ANTH 390A: Archaeology and the Politics of the Past

Monday Wednesday 2:20-3:50 PM Asbury Hall 007

Dr. Lydia Wilson Marshall Office: Asbury Hall 223 Email: [email protected] Phone: 765-658-4508 Office Hours: 2:30-4 PM Tuesday and Friday or by appointment.

COURSE DESCRIPTION

This course explores how archaeology is used in the political production of narratives about the past. We will consider how "history" is constructed, analyze the close relationship between power and the production of "history," and review how archaeological research is appropriated for nationalist and religious projects. Students will analyze the relationship between archaeologists and the media, consider why Native Americans often reject archaeological knowledge as foreign logic, and explore the public popularity and power of alternative archaeologies such as psychic archaeology and astroarchaeology. A final section of the course-- focused on archaeological tourism, collecting, looting, and repatriation--challenges students to more broadly engage the question "who owns the past?"

COURSE TEXTBOOKS

Thomas, David Hurst 2000 Skull Wars: Kennewick Man, Archaeology, and the Battle for Native American Identity. New York: Basic Books.

Trouillot, Michel-Rolph 1995 Silencing the Past: Power and the Production of History. Boston: Beacon Press.

All other assigned readings will be posted as pdfs in Moodle or placed on reserve in the library.

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SUMMARY OF ASSIGNMENT AND EXAM DUE DATES

2/11: Analyzing Popular Histories Exercise due in hard copy in class 2/24: Take-Home Exam #1 due at 4 PM via Moodle (Note: not a class day.) 3/31: Take-Home Exam #2 due at 4 PM via Moodle (Note: not a class day.) 4/13: Analyzing Kennewick Man Exercise due in hard copy in class 5/11: Take-Home Essay Exam #3 due via Moodle by 4 PM

CLASS SCHEDULE AND READINGS

Monday, 1/26: The Present in the Past

Wednesday, 1/28: NO CLASS (University-Wide Conversation on Inclusiveness)

Monday, 2/2: The Past as a Political Resource Said, Edward W. 2000 Invention, Memory, and Place. Critical Inquiry 26(2):175-192.

Monday, 2/2 – Deadline to drop (cancel) or add Spring Term 2015 classes

THEME 1: POWER AND HISTORY

Wednesday, 2/4: The Power of Silences Trouillot, Michel-Rolph 1995 The Power in the Story. In Silencing the Past: Power and the Production of History. Pp. 1-30. Boston: Beacon Press. Analyzing Popular Histories Exercise handed out

Monday, 2/9: Unthinkable History Trouillot, Michel-Rolph 1995 The Three Face of Sans Souci and An Unthinkable History. In Silencing the Past: Power and the Production of History. Pp. 31-107. Boston: Beacon Press.

Wednesday, 2/11: Power and Commemoration Trouillot, Michel-Rolph 1995 Good Day, Columbus, The Presence in the Past, and Epilogue. In Silencing the Past: Power and the Production of History. Pp. 108-156. Boston: Beacon Press. Analyzing Popular Histories Exercise due

Monday, 2/16: The Invention of Tradition Hobsbawm, Eric 1983 Introduction: Inventing Traditions. In The Invention of Tradition. Eric Hobsbawm and Terence Ranger, eds. Pp. 1-14. Cambridge: Cambridge University Press. 3

Lowenthal, David 1985 Reliving the Past: Dreams and Nightmares (excerpt). In The Past is a Foreign County. Pp. 3-13. Cambridge: Cambridge University Press. Upton, Dell 1996 Ethnicity, Authenticity and Invented Traditions. Historical Archaeology 30(2):1- 7. Take-Home Exam #1 handed out (covers material through 2/18)

Wednesday, 2/18: The Production of History: The Underground Railroad as a Case Study Blight, David W. 2004 Why the Underground Railroad, and Why Now?: A Long View. In Passages to Freedom: The Underground Railroad in History and Memory. David W. Blight, ed. Pp. 233-247. New York: Smithsonian Books. Delle, James A. 2008 A Tale of Two Tunnels: Memory, Archaeology, and the Underground Railroad. Journal of Social Archaeology 8(1):63-93.

THEME 2: ARCHAEOLOGY AND NATIONALISM

Monday, 2/23: Nationalism and Archaeology in Nazi Germany Arnold, Bettina 2002 Justifying Genocide: Archaeology and the Construction of Difference. In Annihilating Difference: The Anthropology of Genocide. Alexander L. Hinton, ed. Pp. 95-116. Berkeley: University of California Press. Schmidt, Martin 1999 Reconstruction as Ideology: The Open-Air Museum at Oerlinghausen, Germany. In The Constructed Past: Experimental Archaeology, Education and the Public. Philippe Planel and Peter G. Stone, eds. Pp. 146-156. London: Routledge.

Tuesday, 2/24: Take-Home Exam #1 due at 4 PM via Moodle

Wednesday, 2/25: Nationalism and Archaeology in Israel El-Haj, Nadia Abu 2003 Reflections on Archaeology and Israeli Settler-Nationhood. Radical History Review 86:149-163. Hallote, Rachel S. and Alexander H. Joffe 2002 The Politics of Israeli Archaeology: Between ‘Nationalism’ and ‘Science’ in the Age of the Second Republic. Israel Studies 7(3):84-116.

Monday, 3/2: Nationalism and Archaeology in the United States Gable, Eric and Richard H. Handler 1996 After Authenticity at an American Heritage Site. American Anthropologist 98(3):568-578. 4

McManamon, Francis 2003 Archaeology, Nationalism, and Ancient America. In The Politics of Archaeology and Identity in a Global Context. Susan Kane, ed. Pp. 115-137. Boston: Archaeological Institute of America.

Wednesday, 3/4: Nationalism and Archaeology in Greece Forbes, Hamish 2014 Archaeology and the Making of Improper Citizens in Modern Greece. Journal of Mediterranean Archaeology 27(1):79-100. Yalouri, Eleana 2001 The Acropolis Past and Present. In The Acropolis: Global Fame, Local Claim. Pp. 27-48. Oxford: Berg Publishers.

THEME 3: ARCHAEOLOGY AND POPULAR CULTURE

Monday, 3/9: The Archaeologist in Popular Culture Holtorf, Cornelius 2007 The Archaeologist in Popular Culture: Key Themes (excerpt). In Archaeology is a Brand!: The Meaning of Archaeology in Contemporary Popular Culture. Pp. 62-91. Walnut Creek, CA: Left Coast Press. Holforf, Cornelius 2007 An Archaeological Fashion Show: How Archaeologists Dress and How They Are Portrayed in the Media. In Archaeology and the Media. T. Clack and M. Brittain, eds. Pp. 69-88. Walnut Creek, CA: Left Coast Press.

Wednesday, 3/11: Archaeology in Film McGeough, Kevin 2006 Heroes, Mummies, and Treasure: Near Eastern Archaeology in the Movies. Near Eastern Archaeology 69 (3/4):174-185. Schablitsky, Julie M. and Nigel J. Hetherington 2012 Archaeology on the Screen. In Archaeology in Society: Its Relevance in the Modern World. Marcy Rockman and Joe Flatman, eds. Pp. 139-152. New York: Springer.

Monday, 3/16: Archaeology on Television Cline, Eric, Neil Asher Silberman, and Cornelius Holtorf 2008 Forum: Archaeologists and the Media. Near Eastern Archaeology 71(3):172-179. Piccini, Angela 2007 Faking it: Why the Truth is So Important for TV Archaeology. In Archaeology and the Media. T. Clack and M. Brittain, eds. Pp. 221-236. Walnut Creek, CA: Left Coast Press. Take-Home Exam #2 handed out (covers material through 3/18)

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Wednesday, 3/18: Archaeology in National Geographic Gero, Joan and Dolores Root 1996 Public Presentations and Private Concerns: Archaeology in the Pages of National Geographic. In The Politics of the Past. P.W. Gathercole and D. Lowenthal, eds. Pp. 19- 37. Cambridge, MA: Blackwell. Solometo, Julie and Joshua Moss 2013 Picturing the Past: Gender in National Geographic Reconstructions of Prehistoric Life. American Antiquity 78(1): 123-146.

Friday, 3/20: Last day to withdraw from a course with grade of W (strictly enforced), and change a course from grade to pass/fail or from pass/fail to grade

Monday, 3/23-Friday 3/27: NO CLASS (Spring Break)

THEME 4: ARCHAEOLOGISTS AND DESCENDANT COMMUNITIES

Monday, 3/30: Archaeology and Native Americans: The Backstory Thomas, David Hurst. 2000 Chapters 1-6. In Skull Wars: Kennewick Man, Archaeology, and the Battle for American Identity. Pp. 1-63. New York: Basic Books.

Tuesday, 3/31: Take-Home Exam #2 due at 4 PM via Moodle

Wednesday, 4/1: Archaeology and Native Americans: Science as a Weapon Thomas, David Hurst. 2000 Chapters 7-11. In Skull Wars: Kennewick Man, Archaeology, and the Battle for American Identity. Pp. 64-120. New York: Basic Books.

Monday, 4/6: Archaeology and Native Americans: Deep American History Thomas, David Hurst. 2000 Chapters 12-17. In Skull Wars: Kennewick Man, Archaeology, and the Battle for American Identity. Pp. 123-174. New York: Basic Books. Analyzing Kennewick Man Exercise handed out.

Wednesday, 4/8: Archaeology and Native Americans: “The Indians Refuse to Vanish” Thomas, David Hurst. 2000 Chapters 18-21. In Skull Wars: Kennewick Man, Archaeology, and the Battle for American Identity. Pp. 177-221. New York: Basic Books.

Monday, 4/13: Archaeology and African Americans La Roche, Cheryl J. and Michael L. Blakey 1997 Seizing Intellectual Power: The Dialogue at the New York African Burial Ground Historical Archaeology 31(3):84-106. 6

Patten, M. Drake 1997 Cheers of Protest? The Public, the Post, and the Parable of Learning. Historical Archaeology 31(3):132-139. Singleton, Theresa A. 1997 Facing the Challenges of a Public African-American Archaeology. Historical Archaeology 31(3):146-152. Analyzing Kennewick Man Exercise due

Wednesday, 4/15: NO CLASS Professor Marshall will be in San Francisco at the Society for American Archaeology Annual Meeting.

THEME 5: WHO OWNS THE PAST?

Monday, 4/20: Alternative Archaeology Anderson, Pia 2012 Alternative Archaeology: Many Pasts in Our Present. Numen: International Review for the History of Religions 59(2/3):125-137. Däniken, Erich von 1970 The Mysteries of South America and Other Oddities. In Chariots of the Gods?: Unsolved Mysteries of the Past. Pp. 119-130. New York: Putnam. Schwartz, Stephen A. 2005 Children of the Change: Garrad and Reid. In The Secret Vaults of Time: Psychic Archaeology and the Quest for Man’s Beginnings. Pp. 198-221. Charlottesville, VA: Hampton Roads Publishing Company.

Wednesday, 4/22: Alternative Archaeology vs. Mainstream Archaeology Fagan, Garret G. 2006 Diagnosing Pseudoarchaeology. In Archaeological Fantasies: How Pseudoarchaeology Misrepresents the Past and Misleads the Public. Garrett Fagan, ed. Pp. 23-46. New York: Routledge. Fagan, Garret G. and Kenneth Feder 2006 Crusading against Straw Men: An Alternative View of Alternative Archaeologies: Response to Holtorf (2005). World Archaeology 38(4):718-729. Holtorf, Cornelius 2005 Beyond Crusades: How (Not) to Engage with Alternative Archaeologies. World Archaeology 37(4): 544-551.

Monday, 4/27: Archaeological Tourism Breglia, Lisa 2009 “Walking Around Like They Own the Place”: Quotidian Cosmopolitanism at a Maya and World Heritage Site. In Cosmopolitan Archaeologies. Lynn Meskell, ed. Pp. 205-227. Durham, NC: Duke University Press. 7

Lovata, Troy R. 2011 Archaeology as Built for the Tourists: The Anasazi Cliff Dwellings of Manitou Springs, Colorado. International Journal of Historical Archaeology 15(2):194-205.

Wednesday, 4/29: Looting and Collecting McIntosh, Susan Keech, Colin Renfrew, and Steven Vincent 2000 ‘The Good Collector’: Fabulous Beast or Endangered Species? Public Archaeology 1(1):73-81. Matsuda, David 1998 The Ethics of Archaeology, Subsistence Digging, and Artifact Looting in Latin America: Point Muted Counterpoint. International Journal of Cultural Property 7(1): 87- 97. Pitts, Mike 2012 American Digger and Archaeology. Anthropology Today 28(3):1-2. Take-Home Exam #3 handed out (covers material through 5/6)

Monday, 5/4: The Politics of International Repatriation Erlanger, Steven 2014 Greek Statue Travels Again, But Not to Greece. New York Times, December 6: A1, A11. Hallote, Rachel 2011 A Case Against the Repatriation of Archaeological Artifacts. Biblical Archaeology Review 37(3): 32, 78. Kimmelman, Michael 2009 When Ancient Artifacts Become Political Pawns. New York Times, October 24: A1, A3. Shanks, Hershel 2011 Egypt’s Chief Archaeologist Defends His Rights (And His Wrongs). Biblical Archaeology Review 37(3):34-44.

Wednesday, 5/6: The Past as a Political Resource, Revisited Hammer, Joshua 2010 Searching for Buddha. Smithsonian Magazine 41(8):46-53. Holforf, Cornelius 2010 Meta-Stories of Archaeology. World Archaeology 42(3):381-393. Neuman, William 2014 Peru Is Indignant After Greenpeace Makes Its Mark on Ancient Site. New York Times, December 13: A7.

Monday, May 11: Take-Home Essay Exam #3 due by 4 PM

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COURSE GOALS

This course is designed to help you sharpen your critical reading skills, practice clear verbal communication of your ideas in class discussion, develop your discussion leadership skills, and improve your ability to write reflectively and integrate ideas from different sources in your writing. By the end of the course, you should be able to critically analyze how archaeological knowledge is produced and the role of power in that process.

COURSE EXPECTATIONS

Class Participation This course will be primarily discussion-based and class participation is essential. Class participation means attending all classes, arriving on time, volunteering to speak when you have a chance, demonstrating that you are well prepared for class by offering thoughtful comments/questions, and sometimes pushing yourself to make more rigorous, analytical, or imaginative points. I expect everyone to be respectful of other people’s ideas and opinions. While we can and should debate issues, we should not attack other people personally for the ideas they express in class. Class participation accounts for 20% of the final course grade.

NOTE ON PARTICIPATION: Participation and attendance are very important to your success in this course. Remember, you cannot participate if you are not there! If you are going to be absent, contact me before class. It is your responsibility to get all information you missed on any days you were absent. Acceptable reasons for an excused absence include family emergency, serious illness, religious holiday, and participation in college athletic competitions. Please note that excessive absences, even when excused, will negatively impact your participation grade and your final course grade at the professor’s discretion. Students with unexcused absences will receive no participation credit for the days they are absent. Typically, no more than two excused absences are permitted over the course of the semester. If you have more than four absences, you may not be eligible to continue in the course whether these absences are excused or unexcused.

Weekly Moodle Questions/Comments Students will be expected to submit at least two discussion questions or comments via Moodle that demonstrates a careful reading of the text 2 hours before class (12:20 PM) before each class period. Submitted questions will help me structure class discussion and identify areas of confusion in the reading. These questions are graded credit/no credit and are worth 5% of the final course grade. Full credit is given for all questions that demonstrate a close reading of the assigned texts.

Course Exercises Two take-home course exercises (Analyzing Popular Histories Exercise and Analyzing Kennewick Man Exercise) will ask students to analyze data and write up their conclusions in a 2- to 4-page paper. Each assignment is worth 5% of the course grade.

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Discussion Leadership Over the course of the semester, each student will lead discussion twice. Prepare, at a minimum, seven questions about the day’s topic based on the assigned reading and expect to lead discussion for about 30-40 minutes. These questions should be emailed to me at least two hours (12:20 PM) ahead of class and printed on a handout for students that you pass out. Questions should reflect a close reading of the texts and be clear and understandable. They should be thought-provoking and challenging for other class participants. The questions also encourage class participation—that is they are open-ended yet not so vague that engaging with them is problematic. Discussion leadership responsibilities are worth 15% of the course grade.

Take-Home Open-Book Essay Exams Three open-book essay exams will be distributed throughout the semester. Access to class readings is permitted for the exam but the exam must be completed independently by each student.

GRADING SUMMARY

Class Participation: 20%; Weekly Moodle Questions: 5%; Analyzing Popular Histories Exercise: 5%; Analyzing Kennewick Man Exercise: 5%; Discussion Leadership (7.5% x 2): 15%; Take- Home Open-Book Essay Exams: 50% (Exam 1: 15%, Exam 2: 15%, Exam 3: 20%)

GRADING POLICIES

A 93+; A- 90-92.999; B+ 87-89.999; B 83-86.999; B- 80-82.999; C+ 77-79.999; C 73-76.999; C- 70-72.999; D+ 67-69.999; D 63-66.999; D- 60-62.999; F <60

At Depauw, A and A- grades reflect “achievement of exceptionally high merit.” B+, B, and B- grades indicate “achievement at a level SUPERIOR to the basic level.” C+, C, and C- grades reflect “basic achievement,” and D+, D, D- grades reflect “minimum achievement that warrants credit.” Please realize that B grades in this course reflect very good work; a “B” is not a poor grade in this or any other course at DePauw. C grades also indicate basic mastery of the material.

COURSE POLICIES

Academic Misconduct Please familiarize yourself with DePauw’s Academic Integrity Policy. I take academic dishonesty, including plagiarism, very seriously, and at DePauw such misconduct can have a variety of serious consequences. If you are at all unsure what constitutes plagiarism, please ask. If you get behind or overwhelmed, please talk to me. Students in this course will include the following pledge on all assignments and exams: "On my honor, I pledge that I have neither given nor received help on this assignment."

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Late Assignments All course exercises are due in class on the due dates listed. After its due date, an assignment’s value drops 10 percentage points for each day it is late. For example, if an assignment were one day late, a perfect score would give you only 90%. If it were two days late, an otherwise perfect assignment would be given 80%. I will not accept assignments more than three days late. If you have an emergency, contact me before class.

Laptops and cell phones Laptop and cell phone use is generally prohibited during class sessions. If you have a special situation that requires that you use a laptop to take notes, talk to me.

Learning and Other Disabilities If you have a documented disability, please contact Mrs. Pamela Roberts, Coordinator of Student Disabilities Services, to arrange for any needed accommodations, such as extended test-taking time or the right to take tests in an environment with fewer distractions. Also, if you suspect that you have a disability but don’t yet have documentation, please contact Mrs. Roberts for help. She can be reached at 765-658-6267 or [email protected]. Disabilities entitled to accommodation include mobility impairments, hearing or vision issues, speech impairments, learning disabilities, ADD, ADHD, psychological disabilities, neurological impairments, traumatic brain injury, and chronic medical conditions such as AIDS, cancer, and diabetes. I cannot accommodate any student without first receiving proper documentation from the Student Disabilities Services, so plan ahead. It is student’s responsibility to share the letter of accommodation with me. Accommodations will not be implemented until I have received the official letter. Please note that accommodations are not retroactive. It is the responsibility of the student to discuss implementation of accommodations with me.