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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 9/16/2022
1.
Contact person: Damien Marken
Phone: 415 680 5861
2.
Email: dmarken@bloomu.edu
Department: Anthropology, Criminal Justice & Sociology
Program: Anthropology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for X__ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
130
Introduction to Archaeology
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
210
Prehistoric Archaeology
1103
Introduction to Archaeology
LHU:
MU: ANH
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐ No ☒ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
This course may be offered in the load of current faculty and will be available to all three
campuses. For face-to-face offering there are no additional resources needed beyond current
classroom technology. For online offering there are no additional resources needed. For multimodal offering classroom will need to be equipped with proper hyflex technology to facilitate
synchronous communications with faculty member and students in-person and those students
that are accessing the class remotely. This course existed prior to integration and was offered at
the Bloomsburg University campus. A similar course was offered at the Mansfield University
campus prior to integration and taught by a member in the integrated EGGS department.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No other departments, courses, programs, campuses are impacted.
10. Indicate Semester and Year Course will be implemented: Fall semester 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research, 4. Conduct research, 5. Demonstrate effective communication skills,
and 6. Evaluate the viability of potential solutions.
Introduction to Archaeology familiarizes students with the field of scientific archaeology and
provides an overview of world prehistory (Anthropology Program Goal 1). Students will learn how
archaeologists collect data and how prehistoric narratives are constructed without written
records. As such, scientific principles will be applied to the archaeological and historic records for
students to examine and discuss how knowledge is created about the human past (Anthropology
Program Goal 1 + 2). Additionally, the course summarizes in detail the major transitional events in
human history, including the development of anatomically modern humans, the colonization of
Australia and the Americas, global adaptations to the early Holocene, the domestication of most
of the foods we eat today and the beginnings of agriculture, early complex societies, and the
2
development of the first cities and states in Asia, Africa and the Americas (Anthropology Program
Goal 2).
Given that over 99% of human existence predates the invention of writing, this course on world
prehistory is more than appropriate for learning objective (H). Even when written records are
available, archaeology provides vital independent lines of evidence to interpret the past that also
give voice to the multitudes typically excluded from written history.
ANTH130 will benefit the university by providing a multifaceted course that applies to one
university goal (H) and that will contribute to an educated student body with a deeper
understanding of global history.
The quality of the course will be monitored by the department assessment
committee. The assessment results will be utilized to assist the department in meeting
program and general education goals as well as helping in long-term planning for curriculum and
development. Data from course assessment will be transmitted to the university Office of
Planning and Assessment.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces): Intro to Archaeology
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Provides a worldwide examination of human prehistory from the origins of humankind to the
development of early writing. Focuses on key cultural transitions in human history including the
earliest humans, their colonization of the globe, origins of food production, and the first cities and
states. Field methods are also discussed. Open to all students. Serves as a foundation course for
the anthropology major and minor and the archaeology minor; lecture and discussion; offered
every semester.
14. Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
NONE
16. Co-requisites (Courses which must be taken simultaneously with other courses):
N/A
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
N/A
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
3
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
If yes, list the course prefix and number.
If dual-level, indicate content, assignments, and assessments for graduate and undergraduate
courses on two separate Master Course Syllabus forms. Cross-Listed is across multiple
departments/programs.
20. Estimated Frequency of Offering: Every semester—this course is a required core course for the
Anthropology Major and the Archaeology Minor. Starting Fall 2023.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
Recommended course size is 35-45 students based on Dean CASSH. Prior class caps have been at
35 students, but with the integration course caps for lower-level courses in CASSH have been
increased to 45. This number is recommended considering that students learn and retain course
content at a higher level through in-class essay exams and writing assignments. A class size higher
than 45 would inhibit faculty from providing students with the necessary feedback to improve
their understanding of the content.
Submit a Master Course Syllabus – (see attached)
4
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Foundations: History
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
Introduction to Archaeology summarizes in detail the major transitional events in human history,
including the development of anatomically modern humans, the colonization of Australia and the
Americas, global adaptations to the early Holocene, the domestication of most of the foods we eat
today and the beginnings of agriculture, early complex societies, and the development of the first
cities and states in Asia, Africa and the Americas (Knowledge).
Students will learn how archaeologists collect data and how prehistoric narratives are constructed
without written records. As such, scientific principles will be applied to the archaeological and
historic records for students to examine and discuss how knowledge is created about the human
past (Sources and Evidence).
Given that over 99% of human existence predates the invention of writing, this course on world
prehistory is more than appropriate for learning objective (H). Even when written records are
available, archaeology provides vital independent lines of evidence to interpret the past that also
give voice to the multitudes typically excluded from written history. Students will examine and
evaluate major debates in human prehistory and apply a comparative approach to human
behavior in the past (Application).
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
5
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Students will identify major events
in human prehistory, including the
evolution of Homo sapiens and
spread from Africa, colonization of
Australia and the Americas, the
end of the Ice Age, domestication
and food production, early
complex societies, and the earliest
regional cities and states
The student demonstrates
knowledge and understanding of
major historical themes or
trends.
Lectures and reading cover
major events in human
prehistory, including the
evolution of Homo sapiens and
spread from Africa, colonization
of Australia and the Americas,
the end of the Ice Age,
domestication and food
production, early complex
societies, and the earliest
regional cities and states.
Students will demonstrate their
knowledge and understanding
in Writing Assignments and
written Exams.
Students will identify and apply
archaeological methods of
establishing chronological and
spatial context of prehistoric and
historic data.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
Lectures and reading apply
archaeological methods of
establishing chronological and
spatial context of prehistoric
and historic data to interpreting
major events in human
prehistory.
Students will apply
archaeological methods and
data to interpret major events
in human prehistory in Writing
Assignments and written
Exams.
Students will categorize and
identify key causative connections
between archaeological findings,
paleoenvironmental evidence,
and epigraphic data (when
available) in human prehistory
and early history.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
6
Lectures and reading categorize
and identify key causative
connections between
archaeological findings,
paleoenvironmental evidence,
and epigraphic data (when
available) in human prehistory
and early history.
Students will apply
archaeological methods and
data to interpret major events
in human prehistory in Writing
Assignments and written
Exams.
Students will describe and
evaluate current and historic
debates in archaeological
interpretations of major cultural
processes and transitions in
human prehistory.
The student uses language that
is organized and clear, and
demonstrates an ability to draw
comparisons and/or construct
historical arguments.
Students will describe and
evaluate current and historic
debates in archaeological
interpretations of major
cultural processes and
transitions in human prehistory
in Writing Assignments and
written Exams.
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
7
Signatures
Required
Signatures
Name
Date
Department
Chairperson
Katie Ely
3/1/2023
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
8
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED: 9/16/2022
PREPARED BY: Damien Marken
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH130
COURSE TITLE: Introduction to Archaeology GE
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 45
PREREQUISITES/CO-REQUISITES: None
COURSE DESCRIPTION FOR CATALOG: Provides a worldwide examination of human
prehistory from the origins of humankind to the development of early writing. Focuses on
key cultural transitions in human history including the earliest humans, their colonization of
the globe, origins of food production, and the first cities and states. Field methods are also
discussed. Open to all students. Serves as a foundation course for the anthropology major
and minor and the archaeology minor; lecture and discussion; offered every semester.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Introduction to Anthropological Archaeology
A. What is archaeology?
1. Science as a system of knowledge.
2. Historical vs. archaeological narratives.
3. The archaeological record.
B. History of Archaeology
1. History of archaeological thought
2. History of archaeological field research
II.
Archaeological Principles and Methods
A. Goals of archaeology
1. Cultural History
2. Cultural Reconstruction
3. Cultural Process
B. Preservation of organic remains
1. Arid conditions
2. Frozen conditions
9
3. Anaerobic conditions
C. Dating techniques
1. Absolute methods
a. K-Ar dating
b. C14 dating
2. Relative methods
a. Stratigraphy
b. Seriation
c. Cross-dating
D. Archaeological field methods.
1. Survey
2. Remote sensing
3. Excavation
4. Archaeological context
E. Formation processes.
1. Natural formation processes
2. Cultural formation processes
III.
Beginnings of Human Prehistory
A. First Humans - Anatomically Modern Humans (Homo sapiens sapiens)
1. Replacement vs. Multi-regional models
2. Anatomically Modern Humans vs. Behaviorally Modern Humans
B. Peopling of Australia
1. Sahul and Sunda
2. Extinction of Australian mega-fauna
C. Peopling of the Americas
1. Ice-Free Corridor model
2. Coastal Migration Hypothesis
3. Extinction of North American mega-fauna
IV.
Domestication and the Origins of Agriculture
A. After the Ice – Early Holocene
1. The Broad-Spectrum Revolution
2. Sedentism and the beginnings of domestication
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B. Processes of domestication and the origins of agriculture
1. Pathways to plant domestication
2. Pathways to animal domestication
3. Archaeological indicators of domestication
C. The first food producers and early agricultural societies
1. Agriculture and early complexity in Southwest Asia
2. Origins of agriculture in the Americas
V.
Complex societies in North America
A. Southeast USA
1. Archaic moundbuilders
2. Adena
3. Hopewell Interaction Sphere
4. Cahokia and Southwest Ceremonial Complex
B. Southwest US
1. Hohokam
2. Ancestral Puebloan and Chaco Canyon
VI.
The First Cities and States
A. Theories of state formation
1. Conflict models
2. Integration models
B. Early Cities and States in Asian and African Prehistory
1. Ancient Mesopotamia – Sumer to Sargon
2. Ancient Egypt – Pharaohs to Greeks
3. Ancient China – Middle Yellow River Neolithic to Han dynasty
VII.
Early States in the Americas
A. Mesoamerica
1. Gulf Coast Olmecs
2. Late Formative Oaxaca
3. Teotihuacan
4. Classic Maya
5. Aztecs
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B. South America
1. Chavin de Huantar
2. Moche
3. Tiwanaku and Wari
4. Inka
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, if it is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Foundations: History
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
Students will identify major
events in human prehistory,
including the evolution of Homo
sapiens and spread from Africa,
colonization of Australia and the
Americas, the end of the Ice Age,
domestication and food
production, early complex
societies, and the earliest
regional cities and states
The student demonstrates
knowledge and understanding
of major historical themes or
trends.
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Summative assessment:
Exams (multiple choice/TF,
short answers, essay)
Writing Assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
12
Students will identify and apply
archaeological methods of
establishing chronological and
spatial context of prehistoric and
historic data.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF,
short answers, essay)
Writing assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will identify and
categorize key causative
connections between
archaeological findings,
paleoenvironmental evidence,
and epigraphic data (when
available) in human prehistory
and early history.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Writing assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will describe and
evaluate current and historic
debates in archaeological
interpretations of major cultural
processes and transitions in
human prehistory.
The student uses language that
is organized and clear, and
demonstrates an ability to
draw comparisons and/or
construct historical arguments.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF,
short answers, essay)
13
Writing assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
*Note- Rows can be added
13. METHODS:
This course is offered as a lecture/discussion course, using other materials and techniques such
as films, videos, and Power Point slides, and artifact examples as appropriate. To facilitate
discussion and proper attention to student essays and written assignments the proposed class
size is 35 – 40 students. The course is offered every fall and spring semester.
Distance Education Setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor. Techniques may include using D2L (BOLT)
combined with zoom (i.e., whiteboard, chat, polling, kahoots, breakout rooms, You-tube videos,
etc.). Discussions and homework exercises will be posted via D2L. A computer (desktop, laptop,
tablet, etc.), personal smart phone, Microsoft Office (Word, PowerPoint, Excel, and Access) and
reliable Internet are required. Exams will be given via D2L.
14. COURSE ASSESSMENT:
The department collects departmental-developed rubrics and/or results on exam items
across all sections of the course, both distance and in-class learning each semester. The
Department will utilize a bank of questions that will serve to assess student learning
objectives through the strategy of embedded questions on exams (test blueprinting). The
question bank will be developed from contributions by department faculty members and will
be large enough for faculty to select questions that vary from individual to individual and
semester to semester, but at the same time test Program Goals 1 and 2 in a reasonably
consistent measurable manner. Each student learning objective will have its own set of
questions. For each of the objectives, three to five embedded questions will be utilized on
exams throughout the semester to test overall knowledge acquisition. Embedded question
data is reported to the department outcomes assessment committee within 30 days of the
final day of the semester. The data for all sections will be statistically analyzed and
summarized into one data set for assessment purposes. The assessment data assists in
identifying changes needed to the course to ensure greater student attainment of the
Student Learning Objectives.
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The assessment results will be utilized to assist our program outcomes and general education
goals as well as helping in long-term planning for curriculum and development. Data from
course assessment will be transmitted to the university Office of Planning and Assessment.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Listed below are some of the materials which might be used in the course development but
course materials are not limited to the following references. The following list includes both
historical materials and more recent references (*holdings available in the Andruss Library).
*Arieta Baizabal, V. and A. Cyphers 2017. Densidad Poblacional en la Capital Olmeca de San
Lorenzo, Veracruz. Ancient Mesoamerica 28(1):61-73.
Barsky, D. 2023. Human Prehistory: Exploring the Past to Understand the Future. Cambridge
University Press, Cambridge.
*Campbell, R. B. 2009. Toward a Networks and Boundaries Approach to Early Complex Polities.
Current Anthropology 50(6):821-848.
Clarkson, C. et al. 2017. Human Occupation of Northern Australia by 65,000 Years Ago. Nature
547:306-310.
*Feder, K. L. 2017. The Past in Perspective, 7th edition. Oxford University Press, New York.
*Feinman, G. M. and J. Marcus, editors 1998. Archaic States. School of American Research
Press, Santa Fe, NM.
*Finlayson, C. 2009. The Humans who Went Extinct. Oxford University Press, Oxford.
*Gresky, J., J. Haelm and L. Clare 2017. Modified Human Crania from Gobekli Tepe Provide
Evidence for a New Form of Neolithic Skull Cult. Science Advances 3:e1700564.
*Houston, S. and T. Inomata 2009. The Classic Maya. Cambridge University Press, Cambridge.
Inomata, T. et al. 2021. Origins and Spread of Formal Ceremonial Complexes in the Olmec and
Maya Regions Revealed by Airborne Lidar. Nature Human Behavior 5:1487-1501.
Larson, G. et al. 2014. Current Perspectives and the Future of Domestication Studies. PNAS
111(17):6139-6146.
*Liverani, M. 2014. The Ancient Near East: History, Society and Economy. Routledge, London.
15
McCorriston, J. and Julie Field 2019. World Preshistory and the Anthropocene. Thames &
Hudson, London.
*Meltzer, D. 2021. First Peoples in a New World. Cambridge University Press, Cambridge.
*Milner, George R. 2004. The Moundbuilders: Ancient Peoples of Eastern North America.
Thames & Hudson, London.
*Moore, J. D. 2014. A Prehistory of South America. University Press of Colorado, Boulder.
*Nichols, Deborah 2016. Teotihuacan. Journal of Archaeological Research 24(1):1-74.
*Price, T. D. and O. Bar-Yosef 2011. The Origins of Agriculture: New Data, New Ideas: An
Introduction to Supplement 4. Current Anthropology 52(S4):S163-S174.
*Price, T. D. and G. M. Feinman 2013. Images of the Past, 7th edition. McGraw-Hill, New York.
*Renfrew, C. and P. Bahn 2020. Archaeology: Theories, Methods and Practice, 8th edition.
Thames & Hudson, New York.
*Scarre, C. and T. Stone, editors 2021. The Human Past Essentials. Thames & Hudson, London.
*Smith, M. E. 2008. Aztec City-State Capitals. University Press of Florida, Gainesville.
*Trigger, B. G. 2003. Understanding Early Civilizations. Cambridge University Press, Cambridge.
Yoffee, N. editor. 2015. Cambridge World History, Volume III: Early Cities in Comparative
Perspective 4000 BCE-1200 CE. Cambridge University Press, Cambridge.
*Zhang, C. et al. 2019. China’s Major Late Neolithic Centres and the Rise of Erlitou. Antiquity
93(369):588-603.
Zeder, M. A. 2015 Core Questions in Domestication Research. PNAS 112(11):3191-3198.
*Zeder, M. A. and B. D. Smith 2009. A Conversation on Agricultural Origins: Talking Past Each
Other in a Crowded Room. Current Anthropology 50(5):681-691.
Indicate possible recommended texts for the course where appropriate, including
author/editor, title, publisher, edition, and date of publication. The style of entry should
consistently follow a manual such as Turabian, MLA, APA, or an accepted guide in a specific
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discipline.
17
NORTHEAST Integrated Curriculum Committee
Date: 9/16/2022
1.
Contact person: Damien Marken
Phone: 415 680 5861
2.
Email: dmarken@bloomu.edu
Department: Anthropology, Criminal Justice & Sociology
Program: Anthropology
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for X__ Undergraduate __ Graduate
☒ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☐ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ANTH
130
Introduction to Archaeology
Current University
Course Prefix
Current University
Course Number
Current University
Course Title
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
210
Prehistoric Archaeology
1103
Introduction to Archaeology
LHU:
MU: ANH
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☐ No ☒ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
This course may be offered in the load of current faculty and will be available to all three
campuses. For face-to-face offering there are no additional resources needed beyond current
classroom technology. For online offering there are no additional resources needed. For multimodal offering classroom will need to be equipped with proper hyflex technology to facilitate
synchronous communications with faculty member and students in-person and those students
that are accessing the class remotely. This course existed prior to integration and was offered at
the Bloomsburg University campus. A similar course was offered at the Mansfield University
campus prior to integration and taught by a member in the integrated EGGS department.
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☒ BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No other departments, courses, programs, campuses are impacted.
10. Indicate Semester and Year Course will be implemented: Fall semester 2023
11. Provide a rationale for how this course relates to the mission and goals of the related program:
A B.A. in Anthropology provides students with skills needed to understand social and cultural
systems, and helps them develop critical thinking, analytical, problem-solving, and presentation
skills necessary for professional success. The goals of the Anthropology program are to have
students be able to: 1. Identify diverse worldviews, 2. Describe anthropological theories, 3. Apply
ethical principles in research, 4. Conduct research, 5. Demonstrate effective communication skills,
and 6. Evaluate the viability of potential solutions.
Introduction to Archaeology familiarizes students with the field of scientific archaeology and
provides an overview of world prehistory (Anthropology Program Goal 1). Students will learn how
archaeologists collect data and how prehistoric narratives are constructed without written
records. As such, scientific principles will be applied to the archaeological and historic records for
students to examine and discuss how knowledge is created about the human past (Anthropology
Program Goal 1 + 2). Additionally, the course summarizes in detail the major transitional events in
human history, including the development of anatomically modern humans, the colonization of
Australia and the Americas, global adaptations to the early Holocene, the domestication of most
of the foods we eat today and the beginnings of agriculture, early complex societies, and the
2
development of the first cities and states in Asia, Africa and the Americas (Anthropology Program
Goal 2).
Given that over 99% of human existence predates the invention of writing, this course on world
prehistory is more than appropriate for learning objective (H). Even when written records are
available, archaeology provides vital independent lines of evidence to interpret the past that also
give voice to the multitudes typically excluded from written history.
ANTH130 will benefit the university by providing a multifaceted course that applies to one
university goal (H) and that will contribute to an educated student body with a deeper
understanding of global history.
The quality of the course will be monitored by the department assessment
committee. The assessment results will be utilized to assist the department in meeting
program and general education goals as well as helping in long-term planning for curriculum and
development. Data from course assessment will be transmitted to the university Office of
Planning and Assessment.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces): Intro to Archaeology
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Provides a worldwide examination of human prehistory from the origins of humankind to the
development of early writing. Focuses on key cultural transitions in human history including the
earliest humans, their colonization of the globe, origins of food production, and the first cities and
states. Field methods are also discussed. Open to all students. Serves as a foundation course for
the anthropology major and minor and the archaeology minor; lecture and discussion; offered
every semester.
14. Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
NONE
16. Co-requisites (Courses which must be taken simultaneously with other courses):
N/A
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
N/A
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
3
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
If yes, list the course prefix and number.
If dual-level, indicate content, assignments, and assessments for graduate and undergraduate
courses on two separate Master Course Syllabus forms. Cross-Listed is across multiple
departments/programs.
20. Estimated Frequency of Offering: Every semester—this course is a required core course for the
Anthropology Major and the Archaeology Minor. Starting Fall 2023.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
Recommended course size is 35-45 students based on Dean CASSH. Prior class caps have been at
35 students, but with the integration course caps for lower-level courses in CASSH have been
increased to 45. This number is recommended considering that students learn and retain course
content at a higher level through in-class essay exams and writing assignments. A class size higher
than 45 would inhibit faculty from providing students with the necessary feedback to improve
their understanding of the content.
Submit a Master Course Syllabus – (see attached)
4
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Foundations: History
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
Introduction to Archaeology summarizes in detail the major transitional events in human history,
including the development of anatomically modern humans, the colonization of Australia and the
Americas, global adaptations to the early Holocene, the domestication of most of the foods we eat
today and the beginnings of agriculture, early complex societies, and the development of the first
cities and states in Asia, Africa and the Americas (Knowledge).
Students will learn how archaeologists collect data and how prehistoric narratives are constructed
without written records. As such, scientific principles will be applied to the archaeological and
historic records for students to examine and discuss how knowledge is created about the human
past (Sources and Evidence).
Given that over 99% of human existence predates the invention of writing, this course on world
prehistory is more than appropriate for learning objective (H). Even when written records are
available, archaeology provides vital independent lines of evidence to interpret the past that also
give voice to the multitudes typically excluded from written history. Students will examine and
evaluate major debates in human prehistory and apply a comparative approach to human
behavior in the past (Application).
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
5
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Students will identify major events
in human prehistory, including the
evolution of Homo sapiens and
spread from Africa, colonization of
Australia and the Americas, the
end of the Ice Age, domestication
and food production, early
complex societies, and the earliest
regional cities and states
The student demonstrates
knowledge and understanding of
major historical themes or
trends.
Lectures and reading cover
major events in human
prehistory, including the
evolution of Homo sapiens and
spread from Africa, colonization
of Australia and the Americas,
the end of the Ice Age,
domestication and food
production, early complex
societies, and the earliest
regional cities and states.
Students will demonstrate their
knowledge and understanding
in Writing Assignments and
written Exams.
Students will identify and apply
archaeological methods of
establishing chronological and
spatial context of prehistoric and
historic data.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
Lectures and reading apply
archaeological methods of
establishing chronological and
spatial context of prehistoric
and historic data to interpreting
major events in human
prehistory.
Students will apply
archaeological methods and
data to interpret major events
in human prehistory in Writing
Assignments and written
Exams.
Students will categorize and
identify key causative connections
between archaeological findings,
paleoenvironmental evidence,
and epigraphic data (when
available) in human prehistory
and early history.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
6
Lectures and reading categorize
and identify key causative
connections between
archaeological findings,
paleoenvironmental evidence,
and epigraphic data (when
available) in human prehistory
and early history.
Students will apply
archaeological methods and
data to interpret major events
in human prehistory in Writing
Assignments and written
Exams.
Students will describe and
evaluate current and historic
debates in archaeological
interpretations of major cultural
processes and transitions in
human prehistory.
The student uses language that
is organized and clear, and
demonstrates an ability to draw
comparisons and/or construct
historical arguments.
Students will describe and
evaluate current and historic
debates in archaeological
interpretations of major
cultural processes and
transitions in human prehistory
in Writing Assignments and
written Exams.
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
7
Signatures
Required
Signatures
Name
Date
Department
Chairperson
Katie Ely
3/1/2023
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
8
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED: 9/16/2022
PREPARED BY: Damien Marken
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH130
COURSE TITLE: Introduction to Archaeology GE
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 45
PREREQUISITES/CO-REQUISITES: None
COURSE DESCRIPTION FOR CATALOG: Provides a worldwide examination of human
prehistory from the origins of humankind to the development of early writing. Focuses on
key cultural transitions in human history including the earliest humans, their colonization of
the globe, origins of food production, and the first cities and states. Field methods are also
discussed. Open to all students. Serves as a foundation course for the anthropology major
and minor and the archaeology minor; lecture and discussion; offered every semester.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Introduction to Anthropological Archaeology
A. What is archaeology?
1. Science as a system of knowledge.
2. Historical vs. archaeological narratives.
3. The archaeological record.
B. History of Archaeology
1. History of archaeological thought
2. History of archaeological field research
II.
Archaeological Principles and Methods
A. Goals of archaeology
1. Cultural History
2. Cultural Reconstruction
3. Cultural Process
B. Preservation of organic remains
1. Arid conditions
2. Frozen conditions
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3. Anaerobic conditions
C. Dating techniques
1. Absolute methods
a. K-Ar dating
b. C14 dating
2. Relative methods
a. Stratigraphy
b. Seriation
c. Cross-dating
D. Archaeological field methods.
1. Survey
2. Remote sensing
3. Excavation
4. Archaeological context
E. Formation processes.
1. Natural formation processes
2. Cultural formation processes
III.
Beginnings of Human Prehistory
A. First Humans - Anatomically Modern Humans (Homo sapiens sapiens)
1. Replacement vs. Multi-regional models
2. Anatomically Modern Humans vs. Behaviorally Modern Humans
B. Peopling of Australia
1. Sahul and Sunda
2. Extinction of Australian mega-fauna
C. Peopling of the Americas
1. Ice-Free Corridor model
2. Coastal Migration Hypothesis
3. Extinction of North American mega-fauna
IV.
Domestication and the Origins of Agriculture
A. After the Ice – Early Holocene
1. The Broad-Spectrum Revolution
2. Sedentism and the beginnings of domestication
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B. Processes of domestication and the origins of agriculture
1. Pathways to plant domestication
2. Pathways to animal domestication
3. Archaeological indicators of domestication
C. The first food producers and early agricultural societies
1. Agriculture and early complexity in Southwest Asia
2. Origins of agriculture in the Americas
V.
Complex societies in North America
A. Southeast USA
1. Archaic moundbuilders
2. Adena
3. Hopewell Interaction Sphere
4. Cahokia and Southwest Ceremonial Complex
B. Southwest US
1. Hohokam
2. Ancestral Puebloan and Chaco Canyon
VI.
The First Cities and States
A. Theories of state formation
1. Conflict models
2. Integration models
B. Early Cities and States in Asian and African Prehistory
1. Ancient Mesopotamia – Sumer to Sargon
2. Ancient Egypt – Pharaohs to Greeks
3. Ancient China – Middle Yellow River Neolithic to Han dynasty
VII.
Early States in the Americas
A. Mesoamerica
1. Gulf Coast Olmecs
2. Late Formative Oaxaca
3. Teotihuacan
4. Classic Maya
5. Aztecs
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B. South America
1. Chavin de Huantar
2. Moche
3. Tiwanaku and Wari
4. Inka
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
General Education course, be sure to complete the second column as well, if it is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Foundations: History
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
Students will identify major
events in human prehistory,
including the evolution of Homo
sapiens and spread from Africa,
colonization of Australia and the
Americas, the end of the Ice Age,
domestication and food
production, early complex
societies, and the earliest
regional cities and states
The student demonstrates
knowledge and understanding
of major historical themes or
trends.
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Summative assessment:
Exams (multiple choice/TF,
short answers, essay)
Writing Assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
12
Students will identify and apply
archaeological methods of
establishing chronological and
spatial context of prehistoric and
historic data.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF,
short answers, essay)
Writing assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will identify and
categorize key causative
connections between
archaeological findings,
paleoenvironmental evidence,
and epigraphic data (when
available) in human prehistory
and early history.
The student uses persuasive
evidence that demonstrates an
awareness of historical
chronology, causation, and
context while employing
disciplinary standards.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF),
short answers, essay)
Writing assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
Students will describe and
evaluate current and historic
debates in archaeological
interpretations of major cultural
processes and transitions in
human prehistory.
The student uses language that
is organized and clear, and
demonstrates an ability to
draw comparisons and/or
construct historical arguments.
Formative assessment:
Pre-test (not-graded)
Practice tests (non-graded)
Quizzes
Discussion
Presentation w/ rubric
Summative assessment:
Exams (multiple choice/TF,
short answers, essay)
13
Writing assignments
Cumulative final exam focus
on all goals reinforced in
lectures and discussions
*Note- Rows can be added
13. METHODS:
This course is offered as a lecture/discussion course, using other materials and techniques such
as films, videos, and Power Point slides, and artifact examples as appropriate. To facilitate
discussion and proper attention to student essays and written assignments the proposed class
size is 35 – 40 students. The course is offered every fall and spring semester.
Distance Education Setting: This course may be taught online using synchronous or
asynchronous methods based on the instructor. Techniques may include using D2L (BOLT)
combined with zoom (i.e., whiteboard, chat, polling, kahoots, breakout rooms, You-tube videos,
etc.). Discussions and homework exercises will be posted via D2L. A computer (desktop, laptop,
tablet, etc.), personal smart phone, Microsoft Office (Word, PowerPoint, Excel, and Access) and
reliable Internet are required. Exams will be given via D2L.
14. COURSE ASSESSMENT:
The department collects departmental-developed rubrics and/or results on exam items
across all sections of the course, both distance and in-class learning each semester. The
Department will utilize a bank of questions that will serve to assess student learning
objectives through the strategy of embedded questions on exams (test blueprinting). The
question bank will be developed from contributions by department faculty members and will
be large enough for faculty to select questions that vary from individual to individual and
semester to semester, but at the same time test Program Goals 1 and 2 in a reasonably
consistent measurable manner. Each student learning objective will have its own set of
questions. For each of the objectives, three to five embedded questions will be utilized on
exams throughout the semester to test overall knowledge acquisition. Embedded question
data is reported to the department outcomes assessment committee within 30 days of the
final day of the semester. The data for all sections will be statistically analyzed and
summarized into one data set for assessment purposes. The assessment data assists in
identifying changes needed to the course to ensure greater student attainment of the
Student Learning Objectives.
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The assessment results will be utilized to assist our program outcomes and general education
goals as well as helping in long-term planning for curriculum and development. Data from
course assessment will be transmitted to the university Office of Planning and Assessment.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
Listed below are some of the materials which might be used in the course development but
course materials are not limited to the following references. The following list includes both
historical materials and more recent references (*holdings available in the Andruss Library).
*Arieta Baizabal, V. and A. Cyphers 2017. Densidad Poblacional en la Capital Olmeca de San
Lorenzo, Veracruz. Ancient Mesoamerica 28(1):61-73.
Barsky, D. 2023. Human Prehistory: Exploring the Past to Understand the Future. Cambridge
University Press, Cambridge.
*Campbell, R. B. 2009. Toward a Networks and Boundaries Approach to Early Complex Polities.
Current Anthropology 50(6):821-848.
Clarkson, C. et al. 2017. Human Occupation of Northern Australia by 65,000 Years Ago. Nature
547:306-310.
*Feder, K. L. 2017. The Past in Perspective, 7th edition. Oxford University Press, New York.
*Feinman, G. M. and J. Marcus, editors 1998. Archaic States. School of American Research
Press, Santa Fe, NM.
*Finlayson, C. 2009. The Humans who Went Extinct. Oxford University Press, Oxford.
*Gresky, J., J. Haelm and L. Clare 2017. Modified Human Crania from Gobekli Tepe Provide
Evidence for a New Form of Neolithic Skull Cult. Science Advances 3:e1700564.
*Houston, S. and T. Inomata 2009. The Classic Maya. Cambridge University Press, Cambridge.
Inomata, T. et al. 2021. Origins and Spread of Formal Ceremonial Complexes in the Olmec and
Maya Regions Revealed by Airborne Lidar. Nature Human Behavior 5:1487-1501.
Larson, G. et al. 2014. Current Perspectives and the Future of Domestication Studies. PNAS
111(17):6139-6146.
*Liverani, M. 2014. The Ancient Near East: History, Society and Economy. Routledge, London.
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McCorriston, J. and Julie Field 2019. World Preshistory and the Anthropocene. Thames &
Hudson, London.
*Meltzer, D. 2021. First Peoples in a New World. Cambridge University Press, Cambridge.
*Milner, George R. 2004. The Moundbuilders: Ancient Peoples of Eastern North America.
Thames & Hudson, London.
*Moore, J. D. 2014. A Prehistory of South America. University Press of Colorado, Boulder.
*Nichols, Deborah 2016. Teotihuacan. Journal of Archaeological Research 24(1):1-74.
*Price, T. D. and O. Bar-Yosef 2011. The Origins of Agriculture: New Data, New Ideas: An
Introduction to Supplement 4. Current Anthropology 52(S4):S163-S174.
*Price, T. D. and G. M. Feinman 2013. Images of the Past, 7th edition. McGraw-Hill, New York.
*Renfrew, C. and P. Bahn 2020. Archaeology: Theories, Methods and Practice, 8th edition.
Thames & Hudson, New York.
*Scarre, C. and T. Stone, editors 2021. The Human Past Essentials. Thames & Hudson, London.
*Smith, M. E. 2008. Aztec City-State Capitals. University Press of Florida, Gainesville.
*Trigger, B. G. 2003. Understanding Early Civilizations. Cambridge University Press, Cambridge.
Yoffee, N. editor. 2015. Cambridge World History, Volume III: Early Cities in Comparative
Perspective 4000 BCE-1200 CE. Cambridge University Press, Cambridge.
*Zhang, C. et al. 2019. China’s Major Late Neolithic Centres and the Rise of Erlitou. Antiquity
93(369):588-603.
Zeder, M. A. 2015 Core Questions in Domestication Research. PNAS 112(11):3191-3198.
*Zeder, M. A. and B. D. Smith 2009. A Conversation on Agricultural Origins: Talking Past Each
Other in a Crowded Room. Current Anthropology 50(5):681-691.
Indicate possible recommended texts for the course where appropriate, including
author/editor, title, publisher, edition, and date of publication. The style of entry should
consistently follow a manual such as Turabian, MLA, APA, or an accepted guide in a specific
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discipline.
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