Modules Overview
The course includes 13 different modules that are covered over a 16-week
term (minus one week for spring break). Class meets twice weekly for
75 minutes. In order of discussion, the modules are:
M1 (Module 1) Careers in Archaeology (one class)
M2 The Archaeological Report (Approximately half a class session, the other half consisting of the first section of M3, Writing for the Public. This module also includes the first paper assignment.)
M3 Communicating Archaeology (Divided into four sections that are presented throughout the term. Each section lasts 15-30 minutes.)
M4 An Overview of Theory (2 classes)
M5 Nature and Culture (3 classes)
M6 Food Production (2 classes)
M7 Social and Political Inequality (3 classes)
M8 Archaeology of Gender (2 classes)
M9 Equity in American Archaeology (1 class)
M10 Warfare (2 classes)
M11 Human Remains (3 classes)
M12 History, Heritage, and Commemoration ( 2 classes)
M13 Public Archaeology (1 class)
(Note: Four class sessions are used for student presentations.)
Note that the lesson objectives for each module are explicitly stated at the head of each module section in the syllabus. Students address the issues raised in the objectives in their reading journals. This exercise guides their reading and prompts them to critically think about each topic before class.
While the basic format of each class is a discussion based on readings and occasional films, I often “jump start” (or occasionally restart) a session using two kinds of exercises. Discussion questions are either addressed in ungraded exploratory writing assignments or in small groups of three or four, where each group comes up with its own responses to the discussion questions before we join back together. The exercises have several advantages: (1) students with difficulty speaking in class can better express what they know (and receive feedback); and (2) all students take a more active role in their learning. These exercises may not be necessary in other settings, but they are helpful at a school where the majority of classes are large and lecture based.
Assessment for each of the modules is based on the reading journals, participation in discussion, and the papers and presentations (which require skills developed throughout the course). Exercises to stimulate discussion (small-group assignments, exploratory writing, take-home assignments) are not graded, but are collected to gain an idea of how students are doing and to identify problem areas. Other instructors may prefer to assign grades to these exercises. At other times, I will simply pose a series of questions to guide students through the main points of the readings and to get them to tie their observations to other class topics or current events (e.g., our section on heritage drew heavily on news items from Afghanistan and Iraq on war, looting, and the destruction of sites and museums). If students get stuck, or if there is a section that they do not understand, I use the board to outline and explain concepts, or to summarize what we have already covered to help students move forward.
Materials for the classes include a chalkboard, videos
and a television and VCR for four of the class sessions, and an overhead
projector for student presentations.