Take me to the Fall Time Schedule
Courses are arranged by groups:
Introductory Courses,
Ethnology-Regional Courses,
Ethnology-Theory/Method,
Ethnology-Topical Courses,
Linguistic Anthropology,
Archaeology, and
Museum and Reading and Research Courses.
101. Introduction to
Anthropology. Primarily for first- and second-year
students. (4). (SS). (R&E).
Section 001. This introductory course exposes and explores the structures of inquiry characteristic of anthropology and surveys the field's four subdisciplines (biological, archaeological, cultural, and linguistic anthropology), providing a first glimpse of the
field's overall context, history, present status, and importance.
The principal aim of the course is to help students develop a
coherent view of the essential concepts, structures, and intellectual
methods that typify the discipline. It stresses unifying principles that link the subdisciplines and thereby create anthropology's
comprehensive, holistic world view. It teaches students various
ways of learning and thinking about the world's many designs for
living in time and space. It prepares them to integrate and interpret
information, to evaluate conflicting claims about human nature
and diversity, and to think critically. Topics covered include: the nature of culture; human genetics, evolution and the fossil
record; the concept of race; primate (monkey and ape) behavior;
language and culture; systems of marriage, kinship and family
organization; sex-gender roles; economics, politics, and religion
in global perspective; the cultural dimension of economic development
and contemporary social change, and the emergence of a world system.
Required readings come from two introductory texts and additional
paperbacks. Lectures and discussion-recitation. Two objective
exams (multiple choice and true or false questions) cover the
two halves of the course. The second exam is given on the last
day of class. There is no final exam and no term paper. Section
leaders require quizzes and, perhaps a short paper. Cost:2
WL:1,3,4 (Fricke)
Section 150. Anthropology, from the Greek anthropos
(human) and logos (theory) is the scientific study of
humankind. This course will introduce students to the four major
subfields of anthropology: cultural anthropology, archaeology, linguistic anthropology, and biological anthropology. In the process, we will focus on how each of these subfields helps to explain the cultural, social, and physical aspects of human diversity.
The principal aim of the course is to help students develop a
coherent view of the essential concepts, structures, and intellectual
methods that typify the discipline. It stresses unifying principles that link the sub-disciplines and thereby create anthropology's
comprehensive, holistic world view. It teaches students various
ways of learning and thinking about the world's many designs for
living in time and space. It prepares them to integrate and interpret
information, to evaluate conflicting claims about human nature
and diversity, and to think critically. Topics covered include: the nature of culture; human genetics, evolution and the fossil
record; the concept of race; primate (monkey and ape) behavior;
language and culture; systems of marriage, kinship, and family
organization; sex and gender roles; economics, politics, and religion
in global perspective; the cultural dimension of economic development
and contemporary social change, and the emergence of a world system.
Required readings include an introductory text, course pack, and several short monographs. (Lansing)
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Times, Location, and Availability
222. The Comparative
Study of Cultures. Students with credit for Anthro.
101 should elect Anthro. 327. (4). (SS).
This course explores non-Western and Western societies as well
as the methods, poetics, and politics entailed in the representation
of cultural difference and historical change. We will be centrally
concerned with the formation and transformation of cultures in the context of colonizing and globalizing processes in the modern
period. Our goal is to develop a historical anthropological perspective that will enable us to appreciate the richness of human diversity, the conditions under which cultures develop, and the human potential
for transformation. Our work will center on the intensive examination
of a group of five or six path-breaking monographs, complemented
by articles and movies. These texts will allow us to study with
some depth not only a wide range of cultural formations in different
societies, but also differing methods and theoretical perspectives
used to interpret them. We will pay special attention to the role
of fieldwork and archives in the formation of anthropological
and historical interpretations, to the procedures and theories that serve to establish scientific claims, and to the effects
of power in the formation of knowledge. Classes will be organized
around the discussion of texts, and will include student presentations.
Students will be required to write short papers about the central
texts. (Coronil)
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Times, Location, and Availability
256(Biol. Anthro. 256)/NR&E
256. Culture, Adaptation, and Environment. (3). (Excl).
This course provides a wide-ranging introduction to the field
of ecological anthropology, focusing on issues related to the
management of common property. The main goal for the course is
to help students acquire an understanding of the strengths and weaknesses of competing approaches to the question of the relationship
of ecology to the social world. On the natural science side, the
major approaches to be considered are behavioral and systems ecology.
From the social sciences, we will investigate the basic techniques
of social anthropology, as well as evolutionary game theory. Why
combine the social and natural sciences in a single course? Traditionally, social scientists study social systems, and natural scientists
study ecosystems. But many of the most important problems in environmental
studies only come into focus when we are able to combine both
perspectives. This is particularly true of one of the most pressing
issues of our time – the management of common property (resources that are held in common and utilized by a social group). Today, the oceans are our common property, and the recent collapse of
many fisheries illustrate the dangers posed by over-exploitation, the so-called "tragedy of the commons." To investigate
systems of common property, we need to know something about how they function as ecosystems, as well as how societies relate to them. In this course, we will explore systems of common property
utilized by a wide range of societies, including Native American
salmon fishermen, African nomads, and Asian rice farmers. (Lansing)
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Times, Location, and Availability
282. Introduction to
Prehistoric Archaeology. (4). (SS).
This course combines an introduction to the techniques, methods, and theories of modern archaeology with a general survey of world
prehistory. In the first half of the course we will consider how
archaeologists learn about the past. In the second half of the
term we will take a 'greatest hits' tour of world prehistory.
In this tour we will focus on the culture of early humans, the
peopling of the New World, and on the changing character of culture
and society in Europe and North America from the earliest inhabitants through to the beginnings of recorded history. The course is designed
to be accessible without prerequisites, but students will find
previous coursework in Anthropology useful. There will be three
one-hour lectures, plus one discussion section, per week. Requirements:
two one-hour exams plus three take-home exercises. (O'Shea)
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Times, Location, and Availability
286. Food in Human Affairs.
(4). (SS).
The course will survey the domestication of plants and animals
world-wide. It will examine (1) the cultural and ecological contexts
for the domestication of each and (2) the genetic and anatomical
consequences as they were selected to become productive food staples.
The history of domesticated plants and animals will be explored
including their introduction and the sociocultural consequences
of new plants and animals in the diet of people around the world.
The economic and political consequences of food problems will
be discussed – ranging from maize in the New Word to the Irish
potato blight, population increases in China and Africa, and the
consequences of global change on the food supply. There will be
several textbooks and a course pack. In the lecture there will
be a midterm and final. In discussion there will be quizzes and research reports to prepare (2-4 pages in length) about different
plants and animals. Cost:1
WL:1 (Ford)
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Times, Location, and Availability
298. Topics in Cultural
Anthropology. (3). (SS). May be repeated for a total
of twelve credits.
Section 001 – Introduction to Cultural Studies. Several years
ago, civil war broke out between the venerable old dues-paying
field of anthropology and the relatively new, patchwork field
of cultural studies. Often subterranean and at times rather bitter
skirmishes ensued in the pages of academic journals, in classrooms, at conferences, and in seminars. Both were interested in culture
as an idea, as an influence, and as a problem. Anthropologists
have long been engaged in the tricky and important process of
mapping and describing specific cultures as they take shape over
time. Cultural studies, "practiced" by a mixed collection
of sociologists, historians, scholars of English, comparative
literature, and communications, as well as anthropologists, is
a newer phenomenon, officially labeled by members of the so-called
Birmingham School in the 1970s. According to Richard Johnson their
intention, loosely, was to create "an alchemy for producing
useful knowledge about the broad domain of human culture."
In this class, we will focus on some of the strains that have
given rise to something called "cultural studies" over the past 25 years. We will read, discuss, and watch films about
some of the fascinating case studies and comments on culture produced
by a rich variety of scholars. Particular emphasis will be given
to the role of such dominant institutions as schools, the mass
media, courts, political structures, and law enforcement in shaping
people's attitudes, actions, and responses. Evaluations will be
based on attendance, successful completion of readings, class
participation, and a series of quizzes and writing assignments.
(Hart)
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Times, Location, and Availability
302. Sex and Gender in
Japan. (3). (Excl).
This course is an exploration of the relationship among sex, gender, and sexuality in Japanese culture and society, past and present.
Following a brief introduction to both Japan and key theoretical
concepts, we will examine critically the various values, norms, and myths invented, evoked, and perpetuated to valorize and/or
to censure various sex and gender roles and modes of sexuality
in Japan, including same-sex sexual practices and identities.
By the same token, we will also consider how sex, gender, and sexuality can be interpreted, performed, and manipulated either
to enforce or to subvert the status quo – sometimes at the same
time. Our exploration is organized along more or less chronological
and historical lines and covers topics ranging from kinship, marriage, mythology, colonialism, militarization, race and ethnicity, sex
workers in wartime and peacetime, work and play, sports, gay and lesbian life and politics, and images of sexuality in the mass
media. Apart from completing the readings for each class meeting, students are responsible for class discussions, an essay-style
midterm exam, an eight-page paper, and an essay-style final examination.
(Robertson)
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Times, Location, and Availability
314/Amer. Cult. 313.
Cuba and its Diaspora. (4). (Excl).
This course examines Cuban history, literature, and culture since the Revolution both on the island and in the United States diaspora.
In political and cultural essays, personal narratives, fiction, poetry, drama, visual art and film, we will seek a comprehensive
and diverse view of how Cubans and Cuban-Americans understand their situation as people of the same nation divided for thirty-five
years by the Cold War, revolution, and exile. Topics will include:
discussions of race, ethnicity, and intolerance in the context
of Cuba and the diaspora, the meaning of diasporas in the twentieth
century, Fidel Castro and the making of the Cuban Revolution, masculinity and gay sexuality in the Revolution and Cuban diaspora, women's dreams, everyday life under communism, Afrocuban culture
and religion, the Cuban arts movement, and construction and deconstruction
of exile identity. We will read and discuss the writings of Fidel
Castro, Oscar Hijuelos, Edmundo Desnoes, Reinaldo Arenas, Lourdes
Casal, Senel Paz, Dolores Prida, and Carmelita Tropicana, among
others, and view major Cuban feature and documentary films. Students
are expected to participate actively in class discussions and do independent research for a final essay as well as write two
short essays and maintain a film journal. Each student will sign
up for an oral presentation for one week of the course and will
lead the discussion for that day's reading. The class will meet
for four hours per week, 3 hours lecture and 1 hour of discussion.
There will be additional time (1 to 1-1/2 hours per week) to view
documentary films. The intended audience is undergraduates of
all levels. (Behar)
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Times, Location, and Availability
315. Native American
Peoples of North America. (4). (SS).
Native American communities, often deeply rooted in traditional
places and voices – despite relocations and losses of native languages
- all involve strong family ties and histories of local and regional
power struggles. In this course, we look at cross cultural dynamics
and tribal identities in political encounters between Native American
peoples and various others: developers, environmentalists, educators, other governmental authorities, poets, and social scientists, to name a few. Key issues include land rights, family relations, alcoholism, and freedom of religion. We also look at contemporary
Native American fiction, non-fiction, and film documentaries as
cultural forces which challenge others' constructions of who Native
American peoples are. A recurrent question: what are the limits
and possibilities of self-definition for Native American peoples, in what circumstances? WL:1
(Bierwert)
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Times, Location, and Availability
409. Peoples and Cultures
of the Near East and North Africa. Junior standing.
(3). (Excl).
This course provides a survey of cultures in the region extending
from Morocco to Iran, with an emphasis on Arabic-speaking, Islamic
societies. It is equally a course about a region-focused tradition
of anthropological inquiry, one marked by important shifts in
topics, theories, and styles of account-making. We will consider
changing treatments of recurrent themes, including nomads and tribes, rural and urban lifestyles, saint cultures and popular
religion, kinship and gender, and the written tradition of Islamic
movements. The course will combine lectures with class discussions, and the readings will be primarily from recent monographs. Assessment
will be based on two take-home exams, with an additional short
paper for graduate students. (Messick)
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Times, Location, and Availability
414/CAAS 444. Introduction
to Caribbean Societies and Cultures, I. Junior standing.
(3). (Excl).
This course provides an introduction to the peoples and cultures
of the Caribbean. Topics covered include: the historical origins
of the social structure and social organization of contemporary
Caribbean states; family and kinship; religion, race, class, ethnicity, and national identity; Caribbean immigration; politics and policies
of socioeconomic change. The course is open to both anthropology
concentrators and non-concentrators. Films and videos on the Caribbean
will be shown when available. Requirements: four 3-5 page typewritten
papers, which ask students to synthesize reading and lecture materials; participation in class discussions;
regular class attendance. Cost:2
(Owusu)
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Times, Location, and Availability
416/Hist. 476. Latin
America: The Colonial Period. (4). (SS).
See History 476. (Frye)
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427/CAAS 427/WS 427. African Women. One course in African Studies, anthropology, or women's studies. (3). (SS).
See CAAS 427. (E.P.
Renne)
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Times, Location, and Availability
442/ACABS 413/Hist. 440.
Ancient Mesopotamia. Junior standing. (3). (HU).
See Ancient Civilizations and Biblical Studies 413. (Yoffee)
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Times, Location, and Availability
332. Social Forms. Sophomore
standing. (4). (SS).
Section 001 – Exchange, Possessions, and Value. A lecture
course which introduces core problems in social anthropology, centering on how the organization of societies affects the lives
and experiences of the people who live in them. The course takes
a variety of topics in succession, exploring the principles central
to different societies and showing how anthropologists analyze them. Topics covered may include material possessions and values, family life, and the sense of personal identity. This year's topic
concerns the role of material objects in social and subjective
life under different economic systems. We ask questions such as these: how do people identify themselves with their valuables?
How do goods help people form relations with one another? What
is the difference between a gift, a commodity, and money? Why
are some things priceless? Open to students of all concentrations.
Cost:2 (Keane)
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Times, Location, and Availability
447. Culture, Racism, and Human Nature. Two courses in the social sciences.
(3). (Excl).
This course examines the possible origins of culture to understand the unique behavior and historical development of Homo sapiens
and traces the salient features of human history and contemporary
modernity to discuss and explain the nature of humans. The understanding
of the nature of humans and their development will enable the
students to comprehend, explain and resolve racism, part of a
pan-human phenomenon. Is racism fundamental to the character of
human culture? The course will suggest that many of our modern
social problems have a common generation – the nature of human
culture. That would suggest that the solutions will require a
social transformation in the character of human culture. These
examinations of human culture will require us to return to the
discussions of Leslie White (culture is autonomous) and Alfred
Kroeber (culture is superorganic) to determine the possibilities
of social transformations that contemporary society may require.
Cost:3 WL:3
(Williams)
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Times, Location, and Availability
329. The Anthropology
of Childhood: Growing Up in Culture. One course in
anthropology or psychology. (3). (Excl).
Children don't speak, think, and behave like adults. Nor do people
everywhere share the same ideas about what childhood is or should
be. Anthropology is largely the enterprise of documenting and interpreting what differences in speech, thought, and behavior
mean. How has childhood been conceived in different ways within
different cultures and historical epochs? What implications do
different notions of childhood have for the developmental pathways
of children themselves? To what extent do children resemble each
other across cultural and historical divides? How do children
acquire knowledge of the cultures in which they live? This lecture/discussion
course draws on anthropological research, from Mead's work in the South Pacific to contemporary studies in both complex and small-scale societies, that permits us to formulate answers to these and related questions. Course requirements: weekly journal
of notes and queries, active classroom participation, two exams
(short answer/essay). Cost:2
(Hirschfeld/Stephens)
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Times, Location, and Availability
333. Non-Western Legal
Systems, I. Sophomore standing. (3). (SS).
The nature, function, and development of law. Law and society.
Problems of social control: why is law obeyed in societies without
courts and in societies with courts. Dispute settlement procedures
and the judicial process; civil and criminal law; principles of
liability for legal wrongs; women, class and community; the impact
of Western law on customary, tribal, or aboriginal law. Case studies
from Africa, Middle East, Asia, Europe, the Americas. A good introduction
to comparative law from an anthropological perspective. Requirements:
four 3-5 page papers, or three 6-8 page student papers. Lecture/discussion
format. Cost:2
WL:2 (Owusu)
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Times, Location, and Availability
425. Evolution of War
and Peace in Unstratified Societies. One course in
anthropology. (3). (Excl).
This course explores the origins of war and the early evolutionary
development of war alliance and peace-making. It examines the
conditions under which warfare is initiated in sociocultural contexts
where it did not previously exist and elucidates the origin of
war in that sense. The course begins with a delineation of the
distinctive characteristics of peaceful (or warless) societies that represent both a prior sociocultural disposition and the
context in which primal warfare arises and takes shape. Consideration
of peaceful societies illuminates certain key features of the
transition from warlessness to warfare and provides a basis for
identifying transitional cases. These sociocultural systems exemplify the causes, conduct, and consequences of nascent and early warfare.
The subsequent co-evolution of war and pre-state societies is
traced, including the development of alliance and peacemaking.
Format: lecture and discussion. Requirements: substantial term
paper and presentation. Cost:2
WL:2 (Kelly)
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Times, Location, and Availability
451/CAAS 459. African-American
Religion. One introductory course in the social sciences.
(3). (Excl).
This course will examine the nature of religion in the lives of
humans, within the framework of culture, and as a pervasive social
institution. It will focus on the special case of the intensive
and involved character of religion in the history and the lives
of African-Americans. These special uses of religion create special
problems. We will analyze those problems. The course objectives
are to: (1) introduce the subject of religion as a social institution, as a pervasive component of culture, and as a contemporary adjustment
and adaptation to peculiar social problems; (2) demonstrate how
an anthropological analysis can be used to understand religion
in contemporary society; (3) develop skills in critical thinking
and analysis; (4) present the relationship between culture, institutions, religion, subculture, and the nature of man (humans); and (5)
enable students to understand the religious institutions of humans
generally and African-Americans specifically. The course is open
to all students, and it requires no special background or preparation.
There will be two examinations. Class participation and attendance
are required. Cost:3
WL:3 (Williams)
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Times, Location, and Availability
458. Topics in Cultural
Anthropology. Permission of instructor. (3). (Excl).
May be repeated once for a total of six credits.
Section 001 – The Colonial Order of Things in Southeast Asia:
A Comparative Perspective. This seminar on the cultures of
colonialism in Southeast Asia is not a regional course. We'll
focus on the colonial perceptions, practices, and imperial contexts
in which colonial ventures were pursued, and look at select colonial
encounters in parts of Southeast Asia, particularly the Dutch
East Indies/Indonesia, to address some of the major issues in the study of colonialism, and to familiarize students with the
political and analytic dilemmas that arise in studying and identifying
"the colonial" in postcolonial politics and in anthropology, history, and cultural studies today. We will examine the historical
processes by which the categories of "colonizer" and "colonized" have been created by looking at gender politics, racial thinking, and class vision, with attention given to changes
in colonial historiography, the interface of colonial power and the production of colonial knowledge. Undergraduates have the
option of doing one book review and two essays, or one book review
and a final exam. Graduate students are required to do the book
review and a research paper. All students do short weekly commentaries
on the readings. Readings are available in a course pack and at
Shaman Drum. (Stoler)
Section 002 – Time and Space. Different groups have different ways of thinking about the world and of acting upon and in it. Anthropologists, historians, and others have shown this to be true even for what we might think the most basic frameworks of all human activity: time and space.
Anthropologists study differences in concepts of time and space
from one society/culture to another, while historians look for
how such concepts change through time. The task of this course
is to encourage students to think about time and space in ways
one ordinarily does not, so as to stop taking for granted our
own notions of these concepts as the only "natural"
way of thinking about them. By thinking of time and space as concepts
instead of as natural and given, the instructors aim to present these as things human beings make up. There will be a lecture
session for this course, then students will migrate into smaller
discussion sections led by the instructors. Undergraduates will
have an exam; graduate students a paper as requirement for the
final grade. There will also be a midterm. (Verdery/Cohen)
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Times, Location, and Availability
472/Ling. 409. Language
and Culture. (3). (HU).
Language and culture have often been described as mutually reinforcing
and constraining systems of meaningful coherence. This course
will explore not only parallels, but also tensions between linguistic
and sociocultural forms and practices. Readings will probe, among
other things, how language informs cultural categories (such as
time and space, agency and affect), and how participants frame
verbal communication (as ritual or "everyday," engaged
or ironic). We will devote particular attention to assumptions, in a variety of societies, about how comprehension and misunderstanding
work, and to ways in which such assumptions reproduce inclusion
or exclusion. (Lemon)
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Times, Location, and Availability
473/Ling. 473. Ethnopoetics:
Cross-Cultural Approaches to Verbal Art. Two courses
in anthropology, linguistics, or literature. (3). (Excl).
How do we listen to the verbal arts of nonwestern peoples without
imposing our preconceived folk ideas about form, performance, authorship, and textuality? And if we do manage to hear and study these arts in their own "terms," can we translate and represent them without making a caricature of these sources? This
course will consider efforts by anthropologists, linguists, poets, folklorists, and literary theorists to address these questions
at several levels: (1) working our methodologies which allows
us to see the poetics in others' arts; (2) critically assessing the methodologies; and (3) exploring theories about differences
between oral literatures and written traditions as well as the
cultural shaping of literatures. We will also consider what ways this work contributes to reshaping anthropology itself. (Bierwert)
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474/Ling. 410. Language
and Discrimination: Language as Social Statement. (3).
(SS).
See Linguistics 410. (Milroy)
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Times, Location, and Availability
572(478)/Ling. 542. Introduction
to Sociolinguistics. Ling. 414 or graduate standing.
(3). (Excl).
See Linguistics 542. (Milroy)
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Times, Location, and Availability
488. Prehistory of Mexico.
Anthro. 101, 282, or junior standing. (3). (Excl).
This course covers the Prehispanic culture sequence for Mesoamerica
outside the Maya region. It begins with the first evidence for
humans in late Pleistocene Mexico, and proceeds to a discussion
of Archaic hunting-and-gathering period of 8000-2000 B.C. The
origins of agriculture during this preceramic period are documented, as well as the rise of sedentary agricultural villages by 1500
B.C. The course then considers the evolution of ranked societies
during the Formative Period (1500 B.C.-A.D. 100) and of urban
stratified societies during the Classic Period (A.D. 100-800).
The evolution of Mexico's ethnohistorically documented Postclassic
societies – the Toltec, Aztec, Mixtec, Zapotec, Huastec, and Tarascans
- is then traced up to the Spanish Conquest of A.D. 1519. There
will be two lectures a week, accompanied by reading of a course
pack of relevant journal articles and book chapters. Cost:1
WL:1 TTh 1:00-2:30, 2009 Museums Building. (Flannery)
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Times, Location, and Availability
492. Prehistory of Oceania.
Anthro. 101, 282, or junior standing. (3). (Excl).
This course explores the spread of people into the islands of the Pacific Ocean, beginning with the colonization of Australia
about 50,000 years ago and continuing up to the spread of the
Polynesians to the most distant isles. Ecological, Human Biological, Linguistic, and Archaeological data will be brought to bear on
both specific historical problems and some of the broad anthropological
concerns that have made Oceania a source of new ideas for anthropologists
for almost a century. The basis of student evaluation includes
an in-class essay midterm and final, or original independent research
paper. Required texts: A course pack and a book by Patrick Vinton
Kirch The Evolution of Polynesian Chiefdoms (NY, C.U.P., 1984). The method of instruction is lecture and illustrative materials.
Cost:1 WL:3
(Wright)
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Times, Location, and Availability
593. Archaeological Systematics.
Senior concentrators, graduates, with permission
of instructor. (3). (Excl).
This course is designed principally for graduate students in anthropology.
It examines the epistemological basis for archaeology, major theoretical
frameworks for reconstructing past human organization and studying
its change, and methodological approaches appropriate for such
investigations. The course is designed as a seminar, with strong
emphasis on active student participation. There are no exams, but a paper is required at the end of the term. Prerequisites
include graduate standing in anthropology, or permission of the
instructor. (O'Shea)
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Times, Location, and Availability
Museum, Honors, Reading, Research, and Field Courses
398. Honors in Cultural
Anthropology. Permission of instructor. (3). (Excl).
(INDEPENDENT). May be repeated for a total of six credits with
permission of concentration advisor.
Section 001 – Honors Ethnology. This Honors course sequence
in cultural anthropology is designed for undergraduate anthropology
concentrators who are specializing in cultural anthropology and have applied for senior Honors in the Department of Anthropology.
This course is divided into two parts. In the Fall Term, the students
will meet once a week in seminar to read and discuss a selection
of significant monographs and papers in ethnology, and a selection
of writings on fieldwork methods and research strategies in ethnology.
This seminar provides background for the students to define their
own senior Honors thesis project. By the end of the term, the
students will have decided on a project, and begun preliminary
work on it. In consultation with the Honors advisor the student
may request any member of the Anthropology Department to serve
as a main thesis advisor or second reader. In the Winter Term, the students will convene periodically in seminar with the Honors
advisor to discuss their research projects and get feedback from the group, as well as staying in contact with the Honors advisor
and second reader. By the end of the term, each student should
have completed the research and write-up for their thesis so that they can make a formal summary presentation of it for the group.
Original field research or library work may be used for Honors
projects. (Feeley-Harnik)
Section 002 – Honors Archaeology. This Honors course
sequence in archaeology is designed for undergraduate anthropology
concentrators who are specializing in archaeology and who have
applied for senior Honors in the Department of Anthropology. In
398, the students will meet in seminar to discuss the construction
of analytical models appropriate for archaeology and to analyze
methods for solving problems. This seminar provides the intellectual
and historical background to enable a senior Honors thesis. In
399, students work on an original thesis topic. A student, in
consultation with the Honors advisor, may request any Department
of Anthropology faculty member to serve as a thesis advisor. Periodically
students convene to discuss their research progress. At the end
of the term, each student completes a written Honors thesis and presents a seminar summarizing it. Original field research, library
sources, or collections in the Museum of Anthropology may be used
for Honors projects. Prior excavation or archaeological laboratory
experience is not required for participation. (Ford)
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Times, Location, and Availability
499. Undergraduate Reading
and Research in Anthropology. Permission of instructor.
(1-3). (Excl). A maximum of three credits of independent reading
may be included in a concentration plan in anthropology. (INDEPENDENT).
May be repeated for a total of six credits
Independent reading and research under the direction of a faculty
member. Ordinarily available only to students with background
in anthropology.
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Times, Location, and Availability
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