mcginnis
Fri, 10/20/2023 - 17:10
Edited Text
California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 2/4/13
Department of Justice, Law & Society
A.
Protocol
Course Name: Old World Prehistory
Course Number: ANT 200
Credits: 3
Prerequisites: None
Maximum Class Size: 30 (face to face or classroom), 50 (online)
B.
Objectives of the Course:
Upon completion of this course, students will be able to:
1) Explain what is meant by the noun prehistory
2) Explain how archaeology recovers the past and how it is interpreted
3) Outline both the gross developmental chronology of Old World Prehistory and the main
characteristics of each stage
4) Describe when and where the first farming communities arose in the Old World
5) Describe when and where the earliest evidence of animal domestication occurred
6) List some of the factors contributing to the development of plant and animal domestication
7) Identify the processes contributing to the emergence of social stratification and urban
aggregates which are the forerunners of cities
8) Identify some of the social and health related issues associated with the evolution of human
society from a forager lifestyle to one based on intensive farming and herding
C.
Catalog Description:
A middle-level archaeological examination of the Old World (Europe, Africa, and Asia). The course begins
with a discussion of goals, concepts, and techniques, used by archaeologists to both recover cultural remains
and interpret the prehistoric past. The starting point for discussing the prehistory of the Old World begins
with technological and cultural developments first identified during the late Pliocene Epoch, approximately
2.5 million years ago. The course ends with the emergence of social complexity in Africa and greater Asia
beginning c. 3,500 B.C. and about 1,000 BC in Europe.
D.
Outline of the Course:
I. Unit One Topics:
A. Aims and Methods of Archaeology
• what is Archaeology
• goals of Archaeology
• culture concept in Archaeology and Anthropology
• units of measurement within the site
•
•
•
spatial concepts for studying the site and the region
creation of the archaeological record
methods of dating archaeological remains
B. Theoretical Basis:
• Darwinian selection
• Cultural ecology and the Human Ecosystem
C. Building Blocks of Social Organization:
• kinship systems
• economic systems
• political systems
• forms of subsistence
II. Unit Two Topics: Human Development
A. Late Pliocene and Pleistocene Epochs, C. 2.5 million years to 15,000 BC:
• Pliocene Epoch
• Australopithecines
• Pleistocene Epoch
B. Lower Paleolithic
• Homo habilis and the Oldowan Technology
• Homo erectus and the Acheulean technology of Africa
• Homo erectus and the flake tool technology of Asia
C. Middle Paleolithic
• archaic Homo sapiens
• Homo sapiens neanderthalensis and the Mousterian technology of Europe
D. Upper Paleolithic
• Homo sapiens sapiens and the Upper Paleolithic of Europe and southwest Asia
E. Terminal Pleistocene Epoch and the early Holocene Epoch, c. 15,000 – 10,000 B.C.:
•
•
•
•
•
Magdalenian Culture of Western Europe:
Paleodemography
Paleonutrition
Paleopathology
Other Terminal Pleistocene Cultures in Europe, Africa and Asia
III. Unit Three Topics
F. Mesolithic Period: c. post 10,000 B.C.
•
•
•
•
•
•
Natufian Culture of Southwest Asia: the Levant Region
Zarzian Culture of Southwest Asia: the Zargos Mountains
Zawi Chemi Shanidar Culture of Southwest Asia: Zargos Mountain
Kebaran B Culture of Southwest Asia: the Levant Region
Kom Ombo Culture of Egypt: Nile River Valley
Hoabinhian Culture of Southeast Asia
G. Transition into the Neolithic Period: c. 8,300 – 6,000 B.C.
• Pre-Pottery Neolithic A Cultures of Southwest Asia:
• Late Natufian Culture
• Karim Shahir Culture
• Early farmers in the Levant Region
• Hoabinhian Culture of southeast Asia
H. Pre-Pottery Neolithic B Cultures of Southwest Asia:
• armoan Culture of the Tigris and Euphrates River Valleys
• Anatolian Region of Turkey
• Late farmers in the Levant Region
IV. Unit Four Topics
I. Early Neolithic Period: post 6,000 B.C.
• Southwest Asia:
• Europe
• Africa
• Asia
• India
J. Late Neolithic Period: post 4,000 B.C.
• Southwest Asia
• Europe
• Africa
• Greece and Crete
• India
• Asia
K. Origins of Writing and Literacy:
L. Rank, Power, Authority and the Individual:
E.
Teaching Methodology (face to face or classroom)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lectures, PowerPoint images, assigned readings, case studies, multi-media
presentations, group discussions, and guest speakers. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
Teaching Methodology (online)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lecture notes, assigned readings, case studies, PowerPoint images, Flash movie,
individual and group projects, online communication strategies (i.e., email, discussion board and
chat rooms), and incorporation of Internet resources. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
Quality Matters™ Statement – The online course follows the standards of the Quality Matters™
rubric.
F.
Text
Feder, Kenneth and Michael Park, Human Antiquity: An Introduction to Physical Anthropology
and Archaeology, 5th edition. McGraw-Hill Publishers, 2007.
G.
Assessment Activities (face to face or classroom). Individual instructors may customize
different activities.
1.
2.
3.
4.
5.
6.
7.
Performance assessment tasks
Weekly assignments and reports
Exams and/or quizzes
Individual/Group projects
Case studies
Research Reports
Article/Book Critiques
Assessment Activities (online). Individual instructors may customize different activities.
1.
2.
3.
4.
5.
6.
7.
H.
Performance assessment tasks
Weekly assignments and reports
Threaded online discussions
Exams and/or quizzes
Individual/Group projects
Case studies
Analysis of student work samples
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
STUDENTS WITH DISABILITIES
Students with disabilities:
•
Reserve the right to decide when to self-identify and when to request accommodations.
•
Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
•
Might be required to communicate with faculty for accommodations which specifically involve
the faculty.
•
Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Office for Students with Disabilities
Requests for approval for reasonable accommodations should be directed to the Office for Students
with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation
Approval notice and provided to the student. Students are expected to adhere to OSD procedures for
self-identifying, providing documentation and requesting accommodations in a timely manner.
Contact Information:
Location:
Azorsky Hall – Room 105
Phone:
(724) 938-5781
Fax:
(724) 938-4599
Email:
osdmail@calu.edu
Web Site:
http://www.calu.edu/current-students/student-services/disability/index.htm
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals
J.
Proposed Instructors:
K.
Rationale for the Course:
L.
Specialized Equipment or Supplies Needed:
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
Does the course require additional human resources? (Please explain)
Does the course require additional physical resources? (Please explain)
Does the course change the requirements in any particular major?
(Please explain)
Does the course replace an existing course in your program? (If so, list the course)
How often will the course be taught?
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name)
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for
General Education. If yes, justify and demonstrate the reasons based on the categories for
General Education. The General Education Committee must consider and approve the course
proposal before consideration by the UCC.
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, LOCs, Certificates, or changes to
advisement sheets will become effective the fall semester following committee approval.
The advisement sheets must also include the committee approval date and the
effective date on the advisement page. Submit this request on the Advisement and /or
Program Changes form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses should follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.
Guidelines for New Course Proposals
University Course Syllabus
Approved: 2/4/13
Department of Justice, Law & Society
A.
Protocol
Course Name: Old World Prehistory
Course Number: ANT 200
Credits: 3
Prerequisites: None
Maximum Class Size: 30 (face to face or classroom), 50 (online)
B.
Objectives of the Course:
Upon completion of this course, students will be able to:
1) Explain what is meant by the noun prehistory
2) Explain how archaeology recovers the past and how it is interpreted
3) Outline both the gross developmental chronology of Old World Prehistory and the main
characteristics of each stage
4) Describe when and where the first farming communities arose in the Old World
5) Describe when and where the earliest evidence of animal domestication occurred
6) List some of the factors contributing to the development of plant and animal domestication
7) Identify the processes contributing to the emergence of social stratification and urban
aggregates which are the forerunners of cities
8) Identify some of the social and health related issues associated with the evolution of human
society from a forager lifestyle to one based on intensive farming and herding
C.
Catalog Description:
A middle-level archaeological examination of the Old World (Europe, Africa, and Asia). The course begins
with a discussion of goals, concepts, and techniques, used by archaeologists to both recover cultural remains
and interpret the prehistoric past. The starting point for discussing the prehistory of the Old World begins
with technological and cultural developments first identified during the late Pliocene Epoch, approximately
2.5 million years ago. The course ends with the emergence of social complexity in Africa and greater Asia
beginning c. 3,500 B.C. and about 1,000 BC in Europe.
D.
Outline of the Course:
I. Unit One Topics:
A. Aims and Methods of Archaeology
• what is Archaeology
• goals of Archaeology
• culture concept in Archaeology and Anthropology
• units of measurement within the site
•
•
•
spatial concepts for studying the site and the region
creation of the archaeological record
methods of dating archaeological remains
B. Theoretical Basis:
• Darwinian selection
• Cultural ecology and the Human Ecosystem
C. Building Blocks of Social Organization:
• kinship systems
• economic systems
• political systems
• forms of subsistence
II. Unit Two Topics: Human Development
A. Late Pliocene and Pleistocene Epochs, C. 2.5 million years to 15,000 BC:
• Pliocene Epoch
• Australopithecines
• Pleistocene Epoch
B. Lower Paleolithic
• Homo habilis and the Oldowan Technology
• Homo erectus and the Acheulean technology of Africa
• Homo erectus and the flake tool technology of Asia
C. Middle Paleolithic
• archaic Homo sapiens
• Homo sapiens neanderthalensis and the Mousterian technology of Europe
D. Upper Paleolithic
• Homo sapiens sapiens and the Upper Paleolithic of Europe and southwest Asia
E. Terminal Pleistocene Epoch and the early Holocene Epoch, c. 15,000 – 10,000 B.C.:
•
•
•
•
•
Magdalenian Culture of Western Europe:
Paleodemography
Paleonutrition
Paleopathology
Other Terminal Pleistocene Cultures in Europe, Africa and Asia
III. Unit Three Topics
F. Mesolithic Period: c. post 10,000 B.C.
•
•
•
•
•
•
Natufian Culture of Southwest Asia: the Levant Region
Zarzian Culture of Southwest Asia: the Zargos Mountains
Zawi Chemi Shanidar Culture of Southwest Asia: Zargos Mountain
Kebaran B Culture of Southwest Asia: the Levant Region
Kom Ombo Culture of Egypt: Nile River Valley
Hoabinhian Culture of Southeast Asia
G. Transition into the Neolithic Period: c. 8,300 – 6,000 B.C.
• Pre-Pottery Neolithic A Cultures of Southwest Asia:
• Late Natufian Culture
• Karim Shahir Culture
• Early farmers in the Levant Region
• Hoabinhian Culture of southeast Asia
H. Pre-Pottery Neolithic B Cultures of Southwest Asia:
• armoan Culture of the Tigris and Euphrates River Valleys
• Anatolian Region of Turkey
• Late farmers in the Levant Region
IV. Unit Four Topics
I. Early Neolithic Period: post 6,000 B.C.
• Southwest Asia:
• Europe
• Africa
• Asia
• India
J. Late Neolithic Period: post 4,000 B.C.
• Southwest Asia
• Europe
• Africa
• Greece and Crete
• India
• Asia
K. Origins of Writing and Literacy:
L. Rank, Power, Authority and the Individual:
E.
Teaching Methodology (face to face or classroom)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lectures, PowerPoint images, assigned readings, case studies, multi-media
presentations, group discussions, and guest speakers. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
Teaching Methodology (online)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lecture notes, assigned readings, case studies, PowerPoint images, Flash movie,
individual and group projects, online communication strategies (i.e., email, discussion board and
chat rooms), and incorporation of Internet resources. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
Quality Matters™ Statement – The online course follows the standards of the Quality Matters™
rubric.
F.
Text
Feder, Kenneth and Michael Park, Human Antiquity: An Introduction to Physical Anthropology
and Archaeology, 5th edition. McGraw-Hill Publishers, 2007.
G.
Assessment Activities (face to face or classroom). Individual instructors may customize
different activities.
1.
2.
3.
4.
5.
6.
7.
Performance assessment tasks
Weekly assignments and reports
Exams and/or quizzes
Individual/Group projects
Case studies
Research Reports
Article/Book Critiques
Assessment Activities (online). Individual instructors may customize different activities.
1.
2.
3.
4.
5.
6.
7.
H.
Performance assessment tasks
Weekly assignments and reports
Threaded online discussions
Exams and/or quizzes
Individual/Group projects
Case studies
Analysis of student work samples
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
STUDENTS WITH DISABILITIES
Students with disabilities:
•
Reserve the right to decide when to self-identify and when to request accommodations.
•
Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
•
Might be required to communicate with faculty for accommodations which specifically involve
the faculty.
•
Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Office for Students with Disabilities
Requests for approval for reasonable accommodations should be directed to the Office for Students
with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation
Approval notice and provided to the student. Students are expected to adhere to OSD procedures for
self-identifying, providing documentation and requesting accommodations in a timely manner.
Contact Information:
Location:
Azorsky Hall – Room 105
Phone:
(724) 938-5781
Fax:
(724) 938-4599
Email:
osdmail@calu.edu
Web Site:
http://www.calu.edu/current-students/student-services/disability/index.htm
I.
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Additional Information for Course Proposals
J.
Proposed Instructors:
K.
Rationale for the Course:
L.
Specialized Equipment or Supplies Needed:
M.
Answer the following questions using complete sentences:
1.
2.
3.
4.
5.
6.
Does the course require additional human resources? (Please explain)
Does the course require additional physical resources? (Please explain)
Does the course change the requirements in any particular major?
(Please explain)
Does the course replace an existing course in your program? (If so, list the course)
How often will the course be taught?
Does the course duplicate an existing course in another Department or College? (If the
possibility exists, indicate course discipline, number, and name)
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for
General Education. If yes, justify and demonstrate the reasons based on the categories for
General Education. The General Education Committee must consider and approve the course
proposal before consideration by the UCC.
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, LOCs, Certificates, or changes to
advisement sheets will become effective the fall semester following committee approval.
The advisement sheets must also include the committee approval date and the
effective date on the advisement page. Submit this request on the Advisement and /or
Program Changes form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses should follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.
Media of