ANTH 3334-001 JAN TERM 2015 FANTASTIC AND Room: TBD Day/Time: Jan 5(M) – Jan 9(F); Jan 12 (M) – Jan 14 (W); 9am – 12pm and 1pm – 4pm

Professor: Dr. Michael Callaghan Office: Heroy Hall 406 Office Hours: By appointment Phone: 214-768-1194 E-mail: [email protected]

Course Perspective

Fantastic archaeology comprises reconstructions of the human past which do not follow the accepted rules of evidence and argument, but which assert that they have scientific support, use science terminology, or claim scientific validity. These can be called pseudoscientific reconstructions. They can be also called cult archaeology when they provide the core beliefs of a group or community. When they attach to religious beliefs questioning human evolution or they use pseudoscientific evidence to promote a religious belief in a supernatural creation event in the past, then they pertain to Creationism. We will look at all of these matters in the class. But the issues surrounding Fantastic Archaeology are by no means always clear cut. In several archaeological arenas, legitimate controversies among about what is known and knowable grade into speculations about the past that go beyond any possibility of documentation. Sometimes these frontiers between the legitimate and the lunatic are the most dynamic and interesting of all. Finally, we consider, thematically and periodically throughout the course, the difference between legitimate controversy within scientific archaeology, what is termed a “Paradigm controversy”, and controversy pitting scientists against pseudoscientists and . As Ken Feder describes in the first two chapters of his book, Frauds, Myths and Mysteries, a controversy between legitimate scientists operates by clear and consistent rules of evidence, even if those scientists have very different interpretations of evidence. A controversy between scientists and charlatans (people who capitalize on the gullibility in others) pits people working with such rules against people who ignore them.

This course will critically examine pseudoscience, cult archaeology and creationism from a scientific perspective. Through the close examination of case studies we will dispel archaeological myths and mysteries which are often depicted as fantastic or cult archaeology. This course will demonstrate that a strong adherence to scientific investigation can uncover facts about prehistory that are as interesting as the myths.

Professor Callaghan is a Mesoamerican archaeologist in the department of anthropology at SMU. He specializes in ancient Maya civilization and has been working at Maya sites in Honduras and Guatemala since 1997. He has an active research project at the site of Holtun, Guatemala where he is examining the rise of Maya civilization in relation to ritual and religion during the Preclassic period (600–300 BCE).

1

Learning Outcomes Specific to the Course 1. Students will be able to recognize a pseudoscientific claim, particularly about the human past involving archaeology 2. Students will learn techniques for critical thinking and analyzing seemingly scientific claims 3. Students will learn the proper structure of scientific argumentation and how to avoid common logical fallacies in pseudoscientific thinking 4. Students will examine the role and popularity of pseudoscientific claims in contemporary American culture and the power archaeology has to create national, religious, social, ethnic, and political narratives 5. Students will be exposed to how seemingly “silly” pseudoarchaeological claims have harmful and sometimes violent effects on indigenous groups in the form of social/political/religious/ethnic marginalization, economic exploitation, and “romanticizing” an “exotic other”.

This Course has been approved for the Following Pillars and Proficiencies in the GEC/UC:

* All definitions are copied from http://www.smu.edu/academics/officeofgeneraleducation

General Education Curriculum:  Human Diversity o “One Human Diversity Co-Curricular course (3 term hours) dealing with non- western and/or race-, ethnicity- or gender-related issues must be completed by every graduating student. This requirement may be satisfied by any course within the university’s undergraduate curriculum, including courses in the Perspectives and Cultural Formations components, as long as that offering is designated as a Human Diversity course”

University Curriculum Pillars  Individuals, Institutions, and Cultures (Level 2) (approved Fall 2014) o “Students will be able to analyze different theoretical or interpretive perspectives in the study of individuals, institutions, and cultures that shape economic, political and social experiences.” o “Students will be able to evaluate critically the research outcomes, theory, and/or theoretical applications in the study of individuals, institutions, and cultures that shape economic, political and social experiences.”

 Philosophical and Religious Inquiry and Ethics (Level 2) (submitted August 2014, approval TBD) o “Students will be able to demonstrate the ability to critically reflect on or apply the theoretical methods of philosophy or religious studies via a focus on a specific area or set of issues.”

2

University Curriculum Proficiencies and Experiences:  Oral Communication (approved Fall 2014) o “Students will be able to select, organize and use appropriate evidence or information to suit a specific or targeted audience.” o “Students will be able to use appropriate vocal and visual cues to deliver a presentation to a specific or targeted audience.”

 Human Diversity (approved Fall 2014) o “Students will be able to demonstrate an understanding of the historical, cultural, social, or political conditions of identity formation and function in human society, including the ways in which these conditions influence individual or group status, treatment, or accomplishments.”

 Writing (approved Fall 2014) o “Through multiple opportunities supervised and/or directed by a professor, an editor or other authority, students will demonstrate proper use of language through completion of a substantial amount of purposeful writing appropriate for a specific or targeted audience.”

 Information Literacy (approved Fall 2014) o Students will be able to select and use the appropriate research methods and search tools for needed information. o Students will be able to evaluate sources for quality of information for a given information need.

Course Texts Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, 8th Edition, Kenneth L. Feder, McGraw Hill, NY

Additional readings are listed on the syllabus as “Posted Readings” and will be available on Blackboard (https://courses.smu.edu/).

Course Requirements Readings: Readings are due on the day assigned. It is critical you do the readings before you come to class, so that you will be prepared to understand the lectures and participate in discussions.

Attendance (10%): Attendance will be taken beginning the first day of class. Because there are only 8 class days in the semester each class will count for 1.25% of the final grade.

Participation (10%): Participation is a crucial aspect of the course, as it is through in-class lecture and discussion where you are able to grow as scholars. Regular demonstration of having both read the assigned materials and being able to engage their content is a sign of discipline and intellectual curiosity. For this reason a portion of the grade will be determined by the quantity and quality of your in-class participation.

3

Group Projects (5 at for 10% each = 50%) Group projects will require in-class group-based research and presentation. Groups will be given prompts related to the material assigned for that day. Group projects are designed to help you reflect upon some aspect of Fantastic Archaeology and apply it to more general principals in anthropology (i.e., cultural relativism, evolution, ideology, hegemony, Post-Colonialism, and Gender theory), philosophy (i.e., logical fallacies, argumentation, parliamentary debate), religion (i.e., understanding basic tenets of specific religious systems of the past and present), and ethics (i.e., beneficence, the concept of “least harm”, autonomy, respect for others) that we learn throughout the course. Participation will be assessed through quantity and quality of individual contribution and involvement. All group projects will require some sort of product in the form of powerpoint presentations, videos, or written work.

Short Research Papers (2 for 15% each = 30%) Two short papers (2-3 pages) are required for this class and will deal with the material culture (artifacts) associated with social, religious, political, and economic aspects of “Fantastic” archaeological claims. One paper will be based on an artifact/symbol/concept you identify through library and internet-based resources. The other paper will be based on an artifact on display at the Dallas Museum of Art and found in “Fantastic” archaeological literature. We will take a field trip to the museum on Friday, January 9. Admission to the museum is free and we can arrange car-pooling in advance.

Papers must be double-spaced and typed. Sources (as well as direct quotes) must be acknowledged by citations in the text using typical social sciences citation conventions, as exemplified in your textbook and other readings. A list of references cited must also be supplied. Outside research and reading is required, and only legitimate scholarly resources will be accepted. In order to help you understand how to find and evaluate these sources we will perform much of the research for these papers in class using internet-based sources and at on- campus libraries using physical collections. All papers will be submitted through Safe Assign to check for plagiarism.

Final grades for the course will be based on:

Attendance: 10% Participation: 10% Group Projects: 50% Short Research Papers (2): 30%

Disability Accommodations: Students needing academic accommodations for a disability must first contact Services for Students with Disabilities (214-768-4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements. (See University Policy No. 2.4.)

Religious Observance: Religiously observant students wishing to be absent on holidays that require missing class should notify their professors in writing at the beginning of the semester, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence. (See University Policy No. 1.9.)

4

Excused Absences for University Extracurricular Activities: Students participating in an officially sanctioned, scheduled University extracurricular activity should be given the opportunity to make up class assignments or other graded assignments missed as a result of their participation. It is the responsibility of the student to make arrangements with the instructor prior to any missed scheduled examination or other missed assignment for making up the work. (University Undergraduate Catalogue)

THE CONSTITUTION OF THE HONOR COUNCIL OF SMU

PREAMBLE AND DEFINITIONS We, the students of Southern Methodist University, with the approval of the Provost and the Dean of Student Life, establish the Honor Council to uphold the standards of academic integrity set forth in the Honor Code. Acts punishable under the code include, but are not limited to the following:

ACADEMIC SABOTAGE Intentionally taking any action which negatively affects the academic work of another student.

CHEATING Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise.

FABRICATION Intentional and unauthorized falsification or invention of any information or citation in an academic exercise.

FACILITATING ACADEMIC DISHONESTY Intentionally or knowingly helping or attempting to help another to violate any provision of the Honor Code.

PLAGIARISM Intentionally or knowingly representing the words or ideas of another as one’s own in any academic exercise.

The general principles for all honest writing can be summarized briefly. Acknowledge indebtedness: 1. Whenever you quote another person’s actual words. 2. Whenever you use another person’s idea, opinion, or theory, even if it is completely paraphrased in your own words. 3. Whenever you borrow facts, statistics, or other illustrative material - unless the information is common knowledge.

Plagiarism also encompasses the notions of citing quotations and materials from secondary sources that were not directly consulted in the preparation of the student’s work, and copying the organizational and argumentation structure of a work without acknowledging its author.

5

***TENTATIVE*** COURSE SCHEDULE

Week 1 Jan 5  Morning (9-12) o Why People Believe Weird Things . Feder chapter 1 . Posted Reading: Shermer 2002, chapter 1 o Science and Epistemology: How Do We Know What We Know? . Feder chapter 2 o Recognizing Pseudoscience: The “Baloney Detection Kit” . Posted Reading: Shermer 2002, chapter 3 . Posted Reading: Sagan, 1996, chapter 12

 Afternoon (1-4) o Film clips: South Park: A History Channel Thanksgiving (Season 15, episode 13) o Group Project 1: Confronting Logical Fallacies

Jan 6  Morning (9-12) o An Introduction to Archaeology . Posted Reading: Archaeology 101 o Archaeological Hoaxes: The Cardiff Giant . Feder chapter 3 o Archaeological Hoaxes: Piltdown Man . Feder chapter 4

 Afternoon (1-4) o Film: The Boldest Hoax (Nova) o Group Project 2: Contemporary Archaeological Hoaxes

Jan 7  Morning (9-12) o The “Discovery” of North America: The First Americans . Feder chapter 5 o After Native Americans, Before Columbus: The Chinese and Europeans . Feder chapter 6 o Vikings in the New World? . Wallace, 2000

 Afternoon (1-4) o First Research Paper Assigned o Library Research (FLE 323 on Dallas Campus)

6

Jan 8  Morning (9-12) o The Mysterious Moundbuilders . Feder chapter 7 o Mormonism and Mesoamerican Archaeology . Posted Reading: Coe, 1973

 Afternoon (1-4) o African Diffusion and the Olmec . Posted Reading: Ortiz de Montellano et al., 1997 o Group Project 3: Alternative Interpretations and Claims to the Past

Jan 9  First Paper Due via Safe Assign  Morning (9-12) o The Maya and 2012 . Feder chapter 13, pp. 330-334, 336-340 . Posted Reading: Hoopes, 2011 o The Curse of the Crystal Skulls . Feder chapter 12, pp. 319-320 . Posted Reading: Walsh, 2008 (Archaeology) o Indiana Jones and an “Aztec Birthing Figure” . Posted Reading: Walsh, 2008 (Societe de Americanistes)

 Afternoon: o Second Research Paper Assigned o Field Trip: Dallas Museum of Art

Week 2 Jan 12  Morning (9-12) o The Myth of . Feder chapter 8 o Ancient Aliens . Feder chapter 9 . Posted Reading: Shermer, 2002 (ch. 6)

 Afternoon (1-4) o Film: Ancient Aliens o Group Project 4: Identifying Logical Fallacies in “Alien Theory”

7

Jan 13  Morning (9-12) o The “Mystery” of the Egyptian Pyramids . Posted Reading: Mendelssohn, 1971 o Film clips: Engineering an Empire (Egypt) . The Curse of King Tut  Feder chapter 10

 Afternoon (1-4) o Introduction to Evolution and Natural Selection . Feder chapter 12, pp. 293-299 . Posted Reading: Coyne, 2010 o Evolution, Creationism, and . Posted Reading: Scott, 1997 o Film clips: Judgment Day: Intelligent Design on Trial

Jan 14  Second Paper Due via Safe Assign  Morning (9-12) o Evolution in the Classroom and Courthouse . Gould, 1997 . Gould, 1983 o Film: The Revisionaries o Group Project 5: Fused or “Non-Overlapping Magisteria”?

 Afternoon (1-4) o Noah’s Ark . Feder chapter 12, pp. 299-306 o The Shroud of Turin . Feder chapter 12, pp. 309-316 o and Power: Ideology, , and Nazi Archaeology . Posted Reading: Arnold, 2006

8