and your classmates are very much aware when you leave the classroom to use the restroom or buy a cola! Please take care of these issues BEFORE class. If you know in advance that you may have to leave early, please notify the instructor before class and sit near the door.

Late work/make-up policy: The eight long in-class exercises and the research project will be accepted late for up to one week after the due date. However, one point will be deducted from your final project and exercise score for each day it is received after the due date. Late projects and exercises will not be accepted after the one week late period without a written documented excuse that explains why the project/exercise could not be completed within the established time frame.

Make-up quizzes will be allowed for the syllabus quiz and content quizzes 1 through 5. All make-up quizzes will be available on Canvas beginning at 6:00 pm on the Wednesday following the end of the regularly scheduled quiz period. The make-up quiz will be open until the following Monday at 11:55 pm. The time limit for all make-up quizzes will be 25 minutes. Further, 5 points will be deducted from your final make-up quiz grade. Quizzes cannot be made-up after the make-up quiz ends without a written documented excuse that explains why the quiz could not be completed during the established time frame. Quiz 6 CANNOT be made-up as it ends during final exam week.

IMPORTANT NOTE: Make-up quizzes are only available for those who did not take, or attempt to take, a quiz when it was originally available. Should you have a computer issue once you have started a quiz, you must provide documentation of the issue to me in the form of a screen shot. The documentation can be sent via e-mail. If documentation is provided the quiz will be re-set and you can continue the quiz. If you do not provide documentation, the quiz will NOT be reset or re-opened. Instead, you will receive a new quiz that consists of three essay questions, or you can accept the score you had on the quiz before the computer issue arose. This policy applies to all quizzes including make-up quizzes and quizzes you take during the regularly scheduled quiz-time.

Short Exercises CANNOT be made-up. The Final Essay also CANNOT be made-up as it is due during final exam week. All missing work will be given a zero.

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Weekly Course Schedule (I reserve the right to modify the schedule as circumstances dictate).

Week 1 Jan. 15 Martin Luther King Day – No Class ------

Jan. 17 Introduction to Course/ Introduction to Archaeology ------

Week 2 Jan. 22 Pseudo Archaeology Video/ Chap. 11:302-305 Pseudo Archaeology: Discussion

Jan. 24 Scientific Archaeology/ Introduction:8-13 Scientific Archaeology Video

Week 3 Jan. 29 Science vs. Pseudoscience: In-Class Exercise/ Subfields of Archaeology ------

Jan. 31 Other Anthropologists/ History of Archaeology Chap. 1:14-25

Week 4 Feb. 5 Archaeological Theory Chap. 1:25-37

Feb. 7 Archaeological Theory, continued/ Sites Chap. 2:38-48

Week 5 Feb. 12 Sites, continued/ Chap. 2:48-61 Sites: In-Class Exercise

Feb. 14 First Native Americans Video ------

Week 6 Feb. 19 First Native Americans/ DI: 4-5 Illinois Prehistory DI: 6-15

Feb. 21 Research Design/ Chap. 3:62-64 Research Design: In-Class Exercise

Week 7 Feb. 26 Locating Sites Chap. 3:64-83

Feb. 28 Excavation/ Chap. 3:84-102 Excavation: In-Class Exercise - Start

Week 8 Mar. 5 Excavation: In-Class Exercise – Finish

Mar. 7 Dating Techiques/ Chap. 4 Dating: In-Class Exercise - Start

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Week 9 Mar. 12 Dating: In-Class Exercise – Finish/ Analogy ------

Mar. 14 Social Archaeology Chap. 5:142-159

Week 10 Mar. 19 Social Archaeology, continued/ ------Social Archaeology: In-Class Exercise

Mar. 21 Social Archaeology, continued/ Chap. 5:159-175 Cultural Ecology Chap. 6:176-181 ***SCARAB Forms Due***

Week 11 Mar. 26, 28 Spring Break – No Class ------

Week 12 April 2 Cultural Ecology, continued Chap. 6:181-209

April 4 Typology/ Chap. 3:102-104 Typology: In-Class Exercise

Week 13 April 9 Artifacts Chap. 7:210-219

April 11 Artifacts, continued/ Trade & Exchange Systems Chap. 7:219-233

Week 14 April 16 Human Remains Chap. 8

April 18 Cognitive Archaeology Chap. 9 *****Research Project Due*****

Week 15 April 23 MCC-39 Interpretation Exercise ------

April 25 Culture Change/ Chap. 10:276-289, Maya Chap. 10:292-297

Week 16 April 30 Maya, continued/ Chap. 10:290-291 CRM Chap. 12

May 2 NAGPRA/ Chap. 11:305-310 Preservation Chap. 11:298-302

Week 17 May 7 Preservation, continued/ Relevance of Archaeology Chap. 11:310-315

May 9 Final Essay Due before 3:00 pm, see Appendix C for instructions.

NOTE: The lecture notes for the topics that are in bold italics will be posted on Canvas. It is the responsibility of the student to print out a copy of the lecture notes PRIOR to the date the topic will be discussed in class.

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Teaching Schedule: The scheduling of the activities and teaching strategies on this syllabus, but not the objectives or content, may be altered at any time at the discretion of the instructor.

Withdrawals: The last day to drop this course is April 12th. Failure to attend class does not constitute official withdrawal. If students are considering a withdrawal, they should consult directly with the instructor and an academic advisor. Students may withdraw from a class through the Registration Office, either in person or by fax: (815) 455-3766. In their request, students should include their name, student ID number, course prefix, number and section, course title, instructor, reason for withdrawing, and their signature. Withdrawal from a course will not be accepted over the telephone.

Note: it is the RESPONSIBILITY OF THE STUDENT to withdraw from this course. I do not withdraw any student. Therefore, any student who does not withdraw from the course, does not complete the course requirements, and does not contact me about an incomplete, will receive a final grade computed on the scores of the course requirements that were completed and zeros for all requirements that were not completed.

Academic Support for Special Populations Students

Students with Disabilities: It is the policy and practice of McHenry County College to create inclusive learning environments. If you are a student with a disability that qualifies under the American with Disabilities Act – Amended (ADAA) and require accommodations, please contact the Access and Disability Services office for information on appropriate policies and procedures for receiving accommodations and support. Disabilities covered by ADAA may include learning, psychiatric, and physical disabilities, or chronic health disorders. Students should contact the Access and Disability Services office if they are not certain whether a medical condition/disability qualifies. To receive accommodations, students must make a formal request and must supply documentation from a qualified professional to support that request. However, you do not need to have your documentation in hand for our first meeting. Students who believe they qualify must contact the Access and Disability Services office to begin the accommodation process. All discussions remain confidential. The Access and Disability Services office is located in Room A260 in A Building in the Atrium. To schedule an appointment to speak with the manager, please call (815) 455-8766. Information about disabilities services at MCC can be found at: www.mchenry.edu/access

Additional syllabus information and resources can be found at Additional Syllabus Information

STUDENTS ARE RESPONSIBLE FOR KNOWING ALL SYLLABUS INFORMATION.

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APPENDIX A - QUIZZES General Information There will be seven quizzes in this course. Most of the quizzes will consist of only multiple choice and true/false questions. Quizzes in which undocumented computer issues arise will be all essay. The first quiz covers the syllabus and is worth 20 points, 2% of your final grade. The remaining six quizzes are each worth 50 to 51 points, and 5% of your final grade. Overall, these six quizzes are worth 30% of your final grade. All quizzes will be taken on Canvas and all but the essay quizzes will be automatically scored. The syllabus quiz, as well as quizzes 1 through 5, will be available for five days from Wednesday 6:00 pm until the following Monday at 11:55 pm. The final quiz will only be available for two days, from Monday 1:00 pm until Wednesday at 8:00 pm, because regular classes end on a Monday. Tentative quiz dates are noted below. These dates are subject to change if we do not complete a topic on the date presently anticipated. You will have 40 minutes to complete each quiz. You may submit your answers only once. You will not be able to start the quiz, stop, save the quiz, and return to it later, so make sure that you allot sufficient time to complete the quiz. Details on the topics that each individual quiz will cover are noted below.

Make-up quizzes are strongly discouraged, but will be allowed for the syllabus quiz and content quizzes 1 through 5. The final quiz cannot be made-up because it ends during final exam week. All make-up quizzes will be available on Canvas beginning at 6:00 pm on the Wednesday following the end of the regularly scheduled quiz period. The make-up quiz will be open until the following Monday at 11:55 pm. The time limit for all make-up quizzes will be 25 minutes. Further, 5 points will be deducted from your final make-up quiz grade.

IMPORTANT NOTE1: Make-up quizzes are only available for those who did not take, or attempt to take, a quiz when it was originally available. Should you have a computer issue once you have started a quiz, you must provide documentation of the issue to me in the form of a screen shot. The documentation can be sent to me via e-mail. If documentation is provided the quiz will be re-set and you can continue the quiz. If you do not provide documentation, the quiz will NOT be reset or re-opened. Instead, you will receive a new quiz that consists of three essay questions, or you can accept the score you had on the quiz before the computer issue arose. This policy applies to all quizzes, make-up quizzes and quizzes you take during the regularly scheduled quiz-time.

IMPORTANT NOTE2: It is the STUDENT’S RESPONSIBILITY to remember to take the quizzes!!! Make-up quizzes beyond the established time-frame will NOT be allowed without a written, documented excuse of serious illness or other events outside an individual’s control. If you do not take a quiz, you will receive a zero for that quiz. Details on Chapter Quizzes Quiz 1 will cover the topics of Introduction to Archaeology, Scientific Archaeology vs. Pseudo Archaeology, Archaeological Subfields and other Anthropologists, History of Archaeology, and Archaeological Theory. Readings are Introduction: 8-13, Chap. 1, and Chap. 11:302-305. The dates these topics are scheduled to be covered in class are Jan. 17th to Feb. 7th. TENTATIVE Quiz availability dates are Feb. 7th 6:00 pm to Feb. 12th 11:55 pm. Note the disclaimer above if we are running behind schedule. Important Quiz 1 terms are:

Archaeology Physical Anthropology 7

Pseudo Archaeology Cultural Anthropology Ethnocentrism Linguistics High Level (General) Theory Holistic Perspective Culture History Speculative Period Classificatory-Historical Period Nautical Archaeology Processual Approach Classificatory-Descriptive Period Cultural Materialism Avocational Archaeology Cultural Ecology Low Level Theory Post-processual Archaeology Garbology Middle Range Theory Applied Archaeology Ethnographic Analogy

Quiz 2 will cover the topics of Sites, First Native Americans, Illinois Prehistory, and Research Design. Readings are Chap. 2, Chap. 3:62-64, and Discover Illinois Archaeology pages 4-15. The dates these topics are scheduled to be covered in class are Feb. 7th to Feb. 21st. TENTATIVE Quiz availability dates are Feb. 21st 6:00 pm to Feb. 26th 11:55 pm. Note the disclaimer above if we are running behind schedule. Important Quiz 2 terms are:

Site Matrix PaleoIndians Poverty Point Artifacts Provenience Pre-Clovis Early Woodland Period Organic Artifacts Association Monte Verde Adena Ecofacts Primary Context Clovis Middle Woodland Period Features Secondary Context Gault Site Hopewell Formation Processes Research Design Post-Clovis Late Woodland Period Cultural Formation Processes Proposal Folsom Mississippian Period Natural Formation Processes SHPO Dalton Cahokia Beringia Archaic Period Context Coastal Theory Late Archaic

Quiz 3 will cover the topics of Locating Sites, Excavation, Relative Dating, and Absolute Dating. Readings are Chap. 3:64-102 and Chap. 4:106-134. The dates these topics are scheduled to be covered in class are Feb. 26th to Mar. 12th. TENTATIVE Quiz availability dates are Mar. 14th 6:00 pm to Mar. 19th 11:55 pm. Note the disclaimer above if we are running behind schedule. Important Quiz 3 terms are:

Ground Reconnaissance GPS Data Recovery Phase Dendrochronology Reconnaissance Survey Total Station Clearing Excavation Radiocarbon Dating Potassium-Argon Pedestrian Survey Remote Sensing Direct Dating Dating Historical Aerial Survey Subsurface Survey Indirect Dating Chronology Aerial Reconnaissance Proton Magnetometer Relative Dating LIDAR/SLAR Soil Resistivity Device Stratigraphy LANDSAT/SAR Ground Penetrating Radar Seriation GIS Excavation Stylistic Seriation Ground Proof Testing Phase Frequency Seriation Site Surface Survey Penetrating Excavation Absolute Dating

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Quiz 4 will cover the topics of Analogy, Social Archaeology, and Cultural Ecology. Readings are Chapters 5 and 6. The dates these topics are scheduled to be covered in class are Mar. 12th to April 2nd. TENTATIVE Quiz availability dates are April 4th 6:00 pm to April 9th 11:55 pm. Note the disclaimer above if we are running behind schedule. Important Quiz 4 terms are:

Analogy Chiefdom Burial Analysis Paleoenvironment Specific Analogy State Social Class Geoarchaeologist General Analogy Settlement Patterns Ethnoarchaeology Ecofacts Social Archaeology Microscale Public Monuments Pollen Social Systems Constructed Feature Historical Documents Macrobotanical Remains Kinship Cumulative Feature Ethnicity Phytoliths Political Organization Intrasite Warfare Diatoms Band Macroscale Gender Fauna Tribe Site Hierarchy Cultural Ecology Coprolites

Quiz 5 will cover the topics of Typology, Artifacts, Trade and Exchange Systems, Human Remains, and Cognitive Archaeology. Readings are Chap. 3:102-104, Chapters 7, 8, and 9. The dates these topics are scheduled to be covered in class are April 4th to April 18th. TENTATIVE Quiz availability dates are April 18th 6:00 pm to April 23rd 11:55 pm. Note the disclaimer above if we are running behind schedule. Important Quiz 5 terms are:

Attributes Ground Stone Down-the-Line Exchange Iconography Stylistic Attributes Ceramics Human Remains Symbols Form Attributes Metallurgy Technological Attributes Organic Artifacts Osteobiography Typology Trade Osteons Lithics Exchange Systems Cognitive Archaeology Chipped Stone Interaction Spheres Ideology

Quiz 6 will cover the topics of Culture Change, the Maya, CRM, NAGPRA, Preservation, and Relevance of Archaeology. Readings are Chap. 10, Chap. 11:298-302 and 305-315, Chap. 12, and the Maya Reading from McKillop. The dates these topics are scheduled to be covered in class are April 25th to May 7th. Quiz availability dates are May 7th 1:00 pm to May 9th 8:00 pm. Remember, this quiz is only open for two days and CANNOT be made-up because it ends during final exam week. Important Quiz 6 terms are:

Culture Change Migration NAGPRA Synchronic Change Environmental Change Kennewick Man Diachronic Change Maya Avocational Archaeologists Cultural Invention Cultural Resource Management (CRM) Looters Cultural Drift Public Archaeology Antiquities Market Cultural Revival Salvage Archaeology Garbology Diffusion Contract Firms

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APPENDIX B - RESEARCH PROJECT INSTRUCTIONS PLUS REFERENCING INFORMATION. General Project Instructions. The research project is worth a total of 115 points and 12% of your final grade. The point breakdown within the project is as follows: the project itself is worth 100 points and the SCARAB forms are worth 15 points. The research project is due by 11:55 pm Wednesday April 18th. Late projects will be accepted up to 11:55 pm Wednesday April 25th. One point will be deducted from your final project grade for each day that it is late, including Saturday and Sunday. Late projects received beyond the established time- frame will NOT be accepted without a written, documented excuse of serious illness or another event outside an individual’s control. NOTE: The research project, but NOT the SCARAB forms, will be submitted, turned in, on Canvas. If you submit the wrong document for your project, you will lose one point per day until the correct document is submitted. That includes points off for the days between the time of submission and the time that I notify you that the wrong document was submitted. Thus, make sure you are submitting the right document! If you fail to turn in the project or the SCARAB forms, you will receive a zero for the missing project or forms.

Your research project may take the form of a standard research paper, a power point presentation, a short 13 to 15 minute video, a play, or whatever other form suits your learning style, skills, and the project type. Instructions are given below for standard research paper and power point projects. If you choose to submit your project in one of the other forms, you MUST meet with me prior to beginning work on your project so that we can set up some guidelines for your project.

No matter what form you submit your project in, you must use at least three non-image sources. General encyclopedias, Wikipedia, introductory textbooks, and class notes may be used for background information, but you cannot count these as one of the three sources and they CANNOT provide the majority of your information. Anthropology encyclopedias, however, can be used as one of your required sources. Suggested locations to help you find information include:

1) The Anthropology LibGuide which provides links to the MCC library catalog and to the MCC subscription databases, as well as links to anthropology websites. The LibGuide can be found on the MCC library website and a link is also provided in the Research Project Instructions on Canvas. 2) Google Scholar. 3) Google or any other Internet search engine.

To help you determine if your sources are providing reliable information, or in the case of pseudo archaeology, unreliable information, you must complete an Evaluating Sources Rubric, also known as a SCARAB form, for at least 3 sources. You may complete SCARAB forms for more than three sources if you want. The form is available on Canvas. Hard copies of the completed forms are due Wednesday March 21st by 4:30 pm. They will NOT be accepted late. This means that you must have selected a research topic and done some preliminary research prior to that date! If you have any questions about a specific source that you are using, please let me know. The MCC reference librarians also are a very useful resource for questions about locating information. The completed forms are worth 15 points of your final project grade. In other words, they are worth a total of 13% of your project grade.

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Standard Research Paper Guidelines and Grading Rubric. The research paper must be 9 to 10 pages in length, double-spaced, and typewritten. Keep your margins at one-inch on all sides, and use a font size of 12 point.

I am willing to read a draft of your paper before it is due and provide feedback. This may significantly improve your grade on the paper, and I strongly encourage anyone who is uncertain as to whether they are correctly completing the project to run their paper by me. Send the drafts as a Word document or in .rtf or .pdf formats. I cannot open Works, Google documents, .odt documents, or Apple documents. Any drafts that you would like me to look over MUST be sent to me, or given to me if you would like me to look at a hard copy, at least 72 hours before the project is due in order to provide me with time to read the draft and get back to you with feedback. NOTE: Do NOT send the drafts to me using the submit feature on the research project page. Rather, send any drafts to me as an attachment to an e-mail on Canvas. In the e-mail, please tell me that this is a draft and that you are seeking feedback.

Grading Rubric A) Proper Topic Selected and SCARAB forms completed. This is worth 13% of the project grade and 15 points. The topic must be related to archaeology and a SCARAB form must be completed for at least three of your sources.

B) Introduction. You must begin your paper with an Introduction Paragraph. As a general guideline the paragraph should be a minimum of 5-6 sentences. This paragraph should clearly state the topic and purpose of the paper. The Introduction paragraph is worth 4% of the project grade and 5 points.

C) Data Presentation. The data presentation section of the project is worth 32% of the project grade and 35 points. This is the first portion of the body of your paper. In this portion you should describe the information that you have collected. This information should be presented in a concise, in-depth manner. As a general guideline this portion of your paper should be 4 to 5 pages in length. Due to the length of the paper, all information should be paraphrased. Only if it is absolutely necessary can you use one quote. In other words, no quotes are expected and all information should be in your own words. If you use more than one quote, points will be deducted. The reason that you cannot use more than one quote, and that all information should be paraphrased, is because I want to see if you are understanding the information that you are collecting. In order to accurately paraphrase something, you need to understand it.

D) Discussion. The discussion section of the project is worth 32% of the project grade and 35 points. This is the second portion of the body of your paper. In this portion you should critically evaluate/interpret/explain the information that you collected. As a general guideline this portion of your paper should be 3 to 4 pages in length. Note: this portion of the paper may be incorporated with the data presentation if you desire. Note 2: in this portion you are NOT evaluating your sources, but rather the information that you have collected. In this section you CANNOT have any quotes, all discussion must be in your own words.

E) Conclusion. You must end your paper with a concise Conclusion or Summary paragraph. This paragraph should clearly summarize the information in the paper and your evaluation of the topic. As a general guideline the paragraph should be a minimum of 5 to 6 sentences. The conclusion is worth 4% of the project grade and 5 points.

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F) Documentation of Sources. At least three sources must be utilized. See the note above about General Encyclopedias, Wikipedia, textbooks, and class notes NOT counting as one of the three sources. Paraphrased information, and the quote if you do use one, are properly cited using APA format within the text. A bibliography page must also be provided and properly formatted using APA format. Consult the General Referencing section below, as well as the “Sample Paper using APA format” posted on Canvas, for more details. Proper documentation of sources is worth 11% of the project grade and 10 points.

G) Proof Reading. Your paper should be grammar and spell-checked. Also proofread it yourself to locate errors the computer will not catch!! Please note: definitely is not spelled defiantly. Proof Reading is worth 4% of the project grade and 5 points.

Power Point Research Project Guidelines and Grading Rubric. The Power Point presentation must be a minimum of 30 slides in length, not counting the title and bibliography slides, with at least 20 of the slides containing text. The text slides may contain a combination of text and pictures or graphics, etc. At least 10 of the slides must have images and these slides also may contain text. It is permissible to link to YouTube videos if appropriate, however, the clips cannot total more than 5 minutes. NOTE: you must insert any video via hyperlink. You cannot just copy and paste the video’s web address into the power point. The video will not play.

Be sure to include enough text in your presentation so that the subject matter can be understood by someone who is going to view your presentation without you being available to explain things. In other words, you will not be presenting the Power Point. Please keep any animations to a minimum and do not set the timer to advance the slides.

I am willing to view a draft of your presentation before it is due and provide feedback. This may significantly improve your grade on the project, and I strongly encourage anyone who is uncertain as to whether they are correctly completing the project to run their presentation by me. NOTE: I am unable to open and read any presentation saved with Macintosh/Apple or Google software. Please save your presentations so they can be opened by Microsoft/Windows software. Any drafts that you would like me to look over MUST be sent to me at least 72 hours before the project is due in order to provide me with time to view the draft and get back to you with feedback. NOTE: Do NOT send the drafts to me using the submit feature on the research project page. Rather, send any drafts to me as an attachment to an e-mail on Canvas. In the e-mail, please tell me that this is a draft and that you are seeking feedback.

Grading Rubric A) Proper Topic Selected and SCARAB forms completed. This is worth 13% of the project grade and 15 points. The topic must be related to archaeology and a SCARAB form must be completed for at least three of your sources.

B) Introduction. You must begin your presentation with a Title slide that includes your name and a title of the presentation, followed by 1 to 2 slides that introduce the topic and purpose of the presentation. The Title and Introduction slides are worth 4% of the project grade and 5 points.

C) Data Presentation. The data presentation section of the project is worth 32% of the project grade and 35 points. This is the first portion of the body of your presentation. In this portion you should describe the information that you have collected. This information should be presented in a concise, in-depth manner and should be supplemented with pictures/graphs, etc. As a general guideline this portion of the 12

presentation should be 15 to 17 slides in length. Due to the length of the presentation, all information should be paraphrased. Only if it is absolutely necessary can you use one quote. In other words, no quotes are expected and all information should be in your own words. If you use more than one quote, points will be deducted. The reason that you cannot use more than one quote, and that all information should be paraphrased, is because I want to see if you are understanding the information that you are collecting. In order to accurately paraphrase something, you need to understand it.

D) Discussion. The discussion section of the project is worth 32% of the project grade and 35 points. This is the second portion of the body of your presentation. In this portion you should critically evaluate/interpret/explain the information that you collected. As a general guideline this portion of your presentation should be 12 to14 slides in length. Note: this portion of the presentation may be incorporated with the data presentation if you desire. Note 2: in this portion you are NOT evaluating your sources, but rather the information that you have collected. In this section you CANNOT have any quotes, all discussion must be in your own words.

E) Conclusion. You must end your presentation with a Conclusion or Summary that is 1-2 slides in length. These slides should summarize the information in the presentation and your evaluation of the topic. The conclusion is worth 4% of the project grade and 5 points.

F) Documentation of Sources. At least three non-image sources must be utilized. See the note above about General Encyclopedias, Wikipedia, textbooks, and class notes NOT counting as one of the three sources. Paraphrased information and image sources, and the quote if you do use one are properly cited using APA format on the data presentation and discussion slides. NOTE: simply stating Google or Bing images is not the proper reference for an image. You must use the original source. Two slides providing your bibliography must be provided at the end of the presentation. One slide must list the text sources and the second slide must list the image sources. Title the image source slide “IMAGE CREDITS”. NOTE: the reference slides do not count as part of the 30 minimum slides. Be sure to use proper APA format on both slides in the bibliography. Consult the General Referencing section below, as well as the “Sample Power Point using APA format” posted on Canvas, for more details. Proper documentation of sources is worth 11% of the project grade and 10 points. . G) Proof Reading. Your presentation should be grammar and spell-checked. Also proofread it yourself to locate errors the computer will not catch!! Please note: definitely is not spelled defiantly. Proof Reading is worth 4% of the project grade and 5 points.

APA General Referencing Information. To avoid plagiarism be sure and properly reference your materials. This means that you must note what information came from what reference WITHIN your text. This must be done whether it is a quote or whether you summarize/paraphrase the information. You must also provide a complete bibliography. Referencing within the text is important for two reasons: 1) to give credit to the original source and 2) so that the reader can go to the original source for additional information. Some examples of how to reference within the text follow.

Examples on how to reference within the text using APA format: A) To cite paraphrased information you need the author’s last name and the year. The page number is not included. For example: The Sapir-Whorf hypothesis argues that language influences culture (Thomson,

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1997). It does not matter if the source is a text source or an Internet site. If the author is known, always cite the author(s)!!!!

B) If the paraphrased information is from an Internet source, and no author is given, use the title of the web page in place of an author’s last name. Put the title in quotes in your citation. For the date use the date the site was last updated. If no date is given use n.d. for no date. As an example: Modern human physical traits cannot be used to define biological human races. (“Race and Human Variation”, 2011).

C) To cite a direct quote from a book or Internet site that is not longer than 4 lines use this format: “The acquired knowledge that people use to interpret their world and generate social behavior is called culture.” (Spradley & McCurdy, 1997, p. 4). If the quote is from an Internet site with no author, use the title of the web page in place of the author’s last name and put the title in quotes in your citation similar to B above.

D) If the quote is more than 4 lines long it must be indented, single-spaced, and written as a separate paragraph. No quotations marks are used. For example:

Age is also a universal basis for division of labor. Clearly, children cannot do work that requires a great deal of strength. But in many societies girls and boys contribute much more in labor than do children in our own society. For example, they help in animal tending, weeding, and harvesting and do a variety of domestic chores such as child care, fetching water and firewood, and cooking and cleaning. (Ember et al., 2005, p. 300).

E) Finally, whether you are citing quotes or paraphrased information, in APA format you DO NOT include the source title within the text. For example, DO NOT write the following: Susan Smith (2010, p. 10), in her article “Anthropology is Great” wrote that “everyone should be required to take an anthropology course before graduating from college”. Instead, this information is cited as follows: Smith (2010, p. 10) believes that “everyone should be required to take an anthropology course before graduating from college”.

PLEASE NOTE: As is shown in all of the above examples, in APA format, the YEAR is ALWAYS given after the author’s last name. Page number, plus the year, is only included when it is a quote. The year is important because scientific information is always changing and the reader needs to know how old your source of information is.

For the Bibliography/Reference page/slides you must also use APA format. A handout on proper APA formatting is available in the library if you are unfamiliar with this style. Information is also available on the library website and in the Anthropology LibGuide.

If you need additional assistance writing the paper, checking for grammatical and spelling errors, or doing citations, then the writing tutors in the Sage Learning Center also can help. It’s free and also available on- line! Call 815-455-8579 for hours and more information.

Remember, when in doubt as to what needs to be referenced, it is always better to over-reference than under-reference. Having a reference noted in each paragraph or on each slide is fine. If you submit a project in which paraphrased materials should be referenced within the text, and you fail to do so, 5 points will be deducted from your project grade. Five points also will be deducted if a reference list is not provided.

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RESEARCH PROJECT DUE DATES AND TOPIC SUGGESTIONS The SCARAB Forms are due on Wednesday March 21st by 4:30 pm. The SCARAB forms will NOT be accepted late nor will they be accepted in electronic form. The project itself is DUE by 11:55 pm Wednesday April 18th. It will be submitted on Canvas. Note: Late projects will be accepted up to 11:55 pm Wednesday April 25th. One point will be deducted from your final project grade for each day it is late including Saturday and Sunday.

The purpose of this project is to provide you with an opportunity to investigate an archaeological topic that interests you in more depth than class time allows. The project is also designed to help you improve your information literacy, communication, and critical thinking skills and is something you may wish to place in your E-Portfolio. To complete this project you may research any ONE of the following suggestions or you may investigate a topic of your own choosing. If doing the latter, I recommend that you clear your topic with me before hand to make sure it is relevant.

1) Compare and contrast the field methodologies of early 20th century archaeologists with early 21st century archaeologists. What types of information might earlier archaeologists have overlooked? Do you think present day archaeologists are also overlooking information?

2) Discuss some of the modern technology that archaeologists use to locate and map sites.

3) Compare and contrast two experimental studies that have been conducted to reconstruct some event of the past. For example, compare two studies on how the Egyptians built the pyramids. Or compare two studies on how the Easter Islanders made and transported the Moai. Do you think one of the studies is better supported by the evidence, or are both reconstructions equally plausible?

4) Compare and contrast a pseudo archaeological explanation of some prehistoric event with a scientific explanation of that event.

5) Discuss the field methods of modern underwater archaeologists.

6) Compare and contrast the theories as to how and when the first Native Americans arrived in the New World, i.e., the Americas. Which theory, if any, do you feel is best supported by the evidence?

7) Investigate some aspect of Illinois prehistory that interests you. There are some good references listed on page 27 of the Discover Illinois Archaeology book. Try and stick to just one topic such as burial rituals, ceramic technology, changes in social and political organization over time, etc.

8) Discuss how archaeologists are portrayed in the media, especially popular films. Is this an accurate representation? Why or why not? Would Indiana Jones and Lara Croft be considered good archaeologists today? Why or why not?

9) Research the relevance of archaeology to today’s world. Some possible topics include archaeological garbology, checking the accuracy of historical documents, providing explanations for why we do what we do, such as how and why did domestication develop, how and why did writing develop, etc.

10) Compare and contrast how well archaeologists can reconstruct and interpret the past of a foraging group as opposed to a farming village or city. Discuss how the natural environment that a culture lived in also influences reconstructions and interpretations. 15

11) Discuss the types of information that prehistoric human remains can provide. Discuss the controversy over prehistoric human remains in the United States and the NAGPRA law.

12) Discuss the different types of looting and the role of the international antiquities market. How do such activities hinder archaeological understanding of the past? How can avocational archaeologists help archaeologists?

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APPENDIX C - FINAL ESSAY

The final essay consists of a 5-page write-up that addresses the question below. Note: it is okay to go a bit over five pages, but no more than six. The purpose of the final essay is to assess your understanding of the basic material presented throughout the semester and how you may utilize this information to understand the present. The essay is also designed to help you improve your communication and critical thinking skills and is something you may wish to place in your E-Portfolio. Your write-up should use 12 point font, be double-spaced, and maintain 1-inch margins all around. It is worth 100 points and 10% of your final grade. Be sure to take your time and do a thorough job. Follow the Final Essay outline on the next page very carefully. Essentially, the final essay is your final exam for the course and should be viewed as such.

The final essay is due by 3:00 pm on Wednesday May 9th. You may turn it in beginning Monday May 7th, at 2:00 pm, but no earlier, no exceptions!!. NOTE: Your Final Essay will be submitted, turned in, on Canvas. It will NOT be accepted late as you are turning it in during Final Exam week. Thus, make sure you are submitting the right document! There will not be time for me to contact you and ask you to submit the proper document. The document MUST be submitted in .doc, .docx, or .pdf format. Do NOT submit a link to your document. If you fail to turn in the essay, you will receive a zero for your final essay score.

Final Essay Question: Describe the basic procedures that archaeologists use in planning research, conducting research, and interpreting the results of their findings. Give examples from actual archaeological projects to support your answer. Discuss the relevance of archaeological information toward understanding the modern world. Give examples to support your answer.

Grading Rubric for the Final Essay Question: Element 10 to 45 points 5 to 35 points 0 points Introduction (5 points Introduction is clear Missing maximum) (5 points) Archaeological Procedures Discussion lacks Methods for planning and depth, or one or conducting research, as well as Discussion (45 points more of the stages of Missing or methods for data interpretation maximum) research are not Inaccurate are discussed accurately and in- discussed (10 to 35 depth (40 to 45 points) points) At least 3 examples showing Only 1 to 2 Missing or how archaeological research is Examples (15 points examples were examples not planned and conducted, and data maximum) discussed (5 to 10 based on actual interpreted are provided (15 points) projects points) Relevance Discussion (20 points In-depth discussion of the Incomplete Missing or maximum) relevance of archaeological discussion (10 inaccurate

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information to understanding the points) modern world (20 points) Missing or At least 2 examples of how Examples (10 points Only 1 example examples not archaeological information is maximum) provided (5 points) based on actual relevant are provided (10 points) projects Conclusion (5 points Clear summary (5 Missing maximum) points)

FINAL ESSAY OUTLINE.

I. Introduction (one paragraph, minimum 5-6 sentences).

II. Discussion – Part 1 – Archaeological Procedures (2 to 3 pages total). A) Planning a Project (minimum one paragraph, minimum 5 to 6 sentences). 1. Discuss research designs. B) Locating Sites (minimum two paragraphs, minimum 5 to 6 sentences per paragraph). 1. Discuss major methods used to locate sites. 2. Give examples from actual archaeological projects to support your discussion. C) Excavating Sites (minimum two paragraphs, minimum 5 to 6 sentences per paragraph). 1. Discuss the basic methods used to excavate sites. 2. Give examples from actual archaeological projects to support your discussion. D) Dating Sites (minimum two paragraphs, minimum 5 to 6 sentences per paragraph). 1. Discuss major methods used to date sites and the importance of dating sites. 2. Give examples from actual archaeological projects to support your discussion. E) Analysis and Interpretation (minimum two paragraphs, minimum 5 to 6 sentences per paragraph). 1. Discuss the basic types of Artifacts, Ecofacts, and Features recovered from sites and how they help us understand the past. Incorporate information from social archaeology, cultural ecology, cognitive archaeology, etc. 2. Give examples from actual archaeological projects to support your discussion. III. Discussion – Part 2 – Relevance (1 to 2 pages). A) Discuss the relevance of archaeological information to the modern world (minimum 3 paragraphs, minimum 5 to 6 sentences per paragraph). B) Give at least two examples from actual archaeological projects of how archaeological information is relevant (minimum 2 paragraphs, minimum 5 to 6 sentences per paragraph). IV. Conclusion (one paragraph, minimum 5 to 6 sentences).

NOTE: Due to the length requirements, you must plan carefully and synthesize, or summarize, the information learned throughout the semester. For your examples, be sure that you use examples from actual archaeological projects. These examples may come from your book, class videos, class notes, or outside research. If you use outside examples or examples from the book or videos, be sure to give the source and provide a bibliography page in APA format.

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APPENDIX D – LONG IN-CLASS EXERCISES There will be eight long in-class exercises. These exercises account for 36% of your total grade. Some of the exercises will be done individually, while others will be completed in small groups. Missed in-class exercises may be made-up. The instructions for each exercise will be posted on Canvas after the exercise has been completed in class. It is the responsibility of the student to obtain the instructions for the exercises that they missed and submit their responses within one week of the class period in which an exercise was originally conducted. One point will be deducted for each day that an exercise remains incomplete after the day the exercise was conducted in class, including Saturdays and Sundays). Late exercises will be accepted via e-mail, but will NOT be graded until a hard copy is received. Late exercises received beyond the established time-frame will NOT be accepted without written, documented excuses of serious illness or another event outside an individual’s control. If you fail to complete an exercise you will receive a 0 for that exercise. I reserve the right to lower a student’s grade on an exercise if they do not fully participate in a group exercise. A rubric for the exercises is given on the next page.

Tentative In-Class Exercise Dates. (I reserve the right to change this schedule as circumstances dictate). Exercise # Topic Due Date Points 1 Science vs. Pseudo Archaeology Jan. 29* 40 2 Defining Sites Feb. 12 40 3 Developing Research Questions for MCC-39 Feb. 21 40 4 Planning an Excavation Strategy for MCC-39 Feb. 28, Mar. 5 60 5 Dating Mar. 7, 12 40 6 Ethnoarchaeology Mar. 19* 40 7 Creating a Typology April 4 40 8 Interpretation of MCC-39 April 23 60

*Comments: The Science vs. Pseudo Archaeology assignment will be worked on in class on January 29th. However, it is based on videos that will be shown on January 22nd and January 24th. These videos are not available in the library and thus attendance on both the 22nd and 24th is strongly encouraged.

The Ethnoarchaeology exercise is also based on a video that is not available in the library. It will be shown on March 19th and it is anticipated that the in-class exercise will be completed that day.

NOTE: for up to 5 extra credit points on each exercise you may turn in a one paragraph summary and a one paragraph evaluation of an archaeological article or story published in the mass media in the past three months. Be sure to provide the reference of the article. A copy of the article is not necessary. These write-ups must be turned-in before an exercise is completed in class. Points will not be applied to already completed exercises.

In-Class Exercise General Rubric. Question Type 80%-100% Credit 50%-79% Credit No Credit Accurate one paragraph Accurate one paragraph Inaccurate or Definition – 5 points response and paragraph has response but paragraph has missing response. five or more sentences. four or fewer sentences. 19

Accurate two paragraph Accurate one paragraph Describe – 10-15 Inaccurate or response and each paragraph response and paragraph has points missing response. has five or more sentences. five to seven sentences. Detailed one paragraph General one paragraph Discussion – 5-9 response and paragraph has response but paragraph has Missing response. points* five to seven or more four or fewer sentences. sentences. Detailed two paragraph General one paragraph Discussion – 10-15 response and each paragraph response and paragraph has Missing response. points* has five or more sentences. five to seven sentences. General one paragraph Detailed two paragraph response and paragraph has response and each paragraph five to seven sentences. Discussion + has five or more sentences. Only one relevant and Examples – 10-14 Two relevant and specific Missing response. specific example using real points* examples using real and and actual projects, events, actual projects, events, etc. etc. is given, OR examples are given. given are not specific. General one to two Detailed three paragraph paragraph response and response and each paragraph paragraphs have four or Discussion + has five or more sentences. fewer sentences. Only one or Examples – 15-19 Three or more relevant and two relevant and specific Missing response. points* specific examples using real examples using real and and actual projects, events, actual projects, events, etc. etc. are given. are given, OR examples given are not specific. General one to two Detailed three paragraph Develop and Discuss paragraph response, and response and each paragraph Missing response. – 18 points* paragraphs have four or has five or more sentences. fewer sentences. One to two paragraph response and paragraphs Three paragraph response and have five or fewer sentences each paragraph has five or that detail two or fewer Examples – 22 more sentences that detail Inaccurate or relevant and specific points three or more relevant and missing response. examples using real artifacts, specific examples using real features, ecofacts, OR artifacts, features, ecofacts. examples given are not specific.

* Points will be lost in the discussion questions for any inaccurate facts used in the discussion.

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APPENDIX E – SHORT EXERCISES AND ATTENDANCE

1. Several short, 5 to 15 minute, in-class small group activities will be held at various times throughout the semester. Each exercise will be worth 5-15 points for a total of 85 points and 9% of your final grade. These exercises will be UNANNOUNCED and CANNOT be made-up!

2. Attendance - One point will be awarded each week for up to 15 points total. Attendance is worth 1% of your final grade.

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