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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 10/5/2022
1.
Contact person: Damien Marken
Phone:
2.
415 680 5861
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
312
South American Archaeology
Current University
Course Prefix
ANTHRO
Current University
Course Number
312
Current University
Course Title
South American Archaeology
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
312
South American Archaeology
LHU:
MU:
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 need beyond current
classroom technology. For online offering there are no additional resources needed. For multimodal offering classroom will need to be equipped with proper 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.
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: Spring semester 2023
1. 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
ANTH312 summarizes the development of complex societies, states and empires in South
America, focusing on the Andes region to highlight both shared Andean cultural traits and its past
cultural and historical diversity (This is related to Goal 1 of the Anthropology Program). This is
accomplished through examination and discussion of the development and evolution of
environmental adaptation, ascribed leadership, long-distance exchange, monumental and
infrastructural construction, socio-economic stratification, and warfare through the lenses of neoevolutionary and practice theory, with an emphasis on how power is harnessed, legitimized, and
employed (This is related to Goal 2 of the Anthropology Program). Students will design and
conduct a semester-long research project on an anthropological topic and Andean archaeological
case study of their choice (This is related to Goal 4 of the Anthropology Program). This multi-
2
staged research project will culminate with a final research paper (This is related to Goal 5 of the
Anthropology Program).
ANTH312 will benefit the university by providing a multifaceted course that highlights the history
and cultural achievements of the indigenous peoples of South America and that will contribute to
an educated student body with a deeper understanding of global history and non-European
cultures.
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 our
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.
11. Abbreviated Title (for Master Schedule, Maximum 20 spaces): South American Arch
12. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Surveys the prehistoric cultures of the Andes of South America. Examines the development of
complex societies, such as Chavin, the Moche, Wari, Tiwanaku and the Inka Empire. Discussion
focuses on how individuals and groups gained and maintained political power and authority.
Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 hours
Recitation: hours Lab: hours
13. Prerequisites (Courses completed prior to taking this course):
NONE
14. Co-requisites (Courses which must be taken simultaneously with other courses):
N/A
15. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
N/A
16. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
17. 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.
3
18. Estimated Frequency of Offering: Alternating Fall semesters—this course is a required core
elective for the Archaeology Minor and an elective for the Anthropology Major and Minor.
19. 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.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of student performance.
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):
Choose an item.
Not a GE Course
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)?
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)
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?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
5
Signatures
Required
Signatures
Name
Date
Department
Chairperson
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.
6
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED: 10/5/2022
PREPARED BY: Damien Marken
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH312
COURSE TITLE: South American Archaeology
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 25
PREREQUISITES/CO-REQUISITES: None
COURSE DESCRIPTION FOR CATALOG: Surveys the prehistoric cultures of the Andes of
South America. Examines the development of complex societies, such as Chavin, the
Moche, Wari, Tiwanaku and the Inka Empire. Discussion focuses on how individuals and
groups gained and maintained political power and authority. Open to all students. Serves as
a foundational elective for the Archaeology Minor, and an elective course for the
Anthropology Major and Minor; lecture and discussion; offered alternating Fall semesters.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Introduction to South America
A. Theoretical Perspectives
1. Cultural ecology
2. Cultural evolution / Neo-evolutionary perspective
3. Power and sources of power
B. Defining the Andes and Andean culture
1. Geography of South America and the ecology of the Andes
2. The “Lo Andino” concept and the study of pre-Columbian Andean
cultures
II.
Early Prehistory of the Andes
A. Peopling of South America
1. Monte Verde and other Paleoamerican sites
2. Recent DNA research
B. Domestication and food production in the Archaic period
1. South American domesticates
a. Potato, quinoa, cotton
7
b. Llama, alpaca
2. Secondary domesticates
III. Preceramic and Initial Periods
A. The Emergence of Inequality and Hierarchy on the Andean Coast
1. Caral
2. Norte Chico
3. Broader perspectives on early monumentality
B. Early Coastal Monumental Sites
1. Casma Valley
2. Central Coast
IV. Complex Societies in the Andes
A. Early Horizon in the Highlands
1. Chavin de Huantar
B. Early Horizon and Early Intermediate Period on the South Coast
1. Paracas culture
2. Nasca
V.
Early Intermediate Period on the North Coast: First Andean States
A. Moche states
1. Models of Moche sociopolitical organization
2. Moche art and iconography
3. Moche tombs and gender in Moche culture
VI. Middle Horizon Highland States
A. Tiwanaku
1. Early Intermediate highland cultures
2. Beginnings of Tiwanaku
3. Tiwanaku sociopolitical and economic organization
4. Tiwanku colonies
B. Wari
1. Beginnings of Wari
2. Wari sociopolitical and economic organization
3. Wari colonies
8
VII. Late Intermediate Period
A. The demise of Tiwanku and Wari
1. Late Intermediate period in the Highlands
B. Late Intermediate States on the North Coast: Chimu
1. Chan Chan
2. History of Chimu expansion
VIII. Late Horizon: The Inka Empire
A. Rise of the Inka Empire
1. The archaeology of empires
2. Consolidation of the Cusco region by the Inka
3. Tensions between “historical” narratives and archaeological evidence
B. The Inka Empire
1. Sociopolitical organization
2. Economic organization
3. Inka imperial strategies
a. Inka royal estates
b. Inka provinces
C. The Spanish Conquest and the fall of the Inka Empire
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, it if 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):
Choose an item.
Not a GE Course
9
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
SLO #1 (Diversity): Identify the
ways in which diverse
worldviews in South America
operated and were experienced
at individual, cultural, and
regional levels and how they
interacted with human behavior,
biology, material culture, and
the environment in different
cultural regions.
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
SLO #2 (Theory): Identify and
describe anthropological
theories and concepts relating to
human biocultural evolution in
South America and the impact of
historical forces in shaping
10
approaches to understanding
the human condition in South
American archaeology.
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
SLO #4 (Research – Scientific
Method): Critically evaluate
anthropological hypotheses in
South American archaeology
using scientific data.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
11
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
SLO #5 (Communication):
Convey anthropological ideas,
ethics, applications, and
research in South American
archaeology through written,
visual and verbal analyses to
communicate effectively within
the discipline and to the public.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
12
*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. The course is
offered alternating fall semesters.
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, yahoots, breakout rooms, U-tube videos,
etc.). Discussions and assignments 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. Written assignments will be collected via D2L. In-class discussion
will be over Zoom (synchronous) or via D2L chat (asynchronous).
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and
recommend changes so that the course better reflects the goals of the program. Course
assessment will also be conducted in coordination with and/or upon the request of the Office
of Institutional Effectiveness and other relevant bodies. Samples of student papers will be
collected and compared to developed departmental rubrics.
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).
Conklin, W. J. and J. Quilter, editors 2008. Chavin: Art, Architecture and Culture. Cotsen Institute
of Archaeology, UCLA, Los Angeles.
Covey, R. A. 2009. How the Incas Built their Heartland. University of Michigan Press, Ann Arbor.
Feinman, G. M. and J. Marcus, editors 1998. Archaic States. School of American Research Press,
Santa Fe, NM.
Janusek, J. W. 2008. Ancient Tiwanaku. Cambridge University Press, Cambridge.
Kolata, A. L., editor 2003. Tiwanaku and its Hinterland, Vol. 2. Smithsonian Institution Press,
Washington, D.C.
13
*Mann, M. 1986. The Sources of Social Power, Vol. I: A History of Power from the Beginning to
A.D. 1760. Cambridge University Press, Cambridge.
Mann, M. 1993. The Sources of Social Power, Vol. II: The Rise of Classes and Nation States, 17901914. Cambridge University Press, Cambridge.
*Moore, J. D. 2014. A Prehistory of South America. University Press of Colorado, Boulder.
*Moseley, M. E. 2001. The Incas and their Ancestors, revised edition. Thames & Hudson,
London.
*Quilter, J. 2014. The Ancient Central Andes. Routledge, New York.
Quilter, J. and L. J. B. Castillo, editors 2010. New Perspectives on Moche Political Organization.
Dumbarton Oaks, Washington, D.C.
*Shimanda, I., editor 2015. The Inka Empire: A Multidisciplinary Approach. University of Texas
Press, Austin.
Silverman, H. and W. H. Isbell editors 2008. Handbook of South American Archaeology.
Springer, New York.
Trigger, B. G. 2003. Understanding Early Civilizations. Cambridge University Press, Cambridge.
Vaughn, K. J., D. Ogburn and C. A. Conlee, editors 2005. Foundations of Power in the Prehispanic
Andes. Archaeological Papers of the American Anthropological Association, Number 14.
American Anthropological Association, Arlington, VA.
Yoffee, N. editor. 2015. Cambridge World History, Volume III: Early Cities in Comparative
Perspective 4000 BCE-1200 CE. Cambridge University Press, Cambridge.
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 discipline
14
NORTHEAST Integrated Curriculum Committee
Date: 10/5/2022
1.
Contact person: Damien Marken
Phone:
2.
415 680 5861
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
312
South American Archaeology
Current University
Course Prefix
ANTHRO
Current University
Course Number
312
Current University
Course Title
South American Archaeology
*Only list Current Courses that are equivalent to the New Course
BU: ANTHRO
312
South American Archaeology
LHU:
MU:
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 need beyond current
classroom technology. For online offering there are no additional resources needed. For multimodal offering classroom will need to be equipped with proper 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.
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: Spring semester 2023
1. 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
ANTH312 summarizes the development of complex societies, states and empires in South
America, focusing on the Andes region to highlight both shared Andean cultural traits and its past
cultural and historical diversity (This is related to Goal 1 of the Anthropology Program). This is
accomplished through examination and discussion of the development and evolution of
environmental adaptation, ascribed leadership, long-distance exchange, monumental and
infrastructural construction, socio-economic stratification, and warfare through the lenses of neoevolutionary and practice theory, with an emphasis on how power is harnessed, legitimized, and
employed (This is related to Goal 2 of the Anthropology Program). Students will design and
conduct a semester-long research project on an anthropological topic and Andean archaeological
case study of their choice (This is related to Goal 4 of the Anthropology Program). This multi-
2
staged research project will culminate with a final research paper (This is related to Goal 5 of the
Anthropology Program).
ANTH312 will benefit the university by providing a multifaceted course that highlights the history
and cultural achievements of the indigenous peoples of South America and that will contribute to
an educated student body with a deeper understanding of global history and non-European
cultures.
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 our
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.
11. Abbreviated Title (for Master Schedule, Maximum 20 spaces): South American Arch
12. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Surveys the prehistoric cultures of the Andes of South America. Examines the development of
complex societies, such as Chavin, the Moche, Wari, Tiwanaku and the Inka Empire. Discussion
focuses on how individuals and groups gained and maintained political power and authority.
Credit(s): 3
Clock Hours: 3
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours: 3 Lecture: 3 hours
Recitation: hours Lab: hours
13. Prerequisites (Courses completed prior to taking this course):
NONE
14. Co-requisites (Courses which must be taken simultaneously with other courses):
N/A
15. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.):
N/A
16. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
17. 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.
3
18. Estimated Frequency of Offering: Alternating Fall semesters—this course is a required core
elective for the Archaeology Minor and an elective for the Anthropology Major and Minor.
19. 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.
The recommended class size for student success is 25. This course is writing, presentation, and
discussion intensive. The recommended class size is to meet the needs of students by allowing for
meaningful classroom discussions, more personal communication, inclusion of all students in
assessment of performance in formal and informal presentation settings, and working with
students on a one-on-one basis, and it is based on review of student performance.
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):
Choose an item.
Not a GE Course
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)?
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)
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?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
5
Signatures
Required
Signatures
Name
Date
Department
Chairperson
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.
6
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED: 10/5/2022
PREPARED BY: Damien Marken
DEPARTMENT: Anthropology, Criminal Justice & Sociology
Program: Anthropology
COURSE PREFIX & NUMBER (without space in-between): ANTH312
COURSE TITLE: South American Archaeology
CREDIT HOURS: 3
RECOMMENDED CLASS SIZE: 25
PREREQUISITES/CO-REQUISITES: None
COURSE DESCRIPTION FOR CATALOG: Surveys the prehistoric cultures of the Andes of
South America. Examines the development of complex societies, such as Chavin, the
Moche, Wari, Tiwanaku and the Inka Empire. Discussion focuses on how individuals and
groups gained and maintained political power and authority. Open to all students. Serves as
a foundational elective for the Archaeology Minor, and an elective course for the
Anthropology Major and Minor; lecture and discussion; offered alternating Fall semesters.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I.
Introduction to South America
A. Theoretical Perspectives
1. Cultural ecology
2. Cultural evolution / Neo-evolutionary perspective
3. Power and sources of power
B. Defining the Andes and Andean culture
1. Geography of South America and the ecology of the Andes
2. The “Lo Andino” concept and the study of pre-Columbian Andean
cultures
II.
Early Prehistory of the Andes
A. Peopling of South America
1. Monte Verde and other Paleoamerican sites
2. Recent DNA research
B. Domestication and food production in the Archaic period
1. South American domesticates
a. Potato, quinoa, cotton
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b. Llama, alpaca
2. Secondary domesticates
III. Preceramic and Initial Periods
A. The Emergence of Inequality and Hierarchy on the Andean Coast
1. Caral
2. Norte Chico
3. Broader perspectives on early monumentality
B. Early Coastal Monumental Sites
1. Casma Valley
2. Central Coast
IV. Complex Societies in the Andes
A. Early Horizon in the Highlands
1. Chavin de Huantar
B. Early Horizon and Early Intermediate Period on the South Coast
1. Paracas culture
2. Nasca
V.
Early Intermediate Period on the North Coast: First Andean States
A. Moche states
1. Models of Moche sociopolitical organization
2. Moche art and iconography
3. Moche tombs and gender in Moche culture
VI. Middle Horizon Highland States
A. Tiwanaku
1. Early Intermediate highland cultures
2. Beginnings of Tiwanaku
3. Tiwanaku sociopolitical and economic organization
4. Tiwanku colonies
B. Wari
1. Beginnings of Wari
2. Wari sociopolitical and economic organization
3. Wari colonies
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VII. Late Intermediate Period
A. The demise of Tiwanku and Wari
1. Late Intermediate period in the Highlands
B. Late Intermediate States on the North Coast: Chimu
1. Chan Chan
2. History of Chimu expansion
VIII. Late Horizon: The Inka Empire
A. Rise of the Inka Empire
1. The archaeology of empires
2. Consolidation of the Cusco region by the Inka
3. Tensions between “historical” narratives and archaeological evidence
B. The Inka Empire
1. Sociopolitical organization
2. Economic organization
3. Inka imperial strategies
a. Inka royal estates
b. Inka provinces
C. The Spanish Conquest and the fall of the Inka Empire
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, it if 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):
Choose an item.
Not a GE Course
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11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
SLO #1 (Diversity): Identify the
ways in which diverse
worldviews in South America
operated and were experienced
at individual, cultural, and
regional levels and how they
interacted with human behavior,
biology, material culture, and
the environment in different
cultural regions.
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
SLO #2 (Theory): Identify and
describe anthropological
theories and concepts relating to
human biocultural evolution in
South America and the impact of
historical forces in shaping
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approaches to understanding
the human condition in South
American archaeology.
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
SLO #4 (Research – Scientific
Method): Critically evaluate
anthropological hypotheses in
South American archaeology
using scientific data.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
11
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
Reading/Writing/Discussion
Assignment
Students will read selections
of professional articles on
major debates in Andean
archaeology, and write a
summary for each debate.
Following this, students will
discuss the topic and the
debates in class.
SLO #5 (Communication):
Convey anthropological ideas,
ethics, applications, and
research in South American
archaeology through written,
visual and verbal analyses to
communicate effectively within
the discipline and to the public.
Research Project
Students will conduct a
semester-long research
project on a case study and
theoretical topic in South
American archaeology of their
choice. Steps include: (1) Final
paper outline; (2) Office
meeting to discuss Outline
and steps for Paper Draft; (3)
Paper Draft w/ bibliography,
students synthesize current
general consensuses on their
particular case study; (4)
Office meeting to discuss
Paper Draft and steps for Final
Paper; (5) Final paper,
students evaluate how their
selected case study informs
their theoretical topic.
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*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. The course is
offered alternating fall semesters.
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, yahoots, breakout rooms, U-tube videos,
etc.). Discussions and assignments 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. Written assignments will be collected via D2L. In-class discussion
will be over Zoom (synchronous) or via D2L chat (asynchronous).
14. COURSE ASSESSMENT:
The program curriculum committee will assess the objectives of course assessment and
recommend changes so that the course better reflects the goals of the program. Course
assessment will also be conducted in coordination with and/or upon the request of the Office
of Institutional Effectiveness and other relevant bodies. Samples of student papers will be
collected and compared to developed departmental rubrics.
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).
Conklin, W. J. and J. Quilter, editors 2008. Chavin: Art, Architecture and Culture. Cotsen Institute
of Archaeology, UCLA, Los Angeles.
Covey, R. A. 2009. How the Incas Built their Heartland. University of Michigan Press, Ann Arbor.
Feinman, G. M. and J. Marcus, editors 1998. Archaic States. School of American Research Press,
Santa Fe, NM.
Janusek, J. W. 2008. Ancient Tiwanaku. Cambridge University Press, Cambridge.
Kolata, A. L., editor 2003. Tiwanaku and its Hinterland, Vol. 2. Smithsonian Institution Press,
Washington, D.C.
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*Mann, M. 1986. The Sources of Social Power, Vol. I: A History of Power from the Beginning to
A.D. 1760. Cambridge University Press, Cambridge.
Mann, M. 1993. The Sources of Social Power, Vol. II: The Rise of Classes and Nation States, 17901914. Cambridge University Press, Cambridge.
*Moore, J. D. 2014. A Prehistory of South America. University Press of Colorado, Boulder.
*Moseley, M. E. 2001. The Incas and their Ancestors, revised edition. Thames & Hudson,
London.
*Quilter, J. 2014. The Ancient Central Andes. Routledge, New York.
Quilter, J. and L. J. B. Castillo, editors 2010. New Perspectives on Moche Political Organization.
Dumbarton Oaks, Washington, D.C.
*Shimanda, I., editor 2015. The Inka Empire: A Multidisciplinary Approach. University of Texas
Press, Austin.
Silverman, H. and W. H. Isbell editors 2008. Handbook of South American Archaeology.
Springer, New York.
Trigger, B. G. 2003. Understanding Early Civilizations. Cambridge University Press, Cambridge.
Vaughn, K. J., D. Ogburn and C. A. Conlee, editors 2005. Foundations of Power in the Prehispanic
Andes. Archaeological Papers of the American Anthropological Association, Number 14.
American Anthropological Association, Arlington, VA.
Yoffee, N. editor. 2015. Cambridge World History, Volume III: Early Cities in Comparative
Perspective 4000 BCE-1200 CE. Cambridge University Press, Cambridge.
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 discipline
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Media of