SYLLABUS
SOUTH AMERICAN ARCHAEOLOGY
ANT 4162/6198. T-Th 11:00-12:15, SOC 150
Spring 2003
Nancy White University of South Florida
Tel: 974-0815; email: nwhite@cas.usf.edu
Office: SOC 144; hours: 3:15-4:15 T & Th or call for appointment
Required texts: Moseley, Michael, The Incas and Their Ancestors, Thames and Hudson, NY (M)
Bruhns, Karen, Ancient South Americans , Cambridge U. Press, NY (B)
PLUS required articles, indicated below (other articles may be suggested in class)
DATE, DISCUSSION TOPIC, READINGS
7-14 Jan Geography of South America, history of archaeology, M: Ch1-2; B:abstract, Ch 1-3 social context of doing archaeology & appendices; Atwood 2002, Mother Jones, May/June:24-28
16-21 Jan Paleo-Indian evidence: the first South Americans M: Ch4; B: Ch4; Roosevelt et al. & routes and controversies Gibbons, 1996, Science 272:346-7 & 373-84; Fagan 1997, Archaeology 50(2):60-63; Atwood 2003, Archaeology 56 (1):42-4923-28 Jan Archaic, Preceramic: 6000-2000 B.C.; sedentism M: Ch5, 1 st half of 6; B: Ch 5
30 Jan-4 Feb Initial Period: 2000-700 B.C.; farming, mounds B: Ch 6 (1st ½), 7, 8
** 6 Feb Take-home EXAM #1 due **
6-13 Feb Early Horizon, Chavin: ~1000-200 BC; civilization M: Ch 6 (2nd ½); B: Ch 9-11 textiles and metallurgy, religion vs. politics
18-25 Feb Early Intermediate, regional diversification: Moche M: Ch7, B: Ch 12, 13 Nasca, San Agustín; Marajó; 200 BC - A.D. 600
25 Feb Middle Horizon: Wari, Tiwanaku, militarism M: Ch 8; B: Ch 14, 15
6 Mar Religion, transportation, trade: A.D. 600-900
** 6 Mar Take-home EXAM #2 due **
9-15 Mar SPRING BREAK
18-25 Mar Late Intermediate: Chimu and other states M: Ch 9; B: Ch 16; Mann 2002, A.D. 900-1450 Science 297:920
27 Mar Late Horizon: Inca empire, rest of continent M: Ch 3; B: Ch 17, 18; Mann 2000
10 Apr **8 April fiction presentation due** Science 287:786-89
15-25 Apr Conquest, historic archaeology, heritage management M: Epilog; B: Ch 19
** Tues 29 April Take-home EXAM #3 due by NOON **
COURSE OBJECTIVES AND EMPHASES:
This course introduces the prehistoric and early historic cultural chronology of the South American continent. Emphases will be placed upon current research trends and newest findings; different extremes in natural environments and prehistoric cultural ecology; culture change and culture process; and current new and traditional controversies, from the earliest natives to transpacific contact to practical applications of knowledge from the ancient past. We will watch the news media for current discoveries and debates, and you are encouraged to bring in articles and information. You are also REQUIRED to look at internet sites on the various topics and sites, and to make or obtain a map of the continent and put in geographic features, archaeological sites, modern political boundaries, and other important data. An introductory archaeology class (or consent of instructor) is a prerequisite for taking South American archaeology class.
This year the Society for American Archaeology wishes to improve the undergraduate curriculum, not only to help the student learn better, but also to convey seven important principles recognizing that all archaeology is public archaeology. This class is one of the case studies of the renewed curriculum project, and will be experimental and dynamic. The principles are listed below in terms of course goals you should aim toward. They fit perfectly within the context of USF's program, which was the first in the country to offer graduate degrees specifically in public archaeology. We will discuss these principles throughout every aspect of the course, as associated with the material and ideas assigned for the week.
By or before the end of this course you should be able to demonstrate your knowledge of them and discuss them in class and on exams and other assignments.
BASIC ARCHAEOLOGICAL SKILLS: how are sites and other archaeological data located, recorded, investigated, analyzed, and interpreted in South American culture history
COMMUNICATION SKILLS: written, oral, visual, interactive, to understand and tell the story of the past, including the necessary terms in Spanish and native languages and others on the continent
PROFESSIONAL ETHICS AND VALUES in archaeology: skills, honesty, responsibility to science, to the many different publics in South America
DIVERSE INTERESTS IN THE PAST: different people's (often conflicting) associations with and uses of South American prehistory and history and archaeological data
STEWARDSHIP: preserving non-renewable cultural resources through policy, law, public education; how South American countries' heritage management differs from that in the U.S.
SOCIAL RELEVANCE: connections of past human systems and adaptations with today's diverse South American peoples and cultures, including national identities
REAL-WORLD PROBLEM SOLVING: practical application of knowledge from the human past, both in general archaeological terms and also in reference to specific case studies from South America
COURSE REQUIREMENTS
Classes will be mostly lectures, with some discussions, films, slide and other audiovisual presentations. Readings must be done IN ADVANCE of the lectures so that you are able to DISCUSS the material in class. Lectures will include much material beyond required readings, for which you will be responsible, so note-taking and attendance are required. Your participation in class discussion will be noted and will count toward your final grade. This includes not only discussion and answering questions, but participation during in-class exercises, and making your own map of the continent and places discussed, to be handed in with one exam.
There are three take-home exams for each third of the class. Exams will be handed out well in advance and questions should be answered in polished essays. Questions will be based on required readings, lectures, discussions, class exercises, and audiovisuals. Additional readings are not necessary to answer exam questions, but you may wish to do so to enhance the quality of your answers. Exploring internet sites on South American archaeology is required and will be addressed in exam questions. Exam papers must be in proper anthropological format, with citations, and bibliography if references beyond required readings are cited, double-spaced, between 10-12 pages. LATE EXAM PAPERS ARE NOT ACCEPTED. Emailed papers are not accepted. Your grade depends not only on knowledge of the material but also on your relation of the seven principles cited above, especially good English writing, understanding of multiple perspectives in interpreting the evidence, and recognition of the various biases in both the archaeological record itself and in reconstruction of the past. If your first language is Spanish you may do papers in Spanish or English; please see instructor regarding this.
There is one in-class exercise: a short paper/fictional presentation. To understand from a different viewpoint how people lived in native South America, you are asked to try to think like someone from one of the prehistoric cultures we are studying and describe a scene from daily life. Yes, this is science fiction, but it must be based solidly on the archaeology. This is both a 5-minute class presentation and a written short story to be handed in the same day. Five minutes translates to 2 typed, double-spaced pages. Pick a time period from the prehistoric past and put yourself in a specific place, and a social, economic, religious, family, political, and/or other context, at a particular time of day, doing specific activities. Think about the material culture around you: buildings, rooms other architecture, outdoor environment both natural and cultural, furniture, decorative things, tools and other functional artifacts, clothes, jewelry and other adornment such as paint and tattoos, toys and games, food, garbage, other people and the artifacts with them, even smells and sounds and tastes and textures. Look around you as you write and recognize all the material items that might be in a scene (perhaps you can try thinking like a movie director who wishes to convey the appropriate scene). Describe 1. The scene and characters, primarily yourself, writing from the first person; 2. the activities going on; 3. your thoughts, views, emotions, expectations, etc., and, if you wish, those around you. If you want to add a plot, that is fine, or the story can be just like an introduction or setting for some longer work. Do your best to convey the emic perspective, NOT that of the outside archaeologist looking at the scene. Be as creative as possible. Yes, you can be the high priest administering the burial of the ruler, or you could be an onlooker at the funeral, but why not an old sweetheart of the dead ruler, or a parent or child or servant of same? Or why not a farmer doing the same old routine but singing a new song or praying to the mountain deity for a suitable marriage partner? You must be yourself in age and gender (if you are a 20-year-old woman you cannot write as if you were a small boy playing with toys, though you could be the boy's mother). The assignment will be graded on oral presentation (including staying within the time limits), creativity, archaeological knowledge, and written version (25% each).
FINAL GRADE CALCULATION:
first two exams = 25% each
exam #3 = 35%
fictional presentation = 10%
class participation = 5%
LEARNING OBJECTIVES: You will have succeeded in this course when you are able to:
1. Contribute to the class discussion of assigned topics, current archaeological news of South America, and classroom exercises
2. Compare websites on topics in South American archaeology indicating your understanding and evaluation of this public medium for disseminating archaeological information
3. Describe archaeological findings, methods, interpretations, theories, controversies, ethical issues, site preservation and stewardship, for the archaeological record from the earliest times through the Initial Period on exam 1, through the Middle Horizon on exam 2, and through early historic times on exam 3. After describing the evidence you must indicate what it means about human behavior in the past.
4. Indicate clearly on the exams your knowledge of the different stakeholders in the pursuit of South American archaeology in today's world.
5. Present in class your fictional portrayal of life at some specific time and place in the South American past, demonstrating your understanding of how people lived; also be able to evaluate the presentations of other students.
6. Demonstrate clear speaking and writing in all assignments, indicating good preparation and organization
CLASS POLICIES
Cheating, plagiarism, incomplete grades, and other such issues will be dealt with severely, according to university policy described in the current USF catalogue. A grade of incomplete can be given ONLY if the student has been satisfactorily completing classwork but then there is an emergency reason that the final work was not done AND the student signs a contract to complete that remaining work.
In case the Social Sciences building must be evacuated for some emergency, we will meet at the parking lot to the north, then proceed elsewhere to continue the class.
Non-majors may take this course for an S or U grade only, if they sign the appropriate contract by 14 January.
If you must miss a class due to observation of a major religious holiday, please provide written notification by 14 January so you will not be penalized.
Exams and papers will all be returned to you, either in class or held (in SOC 144) for one month from the date taken for you to pick up; after this time they will be discarded. Grade policy now includes plus/minus grades (though this may not necessarily help you!).
Students with disabilities that may affect their performance in this class are urged to discuss the situation with the instructor so that acceptable accommodation may be obtained.
Respectful behavior in the classroom is required; do your errands, phone calls, pit stops before class; do not arrive late, leave early, or otherwise disrupt the class.
TESTS AND ASSESSMENTS
Comments on tests are appropriate here. While the ever-increasing class sizes (and ever-decreasing availability of teaching assistants) require more work from the instructor, I feel it is inappropriate at the college level, especially for a junior-senior-level course such as this one, to have multiple choice tests and others with so-called "objective" questions and answers that do not offer the kinds of thinking opportunities that the student needs most. Yes, grading essay exams is a labor-intensive process, and since I return all tests for students to keep, and go over answers in class, I must redesign tests each time the course is taught. Luckily, with both word processing functions (cut-and-paste, different fonts) and new archaeology items in the news and class discussion, this is not too difficult. Other advantages of the essay test are the greater difficulty of plagiarism when it is altered every year and the good opportunities for practicing those critical thinking and communications skills. Grading essays includes comments on what is missing or incorrect. The following are examples of the assessment tools for this course as I taught it, three exams and an evaluation of their oral presentations:
1. EXAM #1: covers first third of course including geography and prehistory through the Initial Period and early agriculture and domestication of species.
2. EXAM #2: covers second third of the course including Early Horizon, Early Intermediate, and Middle Horizon, the origins and sequences of true states and empires.
3. EXAM #3: covers the third third of the course, including Late Intermediate, Late Horizon, what is going on elsewhere in the continent during Inka conquest, European invasion and conquest, a small amount of colonial archaeology, review of cultural heritage issues.
4. STUDENT PEER AND INSTRUCTOR EVALUATION FORM FOR CLASS PRESENTATIONS
This form is useful for students and instructor alike to evaluate any class presentations (such as the storytelling in prehistory); it can be signed or anonymous, but either way is very helpful for students to realize how others see them.