Graduate Program

Fall Semester 2012-13

 

GENERAL ANTHROPOLOGY

 

A403 Introduction to Museum Studies
Kirk (21655)
BH 219
2:30-3:45pm TR

Above course carries Graduate credit

This course provides a general overview of the museum profession, with particular emphasis on museums in American society. The first half of the course explores the history and philosophy of museums; the second half examines museum functions.

Although the class is not restricted to students seeking careers in museums, it does serve as the first step in the training needed by aspiring museum professionals. Students who have completed the course will be prepared to enroll in more advanced course such as A408/Museum Practicum, or to take advantage of other opportunities for experience in museum work.

A406 Fieldwork in Anthropology
Brondizio (15815)
Arranged

Fieldwork designed and carried out by the student in consultation with faculty members.

A408 Museum Practicum
(15816)
Arranged

The Museum Practicum (1-4 cr.) provides students with the opportunity to gain hands-on work experience in museums while earning academic credit through Indiana University's Department of Anthropology. Practica require prior agreement and must be arranged with museum personnel and the course instructor, Professor Geoffrey Conrad, director of the William Hammond Mathers Museum (conrad@indiana.edu or phone 812-855-6873).

Practica may be arranged at any museum. If you wish to arrange a practicum at a museum other than the Mathers Museum, you must obtain written permission from a designated supervisor at that institution. General guidelines require that you and your supervisor agree upon the number of credit hours to be awarded, the number of hours to be worked per week, and the specific work schedule. Your designated supervisor will be responsible for assessing your performance and assigning a grade. Please bring a copy of the supervisor's statement of permission to Professor Conrad when you request authorization to enroll. Students interested in arranging practica at the Mathers Museum should visit http://www.indiana.edu/~mathers/edu/A408.pdf for detailed information regarding a specific practicum. Practica may involve collections research, conservation, education/programs, the museum store, exhibits, and photography.

To apply for a practicum at the Mathers Museum, please review the information on the website, then contact the appropriate departmental supervisor (noted at the top of each listing) to request an application and arrange an interview. Acceptance of students is limited. The required number of practicum hours worked per week at the Mathers Museum varies according to the number of credit hours of A408 the student is enrolled in, and the semester of enrollment.

A495 Individual Readings in Anthropology
Brondizio (15817)
Arranged

Individual Readings in Anthropology (1-4 cr.) allows the student to work with a particular professor on a specific topic chosen by the student and agreed to by the professor. Field Study in Anthropology (3-8 cr.) gives the student a chance to earn academic credit for work "in the field."

A521 Internship-Teaching Anth
Sievert (15819)
SB 050
5:15-7:30pm M

Required for new AIs. This seminar/workshop has two goals. The first is to provide some foundation in educational theory with a focus on perspectives in anthropology education. You will read material that examines how undergraduates learn, along with results of some studies of college teaching. The second is to provide practical information about what to expect as an AI, and what to expect as a future professor of anthropology. There will be some teaching tips, workshops and applications dealing with testing, grading, assessment, and other topics. We will monitor how the classes you are working with are proceeding throughout the semester, and provide information regarding problem solving and course development. We will also draw on the experience and expertise of individuals in other facets of the university, such as the Campus Writing Program, who will offer workshops and discussions with our group. Near the end of the semester we will move toward broader discussions of anthropology programs, how they are framed, and what they need. This should get you thinking about how to construct courses from scratch, and how to develop new course ideas.

Each week there will be time for problem-solving and discussion based on what you may be doing at any particular moment in your class, followed by directed topical discussions. You will observe classes in areas other than your subfield. Depending on what courses you are involved in, there will be peer observations. Later in the course you will develop microteachings (short lessons on a specific topic), and teach the rest of us.

As a final project, there will be course development, in which you will create course outlines, pick readings and devise assessment techniques for a course of your own. Response papers, a textbook review, and a lecture evaluation will also be included among the assignments.

Readings:

Curzan, Anne and Lisa Damour. 2000. First Day to Final Grade: A Graduate Student's Guide to Teaching. And other readings

G599 Thesis Research
Brondizio (20938)
Arranged

Above section for Master’s students only who have enrolled in 30 or more hours of graduate coursework applicable to the degree and who have completed all other requirements of the degree except the thesis or final project or performance.

A800 Research
G901 Research
Brondizio (15820 & 15831)
Arranged

BIOANTHROPOLOGY

B301 Laboratory in Bioanthropology
AI (15822)
SB 060
8:55-10:45am MW

Above Section Carries Graduate Credit

This course is designed to provide students with an understanding of the basic research techniques used by biological anthropologists through hands-on experience and an introduction to the literature of the field. The course is divided into two main sections. The first focuses on human skeletal anatomy, and the second covers methodologies used in forensic anthropology, paleontology, primatology, human growth and development, and population genetics. This course counts for the NMNS distribution requirement.

This course is designed to provide students with an understanding of the basic research techniques used by biological anthropologists through hands-on experience and an introduction to the literature of the field. The course is divided into two main sections. The first focuses on human skeletal anatomy, and the second covers methodologies used in forensic anthropology, paleontology, primatology, human growth and development, and population genetics. This course counts for the NMNS distribution requirement.

B301 Laboratory in Bioanthropology
AI (27842)
SB 060
6:50-8:40pm MW

Above Section Carries Graduate Credit

This course is the same as the class above regarding course content; however, grading procedures, assignments and text may differ.

B500 Pro-Seminar in Bioanthropology
Cook (32746)
SB 060
2:30-5:00pm F

Objectives
     This course is meant to orient new graduate students to the discipline of bioanthropology, physical anthropology, or human biology as it is practiced at Indiana University.   You will be introduced to the research of each of the members of the faculty, including bioanthropologists in other departments.  In seminar we will stress critical analysis of models for evolution and their application to bioanthropology.   We will examine the use of evolutionary theory in bioanthropology in historical perspective.  Topics will include classification and phylogenetics, form and function, life history theory and reproductive ecology, human adaptability, and the action of evolutionary forces. 
     We will stress critical thinking and reading skills.  A seminar depends on consistent, thoughtful participation each week from each person.  You must come to class prepared to discuss the material we are reading.  If participating in discussion is difficult for you, it will help to make notes in advance on issues you wish to raise.  Each week each of you will be responsible for discussing one of the week’s readings with your colleagues.   Expect approximately 100 pages of reading per week.   

Requirements
     Each student will prepare and submit an application for the NSF Graduate Fellowship competition or an appropriate comparable program.  A portion of our class time in the first half of the semester will be devoted to this task, and we will read one another’s work critically and constructively.   You should meet with your advisor during the first two weeks of class to begin to define your research statement.
     Each student will prepare a final paper reviewing theory in anthropology as it has developed in his or her research topic.    This paper should be prepared in the style and scope of a review essay in Annual Reviews in Anthropology, Yearbook of Physical Anthropology or Evolutionary Anthropology.  We will circulate these papers for discussion during our finals week meeting.
     Each student should become familiar with the IU Code of Student Rights, Responsibilities and Conduct.  Each student is expected to participate regularly in Darwin Club as well as in colloquia and invited lectures as they are announced during the semester. 

B525 Theory & Methods of Anthro Genetics
Kaestle (29736)
SB 050 and 251
5:45-8:00pm W

Prerequisite ANTH B200 AND instructor's permission

This course is designed to fulfill a requirement within the bioanthropology graduate program pertaining to research methods. As such, it will cover basic methodologies associated with research investigations that relate genetics to bioanthropology. Principle areas include the theory and practice of Mendelian genetics, human/medical genetics, forensic genetics, molecular genetics, and human population genetics. The particular field within bioanthropology referred to as anthropological genetics will be stressed. This means that there will be an emphasis on microevolutionary processes that serve to explain current and recent past gene distributions and genetic structure of human populations. This course is organized into both seminar discussions of assigned readings and exercises, some of which will be carried out in class, in addition to wet laboratory work, to be carried out in the anthropology department's genetic anthropology teaching lab. There will be no textbook for this course. Rather, the readings will be excerpted from existing textbooks and will also include published research papers, all of which will be available in PDF format. In addition, there will be a laboratory manual with directions for and explanations of the wet laboratory procedures used in this course, as well as hints for the exercises. Each student will need a scientific calculator, a lab notebook, and a 3-ring binder. We will discuss what qualifies as a ‘lab notebook’ on the first day of class. One half of the course grade will be based on in-class and take-home exercises and lab analyses, one quarter on discussion participation, and one quarter on a take-home final project.

B600  Language Evolution
Schoenemann (25309)
BH 221
2:30-4:45pm T

This course will survey research and theories concerning the origin and evolution of language. This question has been approached from many perspectives, including linguistics, evolutionary psychology, anthropology, computer science, and philosophy. Typically, the evolution of language (the human communication system) is seen as separate from the evolution of languages (e.g., Spanish from Latin). The first is seen as a problem of biological evolution whereas the second is seen as an example of cultural evolution. However, an evolutionary perspective suggests that these two are not independent: cultural evolution in humans has played a major role in driving biological evolution. Therefore, we will also discuss aspects of how languages change historically, to see what this might predict about the origins and evolution of language itself. Specific topics we will cover may include: What is language and how does it work? What is historical linguistics and what can it tell us about language change? Is language properly thought of as an adaptation, that evolved by natural selection? Do other animals have language, or can they be taught to? What can the fossil record tell us about language evolution? How have the language centers of our brain changed during human evolution? Did our brain evolve to fit language, or did language evolve to fit our brain? How have people explored language evolution through computer modeling?

B600 Primate Socioecology Beh Evol
Hunt & Muehlenbein (29749)
SB 138
4:00-6:15pm R

This course will provide an advanced review and analysis of the evolution of nonhuman primate behaviors. Why and how do nonhuman primate behaviors differ among species, between primates and other species, and between nonhuman primates and humans? What are some commonalities across these species, and what evolutionary and ecological principles can explain variation in behaviors among nonhuman primate taxa? By the end of this course, students will be able to demonstrate knowledge of primate socioecology and behavioral evolution through effective communication (via written and oral presentation to others). Major topics will include: primate evolution and modern primate behaviors; life history evolution and variation; kin selection, altruism and reciprocal altruism; game theory and evolutionarily stable strategies; sexual selection: mate choice, competition and coercion; parental investment; hunting and foraging theories; socioecological models of grouping, philopatry and dispersal; predator avoidance; communication; dominance relationships; agonism and affiliation; and intra- and inter-sexual bonding.

This course will utilize a number of techniques for effective learning. In addition to instructor-lead discussions, this course will bring in seven different speakers with expertise in primate behavioral ecology. These internationally recognized primatologists will be involved in a variety of activities, including both public lectures and private meetings with the class for discussion. Class discussion will also be organized by students, which will require discussion leaders to prepare overviews of reading materials using PowerPoint. Beyond the topics listed above, class will also involve the development of student projects and formal student presentations.

Enrollment for this course is limited. All students require instructor consent for enrollment.

ETHNOGRAPHY and ETHNOLOGY

 

E321 Peoples of Mexico
Royce (27490)
SB 150 
9:30-10:45am TR

Above Class Carries Graduate Credit

Mexico: After Canada, Mexico is the United States’ most important trading partner in terms of exports and imports; After Tokyo, Mexico City is the biggest city in the world with more than 21 million people; Mexico, with 112 plus million people, ranks #eleven in the most populated countries in the world; Before the Spanish came to the New World, Mexico had three of the world’s greatest civilizations--the Maya, the Aztec, and the Zapotec, a population of about 25 million living in cities and rural areas, with trade networks that connected the entire country, arts, astronomy and mathematics, a complex calendrical system, religions and a priesthood, sophisticated laws, courts and judges; Mexico’s indigenous population today is 11% of the total and represents some 60 different groups.

Behind these facts, lie the stories of Mexico’s people--who they are, what they do, what their dreams are. We will learn about the lives of Mexicans living in the second largest city in the world. We will follow the story of the Zapatistas as they seek justice and land and we will look at similar movements of resistance and strategies for political reform. The old stories of indigenous belief, art, and survival will teach us about Mexico’s indigenous peoples. Individual stories of emigrating to El Norte will help us understand better the realities of immigration and its effect on people of both countries. Stories of ingenuity and imagination, of change and continuity, of family and community, of becoming an active partner in globalization while recognizing ancient roots--these are the paradoxes of contemporary Mexico.

Course requirements will include:
*two unannounced quizzes
* midterm examination.
*class participation
*a final examination
Course readings will be selected from the following:
Basta! Land and the Zapatista Rebellion in Chiapas. 1999. George Collier with Elizabeth Lowery Quaratiello.
Sons of the Shaking Earth: The People of Mexico and Guatemala--Their Land, History, and Culture. 1959. Eric Wolf.
We will Dance Our Truth: Yaqui History in Yoeme Performances. 2010. David Delgado Shorter. Becoming an Ancestor: The Isthmus Zapotec Way of Death. 2011. Anya Peterson Royce.

E523 Life Histories
Clark (32749)
AN 101 (Archaeology Annex)
9:30-10:45am TR

Ethnographers like working with life histories because of their emotional impact, readability and depth of insight. This time-honored genre presents a deceptively simple, transparent opening for authentic voices and experiences. Avant-garde approaches grapple with complex questions of power and knowledge. We will read and discuss examples of both, covering interviewing techniques, ethical issues of consent and confidentiality, and editing strategies. We also consider what you can learn from them and how. Class assignments include a journal, a practice interview and three short essays. Graduate students will write an analytic book review.

E600 Peoples and Cultures of Central Asia
Shahrani (27501)
SB 231
9:30-10:45am TR

A general anthropological introduction to the societies and cultures of the contemporary Muslim successor states of former Soviet Central Asia and the adjacent areas of Iran and Afghanistan --i.e., western Turkistan. Topics include ecology, ethnohistory and the structure of traditional subsistence strategies (nomadic pastoralism, sedentary farming, and urban mercantilism); forms of marriage, family, kinship, gender relations, identities and organization; religious beliefs and practices; and the assessment of socio-economic change and recent political transformations experienced by the peoples of this region under the colonial rules of tsarist and Soviet Russia, and the modern nation states of Iran and Afghanistan. The consequences of war on terrorism, volatile sociopolitical conditions and future prospects for the peoples of this region will be also critically examined. No special knowledge of the region on the part of students is presumed. However, a background in general anthropology would be helpful, but not essential. The course will consist of lectures, reading assignments, film and slide presentations and class discussions.
Required Texts (some title may vary):
Bacon, Elizabeth Central Asia Under Russian Rule: A Study in Culture Change. Ithaca: Cornell U. Press (1980).
Rashid, Ahmed The Resurgence of Central Asia: Islam or Nationalism? (1994)
Schimmel, Annemarie Islam: An Introduction. Albany, N.Y.: SUNY Press (1992)
Shahrani, M. Nazif The Kirghiz and Wakhi of Afghanistan: Adaptation to Closed Frontiers and War. Seattle: University of Washington Press (2002)
Shalinsky, Audrey Long Years of Exile: Central Asian Refugees in Afghanistan and Pakistan.
New York: University Press of America, Inc. (1994)
Course Requirement:
A. Undergraduate students course grades will be based on:
Mid-Term exam = 30% of course grade
Final exam = 45% of course grade
An eight page (double-spaced typed) critical comparative written review of two of three ethnographic case studies = 20% of the course grade.
Participation in class discussions = 5% of the course grade.
All examinations will be in class and essay type.
B. Graduate students are expected to submit a term paper in addition to taking the exams. For graduate students course grades will be based on mid-term and final Examination (worth 60% of the course grade), and a term paper (worth 40% of the course grade).


E600 Representations of Islam and Muslim
Shahrani (27502)
WH 205
4:00-6:15pm R

The main focus of the seminar will be on the representations of Islam and Muslims in the ethnographic/historical literature of the Middle East and former Soviet Central Asia. The latest edition of Orientalism by Edward Said and a selection of ethnographies by Western and native authors will be read and critically discussed in light of some recent critiques of the nature, purpose and direction of traditional practices in the social sciences. The central aim of the seminar is to explore relationships between ethnographers (producers) and their ethnographic representations (products) of the Muslim peoples and cultures they study. In particular the significance of place (of ethnographers culture of orientation, of education and graduate training, of employment, of research and fieldwork), gender, and voice (e.g. speaking of or for people studied, institutions funding the research, and governments and agencies supporting the research efforts) within the broader political ecological and intellectual environment, and their impact upon the ethnographic accounts will be examined and assessed.

Required Readings (some title may vary):
E. Said Orientalism (1978, with a new Preface in 2003)
S. Altorki & C. El-Solh Arab Women in the Filed: Studying Your Own Society (1988)
F. E, Peters A Reader on Classical Islam (1994)
R. Loeffler Islam in Practice: Religious Belief in a Persian Village (1988)
R. Antoun Muslim Preacher in the Modern World: A Jordanian Case Study in Comparative perspective (1989
D. Edwards Heroes of the Age: Moral Fault Lines on the Afghan Frontier (1996)
Bruce Privratsky Muslim Turkistan: Kazak Religion and Collective Memory (2001)
Roald Sagdeev & S Eisenhower, eds Islam in Central Asia: An Enduring Legacy or an Evolving Threat? (2002)
James Spickard, et al. Eds., Personal Knowledge and Beyond: Reshaping the Ethnography of Religion (2002)
Pnina Werbner Pilgrims of Love: The Anthropology of Global Sufi Cult (2003)

Course Requirements:
A Critical Written report of the reading assignments for each week (about 2-3 double spaced typewritten pages) highlighting the most significant points (positive and negative) about the authors’ approach in the text(s). Students are also expected to actively participate in class discussions, lead class discussions, make an oral presentation of the term project, and submit a term paper on the term project. The term project will consist of a review essay consisting of 1) critical reading, detailed assessment and synthesis of all required readings for the seminar; and 2)serious and reasoned reflection on how the theoretical, conceptual, methodological and substantive issues covered in this seminar will (or will not) be useful to your own specific topics or fields of research interests in this region and why. The final essay should be about 20 typed pages (double-spaced) and due on the last day of class.

E645 Advanced Seminar in Med Anthropology
Phillips (29816)
SB 050
11:15am-1:30pm M

This seminar will be an intensive research practicum with a special focus on the anthropology of pharmaceuticals from a medical anthropology perspective. In addition to working through topical, theoretical and methodological readings, students will develop research skills by collaboratively designing and carrying out a semester-long research project. Primary research methods will include surveys, focus groups, personal interviews, and media and discourse analysis. Students will also take a leading role in data analysis, and will receive training in the use of qualitative data analysis software. Academic writing is also a key course component, and there is the potential for students to publish the results of this research in the form of research reports and scholarly articles.

E648 Power, Subjectivity and the State           
Friedman (30171)
SB 060
3:35-5:50pm W

This seminar will explore the relationships among culture, power, subjectivity, and state formation through close readings of theoretical and ethnographic texts. We will examine how distinct theoretical approaches (Marxism, structuralism, post-structuralism, practice theory, and feminism) have defined and analyzed these contested terms. Instead of assuming that culture, power, the subject, and the state are given concepts, we will study how their meanings and mutual imbrications have changed over time. How do cultural beliefs and outlooks organize the production, distribution, and even definition of power? How are power and subjectivity mutually constitutive, infusing individual desires and everyday practice? How do states structure power relations, define subjectivity, or shape cultural attitudes and expectations? Building on insights from Marx and Engels, Gramsci, Althusser, Bourdieu, Butler, Foucault, and Agamben, we will examine how theory and ethnography work in tandem and, at times, in productive tension. Students will be asked to evaluate and use these theoretical frameworks in relation to their own research.

HISTORY OF ANTHROPOLOGY

 

H500 Anth Thought in the 19th and 20th Centuries
DeMallie (15832)
SB 138
04:00-6:15pm T
Graduate Students Only

This course is designed to introduce graduate students to major issues in the history of social and cultural anthropology from the mid-nineteenth century until the 1960s. Readings trace the development of major theoretical and methodological approaches in the field and include both original texts and historical studies. Particular attention is paid to the development of anthropology in North America and the influences on it of British and French anthropology.

Grades are based on class participation and on three written assignments dealing with bibliography, biography, and theory.

LINGUISTICS

 

L507 Language and Prehistory
LeSourd (29841)
SB 138
11:15am-12:30pm TR

This course provides an introduction to the areas of linguistic research that are most relevant to the concerns of archaeologists and other students of prehistory. We will investigate the ways in which languages change, explore the principles by which languages are grouped into families, and see how proto-languages, the ancestors of linguistic families, are reconstructed. We will then apply the results of these studies to such problems as identifying the locations of ancient populations, tracing early patterns of migration, and revealing the cultures of groups who lived in the distant past. Work for the course includes a series of problem sets that provide experience with the methods of historical reconstruction, plus addtional projects relating language to history and prehistory.

L512 Intermediate Lakota (Sioux) Languange I
Parks (29848)
SB 138
4:00-5:15am MWF

This course is the 3rd in a four-semester sequence designed to introduce students to the language and culture of an American Indian people, the Lakota (Western Sioux) of North and South Dakota. Study is designed around an introductory Lakota language textbook, weekly lessons, tape recordings, and readings on Lakota culture. The course requires both oral and written exercises (inside and outside the classroom), and will teach both speaking and reading.

 

ARCHAEOLOGY

P314 Earlier Prehistory of Africa
Sept (29867)
SB 131
9:30-10:45am MW

Above class carries Graduate credit

AFRICA is the birthplace of humanity, and the only continent where we can study a complete archaeological record from the very beginnings of stone technology.

Over 2.5 million years ago in Africa proto-humans discovered how to fracture stone and create sharp-edged tools. With this initial invention, a trail of our ancestors' litter and refuse began to accumulate on ancient African landscapes. Archaeologists have been able to study these stone tools and other traces of behavior as clues to the evolution of our species and the emergence of modern human ways of life. This course is called the "Earlier" Prehistory of Africa because it focuses on human origins and evolution in Africa during the Stone Age. We will explore:

Human Origins Archaeology: After an introduction to the continent and brief overview of the evolution of early hominin species, we will study case studies of the major early archaeological sites, and learn how archaeologists use information from many different sources (primate behavior, carnivore studies, experiments) to learn about how Early Stone Age ways of life developed from the Oldowan through Acheulian times.

Rise of Humanity: We can recognize the beginnings of modern human biology and behavior very early in Africa. We will explore what Middle Stone Age and Later Stone Age sites reveal about ancient strategies for survival, and our evolution and cultural development as a species.

Note: graduate students can enroll in P314 for credit, but have a different workload and academic expectations compared to undergraduates in the course.)

P500 Proseminar in Archaeology
Scheiber (29891)          
SB 050
01:25-03:40pm T

This graduate seminar is a required course for all graduate students in archaeology, and is also open to students in anthropology and other departments who are interested in the history and theory of archaeological practice. P500 will expose you to the historical and theoretical foundations of contemporary anthropological archaeology. It briefly covers major events and theories in archaeology during the early to mid-twentieth century, then focuses on recent paradigms and contemporary archaeological thought. Weekly in-class discussions and extensive readings are required components of this course. Students are expected to attend all classes, and must be prepared for and participate in discussion. This course will present case studies from around the world, and emphasis will be placed on examples from North America.

P509 Archaeological Ethics
Pyburn (29896)          
AN 101 (Archaeology Annex)
3:50-6:05pm W

Archaeological Ethics is a required course for students in the Archaeology and Social Context PhD Program, but any interested graduate student is welcome to join the class. This class focus is on the ethical issues raised by archaeological research, data curation and preservation, community impact, and public visibility. Political and cultural developments all over the world have led to laws and ethical codes that challenge the traditional practice of archaeology as an academic discipline. The causes of these challenges, as well as the consequences, are transforming archaeology into a very new field for some archaeologists. Other archaeologists continue to productively define their field in terms of a modernist agenda that they identify with responsible science.

The class will approach the issues encompassed in archaeological ethics as a series of debates. We will begin with a discussion of the moral philosophical and scientific underpinnings of ethics in archaeology and in social science in general. Then we will discuss the history of archaeology and its changing goals over the past century. Over the course of the semester we will consider community engagement, nationalism, looting and the art market, repatriation, identity and the world system, and issues of group representation in popular media.

P600 Historical Archaeology
Sievert (32752)
SB 138
9:30-10:45am TR

This course takes you into the past using archaeology, historical documents, and material culture. Historical archaeology focuses on societies after the point of contact with European cultures. This time period is one of culture contact, rapid change, population movement, immigration, industrialization, and fluctuating power relations. Historical archaeology is particularly suited to looking at the archaeology of domestic life for a variety of folks, including African Americans, Native Americans, and European colonists in the Americas. It is also useful for examining behaviors that are not well documented otherwise, perhaps because they are unpopular or illegal. During the first part of the course, we will cover general topics and methodology. We will evaluate documents and explore the kinds of documents that historical archaeologists use. You will get practice using historic documents and maps, evaluating artifacts, and understanding architecture. We will read and discuss case studies from different cultural setting. Finally we will discuss the implications of historical archaeology for heritage and preservation issues. Format: There will be illustrated lectures, discussions, guests, labs, videos, and field experiences. As a prerequisite P200 is helpful but not mandatory. This class is great for students with interest in history, American Studies, archaeology, museums, and historic preservation. CASE S & H distribution.

Evaluation: Your grade comes from papers/exercises, fieldwork-based tests, and a collaborative project.

Textbooks:
What This Awl Means: Feminist Archaeology at a Wahpeton DakotaVillage, by Janet Spector.
Historical Archaeology, by Charles Orser, Prentice Hall.
A Village of Outcasts: Historical Archaeology and Documentary Research at the Lighthouse Site, by Kenneth Feder.
The Sangamo Frontier, by Charles Mazrim.

P600 Geoarchaeology and Taphonomy
Hung (32753)
SB 220
4:00-6:15pm TR

Above class meets First Eight Weeks only

Geoarchaeology and taphonomy are critical for understanding how human societies interact with their diverse environmental settings. This interdisciplinary field incorporates the application of theoretical concepts and analytical methods from the earth sciences to study archaeological record. With hands-on opportunities, this course is designed to equip students with the knowledge and skill to effectively obtain and use geo-physicochemical data to study human behavior. Topics covered in this course include the dynamic processes involved in archaeological site formation, the analysis of soils and sediments relevant to archaeology, landscape evolution and paleoclimatic reconstruction, remote sensing of the physical environment, and geological sourcing of artifact proveniences.

P600 Material Culture of Early East Asian Community
Hung (32754)
BH 105
4:00-6:15pm TR

Above class meets Second Eight Weeks only

This course investigates prehistoric and early historic East Asian communities through the study of their rich material cultural remains, such as pottery, jade, bronze, textiles/silk, and porcelain, and etc. We will examine the social acts involved from the acquisition of raw material to the final abandonment of objects, with a specific focus on how objects were used to construct social relations and mark differences between individuals and groups. Data discussed in this course are primarily yielded from archaeological excavations, while students will have hand-on opportunities to study East Asian collections at the Indiana University Art museums and the Mathers museum of World Cultures.