Summer 2017

ANTH 1200 Section 001

INTRODUCTION TO PHYSICAL

Instructor: Reiko Matsuda Goodwin PHD Email address: [email protected] Tel.: 718-817-3390 Office: DE 406B Office Hrs: Tue & Wed 12:00 pm -12:30 pm Classrooms: DE101 and or DE406A (lectures and some labs) Class Hrs: Lectures: Tue, Wed, Fri 9 am-12 pm Labs: Variable (See schedule)

COURSE DESCRIPTION

This is an introductory course to physical (or biological) anthropology. The course examines different subfields of biological anthropology, a history of evolutionary theories, an introduction to human genetics, human adaptation to environmental stresses, primate biology, behavior, ecology, and conservation, and a survey of the human fossil record. In particular, we will examine the basis of the range of variability within and among the world's present human populations, variations found in non-human primates as well as the biological and cultural changes that took place in our ancestors over the past 5-7 million years. Lab sessions will provide a practical introduction to human osteology, primate morphology, primate conservation, and comparisons of human fossil morphology. The discussion sessions and optional short student presentations will sharpen the students’ skill to engage in discourse on issues that are at the interface of biological anthropology and society. This core area course in the Life Sciences is open to juniors and seniors as a tutorial in physical anthropology.

COURSE OBJECTIVES

By the end of this term, students will have a wide exposure to the diverse topics that involve evolutionary theories, human genetics, human biology, primate diversity, and human fossil record. They also develop more interest in the discipline of physical anthropology. This course emphasizes developing critical thinking skills and clear and concise writing skills.

READINGS

Most readings come from the textbook, but there will be other readings that come from articles placed on Blackboard, on Reserve in Walsh library, or handouts given out in class.

Textbook Stanford C, Allen JS, Anton SC. 2016. Biological Anthropology: The Natural History of Humankind, Fourth Edition, New York: Pearson. (ISBN: 9780134005690). Note: The Fourth Edition is very different from the previous Third Edition. Do not purchase the previous edition!

If you are looking for discount priced textbooks, visiting http://nyti.ms/z4QYsx may be helpful. The online version of this textbook is available to purchase at http://tinyurl.com/z4fltfy . PLEASE NOTE: NOT EVERYTHING IN THE TEXTBOOK WILL BE COVERED IN CLASS.

1 Summer 2017

In addition, you will read many articles and Websites as required readings. You will also watch some videos online. The articles are usually found at the course site on Blackboard or at the Reserve Desk in the Library. Sometimes these are available on some Websites. There are also some videos online that you should be viewing. Students must understand that in addition to the articles listed as required, there may be other articles I may decide at the last minute to include as required readings. This is because there are always new findings and interesting articles that become available during the course of the semester after the syllabus was given out to you. There are also Recommended Readings. You will not be penalized if you do not read these Recommended Readings, but reading them will be extremely helpful in reinforcing your understanding of interesting issues, examples, and theories presented in class.

Recommended Secondary Textbooks (Do not need to purchase) Park MA. 2009. Biological Anthropology: An Introductory Reader. 6th ed. New York: McGraw- Hill. (ISBN-13 9780078116964) Zihlman A. 2001. The Coloring Book, 2e, Harper Collins Coloring Books, ISBN: 0062737171. New York: Harper Collins.

Books on Reserve The following books are on Reserve for you to use as supplementary textbooks that can help you understand a number of topics and issues raised in class.

Campbell CJ, Fuentes A, MacKinnon KC, Bearder SK, Stumpf RM. 2011. Primates in Perspective. (2nd ed.) New York: Oxford University Press. Fleagle J. 2013. Primate Adaptation and Evolution, 3rd .d. New York: Academic Press. Martin P. 2007. Measuring behavior: an introductory guide. 3rd Ed. New York: Cambridge University Press. Mielke JH, Konigsberg LW, Relethford JH. 2006. Human Biological Variation. New York: Oxford Univ. Press. Stinson S, Bogin B, Huss-Ashmore R, and O’Rourke D. 2012. Human Biology: An Evolutionary and Biocultural Perspective, 2nd Edition. New York: John Wiley & Sons. Zihlman A. 2001. The Human Evolution Coloring Book, 2e. New York: Harper Collins Coloring Books.

REQUIREMENTS AND EXPECTATIONS

1. Required and Recommended readings and viewing: In order to fully participate in the class, you need to have read textbook chapters or articles (online, on Blackboard, or on Reserve in Walsh Library) under the list of “Required reading" and viewed “Required viewing” online materials. In this way, questions that may arise during your reading or viewing can be resolved through questions asked in class and also you can prepare for any ad hoc discussions that may arise in class. The “Recommended readings and viewings” list materials often discussed or referred to during my lectures. These are not required readings and viewings, but they are extremely helpful for you to better understand issues and topics covered in lectures and labs. Lectures cannot cover everything written in the textbook, but the textbook will serve as an in-depth or wide-range information source to salient issues discussed in the course.

Abbrev. of journal names AJP = American Journal of Primatology PNAS= Proceedings of the National Academy AJPA = American Journal of Physical of Sciences anthropology ARA = Annual Review of Anthropology IJP = International Journal of Primatology

2 Summer 2017

2. Attendance, Participation, and presenting an article summary: Attendance is determined by your signature on a sign-up sheet at the beginning of every class. Even if you are late, you are still responsible for the missed segment of the class. Lectures frequently include information not found in readings, so if you miss a class, be sure to arrange with a classmate to share the notes. Excusable absences are those absences that have official notes from doctors or other authorities. If you are stressed or depressed that may prevent you from attending classes, you need to seek out psychological help. If you are under weather, please see a doctor and obtain a note. Proactive participation will count toward your grade. Proactive Participation is defined by arriving to every class on time and actively participating in lectures, lab activities, Q & A’s and discussions. Unexcused absences will significantly negatively affect your grade. You are also asked to behave cordially and professionally towards every participant in the class. Because the topics of this course are often taken up by the media (e.g., New York Times, Science News, Scientific American, Science Daily), students are encouraged to bring in any news and magazine clippings that may be relevant to this course.

3. Labs There will be some labs, which are usually conducted in Dealy 406A, the room right next to my office. You need to pay close attention to each lecture and lab time by examining the Schedule of Lectures & Labs before coming to each class. You should set up a google calendar for this course and have alarms set up.

The main purpose of the labs is to enhance your understanding of the study materials by actually examining, measuring, or observing specimens or study subjects. You are expected to read relevant chapters from the textbook related to each lab prior to the arrival of the lab. You are expected to complete all parts of the labs before you leave the lab room. Please show me your work, before you leave each lab. You must keep copies of all the labs for you to study for the online lab quizzes, and the final lab practical. Points will be deducted if questions left blank, incompletely answered, or answered in a sloppy, careless manner.

Please pay $5 to purchase a lab book from the department secretary. Put your full name on the front of the pocket folder. Keep copies of all the labs.

4. Lab Quiz & Lab assignment After each lab (Lab 1-4), there will be an online lab quiz. You can take each quiz up to three times, but make sure you take each quiz in a timely fashion. For Lab 5, you must obtain a paid receipt from the AMNH and attach with the lab. Lab 6 is Q&A based upon a documentary you watch online. Labs 5 and 6 are due at 9 am June 27.

5. Lecture Exams There will be one midterm and a final exam, which are usually given as online Blackboard exams. The exams consist of multiple choice, true/false questions, and short answers. There may be an essay question as well. The location of the exam room and the password to open the exams will be announced at least 24 hours in advance. Final lecture exam will follow the same format as the midterms and occur during the official final exam week. Details will be given in class.

6. Lab practical Lab practical is a cumulative exam that will reflect all lab activities engaged during the semester. It may include questions that were not included in the quizzes. Therefore, it is very important that you review all the lab materials. The lab practical includes physical examinations of some articulated and disarticulated skeletons of human ancestral species, contemporary humans,

3 Summer 2017 non-human primates as well as some artifacts. You will examine them and answer questions that relate to the actual specimens you have examined in labs. There will be identifications by binominal terms, identifications of skeletal parts and features in the form of multiple choices, identification of functions in the form of fill-in-the-blanks, true/false, multiple-choice, and short answer questions.

7. Make-Up exam policy: Except under extenuating circumstances, there will be no make-up exams. An incomplete will not be given in this course. If you already know you will be missing an exam due to an athletic event or attending an academic meeting, a make-up exam will be given at a prior date. No post-date exam will be given. All illness-related excuses for exams or late assignments should have a doctor’s note.

GRADING SCHEME Grading: Course grades will be calculated in the following way: Quiz (5 pts. x 4) 20 pts. Final Exam 30 pts. Lab 5 & 6 (Due June 27) 10 pts Participation (Attendance, Leadership, Midterm Exam 30 pts. Teamwork, etc.) 10 pts.

After the final examination, points from all of your work and exams will be summed and converted into a letter grade by standardizing the points in relation with the class performance.

OTHER IMPORTANT MATTERS

Specimens: In this class, we will study many valuable animal and human skeletal parts and skeletons. Some are real and some are casts. Please make sure to handle them with care. Before each lab, everyone must wash hands. Absolutely no food or drinks will be allowed in the classroom when we examine the specimens or use computers. Bottled water is allowed if it is tightly closed and kept in your bag. If you must eat, please do so before the class or during the break outside the class.

Videos and DVDs: If you miss viewing some videos and clips shown in class, you will need to obtain the full information and watch them at home. However, there is no guarantee that all videos and clips played in class will be publicly or commercially available.

Classroom decorum: All students must behave cordially to all participants. If you need to leave early due to an inexorable reason, you must speak to me before the class. Your visit to the bathroom should be limited to the break time. The use of cell phones will not be permitted. You must turn off your electronic devices outside the classroom and place them out of your reach during the class and exams. Absolutely no text messaging or Web surfing will be tolerated. The use of laptops or tablets will be permitted only when the entire class is required to use them. For example, you will use your laptop to take Blackboard exams in class. The reason that the use of laptop is not permitted during lectures and labs is because a number of scientific studies have indicated that students who multitasked and took notes with a laptop or tablet did worse than those students who took notes by hand. Studies have also indicated that the students who sat behind those students who used laptops did not do well. If you have a medical reason that necessitates the use of a laptop, please have your doctor sign an official letter. You will be asked to sit at the last row of the classroom.

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Blackboard: All students should visit the Blackboard resource site at http://tinyurl.com/zromrnq and must download “Top Ten Things You Should Know About Blackboard (PDF)” and read the entire document and resolve any questions you may have in regard to the usage of Blackboard with the IT center. You must especially read the part that describes taking tests on Blackboard. One mock exam will be available for use in the “Exams and others” folder before midterm I. Please pay attention to any announcements I make on Blackboard. Some of the readings for this course are electronically available on Blackboard only. Information on assignments, research links, optional readings, etc. will be also posted on Blackboard. Please note that no lecture slides will be posted there, therefore attending lectures and labs is crucial to succeed in this class.

Email: All students should use a Fordham University email account to communicate with me. Students are responsible for checking my email messages before each class. Any email message I receive from you between 9 and 5 on weekdays will be responded within 24 hrs. I normally check email between 9 am and 5 pm, so if you send any email during the non-normal business hours, you should send your email again if you would like me to respond to your email.

The Fordham University Undergraduate Policy on Academic Integrity: All students must adhere to the university’s academic integrity policy. Plagiarism is a form of cheating – very serious cheating that can lead to serious consequences in your life as a student and as a professional. Any act of plagiarism (in labs and exams) will not be tolerated and will be severely penalized. If plagiarism is detected in an assignment or exam, you will obtain F for the assignment or exam. You should never ask somebody else to write your essays and research papers. You should not copy and paste word-for-word or paraphrase sentences or paragraphs from a written source or web sites without properly citing the references. I will follow the standard practices of Fordham University’s moral code, if plagiarism is detected in your work.

INFORMATIVE WEBSITES, BLOGS, AND SOCIAL NETWORK SITES

All The World’s Primates http://alltheworldsprimates.org/Home.aspx [This is a comprehensive site that has an impressive amount of various primate-related data on all species.] Facebook pages: BioAnthropology News, American Association of Physical Anthropologists, African Primates, BANDIT, Colobus Conservation, Guenon Conservation Community https://www.facebook.com/GuenonConservationCommunity/, All the World’s Primates, Ramesh 'Zimbo' Boonratana, Southwestern Association of Biological Anthropologists How Humans Evolved http://wwnorton.com/showcase/HowHumansEvolved/welcome.html [This is a Website for a different textbook, but it has a lot of relevant information.] John Hawks weblog http://johnhawks.net/weblog Leakey Foundation http://leakeyfoundation.org/ Myanthrolab.com [Companion site for your textbook. It has chapter summaries and quizzes. Code is available for fully paid textbook.] National Museum of Natural History Human Origins http://humanorigins.si.edu/ Primate Info Net http://pin.primate.wisc.edu/ The Prancing Papio http://theprancingpapio.blogspot.com/ [A blog by a Hunter College master’s student Raymond Vagell] The Primate Diaries http://blogs.scientificamerican.com/primate-diaries/ This is Anthropology http://www.thisisanthropology.org/ Institute http://www.turkanabasin.org/ Usenet newsgroup interested in human origins http://www.talkorigins.org/

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MAJOR PROFESSIONAL ASSOCIATION SITES

American Anthropological Association http://www.aaanet.org/ Society http://www.paleoanthro.org/ American Society of Primatologists https://www.asp.org/index.cfm American Association of Physical Anthropologists http://www.physanth.org/ Human Biology Association http://www.humbio.org/joomla/ Int’l Primatological Society http://www.internationalprimatologicalsociety.org/ Paleopathology Association http://www.paleopathology.org/

6 Summer 2017

ANNOTATED SCHEDULE OF LECTURES & LABS

05/30 (Tue) Lecture 1: Introduction to Physical Anthropology

Topics: The place of anthropology in social sciences & science; What physical anthropologists do, where they work, and how they work.

Required: Stanford et al. 2016. Chapt. 1. Introduction (pp. 1-12), Chapt. 2. (pp. 13-16) ; Morgan BJ. 2012. Notes from the Field: A Primatologist's Point of View. Nature Education Knowledge 3(10):8 http://go.nature.com/2c5w3Kv ; Su DF. 2012. What is it Like to be a Biological Anthropologist? A Field Paleontologist's Point of View. Nature Education Knowledge 3(10):22 http://go.nature.com/2c5vdxs : Bilinger M. 2008. What Role Do Anthropologists Play in Solving Crime? http://bit.ly/1dL3Owl

05/30 (Tue) Lecture 2: Evolutionary theories and Classification

Topics: Historical development of evolutionary theories in the West; Scientific revolution (geocentric to heliocentric ideas); Catastrophism, Inheritance of acquired characteristics, Darwin and Wallace, Natural Selection

Required: Stanford et al. 2016. Chapt. 1 (pp. 16-30, 33-34), Chapt 4 (pp.105- 118)

Recommended: Fleagle 2013. Chapt. 1 [On Reserve]

05/31 (Wed) Lecture 3: Sexual Selection

Topics: Sexual selection; Systematics; Taxonomy, Phylogeny, Taxa, Categories, Binominal Nomenclature; Species’ Concepts

Required: Stanford et al. 2016. Chapt. 4 (pp. 102-118); Brennan et al. 2010. Sexual Selection. Nature Education Knowledge 3(10):79 http://go.nature.com/2c5v3WQ ; Harcourt AH. 1995. Sexual selection and sperm competition in primates: What are male genitalia good for? Evol. Anthropol. 4: 121-129. [On Blackboard]

Recommended: Harcourt AH. 1997. Sperm Competition in Primates. Am Nat 149: 189-194 [On Blackboard]; Simmons RE and Altwegg R. 2010. Necks-for- sex or competing browsers? A critique of ideas on the evolution of giraffe. J. Zool. 282: 6–12. [On Blackboard]; Zihlman 2001. 1-1~1-5, 1-17 [On Reserve]

05/31 (Wed) Lecture 4: Cellular Genetics

Topics: Students will examine the structure and functions of DNA, chromosomes, and other heritable genetic materials are transferred from parental cells to offspring cells and the laws that govern this process.

Required: Stanford et al. 2016. Chapt. 2

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Recommended: Pray L. 2008. Semi-conservative DNA replication: Meselson and Stahl. Nature Education 1(1): 98. http://go.nature.com/2bMc9Gy

06/01 (Thu) Lecture 5: Mendelian Genetics

Topics: Mendelian genetics, Punnett Square, Monohybrid cross, Students will examine the process by which heritable characteristics are transferred from parents to offspring and the laws that govern this process

Required: Stanford et al. 2016. Chapt. 3 (pp. 68-79)

Recommended: Chial H. 2008. Mendelian genetics: Patterns of inheritance and single-gene disorders. Nature Education 1(1) http://go.nature.com/2c5vFM4 ; Chial H, Craig J. 2008. mtDNA and mitochondrial diseases. Nature Education 1(1):217 http://bit.ly/1a26i4R ; Chial H. 2008. Huntington's disease: The discovery of the Huntingtin gene. Nature Education 1(1):71 http://go.nature.com/2c5v6Sz ; Clancy S. 2008. Genetic mutation. Nature Education 1(1) http://go.nature.com/2c5vKQ8

06/01 (Thu) Lecture 6: Human Genetics

Topics: Mutagenesis; Genetic drift; Gene flow; Natural selection; Microevolution vs. Macroevolution,

Required: Stanford et al. 2016. Chapt. 3 (pp. 80-95); Last C. 2013. Great Ape and Human Genetic Diversity http://tinyurl.com/hy7xt4d ; Sesink C. Gonder MK. 2012. Macroevolution: Examples from the Primate World. Nature Education Knowledge 3(12):2 http://bit.ly/1qGh8oP ; Evolution in Action http://video.pbs.org/video/1300397304/

Recommended: Zihlman 2001. 1-16; Andrews CA. 2010. Natural Selection, Genetic Drift, and Gene Flow Do Not Act in Isolation in Natural Populations. Nature Education Knowledge 3(10):5 http://bit.ly/VNZRBv

06/06 (Tue) Lecture 7: Forces of Evolution, Population genetics, and adaptation

Topics: natural selection, gene flow, genetic drift, hybridization; population genetics; adaptation

Required: Stanford et al. 2016. Chapt. 4 (96-106), Chapt 5 (pp. 121-125, 131- 143, pp. 147159); Kliman R, Sheehy B, Schultz J. 2008. Genetic Drift and Effective Population Size. Nature Education Knowledge 1(3):3 http://go.nature.com/2bHsdJy; Zinner, D, Arnold ML, Roos C. 2011. The strange blood: natural hybridization in primates. Evolutionary Anthropology 20: 96-103; [On Blackboard]

Recommended: Pray L. 2008. Genetic drift: bottleneck effect and the case of the bearded vulture. Nature Education Knowledge 1(1):61. http://go.nature.com/2bW3bnV

8 Summer 2017

06/07 (Wed) Lecture 8: Adaptation to malaria

Students will learn how variability in hemoglobin genes relates to a critical disease called Malaria, and why and how certain deleterious genes are not eliminated from human populations.

Required: Stanford et al. 2016. Chapt. 3 pp. 79-80, 5 (pp. 116-120, 127-141, 144-147); Gabriel, A. & Przybylski, J. 2010. Sickle-cell anemia: A Look at Global Haplotype Distribution. Nature Education Knowledge 3(3):2 http://www.nature.com/scitable/topicpage/sickle-cell-anemia-a-look-at-global- 8756219; Jackson F. 1996. The Coevolutionary Relationship of Humans and Domesticated Plants. AJPA 101(S23), 161-176. [On Blackboard]

Recommended: Sabeti P. 2008. Natural selection: uncovering mechanisms of evolutionary adaptation to infectious disease. Nature Education Knowledge 1(1) http://go.nature.com/2bMe2Tr; Zihlman 2001. 6-13~6-15;

06/07 (Wed) Lecture 9, Labs 1 & 2: Foundation of Osteology and Bipedalism vs. quadrupedalism

Topics: osteology; cranial skeleton, post-cranial skeleton, axial skeleton, appendicular skeleton, function and structure of the dentition, eruption patterns, life history

Required: Stanford et al. 2016. Appx B; Fleagle 2013. Chapt. 9; Ungar PS 2014. Teeth: A very short Introduction. Selected pages in Chapts. 2 & 3. Oxford U. Press. Oxford. [On Blackboard] eSkeleton http://www.eskeletons.org/

Recommended: White TD, Folkens PA 2005. The Human Bone Manual. Academic Press, NY; Virtual Skeleton http://bit.ly/2bMkI46 (Certain plug-ins need to be preinstalled); eSkeleton http://www.eskeletons.org/

06/08 (Thu) Lecture 10: Human Skin Pigmentation

Why do humans have diverse skin colors? In this class we will examine the skin structure, coloration and our adaptation to UV radiation and consider whether the concept of race is a valid one.

Required: Stanford et al. 2016 Chapt. 5 (pp. 126-131, pp. 154-159); Jablonski NG. 2004. The evolution of human skin and skin color. Annual Rev Anthropol 33(1): 585-623. [On Blackboard]

Recommended: Chaplin G, Jablonski NG. 2009. Vitamin D and the evolution of human depigmentation. AJPA 139: 451-461 [On Blackboad]; Jablonski NG. 2006. Skin: A Natural History. Berkeley: Univ. of Chicago Press; Robins AH. 2009. The evolution of light skin color: Role of vitamin D disputed. AJPA139:447- 450 [On Blackboard]; Zihlman 2001. 6-10.

9 Summer 2017

06/08 (Thu) Lab 3: Primate Conservation & Future of zoos (We will not meet in class)

Required to listen: The Diane Rehm show, The Future of Zoos http://thedianerehmshow.org/shows/2016-06-21/rethinking-zoos

Required: Keulartz J., 2015. Captivity for Conservation? Zoos at a Crossroads. Journal of Agricultural and Environmental Ethics 28: 335-351; Whitham JC, Wielebnowski N. 2013. New directions for zoo animal welfare science. Applied Animal Behaviour Science 147: 247-260; Pimm SL. Jenkins CN., Abell R. Brooks TM, Gittleman JL, Joppa LN, Raven PH, Roberts CM. Sexton JO 2014. The biodiversity of species and their rates of extinction, distribution, and protection. Science, 344: 1246752

Recommended: Alroy J. 2015. Limits to captive breeding of mammals in zoos. Conservation Biology 29: 926-931; Snyder NF, Derrickson SR, Beissinger SR, Wiley JW, Smith TB, Toone WD, Miller B. 1996. Limitations of captive breeding in endangered species recovery. Conservation Biology. 10(2):338-48.

06/13 (Tue) Midterm Exam

All students must bring a laptop with 100% battery to the exam. No tablets or phones should be used.

06/13 (Tue) Lecture 11: Introduction to Paleoanthropology

Topics: A brief history of paleoanthropology, fossilization vs. mummification; ancient DNA; Relative and absolute dating methods; Context

Required reading: Stanford et al. 2011. Chapt. 8; Smith TM, Alemseged Z. 2013. Reconstructing Hominin Life History. Nature Education Knowledge 4(4):2 http://bit.ly/1dQzm3Q

Recommended reading: Fleagle 1998. Chapt. 4-7, Zihlman 2001. 5-1~5-12

Recommended viewing: Meave Leakey on http://video.nationalgeographic.com/video/curiosity-meave-leakey

06/14 (Wed) Lecture 12: Pre-Australopithecines

Topics: What is a human?

Required: Stanford et al. 2016. Chapt. 10 (pp. 297-304); Su, D. F. 2013. The Earliest Hominins: Sahelanthropus, Orrorin, and Ardipithecus. Nature Education Knowledge 4(4):11. http://go.nature.com/2c5Pp2l

Recommended: Zihlman 2001. 4-36, 5-14-18; White TD, Lovejoy CO, Asfaw B, Carlson JP, Suwa G. 2015. Neither chimpanzee nor human, Ardipithecus reveals the surprising ancestry of both. PNAS. 112: 4877-84. http://bit.ly/2bMeuRE

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06/14 (Wed) Lecture 13: Australopithecines

Topics: Australopithecines; tools

Required: Stanford et al. 2016. Chapt. 10 (pp. 304-330); Sponheimer M, Alemseged Z, Cerling TE, Grine FE, Kimbel WH, Leakey MG, Lee-Thorpg JA, Manthih FK, Reede KE, Wood BA, Wynn JG 2013. Isotopic evidence of early hominin diets. PNAS, 110(26), 10513-10518. [On Blackboard]; Becoming Human Part 1 at http://tinyurl.com/jkv48nz; Potts R. 2012. Evolution and Environmental Change in Early Human Prehistory. ARA 41(1), 151-167. [On Blackboard]

Recommended: Cerling TE, Mbua E, Kirera FM, Manthi FK, Grine FE, Leakey MG, et al. 2011. Diet of Paranthropus boisei in the Early Pleistocene of East Africa. PNAS 108: 9337-9341. http://bit.ly/2bMdXz9; Kivell TL, Kibii JM, Churchill SE, Schmid P, Berger LR. 2011. Australopithecus sediba Hand Demonstrates Mosaic Evolution of Locomotor and Manipulative Abilities. Science 333: 1411- 1417. [On Blackboard]: Science Daily. 2011. Handier than ? Versatile hand of Australopithecus sediba makes a better candidate for an early tool-making hominin, http://bit.ly/2bMehhl ; PBS First Peoples - Africa http://tinyurl.com/hso2l29

06/15 (Thu) Lab 4: Comparative morphology of the Australopithecines

Required: Compare Australopithecus with Paranthropus taxa https://elucy.org/compant/

06/15 (Thu) Lecture 14: Early Homo

Topics: Homo habilis; , Homo erectus, and Homo floresiensis

Required: Stanford et al. 2016. Chapt. 11; Becoming Human Part 2 at http://tinyurl.com/zf4a6jv

Recommended: Wood B, Baker J. 2011. Evolution in the Genus Homo. Ann Rev Ecol, Evol, Systematics, 42(1), 47-69 [On Blackboard]; Zihlman 2001. 5-22~5-23; Argue D, Groves CP, Lee MS, Jungers WL. 2017. The affinities of Homo floresiensis based on phylogenetic analyses of cranial, dental, and postcranial characters. Journal of Human Evolution. xx: 1-27.

06/20 (Tue) Lecture 15: Archaic Homo sapiens

Topics: Homo heidelbergensis

Required: Stanford et al. 2016. Chapt. 12 (pp. 370-379); Becoming Human Part 3 at http://tinyurl.com/gq5rpaq; Bae CJ. 2013. Archaic Homo sapiens. Nature Education Knowledge 4(8):4 http://bit.ly/1iV34IN

Recommended: Zihlman 2001. 5-25; Stringer C. 2012. The status of Homo heidelbergensis (Schoetensack 1908). Evol Anthropol 21: 101-107. http://bit.ly/1ihFTFy

11 Summer 2017

06/20 (Tue) Lecture 16: Neanderthals

Topics: Homo neanderthalensis

Required: Stanford et al. 2016. Chapt. 12 (pp. 379-405); Higgins RW, Ruff CB. 2011. The effects of distal limb segment shortening on locomotor efficiency in sloped terrain: implications for Neanderthal locomotor behavior. AJPA 146: 336- 45.

Recommended: Banks WE, d'Errico F, Peterson AT, Kageyama M, Sima A, Sánchez-Goñi M-F. 2008. Neanderthal Extinction by Competitive Exclusion. PLoS ONE, 3(12), e3972, http://bit.ly/1ANHUTo ; Kuhn SL, Stiner MC. 2006. What's a Mother to Do? The Division of Labor among Neandertals and Modern Humans in Eurasia. Current Anthropology, 47(6), 953-981 http://bit.ly/1p5EsdX ; Smith TM, Tafforeau P, Reid DJ, Pouech J, Lazzari V, Zermeno JP, et al. 2010. Dental Evidence for Ontogenetic Differences between Modern Humans and Neanderthals. PNAS 107(49), 20923-20928. http://www.pnas.org/content/early/2010/11/08/1010906107.full.pdf+html

06/21(Wed) Lab 5. Independently visit the AMNH Hall of Human Origins and answer all the questions on the lab

06/22 (Thu) Lab 6. Independently watch an online documentary and answer some questions

06/27 (Tue) Lecture 17: Anatomically modern Homo sapiens

Topics: The migration of anatomically modern Homo sapiens from Africa to the rest of the world – theories and evidence

Required: Stanford et al. 2016. Chapt. 13, Appenzeller T. 2012 Human migrations: Eastern odyssey . Nature 485: 24–26. http://bit.ly/VEPiOm ; First Peoples – Africa http://tinyurl.com/hx5cuat

Recommended: Gunz P, Bookstein FL, Mitteroecker P, Stadlmayr A, Seidler H, Weber GW. 2009. Early Modern Human Diversity Suggests Subdivided Population Structure and a Complex out-of-Africa Scenario. PNAS 106(15), 6094-6098; Zihlman 2001. 5-27~5-30; Skoglund P, Jakobsson M. 2011. Archaic Human Ancestry in East Asia. PNAS 108(45), 18301-18306

06/27 (Tue) Lab 6: Comparative morphology of the genus Homo

Students will examine the cranial and post-cranial morphology of various hominins and associated tools and appreciate the fact that the characteristic features of modern humans that clearly separate them from the great apes did not all evolve together. The goals of this lab, therefore, are: (1) to assess evidence for some of these features in the hominin fossils, and (2) to learn to appreciate the nature of variation among the hominins, and (3) to compare the australopiths with the genus Homo.

12 Summer 2017

Required: Stanford et al. 2016. Chapt. 10-13, Appx B; Hawks J. 2005. Tooth anatomy and diet in australopithecines and early humans – john hawks weblog http://bit.ly/1aHXt07 ; Bae CJ. 2013. Archaic Homo sapiens. Nature Education Knowledge 4(8):4 http://bit.ly/1iV34IN; Compare various Homo taxa https://elucy.org/compant/

Recommended: Fleagle 2013. Chapt. 17; Zihlman 2001. 5-6~5-21; Hawks J. 2005. Chemistry and early hominid diets – john hawks weblog http://bit.ly/1ghvSXD; Hawks J. 2008. Average diet versus extreme diet in robust australopithecines – john hawks weblog http://bit.ly/1aHZt8G ; Hawks J. 2011. Meet Australopithecus robustus – john hawks weblog http://bit.ly/1bRZTZW ; Fleagle 2013. Chapt. 17; Zihlman 2001. 5-14~5-28

06/28 (Wed) Online Final Exam (9-11 am)

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