Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

New Course OR Existing Course

Instructor(s)/Author(s): Liana Padilla-Wilson

Subject Area/Course No.: Anthropology Units: 3 Course Name/Title: Introduction to Archaeology Discipline(s): Anthropology

Pre-Requisite(s): None Co-Requisite(s): None

Advisories: Eligibility for ENGL-100

Catalog Description: This course is an introduction to the fundamental principles of method and theory in archaeology, beginning with the goals of archaeology, going on to consider the basic concepts of culture, time, and space, and discussing the finding and excavation of archaeological sites. Students will analyze the basic methods and theoretical approaches used by archaeologist to reconstruct the past and understand human prehistory. This includes human origins, the peoples of the globe, the origins of agriculture, ancient civilization including the Maya civilization, Classical and Historical archaeological, and finally the relevance of Archaeology today. The course includes an analysis of the nature of scientific inquiry; the history and interdisciplinary nature of archaeological research; dating techniques, methods of survey, excavation, analysis, and interpretation; cultural resource management, professional ethics; and cultural change and sequences. The inclusion of the interdisciplinary approach utilized in this field will provide students with the most up to data interpretation of human origins, the reconstruction of human behavior, and the emergence of cultural, identity, and human existence.

Schedule Description :

Do you want to be an archaeologist? Have you always wanted to do real life archaeological excavations? In this course you will play a detective, but the mysteries are far more complex and harder to solve than most crimes. The clues to past human behavior are enigmatic-broken, decomposed, and often missing. Piecing together these bits of information to make sense of the activities of our ancestors is a challenge but the excitement it creates is magnetic.

Hrs/Mode of Instruction: Lecture: __54__ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours 54 (Total for course)

Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3

Please apply for: LMC General Education Requirement(s): (Please list the proposed area(s) this course meets, or indicate “none”) Social and Behavioral Sciences

Transfer to: CSU UC IGETC Area _4A_ CSU GE Area_D1_ C-ID Number ANTH-150

Course is Baccalaureate Level: Yes No

Page 1 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

Signatures:

Department Chair Date

Librarian Date

Dean/Sr. Dean Date

Curriculum Committee Chair Date

President/Designee Date

CCCCD Approval Date (Board or Chancellor's Office) Date

For Curriculum Committee Use only:

STAND ALONE COURSE: YES NO

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______Catalog year 20____/20_____ Class Max: ______Dept. Code/Name:______T.O.P.s Code: ______Crossover course 1/ 2: ______ESL Class: ____Yes / No______DSPS Class: ____Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced

Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_

LMC GE or Competency Requirement Approved by the Curriculum Committee: ______

Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev 09-17-2008

Page 2 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

Institutional Student Learning Outcomes

Check the institutional student learning outcomes (or category of outcomes) below that are reflected in your course:

General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. (Each of the above student learning outcomes for the general education program has a written explanation with illustrations and examples of its application within courses, as well as specific assessment criteria. Consult the GE program information pages.)

Program-Level Student Learning Outcomes (PSLOs) Students who complete the Associate in Arts in Anthropology for Transfer:

1. Utilize critical thinking skills to analyze, evaluate and make decisions regarding current issues in anthropology.

2. Recognize the complexity of social, cultural and global diversity in anthropology.

3. Demonstrate understanding of the major theoretical perspectives, concepts and research findings in the field of anthropology.

4. Demonstrate an understanding of biological and cultural developments underlying behavior and the human experience.

5. Demonstrate the knowledge of the social and ethical implications and outcomes of gathering data, while doing fieldwork, participant-observation, and research.

Course-Level Student Learning Outcomes (CSLOs): Students who successfully complete Anthropology/ Introduction to Archaeology will be able to:

CSLO 1: Read critically and communicate effectively as writers and speakers on the field of archaeology with an emphasis on evidence, fossil analysis, site analysis, reconstruction, archaeological interpretation, culture resource, and different types of archaeological data which includes application to studying various archaeological sites. (PSLO1, 2, 3) (GESLO 1, 3, 5)

CSLO 2: Explain the current theoretical perspectives in anthropological archaeological and demonstrate an archaeological and multidisciplinary approach to understanding the past by synthesizing scientific inquiry with perspectives including anthropological archaeology, sociology, history, geology, and other disciplines. (PSLO 1, 2, 3) (GESLO 1, 2, 3)

CSLO 3: Analyze the role of research and excavation methods and dating techniques in building archaeological knowledge and how different methods can be effective to the outcome of your research and the interpretation of it. (PSLO 1, 3, 5) (GESLO1, 3)

CSLO 4: Demonstrate an understanding of the nature of scientific inquiry and its application to archaeological research. (PSLO 1, 3,) (GESLO 1, 3)

CSLO 5: Discuss and analyze the archaeological ethics of gathering archaeological data while doing excavation. (PSLO 1, 5) (GESLO 1, 3, 4)

Page 3 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

Assessments:

Critiques Historical and Archaeological Exams Final Exams prehistorical digs/presentations oral presentations CSLO 1 X X X CSLO 2 X X X CSLO 3 X X X X X CSLO 4 X X X CSLO 5 X X X CSLO 1 Assessment Instrument: Critical thinking questions Students will demonstrate the ability to think and write critically about the field of anthropological archaeology, pre-historical cultures, archaeological sites, artifacts, features, ecofacts, fossil and cultural resource management (CRM) by selecting from a variety of critical thinking questions derived from the text, ethnographic articles, and lecture based materials. Students will select one critical question to answer and they will use supporting material to help justify their response.

Rationale: This will demonstrate their abilities to analyze the various aspects of archaeology. Students will be able to understand and analyze the characteristics which typify prehistorical cultures by utilizing the evidence to explain the past. They will also critically analyze the how archaeologist reconstruct the past and preserve the past by using CRM.

Example critical questions

1. Why is the field of archaeology important in reconstructing past civilizations?

2. What kind of factors have to be considered when choosing a dating technique?

3. What is the difference between archaeology and pseudoarcheology?

4. Why is archaeology useful in studying human development and cultural behavior?

5. How can Cultural Resource be effective to the preservation of artifacts?

6. What do we mean by the archaeological record?

7. How can fossil remains help us reconstruct the past?

Assessment Instrument: Exams Students will take exams that cover these topics in class. Each exam will have 50 questions and will include multiple choice, short answer, essays, and identification, matching, yes/no, and true or false.

Example test question

How can choosing the correct dating methodology be effective in analyzing past civilization? Can it be useful to use several methods in correlation with one another? If yes explain your answer.

Rationale: To demonstrate the ability to read and write critically, analyze, and explain the role of archaeology in the reconstruction of past cultures.

CSLO 2 Assessment Instruments: Critical thinking questions and Summary Students will demonstrate the ability to think and write critically about the various multidisciplinary approaches and theoretical orientations utilized by archaeologists and scientists by selecting from a variety of critical thinking

Page 4 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004 questions derived from the text, ethnographies, and lecture based materials. Students will select one critical question to answer and they will use supporting material to help justify their responses.

Rationale: This will demonstrate their ability to analyze the various theoretical perspectives in the archaeology and the other fields of sciences and all can be used to interpret data, solve problems, and reconstruct the past . Student will read several ethnographies, articles, and ethnographic articles to have full exposure to the variation of disciplinary approaches.

Example critical questions (refers to Ember and Ember Human Evolution and Culture)

1. Do archaeologists study the theory of natural selection in the same ways as biologists? Explain the similarities and differences?

2. How does archaeology differ from other fields of study you’ve encountered that deal with humans? (Compare with psychology, sociology, political science, history, biology, humanities/art, geology, among others?)

3. Upper Paleolithic cave paintings arouse our imagination. We have described some research that tested about what these paintings might mean. Can you think of other ways to understand the significance of cave art explained by other disciplines such as humanistic arts? What kind of theories do they use to explain early art forms?

4. How is archaeology becoming multidisciplinary its approach to understanding the past?

5. How do archaeologists use a combination of theoretical approaches to explore the archaeological record?

Example test question

Utilizing a multidisciplinary approach how might the discovery of genetic cures and the use of genetic engineering affect the future of evolution?

Rationale: To demonstrate the ability to read and write critically and have the ability to apply a multidisciplinary approach to explain culture and human behavior.

CSLO 3 Assessment Instruments: Archaeology Dig Students will actively participate in doing an archaeology dig to provide me with an analysis of discovered artifacts, eco facts, features, and fossils and then present their findings to the class. Students will also select one critical question derived from the text, ethnographies, and lecture based materials to answer and they will use supporting material to help justify their responses.

Rationale: Students will analyze and actively participant in the archaeological methodologies of anthropology. Analysis of the various dating methodologies such as absolute and relative dating will demonstrate the ability to compare and contrast dating and data gathering techniques and the practical application of them. Students will demonstrate the ability to think critically and creativity about the scientific and comparative approaches to studying archaeology. Through several write-ups and an oral presentation of material evidence found on the dig sites students will critique how the differing dating methodologies can be effective for results and interpretation of data. By selecting from a variety of critical thinking questions students will be able to critically and creatively analyze the role of research methods and dating techniques in building archaeological knowledge and how different methods can change the outcome of research and the interpretation of it.

Example critical questions: Page 5 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

1. What dating techniques can be used to determine the age of fossils and artifacts from Homo Erectus sites?

2. What kinds of dating methodologies and analyzes such as USE-WEAR Analysis will be most effective in understanding stone tools and their significance?

3. What kinds of evidence did the first humans outside Africa leave behind? How can we date these artifacts?

4. What are the differences between absolute and relative chronology, and what are the limitations of the latter?

5. What are the major methodological problems archaeologists face when dating the past?

6. Why is seriation important in archaeology, and how does it work?

What type of methodologies and dating techniques would be useful in understanding and analyzing the different lithics during the middle Paleolithic era? Explain why you choose these techniques.

Rationale: To demonstrate the ability to read and write critically about the various dating methodologies utilized in the field of archaeology.

CSLO 4 Demonstrate an understanding of the nature of scientific inquiry and its application to archaeological research. (PSLO 2) (GESLO 1,2)

Assessment Instruments: Critical Thinking Response Rationale: This will demonstrate their ability to critically evaluate and analyze the development of scientific archaeology and utilizing scientific inquiry to record the past.

Example critical questions (refers to Ember and Ember Human Evolution and Culture)

1. How is the discipline of archaeology an integral part of anthropology, the study of humanity in the broadest sense, with archaeologists studying past societies from all time periods?

2. Why is archaeological recording important?

3. Archaeological scientific inquiry generally follows a three –stage process involving discovery, analysis, and interpretation. Explain this three step process and how it is applicable to archaeology?

Example exam question:

Discuss and analyze how scientific inquiry can be useful in analyzing and understanding archaeology evidence?

Page 6 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

CSLO 5: Assessment Instrument: Critical Thinking Questions Students will demonstrate the ability to read, think, and communicate effectively about fieldwork, archaeology ethics, and the Code of Ethics. Students will be selecting from a variety of critical thinking questions derived from the text, ethnographies, and lecture based materials to answer and they will use supporting material to justify their responses.

Rationale: This ability will include analysis of understanding fieldwork experience by archaeologists by utilizing ethnographies, articles, journals, and studies that analyze the effects of excavation and how the Code of Ethics is applied within this context. Students will analyze the American Anthropology Association (AAA) Code of Ethics and will review what actions or measures archaeologists can and will take in the field in order to adhere to the ethical guidelines of the profession while actively engaged in excavation. One selection will address an archaeological controversy that pits the values of scientific research against the religious values of some Native American groups. Students will read an article titled “Battle of the Bones” that addresses the desire of archaeologists to study the skeletal remains of some of the first people to set foot on the North and South American continents and the desire of some Natives to rebury these remains without permitting scientific inquiry. Students will analyze various ethical implications in this reading. Many ethics that pertain to Native American religious values and origins story will cause a dilemma involving the nature of science and the role of public policy. This article will also address NAGPRA policies that state Native American artifacts be returned to the original native group.

Example critical questions (refers to Ember and Ember Human Evolution and Culture)

1. What are the ethical responsibilities associated with archaeology?

2. What is NAGPRA? How can we critical analyze the ethical issues brought forth with the implementation of NAGPRA? Who do you side with the Native Americans or the archaeologists?

3. Is it ethical to try to influence people’s lives when they have not asked for help? Explain your answer?

4. What is the compliance process, and what does it require archaeologists to do?

5. What are the ethical problems facing archaeological tourism? Are there ways of soling them?

Example Test Question

What are some of the key issues in the “ownership” of the past? What role does the government play? Explain the several ethical issues that can arise for archaeologists doing excavation.

Method of Evaluation/Grading:

3 Exams @ 50 points = 150 points oral presentations and write-ups = 20 points Archaeology Dig and write up= 20 points Critical thinking questions = 30 points Final Exam= 50 points

270 points possible.

Page 7 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

a. 90-100%= A b. 80-89%= B c. 70-79%= C d. 60-69%= D e. 0-59%=F

The following criteria for A-Level and C-level work are standard for each CSLO: A- Level student work is characterized by adherence to assignment guidelines for written work including critical thinking questions, oral presentations, archaeology dig write-up, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions, oral presentations, archaeology write-up and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories used. The archaeology dig will include a write-up, critical response, survey methodology, and students will orally present the material found on the dig site. Students will provide insight on the dating methodologies that can be utilized in studying their material remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the 90-100% grade range.

C- Level student work is characterized by adherence to assignment guidelines for written work including critical thinking questions, oral presentations, archaeology dig write-up, exams, and final exam, however, these assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some anthropology theories, comparative analysis, supportive research, or include the concepts terms and methods utilized, but students’ analysis may not be presented clearly. The archaeology dig will include a partial write-up, critical response, survey methodology, and students will orally present the material found on the dig site. Students will provide partial insight on the dating methodologies that can be utilized in studying their material remains. Exam scores will fall between the 70-79% grade range.

CSLO Weighting: CSLO 1: 20% CSLO 2: 20% CSLO 3: 20% CSLO 4: 20% CSLO 5: 20%

Please refer to the above paragraphs A and C Level.

A-level student work: The student’s work is characterized by clearly and accurately writing and speaking from an archaeological point of view on the field of archaeology with an emphasis on evidence, fossil analysis, site analysis, reconstruction, archaeological interpretation, culture resource, and different types of archaeological data which includes application to studying various cultural sites. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the evidence such as fossils, features, ecofacts, and artifacts that can be utilized in studying their material remains. A level student should receive excellent responses and comments on all assignments and score well on

Page 8 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004 all the exams, showing knowledge on the material being assessed. Exam scores will fall between the 90-100% grade range.

C-level student work: The student’s work is characterized by writing and speaking from an anthropological point of view on the field of archaeology with an emphasis on evidence, fossil analysis, site analysis, reconstruction, archaeological interpretation, culture resource, and different types of archaeological data which includes application to studying various cultural sites. Student work is characterized by adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam, however, these assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some anthropology theories, comparative analysis, supportive research, or include the concepts terms, evidence, and methods used for reconstruction, but students’ analysis may not be presented clearly. Exam scores will fall between the 70-79%.

CSLO 2: Explain the current theoretical perspectives in anthropological archaeology and demonstrate an archaeological and multidisciplinary approach to problem-solving by synthesizing behavioral science perspectives including anthropological archaeology, psychology, sociology, history, and political science. (PSLO 1, 2) (GESLO 1, 2)

A- level student work: The student’s work is characterized by clearly and accurately thinking critically and creatively about the various theoretical perspectives in archaeology and the scientific disciplines. Students will accurately utilize the various theoretical orientations to interpret data and solve problems from a multidisciplinary approach. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the various theories that can be utilized in studying material remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the 90-100% grade range.

C-level student work: The student’s work is characterized by thinking critically and creatively about the various theoretical perspectives in archaeology and other scientific disciplines. Students will utilize some of the theoretical orientations to interpret data and solve problems from a multidisciplinary approach .Student work is characterized by partial adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam, however, these assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some anthropology theories, comparative analysis, supportive research, or include the concepts terms and methods utilized, but students’ analysis may not be presented clearly. Exam scores will fall between the 70-79%.

CSLO 3: Analyze the role of research methods and dating techniques in building archaeological knowledge and how different methods can change the outcome of your research and the interpretation of it. (PSLO 2, 3) (GESLO 3)

A-level student work: The student’s work is characterized by critically and creatively analyzing the role of research methods and dating techniques in deconstructing and interpreting archaeological research. Students will accurately utilize the various dating technique during their archaeology digs and presentations and apply them to the four kinds of evidence relevant in the field of archaeology. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight Page 9 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004 on the various dating techniques that can be utilized in studying material remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the 90-100% grade range.

C-level student work: The student’s work is characterized by critically and creatively analyzing the role of research methods and dating techniques in deconstructing and interpreting archaeological research. Students will utilize some of the dating technique during their archaeology digs and presentations and apply them to a few of the kinds of evidence relevant in the field of archaeology. This includes partial adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some anthropology theories, comparative analysis, supportive research, or include the concepts terms and methods utilized, but students’ analysis may not be presented clearly. Exam scores will fall between the 70-79%.

CSLO 4:.Demonstrate an understanding of the nature of scientific inquiry and its application to archaeological research. (PSLO 2) (GESLO 1,2)

A-level student work: The student’s work is characterize by clearly and accurately writing critically and creatively from an archaeological point of view on the utilization of the scientific method in archaeology. Students will accurately analyze the nature of scientific inquiry and the processes involved. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the three-age system utilized in this field and how modern scientific excavation techniques are used in archaeological analysis. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the 90-100% grade range.

C- level student work: The student’s work is characterize by writing critically and creatively from an archaeological point of view on the utilization of the scientific method in archaeology. Students will partially analyze the nature of scientific inquiry and the processes involved. This includes some adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments may contain mechanical errors and include some supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation may be partially used when citing resource material. The critical thinking questions and exams are objective and identify critical thinking. The critical thinking question and the response should incorporate some archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide some insight on the three-age system utilized in this field and how modern scientific excavation techniques are used in archaeological analysis. C level student should receive responses and comments on all assignments and score on all the exams. Exam scores will fall between the 70-79% grade range.

CSLO 5: Discuss and analyze the social and ethical implications and outcomes of gathering data while doing excavation and archaeology. (PSLO 2) (GESLO 4)

A-level student work: The student’s work is characterized by critically discussing and analyzing the Code of Ethic as it relates to gather and interpreting data. Students will accurately analyze the ethical issues and responsibilities associated with archaeological excavation. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the Code of Ethics and ethical implications of gathering data. A level student should receive excellent responses

Page 10 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004 and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the 90-100% grade range.

C-level student work: The student’s work is characterized by discussing and analyzing the Code of Ethic as it relates to gather and interpreting data. Students will analyze some of the ethical issues and responsibilities associated with archaeological excavation. This includes partial adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments may include mechanical errors and some supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is partially used when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate some archaeological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide partial insight on the Code of Ethics and ethical implications of gathering data. C level student should receive responses and comments on all assignments and scores on all the exams. Exam scores will fall between the 70- 79% grade range.

Course Content:

Actual course content will primarily address CSLO1-5 are modeled by the instructor in lecture, stimulating class discussion, oral debates, critical questioning and analysis. Various hand-on approaches are also utilized.

1. Introduction Principles of Archaeology, change, modification, variation, culture, tool analysis, biological and cultural anthropology, evolution, artifacts, sites, fieldwork, surveys, scientific excavation, maps, grids, feature, archaeology and ecology, scientific methods, the three age system, antiquity of humankind, and the development of modern scientific archaeology .  3 Age System  Geological Time  Change  Biological evolution  The fundamentals and beginning of archaeology  The Discovery of sites  Archaeological Excavation  Context, Associations, Provenience  Analysis of Archaeological Materials  Interpretations of Archaeological Information  Scientific Methodology  Historical Materialist Approach

2. Archaeology and Prehistory Concepts of Humanity, the tourist, the collector, who owns the past, why does archaeology matter, human diversity, archaeology as a political tool, origins and spread of modern humans, origins of food production, origins of states, expansion, and hunters and scavengers.  The tourist  Ownership  Archaeology on the job  Sites  Pseudoarchaeology  Archaeology and human diversity  Archaeology as a political tool  Archaeology and economic development  Early prehistory  Spread of modern humans  Origin of food production and rise of states  expansion

Page 11 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

3. Culture and Context Human Culture, Cultural Systems, Culture Change, goals of archaeology, Stewardship, Preservation, constructing cultural history, reconstruction, explanation of culture and social change, understanding the archaeological record, recording, artifacts, ecofacts, features, fossils, and context.  Human Culture  Adaptive views  Ideational approaches  Cultural systems  Tangible remains  Intangible aspects of human culture  Culture Change  Process  Stewardship and goals of archaeology  Constructing Culture History  Reconstruction of ancient societies and lifeways  Environmental Modeling  Human Interaction  Social Organization  Religious beliefs  Explaining Culture Change  Understanding the Record  Artifacts  Features  Ecofacts  Context

4. Explaining the Past Interpretation, Invention, Diffusion, Migration, Noncultural Models, Genetics, DNA, Ecological/Environmental Archaeology, Systems and Cultural Ecology Multilinear Culture; Evolution, Historical Materialist Approaches, Cognitive-Processual Archaeology, Archaeological Theory, Multidisciplinary Perspectives, Alternative Histories, DNA studies, Ecology and Evolutionary theory, human mind, external and internal constraints, and a general theoretical framework.  Interpretation of cultural history  Normative view  Invention  Diffusion  Migration  Noncultural Models  Classic Cultural Mechanisms  Religion, technology, subsistence, and the natural environment  Genetics and DNA- Mitochondrial DNA  Processual Archaeology  Deductive Research  Cultural Ecology  Multilinear Cultural Evolution  Historical Materialists Approaches- Post processual Archaeology  Cognitive-Processual Archaeology  Processual Plus  Multidisciplinary Perspectives  Alternative Histories  Ecology and Evolutionary Theory  The human Mind  External and Internal Constraints

5. Space and Time Space, the Law of Associations, Assemblages and Subassemblages, Time, linear, cyclical, Relative Chronology, the Law of Superposition, Artifacts and relative chronology, Cross-Dating, Page 12 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

Obsidian Hydration, Historical Records, and Objects, Tree-Ring Dating, Chronometric Chronology, Radiocarbon Dating, Luminescence Dating, Electronic Spin Dating, Uranium Series Dating, Potassium- Argon Dating, and Fission Track Dating.

 Space- latitude, longitude, and depth  Spatial Analysis  Law of Association- Artifacts and behavior  Chronological Sequences  Assemblages  Subassemblages  Industries  Time  Linear and Cyclical Time- seasons, heavenly bodies,  Relative Chronology, Absolute Chronology, and Chronometric Chronology  Law of Superposition  Artifacts and Relative Chronology  Cross-Dating  Obsidian Hydration  Absolute Chronology- known age  Tree-Ring Dating- Dendrochronology  Radiocarbon dating-carbon 14  Luminescence dating  ESR  Uranium Series Dating  Potassium-Argon Dating  Fission Track Dating

6. The Process of Research and Finding Archaeological Sites The Process of archaeological research, design, formulation, implementation, data acquisition, processing and analysis, interpretation, publication, stages of archaeological fieldwork, remote sensing, survey, aircraft and satellite Imagery, Aerial Photography, sampling, recording, assessing sites, and subsurface detection.

 Context  Defining the data  Compliance Process  CRM  Data acquisition  Analysis  Archaeological survey  Nonintrusive archaeology  Excavation  Accidental Discovery  Google Earth  SLAR  Satellite Sensor Imagery  LIDAR  Sampling  Element Sampling  GIS  Surface Collection  Mapping  Resistivity Surveys  Subsurface Radar  Magnetometer Survey

Page 13 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

7. EXCAVATION The Planned Excavation, research design, types of excavations, Site testing, the process of dissection, vertical and horizontal excavation, digging, tools, recording, stratigraphic observation, excavation problems, open camps, mound sites, earthwork, shell middens, ceremonial sites, burials, reburial, and repatriation.

 Planned Excavation  Research Design  Discovery  Test Pits  Shovel Pits  Geometric Methods  Sampling  Random Sampling  Stratified Sampling  Probabilistic Sampling  Total Data Station  Brushes  Reading profiles  Occupation mounds  Forts  Identify the layers, obtain reliable samples  NAGPRA

8. ARCHAEOLOGICAL CLASSIFICATION AND ANCIENT TECHNOLOGIES Back from fieldwork, classification, taxonomy, typology, types, concepts of types, attributes, artifact patterning, assemblages, unit ordering, phases, units, stone, clay, metals, bones, wood, and textiles.

 Publication  Ordering, comparison  Technologies  Typological analysis  Classification  Sorting  Conservation  Taxonomy  Organizing data into units  Describing types  Identifying Relationships  Studying Assemblages  Archaeological types  Concepts of types  Descriptive Types  Chronological Types  Functional Types  Stylistic Types  Components  Lithic Analysis  Petrological analyses

9. THE PRESENT AND THE PAST The Archaeological record, site formation processes, preservation, Middle-Range Theory, Ethnographic analogy, living archaeology, The !Kung San, Maya, and Experimental Archaeology.

 Human behavior  Site formation  Cultural factors  Noncultural processes  Chemical agents Page 14 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

 Physical Agents  Natural environment  Organic Material  Conditions  Theories  Ethnographic Present  Ethnoarchaeology

10. Ancient Climate and Environment Climate Change, Pollen Analysis, Short term climate, and Geoarchaeology

 Changing environments  Climate impacts  Short Term Climatic Change  Long Term Climatic Changes  Deep Sea Cores  Ice Cores  Pleistocene  Pollen Analysis  Palynology  El Nino  Tree Rings  Geoarchaeology  Geochemical  Electromagnetic  Reconstruction  Dating Sites

11. How did you Live Evidence for Subsistence, Ancient diet, bones, zooarchaeology, game animals, domesticated animals, plant remains, rock art, and ancient butchery.

 Prehistoric subsistence  Food remains  Ancient diets  Faunal analysis  Taphonomy  Comparing Bone Assemblages  Identified Species and number of individuals  Cultural Change  Game animals  Domestication  Epiphyses  Catastrophic Age Profile  Attritional Age Profile  Paleoethnobotanists  Bone Chemistry

12. Settlement and Landscape Settlement Patterns, households, communities, distribution, population, landscapes, and sacred landscapes.

 Settlement Archaeology  Reconstruction of households  Communities and Interactions  Household Groups

Page 15 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

 Site Catchment Analysis  Geographic Information  Landscapes of memory  Physical properties  Transformation  Intangibles  Ordering

13. The Archaeology of People Deceased, sex, rank, stress, nutrition, violence, social ranking, gender, ethnicity, states, trade, interaction, and religious belief.

 Bioarchaeology  Facial reconstruction  Sex  Age  Nutrition  Medical conditions  Harris Lines  Paleopathology  Cannibalism  Ice Man  Ranks and Artifacts  Social inequality  Gender  Engendered  Pre-state  State societies  State organization  Trade  Reciprocity  Redistribution  Markets  Spectrographic analysis  Religious Ideology

14. Managing the Past Legislation, Assessment, Mitigation, CRM, safety, technology, challenges, curation, public archaeology, and archaeology tourism.

 Stewardship  Cultural resources  CRM  Protected  Compliance  Laws  Phases of assessment  Publication  Curation  Public archaeology

Page 16 of 17 Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565 (925) 439-2181

Course Title: Introduction to Archaeology Subject Area/Course Number: ANTHR-004

15. Want to be an Archaeologist? Archaeology as a profession, decisions, fieldwork, careers, qualifications, graduate school, responsibilities, and ethics.

 Professionalism  Characteristics you need  Decision making  Fieldwork experience  Careers in the field  CRM  Graduate School  Nonprofessional work  Responsibilities we have to the past  Code of ethics

Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Fieldwork in Classroom Setting and archaeology dig (fieldwork) out in natural environment

Textbooks:

Ashmore, Wendy and Robert J. Shaer. Discovering Our Past: A Brief Introduction to Archaeology. McGraw-Hill, 2013

Fagan, Brian M. Archaeology: A brief Introduction. Pearson Prentice Hall, 2013

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