Landscape Archaeology: Syllabus

Syllabus

Landscape Archaeology
Anthropology A460, section A167
Spring Semester, 2003
Tuesday, Thursday, 1:00-2:15 pm
Cavanaugh Hall, Rm. 411

Dr. Elizabeth Kryder-Reid
Department of Anthropology, IUPUI
Cavanaugh Hall 419
425 University Blvd
Indianapolis IN 46202-5140
(317) 274-1406

Office Hours:

Thurs. 2:30-3:30 pm
Thurs. 8:30-9:00 pm
or by appointment.
Please feel free to e-mail or call if you have any questions or concerns throughout the semester For the promptest response, please use e-mail.

The course is supported in OnCourse where you can find a copy of this syllabus with direct links to web sites, along with course announcements, your posted grades, and opportunities to continue class discussions online.

Course Description:

Landscape archaeology is the study and interpretation of past landscapes through the recovery of physical and historical evidence. Landscape archaeology has included excavations of Near Eastern palace gardens, the backyards of Pompeii, the field systems of Mesoamerica, and the gardens of America’s colonial gentry. This course covers a range of topics within landscape archaeology that relate to core principles of the field of archaeology: stewardship of the landscapes through managing and protecting cultural resources, working with descendant communities, archaeological ethics. The course also provides students with opportunities to learn fundamental archaeological skills such as mapping, research design, sampling strategies, remote sensing, applications of GIS to archaeology, and the development of interpretive panels for the public. Finally, through the creation of an interpretive exhibit, the course provides students with an opportunity to integrate and apply their knowledge and to disseminate their own research and interpretations to the public.

Course Objectives:

At the end of the course, the student should be able to:

Demonstrate an understanding of the research, interpretation, and concepts of landscape archaeology;
Communicate in written and oral form a research design and public interpretive plan for an archaeological site;
Discuss critically current issues in landscape archaeology and compare theoretical and methodological approaches to landscape studies;
Locate and utilize the basic sources for landscape archaeology including library, internet and professional organizations;
Research, develop, design, and fabricate a small exhibit on landscape archaeology using PowerPoint, working in collaboration with other members of the class.

Expectations:

It is expected that students will contribute their ideas, thoughts, and reflections to class discussions and exercises, and will listen respectfully to the contributions of others in the class.
Please set all cell phones and pagers on silent mode during class.
It is expected that students will make every effort to attend all classes and will notify Dr. Kryder-Reid as soon as possible in the event they must miss class or an assignment deadline. Absence in more than three classes may affect the final grade. Please make every effort to be on time.
It is expected that students will complete the assigned work in a thorough and timely manner.
All assignments must be completed for a passing grade.
It is expected that research projects will reflect scholarly research, original thinking, and independent direction. Dr. Kryder-Reid is available during offices hours and at any time by appointment or via e-mail for consultation or assistance. Please do not hesitate to ask questions, discuss ideas, or just explore your thoughts about archaeology. For the promptest response, please use e-mail.
Students are responsible for activity on their computer accounts.
It is expected that students will fulfill their responsibilities (see "Code of Student Rights, Responsibilities and Conduct" http://www.hoosiers.iupui.edu/studcode/stucode.htm ) and maintain standards of intellectual honesty in keeping with the academic policies of the University (see also IUPUI Campus Bulletin, 2000-2002, p.36). Accordingly, all work turned in should be the student's own and should include proper citations for all sources used. All work done outside of class should be typed and double spaced with one-inch margins. Please be sure to include your name on each page as a header or footer.

Required Reading:

All readings for this class are on reserve on the Errol system through the University Library web site (http://errol.ulib.iupui.edu/). Documents may be viewed from any Scholar's Workstation in the library, or from any World Wide Web capable machine anywhere in the world; however, access to the electronic course reserves material is restricted to current students of IUPUI by way of individual class passwords (passwords will distributed in class). Adobe Acrobat Reader software must be installed on the local machine in order to view and print documents. Extra readings for the class projects (Oldfields research design and the Near Westside Landscape exhibit) will be on reserve at the library in hard copy. Portions may be on electronic reserve, but the scope of the material necessitates use of the originals in the library.

Class location:

The class generally meets in Cavanaugh Hall CA411. Students are required to visit Oldfields and the grounds of the Indianapolis Museum of Art at least once outside of class, and one class will be a walking tour of the Ransom Place neighborhood. If anyone has special mobility concerns for our site visits, please let Dr. Kryder-Reid know in advance.

Pictures:

During the course, Dr. Kryder-Reid will be taking pictures and video of the class for use in a web-mounted presentation of the course. If you so not wish to have your picture (with no identifying information) used on the web, please make your wishes known at the beginning of the semester.

Course Evaluation:

The grades for the course will be based on the following assignments with a total of 100 possible points. All assignments must be completed for a passing grade.

Class moderator and discussant of article (team grade)	10
Comparative analysis of landscape articles	20
Oldfields research design project	30
Ransom Place research/exhibit project	30
Class attendance, class exercises, and participation	10
Total	100

The grading scale:

100-98 = A+
93-97 = A
90-92 = A-
88-89 = B+
83-87 = B
80-82 = B-
78-79 = C+
73-77 = C
70-72 = C-
68-69 = D+
63-67 = D
60-62 = D-
0-59 = F

Class Schedule, Topics, and Assignments

Part I: Introduction

Jan. 14: Introduction to Landscape Archaeology

Web Sites:
ArchNet: http://archnet.uconn.edu/
SAA careers in archaeology: http://www.saa.org/AboutArch/careers.html
Frequently asked questions about careers in archaeology: http://www.museum.state.il.us/ismdepts/anthro/dlcfaq.html

Recommended Reading: For an overview of the broader field of environmental archaeology, which is not covered in this class, see Dena F. Dincauze, Environmental Archaeology: Principles and Practice (Cambridge: Cambridge University Press, 2000), book on reserve

Jan. 16: Tools of the Landscape Archaeologist: Kinds of Data and their Recovery – Part 1: What Can We Learn from Dirt?

Read: Julie K. Stein, "Organic Matter in Archaeological Contexts." In Soils in Archaeology: Landscape Evolution and Human Occupation, edited by Vance T. Holliday (Washington DC: Smithsonian Institution Press, 1992), pp.193-216, on reserve

Jan. 21: Tools of the Landscape Archaeologist: Kinds of Data and their Recovery – Part 2: Remote Sensing

Read: Lawrence B. Conyers, Introduction, In Ground Penetrating Radar: An Introduction for Archaeologists (Walnut Creek: Alta Mira Press, 1997), pp.11-21, on reserve

D.N. Riley, "How Sites Show" In Aerial Photography in Archaeology (Philadelphia: University of Pennsylvania Press, 1987), pp.17-40, on reserve

Part II: Framing the Questions
Note: see readings guide

Jan. 23: Interpretive Perspectives in Landscape Archaeology
Reading reviewer and discussant: Dr. Kryder-Reid

Read: Elizabeth Kryder-Reid, "The California Mission Garden: Invented Landscapes and Layered Meanings." An invited lecture presented at the Department of Art and Archaeology, Princeton University, Princeton, New Jersey, 1999. on reserve

Web site:
California Mission Studies Association: http://www.ca-missions.org/

Jan. 28: Interpretive Perspectives in Landscape Archaeology
Reading reviewers and discussants:

Read: Sherene Baugher, Visible Charity: The Archaeology, Material Culture, and Landscape Design of New York City’s Municipal Almshouse Complex, 1736-1797" International Journal of Historical Archaeology (2001) 5(2): 175-202. on reserve

Jan. 30: Interpretive Perspectives in Landscape Archaeology
Reading reviewers and discussants:

Read: Cynthia Kristan-Graham, "A Sense of Place at Chichén Itza." In Landscape and Power in Ancient Mesoamerica, edited by Rex Koontz, Kathryn Reese-Taylor and Annabeth Headrick (Boulder, CO: Westview Press, 2001), pp. 317-369, on reserve

Feb. 4: Interpretive Perspectives in Landscape Archaeology
Reading reviewers and discussants:

Read: Linda Derry, "Southern Town Plans, Story Telling, and Historical Archaeology." In Archaeology of Southern Urban Landscapes, edited by Amy L. Young (Tuscaloosa: University of Alabama Press, 2000), pp. 14-29, on reserve

Feb. 6: Interpretive Perspectives in Landscape Archaeology
Reading reviewers and discussants:

Read: George Nash and George Children, "Walking with Landscape Syntax and Narrative: The Experiential of the Buena Vista Rock Art Site, French Glen, Oregon." In Signifying Place and Space: World Perspectives of Rock Art and Landscape, edited by George Nash (BAR International Series 902), (Oxford: Archaeopress, 2000), pp. 163-171, on reserve

Feb. 11: Interpretive Perspectives in Landscape Archaeology
Reading reviewers and discussants:

Read: James A. Delle, "’A Good and Easy Speculation’: Spatial Conflict, Collusion, and Resistance in Late 16th-Century Munster, Ireland." In International Journal of Historical Archaeology (1999) 3(1): 11-35, on reserve

Feb. 13: Interpretive Perspectives: A Synthesis
Due: Assignment #1 - Comparative analysis of landscape articles (see below)

Part III: Developing Research Designs: Oldfields Project

Feb. 18: Introduction to Oldfields
(Prior to this class, it is strongly encouraged that you tour the grounds and the house at Oldfields, Indianapolis Museum of Art, admission to the grounds is free and complementary admission to the house has been arranged. Note: Oldfields is closed on Mondays, although the gardens are open.)

Guest speaker: Bradley Brooks

Read: Oldfields National Historic Register Nomination, on reserve

Feb. 20: Garden Archaeology: Research Strategies

Read: Karen Bescherer Metheny et al., "Method in Landscape Archaeology: Research Strategies in a Historic New Jersey Garden." In Landscape Archaeology: Reading and Interpreting the American Historical Landscape, edited by Rebecca Yamin and Karen Bescherer Metheny, (Knoxville: University of Tennessee Press, 1996), pp. 6-31. on reserve

American Landscape Histories

Feb. 25: American Landscape Design: Country Houses of the 19th and 20th Centuries

Read: Clive Aslet, Chapter 2, The American Country House (New Haven: Yale University Press, 1990) pp. 19-33.

William K. Wyckoff, "Landscapes of Private Power and Wealth." In The Making of the American Landscape, edited by Michael P. Conzen (Boston: Unwin Hyman, 1990), pp. 335-354

Feb. 27: NO CLASS – work on Oldfields Project

March 4: Assessing the Cultural Significance of Landscapes

Read: Charles Birnbaum and Christine Capella Peters, The Secretary of the Interior’s Standards for the Treatment of Historic Properties with Guidelines for the Treatment of Cultural Landscapes (Washington DC: U.S. Department of the Interior, National Park Service, 1996), on reserve

March 6: Research Design Development for Oldfields
presentation and discussion with Mark Zelonis

Due: draft of research design and visuals to present in class "poster session"

March 11: Maps and Mapping

March 13: Using Maps and GIS in Landscape Research

Due: Assignment #2 - Oldfields research design project final presentation (see below)

SPRING BREAK – Enjoy!

Part IV: Developing Public Interpretation: the Landscape of the Near Westside

March 25: Ransom Place Archaeology Project

Guest speaker: Paul Mullins

Read: http://www.iupui.edu/~anthpm/ransom.html

March 27: Ransom Place Neighborhood and Sites Tour (directions to be given in class and on OnCourse)

Read: Ransom Place Historic Register Nomination, on reserve

April 1: Community-Based Archaeology

Read: Paul R. Mullins, "African-American Heritage in a Multicultural Community:
An Archaeology of Race, Culture, and Consumption." Submitted for Places in Mind: Community, Heritage, and Public Archaeology, eds. Paul A. Shackel and Erve Chambers.

George P. Nichols, "Education and Empowerment: Archaeology with, by and for the Shuswap Nation, British Columbia." pp.85-104, on reserve

Joe Watkins, K. Anne Pyburn, and Pam Cressey "Community Relations: What the Practicing Archaeologist Needs to Know to Work Effectively with Local and/or Descendant Communities." In Teaching Archaeology in the Twenty-First Century (Washington DC: Society for American Archaeology, 2000), pp. 73-81

April 3: Discussion with Ransom Place Community Members

Read: Robert R. Archibald, "Facing the Past." In A Place to Remember: Using History to Build Community (Walnut Creek: Alta Mira Press, 1999), pp. 9-25, on reserve

Michael Blakey, "American Nationality and Ethnicity in the Depicted Past"

April 8: PowerPoint as an Exhibit Design Tool

Read: Steven D. Lavine, "Audience, Ownership, and Authority: Designing Relations between Museums and Communities." In Museums and Communities: The Politics of Public Culture, edited by Ivan Karp, Christine Mullen Kreamer and Steven D. Lavine (Washington DC: Smithsonian Institution Press, 1992), pp. 137-157, on reserve

April 10: Presenting Archaeology to the Public: Models for Landscape Archaeology

Read: Karen Lee Davis, "Sites without Sights: Interpreting Closed Excavations." In Presenting Archaeology to the Public: Digging for Truths, edited by John Jameson, Jr. (Walnut Creek: Alta Mira Press, 1997), pp. 84-98, on reserve

Project Archaeology (North Carolina) online at http://rla.unc.edu/Service/PA_home.html
See especially the lesson plans page: http://rla.unc.edu/lessons/

April 15: Studies of African-American Yardscapes

Read: Grey Gundaker, "Tradition and Innovation in African-American Yards," African Art (April 1993) 26(2):58-71, 94-96

Recommended Reading: Richard Westmacott, "The Gardens of African-Americans in the Rural South." In The Vernacular Garden, edited by John Dixon Hunt and Joachim Wolschke-Bulmahn (Washington DC: Dumbarton Oaks Research Library and Collection, 1993), pp. 77-105

April 17: Landscapes and Memory

Recommended reading: Charles L. Griswold, "The Vietnam Veterans Memorial and the Washington Mall: Philosophical Thoughts on Political Iconography." In Critical Inquiry (Summer 1986) 12:688-719, on reserve

Film: selections from "Maya Lin"

Due: Mock-ups of design and draft of text of exhibit panels

April 22: Interpreting Sacred Space 1

Read: Keith Basso, "Wisdom Sits in Places: Notes on a Western Apache Landscape." In Senses of Place, edited by Steven Feld and Keith H. Basso (Santa Fe: School of American Research Press, 1996), pp. 53-90

Recommended Reading: De Cunzo et al., "Father Rapp’s Garden at Economy: Harmony Society Culture in Microcosm." In Landscape Archaeology: Reading and Interpreting the American Historical Landscape, edited by Rebecca Yamin and Karen Bescherer Metheny (Knoxville: University of Tennessee Press, 1996), pp. 91-117, on reserve

Web site:
Historic Preservation, Archaeology, Culture, and Recreation: http://www.legal.gsa.gov/legal13.htm

April 24: Interpreting Sacred Space 2

Read: Gary White Deer, "Return of the Sacred: Spirituality and the Scientific Imperative." In Native Americans and Archaeologists: Stepping Stones to Common Ground, edited by Nina Swidler, et al. (Walnut Creek: Alta Mira Press, 1997), pp. 37-43, on reserve

Dorothea J. Theodratus and Frank LaPena, "Wintu Sacred Geography of Northern California" In Sacred Sites, Sacred Places, edited by David L. Carmichael et al. (London: Routledge, 1994), pp. 20-31, on reserve

Due: Assignment #3 - Ransom Place research/exhibit project (see below)

April 29: Exhibit panel presentations to neighborhood and university community members and invited guests

May 1: Summary and Conclusion

There is no final exam for this class

Sources for Archaeology on the Web

American Anthropological Association: http://www.aaanet.org
Archaeological Institute of America: http://www.archaeology.org
Archaeology on the Net: http://www.serve.com/archaeology
ArchNet: http://archnet.asu.edu/archnet/
Society for American Archaeology: http://www.saa.org
Society for Historical Archaeology: http://www.sha.org

Assignments for Landscape Archaeology

General Directions:

Details for each of the assignments for the class are given in the following pages, but some general directions apply to all three.

Your answers should be as long as they need to be in order to complete the assignments, but bear in mind that each assignment worth 30 points is approximately one-third of the final grade. As a guide, however, I would expect the first assignment would take at least 5-7 pages to answer fully. I will read answers of any length. Take care to read the assignments carefully and your sources closely. Construct your arguments logically and support your points with specific evidence.

With the exceptions of the exhibit panel (which will be done in PowerPoint or PhotoShop), all work must be typed and double-spaced, with scholarly writing and citations. You may use any standard citation conventions (MLA, AAA, Chicago Manual of Style, etc.) as long as you use it consistently to answer the questions fully. Proofread all work submitted. All assignments must be completed in order to receive a passing grade in the course. Late work will be penalized unless special arrangements are made well in advance.

Assignment #1: Comparative Analysis of Landscape Archaeology Readings

Directions: Using the readings assigned in Part II of the class, compare the approaches of the authors to the archaeology of landscapes. There is wide latitude in what aspects or the readings you choose to compare, but you should present a clear thesis, construct a convincing and logical argument, and cite specific evidence or examples to support your position. The essay should be 5-7 pages.

You may make reference to other sources, but the primary content of your essay should be your own critical and comparative analysis of the readings. You do not need to summarize the readings, but be specific in your references to the readings when using them in support of your argument.

To give you clear understanding of the expectations and basis for evaluation, the matrix below presents the criteria for evaluation and their relative weighting out of 20 possible points.

Evaluation Criteria for Assignment #1

Criteria	Evaluation							Multiplier	Points
	Poor, needs work 1	2		Good 3	4	Excellent 5			Total possible=20
Content
Presentation of the thesis and argument	Little or no consistent thesis and argument		Broad, vaguely defined thesis with inconsistent or unclear argument				Focused and clearly articulated thesis with logical argument presented	1
Support of thesis with relevant citations and examples	Little or no supporting evidence cited		Thesis supported with some evidence but some points not supported				Argument consistently supported with pertinent evidence	1
Originality and depth of the analysis	Evidence reported and described, but little or no original thought or critical analysis evident		Some synthesis, but still needs more critical thinking				Essay indicates grappling with complexities and subtleties of the approaches to landscape archaeology	1
Mechanics
Organization and writing quality	Poorly organized, unclear writing		Organization and writing quality could be improved				Clear organization, topic sentences, smooth transitions, well-developed paragraphs	.5
Use of scholarly writing conventions (ex. sources cited using consistent style); grammar, spelling, and punctuation	sources not cited; improper; frequent errors in grammar, spelling, and punctuation		Paper contains references to some key sources; some errors in grammar, spelling, and punctuation				Paper contains references to breadth of pertinent sources; no errors in grammar, spelling, and punctuation	.5

Assignment #2: Oldfields Research Design

Directions: Using the material provided in class and on reserve at the University Library, class readings and lectures, discussions with the staff of Oldfields (Mark Zelonis and Bradley Brooks), and your site visit, you are to develop a research design for the landscape archaeology of Oldfields grounds at the Indianapolis Museum of Art. Your recommendations will be presented to Mr. Zelonis in a poster session (March 6th), and the final research designs (due March 13th) will be copied and given to Oldfields as a resource for possible future archaeological investigations.

The premise: the IMA Board of Trustees has authorized funds to investigate the Oldfields landscape. The Oldfields curators have identified key research questions and they are circulating an RFP (request for proposals) from archaeology firms. You represent such a firm and you are responding with a proposal consisting of a summary of the clients’ research questions, and your recommended research design including the use of appropriate investigative methods (ex. aerial photography, remote sensing, floral and faunal analysis, trenching, coring, test pits, open excavations) as well as a sampling strategy. NOTE: To simplify the exercise, you do not need to develop a schedule or a budget/bid to accompany the proposal, but in "real life" these would be critical elements.

Evaluation Criteria for Assignment #2

Criteria	Evaluation					Multi- plier	Points
	Poor, needs work		Good		Excellent		Total poss.=30
	1	2	3	4	5
Content
Development of research design	Design is undeveloped or unrealistic		Research design somewhat developed but is incomplete		Well-developed research design employing principles and techniques of landscape archaeology	4
Mechanics
Organization and writing quality	Poorly organized, unclear writing		Organization and writing quality could be improved		Clear organization, topic sentences, smooth transitions, well-developed paragraphs	1
Use of scholarly writing conventions (ex. sources cited using consistent style); grammar, spelling, and punctuation	Sources not cited; improper; frequent errors in grammar, spelling, and punctuation		Paper contains references to some key sources; some errors in grammar, spelling, and punctuation		Paper contains references to breadth of pertinent sources; no errors in grammar, spelling, and punctuation	1

Assignment #3: Exhibit Panel Project

Directions: Students will work in teams to create exhibit panels interpreting the history of the near Westside landscape including the archaeological research of Ransom Place and the IUPUI campus conducted by Dr. Paul Mullins. Details on the materials to be interpreted, the context of the exhibit, and instruction on exhibit development and design will be presented in class.

Evaluation Criteria for Assignment #3

Criteria	Evaluation					Multi- plier	Points
	Poor, needs work		Good		Excellent		Total poss.=30
	1	2	3	4	5
Content
Development of interpretation	Main ideas not clear and interpretative message poorly communicated		Main ideas clearly communicated but could be improved		Well organized and clearly communicated ideas with relevant Well-developed research design employing principles and techniques of landscape archaeology	2
Use of supporting materials (images, maps, quotes, etc.)	Poor selection or use of images and supporting materials		Good use of images and supporting materials, but could be improved		Effective use of images and supporting material to communicate main ideas	1
Mechanics
Application of design principles and museum standards for fonts	Unclear or uninteresting design with design flaws that impede a viewer's understanding		Good design but with some problems in layout or integration of design elements		Visually engaging design that clearly communicates key ideas	2
Use of exhibit text guidelines	Text is verbose, poorly organized, or unclear		Text organization and writing quality could be improved; some errors in grammar, spelling, and punctuation		Text organization and writing quality could be improved; some errors in grammar, spelling, and punctuation	1

Guide for Reading Review and Discussion

Date: as scheduled during part II of course

Evaluation: 10 points (Note that this is a team grade (i.e. the grade that the team earns applies to each individual), so group communication and collaboration is significant! Grades will be given based on the thoroughness and thoughtfulness of the content coverage, the innovativeness of the techniques for getting students involved, and the participation of the entire group in the presentation.

Description: For Part II of the course, we will be reading various studies in landscape archaeology and discussing them in class. Everyone in the class reads each article, but each class period certain students (the number will depend on enrollment) will be responsible for leading the discussion. They will present a brief synopsis of the argument in the article and then lead the class with discussion questions.

Presenters and discussants are strongly encouraged to develop innovative ways to engage students with the questions and issues in the readings. Possibilities include debates, role playing, visualization, and interactive exercises. Students are also encouraged to use visuals in their presentations and discussion moderating. If any technology is needed other than a PC with projector, an overhead, VCR, and slide projector, please notify the instructor at least one class period ahead of time.

Students partnering as reviewers and discussants should plan to meet at least once and preferably twice before the class to discuss the readings among themselves and to plan their presentations and discussion moderating.

Directions for the whole class: For each of the articles, each student should consider the following common questions, as well as be prepared to discuss others the class discussants may present that are unique to the reading.

The common class questions are:

1. What, if any, is the definition of "landscape" used in the reading?

2. What is the scale of landscape being studied?

3. What kinds of data are being analyzed (ex. artifacts, soil layers and features, botanical remains, maps, photographs, paintings, oral history, documents such as deeds, wills, correspondence, diaries)?

4. What are the key words in the reading?

5. How do the authors characterize their theoretical approach to the landscape?

6. How would you articulate the one main idea of this article?

7. What did you learn from this article?