INTRODUCTION TO ARCHAEOLOGY Nancy White - Touro Institute

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8. Archaeological Interpretation and Reconstruction 9. Public Archaeology and Modern Society 2. World prehistory, archaeology and society (second half of lectures, coordinated with Price and Feinman 2000 book) 10. The First People and Culture 11. Middle and Upper Paleolithic Hunter-Gatherers and the Emergence of Modern Humans 12. Origins of Food Production 13. North American Prehistory 14. Mesoamerican Archaeology 15. South American Prehistory 16. Old World Prehistory, Origins of Civilizations 17. Course Review and Relevance of the Seven Principles Modules comprising the first half of the course build upon each other. The concepts and principles learned in the first half are used in the second half to examine culture history. This (incredibly brief) review of 2 million years of the human past does not pretend to be comprehensive. The New World is a little more emphasized because we live here. Culture process is always discussed, as is contextual archaeology when possible, and the Seven Principles are tied into details of individual sites in the book. Some book chapters are skipped, and details such as names of time periods and multitudes of dates are also not emphasized so as not to overwhelm the introductory student. The romance and adventure of finding the past, and how past people lived, needs to be conveyed with enthusiasm and the demonstration of the lecturer’s own excitement in having done fieldwork and lab analysis and made discoveries. Some of this can be done using information from Allen 2002, Fagan 2002, Joyce 2002, Lipe 2002, and Young 2002. Instructors should of course bring in their own specific research and public archaeology, in field/lab stories, slides, and other ways. Exercises Overview Any of these can be chosen to provide active learning and ways of obtaining credit in the course beyond exams. Each can include a small portion on the problems encountered in doing the project, or how it might be modified for next time, as a way of evaluation of the idea. Each can include the individual experience and opinions of the student, so as to integrate the personal with the scholarly experience. For many of them, the student could keep a personal journal throughout the course of the project, either for self-edification or for turning in as part of the assignment (also see journal exercise). Be sure than any written submittal would not, if presented orally, exceed 5 – 10 minutes. Exercises Cautions Only one or two of the exercises can really be done within a semester, since they do take time. I chose the websites evaluation and artifact caption projects to add to exams as class requirements.
Students seem to like all the exercises, though field trips are always preferred (but much harder to schedule and accomplish. The student exercises are the following: 1. Instructor for a Day 2. Add to the Topic for the Day 3. Archaeology Websites Evaluation 4. Artifact Caption Exercise 5. Museum Display Critique 6. Cemetery Visit Field Trip 7. Your School Artifact Display 8. Garbology 9. Archaeology Lecture Critique 10. Ethnographer and Ethnoarchaeologist 11. Storytelling in Prehistory 12. Heritage Management 13. Local Societies or Avocational Groups 14. Material Culture Journal 15. Media Archaeologists 16. Field Trip Student Exercises Student Exercise 1: INSTRUCTOR FOR A DAY Think about how you would teach the class. Consider how you would lecture, discuss, and assign activities, and what quiz questions you would use that summarize the assigned work. Student Exercise 2: ADD TO THE TOPIC OF THE DAY Find additional material about the subject of one chapter of the texts (whether an archaeological technique or a specific site or research question) from the library, Internet, or any source. Or, consider one thought-provoking question on the topic. Reporting will be via email to Tour Institute. Student Exercise 3: ARCHAEOLOGY WEBSITES EVALUATION Evaluate information on two or more websites on archaeological projects (NOT artifact sales or archaeological associations or journals). You can pick any of the thousands on the Internet to describe and compare in terms of what is being learned from class (a printout of the website is not required unless desired). Email reports should include critique and comparison, stating the origins of the websites, the intended audience, graphics and ease of navigation, research goals, and theoretical perspectives. You can include how to redo the website to improve it (see syllabus description). Student Exercise 4: ARTIFACT CAPTION EXERCISE Pick an artifact from whatever is around you for which to write a museum caption of 50 words.
Page 1 and 2: In Conjunction with the INTRODUCTIO
Page 3 and 4: USF's public archaeology program. T
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much as 2.5 million years ago. The
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were obvious. One alternative model
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Where are some important Lower Pale
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hominids all over the Old World. Re
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What is the meaning of Upper Paleol
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plant remains that suggest year-rou
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The population pressure hypothesis,
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What fascinating evidence of Neolit
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them the site to get professional a
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lately indicating more corn or othe
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maize-beans-squash complex was the
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ecoming easier to interpret archaeo
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where Mexico City is located today
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Lesson Objectives: Trace the develo
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What were the earliest regional sta
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is some beautiful decoration for yo
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dynasty, conquest of many regions l
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Lesson Objectives: Demonstrate know
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INTRODUCTION TO ARCHAEOLOGY Nancy White - Touro Institute

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