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Department of Anthropology College of Arts and Sciences
One Discipline, Four Fields


Complete Course List Requirements for Majors

FALL 2014-15 Courses


A107 Becoming Human: Evolution
Sept (19369)
FA 015
1:25-2:15pm MW

Above class carries N&M Distribution & Gen Ed Credit
This course replaces Anth-A 105 Human Origins and Prehistory

What makes us human?

The human story is revealed not only in our ideas and cultural behaviors, but also in our bodies and our genes. This class will introduce you to the scientific quest for human origins. We can make inferences about human evolution by comparing ourselves to our close living relatives (primates), but we can only really know how we became the unique species we are today by looking at ancient evidence, and tracing our bio-cultural evolution deep into prehistoric times.

Evolutionary Anthropology is an inter-disciplinary science that links information from many different sources. Throughout the semester we will examine examples of how researchers evaluate different kinds of scientific evidence and how scientific hypotheses about human evolution can be tested with data from a variety of sources.

So, looking for clues to human origins, A-Z, we'll:
• argue about artifacts
• be brainy bipeds
• cheer chimpanzees
• dabble in Darwin, dexterity, DNA and diversity
• evaluate ethics
• face-time fossils
• glorify gorillas
• help hominins
• investigate Ice Ages
• judge
• K-select and K/Ar
• like the Leakeys
• meet mysterious "missing links"
• narrate Neanderthals
• organize our origins
• ponder prehistoric primates
• question
• render rocks
• shatter scientific stereotypes
• transform troglodytes
• unveil underground
• verify Venuses
• wonder wistfully
• x-chromosome
• y and y-not?
• zing Zinjanthropus ... And more!

Ultimately our goal is to help you appreciate how a knowledge of the deep human past is relevant to your own life, whether as a student at IU today, or as a future parent, medical patient, consumer…. or IT professional.

Lectures will include digital media presentations and discussions using interactive student response systems (clickers) to model problem-solving and help students understand difficult concepts. Weekly labs and discussions will give students the chance to study different types of evidence for themselves (e.g., casts of fossils, artifacts) and to learn about the strengths and weaknesses of each approach to interpreting our past. Grades will be based on lecture participation, weekly take-home quizzes (administered online), weekly lab exercises, and three short essay assignments / projects.

E107 Honors Discussion - Honors Students Only
Sept (19375)
SB 060
04:00-04:50pm W

Honors students will have a separate discussion/lab section with Professor Sept, do slightly different readings than the other students, and do a special project that relates to our class activities.

Professor Sept is an award-winning teacher who specializes in the archaeology of human origins in Africa, has studied the archaeology of wild chimpanzees, and is particularly interested in paleo-diet.

E105 Culture and Society - Introduction to Anthropology
Wilk (6685)
MY 130
11:15am-12:05pm MW

This is an introduction to cultural and linguistic anthropology. You may not have heard anything about anthropology in high school. Anthropology is a lot more than Indiana Jones or Lara Croft. Anthropologists work in Fortune 500 companies, for governments at all levels, and with all kinds of communities and organizations. We are problem-solvers who focus on human culture, and we work to increase understanding across cultures. Have you ever wanted to know why someone from another state or country (or gender) sees things differently from you? Anthropology is a great place to start. This course covers half of the discipline. A107 is the other half.

A200 Bizarre Foods
AI (17818)
SB 131
5:45-7:00pm MW

Pig brains, coffee from digested cat feces, and deep-fried scorpion are all on the menu for our examination of food preferences, delicacies, taboos and other cultural engagements with food. At first glance, the ingredients may seem quite bizarre. Yet no matter how unusual the foods or method of preparation, the simple acts surrounding eating are intricately linked to culture, identity, politics, economics, and so much more. Through in-class activities, group work, and illustrated lectures (including segments from hit TV shows ‘Bizarre Foods’ and ‘No Reservation’) this course examines "bizarre foods" and the cultural links they involve.

We will examine foods in our own ‘backyard’ – you’ll learn the ingredients of a Twinkie, explore local meat production, and reflect on how bread and wine transform into ‘body and blood’. We will consider hunger, cannibalism, and dumpster-diving ‘freegans’; and explore ways that people from Indiana to India are working to preserve their food cultures

A200 Great Arch Discoveries China
Hung (32981)

SB 050

09:30-10:45am MW

Do you know that the Terracotta Army was originally colorfully painted? Do you think that Peking Man was the ancestor of Chinese? Do you know that so far the world’s oldest pottery (c. 20000 years ago), oldest wine (9000 years ago), and oldest noodles (4000 years ago) are all found in China? Every once a while, an amazing discovery or interesting debate of archaeology in China attracts our attention. With its very deep history, archaeology has opened a wide window into the ancient Chinese civilization and the China before China. This course presents some of the greatest archaeology discoveries in China. We will learn about stories of excavations, discoveries of sites, and artifacts through published data and the instructor’s first-hand information and images. Students of archaeology and other disciplines are all welcome to take this course.

A200 Encounters at the Roof of the World: Culture and Heritage In the Mountains of Eurasia
Schmaus (30371
SB 220

4:00-5:15pm MW

The “roof of the world” sounds mystical, exotic, and distant – it’s one of the last places on earth. Who lives there, and what is it like? What draws foreigners to it? This class will use an anthropological lens to examine Central Asia in the popular imagination, and to understand the history and current events behind those perceptions. We will discuss Mongols and other nomads, the Silk Road, and religious diversity in the region. We will also discuss Central Asia’s place in contemporary discourse about globalization. And of course, we won’t neglect food, drink, music, and art. Why has a place that is so poorly understood by outsiders played such a central role in world history and modern geopolitics? By the end of this course, you will be familiar with central themes in the anthropology of Central Asia, and you will also have thought critically about issues facing the world today.

A208 Arts, Politics & Global Encounters
Royce (19377)

SB 140
02:30-03:45opm TR

Because they speak directly to the heart and the senses without needing explanation, the arts, both performing and visual, have always been powerful symbols of protest, of identity, and of commentary on society. They are also multisensory so we respond to them in visceral ways. In this course, we will look at examples, many with long histories that have taken them from performances to images of performances captured in new media and back again. Comedy is one of those—from Italian commedia dell-arte that commented on the politics and society of the day to stand-up comics who do the same. In the visual arts, we will trace the developments in public art—ancient to modern graffiti, the huge public mural traditions of Mexico to modern public art. Music and dance are often displays of identities and used as political commentary when words are banned. From the point of view of governments, national dance companies are useful illustrations of national identity as they define it. We will examine how these arts of commentary and protest have been viewed—applauded, banned, used, seen as non-art, and explore how new media have changed their impact from local to global and changed how we think about them. We will also look at how the arts have spoken to and about global phenomena like diasporas, displacements of people both forced and voluntary, and the encounters of strangers. Where does cultural heritage come in? How do we understand the role of the arts and think about the use of their power as social and political commentary? Students will have the opportunity to choose particular examples that interest them for class projects. Film, workshops, performances will supplement discussion and readings.

A208 American Indian Social Dance and Powwow Culture
Belle (30378)

SB 050
02:30-04:45pm M

This course explores the historic roots of contemporary American Indian social dance. Beginning with the war and medicine societies of the 18th and 19th centuries on the Southern Plains, the class will examine the development of contemporary powwow dance culture as it developed out of its tribal roots. Regional and tribal variation, significant craft and artistic approaches, and stylistic influences will all be discussed throughout the semester. The semester's work will culminate in participation in the annual IU Traditional Powwow, held during the first week of November. From this, students will gain a working appreciation of modern powwow planning and performance, as well as a topic for their final papers and presentations.

A208 The Undead, Monsters & the Paranormal
Sage (31031)

SB 140
11:15am-12:05pm MWF

Anthropology has always been concerned with the study of the Other in exploring the diversity of human culture and the common threads of humanity. One of these traits shared by all of humanity is fear. While this is in part a biological function of the brain, culture shapes and expresses many of our fears, revealing socio-cultural norms and convictions by threatening them. In this course we will explore both Us and Them by looking at the definitive Other – monsters. Monsters will guide, or chase, students to think anthropologically about topics such as race, ethnicity, gender, class, power, belief, identity, personhood, life and death, drawing on the methods, theories and data from anthropology’s four sub-fields. We will explore monsters and their cultural context from societies around the globe to understand how our greatest fears can reflect our deepest cultural values and learn what They say about Us.

A399 Honors Tutorial
Cook (6676)


The Honors Tutorial (3 cr.) involves research and writing, culminating in an Honors Thesis.

A403 Introduction to Museum Studies
Kirk (11744)

MTHR 110
2:30-3:45pm TR

This course provides a general overview of the museum profession, with particular emphasis on museums in American society. The first half of the course explores the history and philosophy of museums; the second half examines museum functions.

Although the class is not restricted to students seeking careers in museums, it does serve as the first step in the training needed by aspiring museum professionals. Students who have completed the course will be prepared to enroll in more advanced course such as A408/Museum Practicum, or to take advantage of other opportunities for experience in museum work.

A406 Fieldwork in Anthropology
Tucker (6677)


Fieldwork designed and carried out by the student in consultation with faculty members.

A408 Museum Practicum
Jackson (6678)

The Museum Practicum (1-4 cr.) provides students with the opportunity to gain hands-on work experience in museums while earning academic credit through Indiana University's Department of Anthropology. Practica require prior agreement and must be arranged with museum personnel and the course instructor, Professor Jason Jackson, director of the William Hammond Mathers Museum ( or phone 812-855-6873).

Practica may be arranged at any museum. If you wish to arrange a practicum at a museum other than the Mathers Museum, you must obtain written permission from a designated supervisor at that institution. General guidelines require that you and your supervisor agree upon the number of credit hours to be awarded, the number of hours to be worked per week, and the specific work schedule. Your designated supervisor will be responsible for assessing your performance and assigning a grade. Please bring a copy of the supervisor's statement of permission to Professor Conrad when you request authorization to enroll. Students interested in arranging practica at the Mathers Museum should visit for detailed information regarding a specific practicum. Practica may involve collections research, conservation, education/programs, the museum store, exhibits, and photography.

To apply for a practicum at the Mathers Museum, please review the information on the website, then contact the appropriate departmental supervisor (noted at the top of each listing) to request an application and arrange an interview. Acceptance of students is limited. The required number of practicum hours worked per week at the Mathers Museum varies according to the number of credit hours of A408 the student is enrolled in, and the semester of enrollment.

A420 UGRD Teaching Practicum
Scheiber (14158, 20515)

Students assist in preparation and implementation of undergraduate courses, especially those involving hands-on laboratory work. Students prepare materials, implement laboratory activities, and maintain educational collections. Students enrolled in A420 do not assist in grading. Students will need to contact individual faculty members directly.

A495 Individual Readings in Anthropology
A496 Field Study in Anthropology
Tucker (6679, 6680)

TThese courses provide opportunities for students to work on independent projects, create their own courses, and combine fieldwork, lab work, or other kinds of research in creative ways, under faculty supervision.

Individual Readings in Anthropology (1-4 cr.) allows the student to work with a particular professor on a specific topic chosen by the student and agreed to by the professor. Field Study in Anthropology (3-8 cr.) gives the student a chance to earn academic credit for work "in the field."



P200 Intro to Archaeology
King (6695)
SB 150
11:15am-12:05pm MW

This course is an introduction to the methods and theories of archaeology. Archaeology is the study of human societies based on material remains left behind by people. We will explore the kinds of questions that archaeologists ask about past human societies, and the different ways that archaeologists use archaeological data to interpret social organization, subsistence, environment, architecture, trade, economic systems, interpersonal relations and political life. Students will learn about the goals of archaeology as a subfield of anthropology, the development of archaeology as a scientific discipline and the wide range of methods archaeologists use to collect and analyze material remains.

Throughout the semester, we will draw on examples of archaeological research from across the globe, discuss major transitions in world history and evaluate how archaeologists reached those conclusions. Examples include the transition from hunting and gathering to sedentary lifestyles, the development of cities and complex societies, and interpretations of everyday life, identity, burial customs, and community membership. We will also discuss contemporary issues including museums, site preservation, looting, and use of the archaeological past in nation building and ethnic politics. Students will come away from this class with a solid background in how archaeologists do their work, what kinds of things we have learned and can learn about ancient human societies, and how archaeological research is relevant in our modern lives.

Course Prerequisites
None. This class is intended for undergraduate students interested in learning about what we know and how to do archaeology. It also fulfills a requirement toward the Anthropology minor or major and is a core course for the multi-disciplinary minor in Archaeology.

P230 Archaeology of the Ancient Maya
Pyburn (30561)
SB 220
01:00-02:15pm TR

This is a course focuses on those Maya speakers of Central America who lived between 1100 BC and the 16th century AD. Many Maya cultures and languages continue into the present day, and we will draw on the knowledge of living people to understand the past. But today Maya people exist in the modern world as do people of all living cultures, and their traditions are now part of the modern world system. Our focus will be on Maya cultures before they were incorporated into the current global economy and how they came to be incorporated, so most of the information we discuss will come from archaeology, history, and memory, not from contemporary ethnography. There are no prerequisites for this class, but any previous classes in anthropology will be an advantage.

We will begin by discussing the history of archaeology in Mesoamerica, to understand how the framework of western history has influenced the questions archaeologists ask about the past. Then we will turn to a historical overview of the cultures of the Maya as they grew and developed in the lowland tropics of Mexico, Guatemala, Belize, and Honduras up through the beginning of the conquest of Mexico by the Spanish. From this point we will focus on topics that are key to current understanding of ancient Maya cultures.

Throughout the semester students will be required to evaluate interpretations of archaeological data. Archaeology is a living science, which means that conclusions that seem firm at the start of research will certainly come into question in later stages of investigation. We will talk about how and why scientific perspectives change. Since scientific research is a part of western intellectual tradition, we will also discuss the biases this introduces into our reconstructions of the pasts of other cultures, and consider what the ethical implications of these biases might be. We will discuss how the history of Maya archaeology has influenced our current views of the past and we will talk about how the Maya are portrayed in popular media. Ultimately, we will consider the relationship between the living Maya, the ancient Maya, and the political present; and the relationship between science, popular culture, and the political present. We will read scholarly research papers, a novel, and watch videos that purport to be scholarly. Students will endure some lectures but will also participate in discussion.

P240 Archaeology and the Movies
AI (19738)
BH 139
05:45-08:45pm T

The popular cinema abounds with films depicting swashbuckling characters such as Indiana Jones and Lara Croft, as well as fictionalized prehistoric and ancient people. This is a course for students who are drawn to films about archaeologists or Egyptian mummies, but who question the interpretations of ancient people and of archaeologists that the movies present. We will look at how archaeologists are depicted (usually as glamorous adventurers) and compare this with the work that archaeologists actually do. We will address modern issues such as looting, exploitation, and antiquities trade, and see how artifacts can have lives of their own. One theme that recurs in such films is the romance of discovery as archaeologists retrieve ancient materials from archaeological sites. Where does this impression derive from, and how does it compare to the actual activities of real (not reel) archaeologists?

Film producers make movies that cater to our curiosity about so-called forgotten cultures. How realistic are the interpretations that film producers present? We will examine movies that depict ancient people and places, including Egypt. Film genres may include romantic comedy, drama, sci fi, and even animé.

P332 Industrial Archaeology
Sievert (30571)
SB 138
09:30-10:45am TR

Industrial Archaeology lends itself well to a closer look at the development and change in foodways across the nation during the 18th, 19th and 20th centuries. Wheat, corn, pigs, whiskey, beer—these are the staples that prescribed how every Midwestern town would look. From the grain mills in rural settlements along the Ohio River to the redolent stockyards in Porkopolis (Cincinnati) and Chicago, the Midwest and Great Lakes regions served as the center for processing and shipping food from a developing heartland to the east coast and abroad. Names like Johnny Appleseed, Armour Brothers, Orville Redenbacher and Adolphus Busch resound with images of American icons such as apple pie, hot dogs, popcorn and cold beer. As farmers and industrialists transformed the landscape to grow, process, and move the food that would support a new nation, they built factories, harnessed energy to run them, and provided work for millions.

This special Themester section of ANTH P332 will introduce students to the traces of food industry left behind as agriculture transformed the land from family farm to corporate foodlot. We will look at farmsteads with their summer kitchens, smokehouses , chicken coops, and dairies. We will explore water-powered grain mills, distilleries, packing plants, greenhouses, and the railroads and canals that moved food to market. Students will do original research on specific industries, learning how to research industry from documents including maps and censuses. They will visualize architectural ruins with photography, and use ethnographic methods to talk to people who worked in some aspect of the food industry.

The course has three primary objectives. The first is to demonstrate the place of farming and agriculturally based industry on the Midwest. The second is to equip students with analytical tools to see and understand history. The third is to instill an appreciation of the past that can translate to preservation initiatives, research ideas, and a sense of heritage.

P361 Prehistory of Midwestern U.S.
Alt (30575)
SB 131
11:15am-12:30pm TR

This course is a look at the histories of people who lived in the Midwestern United States from the arrival of the first people to the continent through to European conquest. From Pre-Clovis to Hopewell to Mississippian, the Midwest was the center of some of the most important and interesting historical developments in pre-Columbian North America. For example, did you know that Indiana is home to great mounds and earthworks built to mark sacred landscapes, or that events in Indiana helped shape legislation to protect cultural resources across the US? Or that the first city in North America was built in Illinois 1000 years ago? Interactions of pre-Columbian peoples, histories, landscapes, ideologies, cosmologies, technologies and art will be examined through site reports, case studies and films in developing an understanding of the pre-Colombian people of the Midwest. There is no textbook for this course, readings will be available as PDF’s on oncourse.

P380 Prehistoric Diet and Nutrition
Sept (30579)
SB 015
05:45-07:00pm MW

Above class carries N&M Distribution
Class is approved as part of the COAS Themester 2014 on Food

“YOU ARE WHAT YOU EAT,” we are often told. Yet human diets today are very different from those of our ancestors of just a few thousand years ago. Are people adapted to their modern diets? Should we be trying to mimic the "Paleodiets" of our Stone Age ancestors?

Food sits at the interface between biology and culture, between the present and our evolutionary past. This course explores how the long-term history of human diet has developed in the context of our genetic, anatomical and socio-cultural evolution. We will examine how non-human primates are adapted to their diets, and what fossil and archaeological evidence exists for the diets of our fossil ancestors at different points in time.

In particular, we will critically evaluate the popular "Paleo Diet" fad, based on the hypothesis that humans evolved to hunt and gather wild foods, and that we are not adapted to eat modern diets based on agricultural staples and heavily refined foods. What can prehistoric evidence tell us about the "original" paleo diets? What were the consequences of the shift to a dependence on domesticated plants and animals and agricultural ways of life? What is the antiquity of cooking and other food processing techniques that we take for granted today? Ultimately the goal of the class is to consider how an evolutionary perspective our dietary heritage can help us understand some of the health consequences of our dietary choices today.

Students will analyze their own diets from different perspectives and also learn about the origins and antiquity of different types of foods and ancient food-processing techniques through various hands-on activities and collaborative in-class projects. Notably, we will have a Paleo-diet Potluck meal with a special guest speaker, Loren Cordain, one of the founders of the PaleoDiet movement!

Grades will be based on a combination of participation in individual and collaborative projects during class time, and on several written reports and take-home essay assignments. Co-curricular opportunities as part of the Themester on Food will also be available to earn limited amounts of extra credit.

This course has no prerequisites and is scheduled in the new collaborative technology classroom in the Student Building. The class can carry graduate credit; graduate students do an additional research paper for the class.

P399 GIS in Archaeology
Hung (16178)
SB 230
09:30-10:45am TR

GIS (geographic information systems) provides many new possibilities for 21-century archaeological research. Every archaeological remain has a spatial (and temporal) dimension. Further, natural environment, topography, resource geography, and social and ritual locations are all important factors contributing to the spatial distribution of archaeological remains. GIS and contemporary spatial analytical tools enable archaeologists to synthesize and compare these diverse data in a visual environment. This course introduces students to GIS and develops basic competence of GIS application in archaeology. Step by step, students will learn to use ArcGIS software and associated extensions to make maps, digitize data, conduct spatial analysis, modeling, and more. Hands-on practice will be a major component of this course.

P426 Problems in Zooarchaeology
Scheiber (30584)
SB 025
01:25-03:40pm M

This seminar is designed for undergraduate and graduate students interested in using zooarchaeology in their own work. The course will address various topics within the field of zooarchaeology, such as recording data, methods of quantification, taphonomy, and the uses of faunal analyses for interpreting past social practices. This course is intended to teach students how to create appropriate research designs around the interpretation of animal remains and to incorporate these research designs into their own work. Students will explore these issues through readings, lectures, discussions, and laboratory analyses. Coursework will focus on literature review, lab methodology, quantification, and report preparation. The goal of the course is NOT to teach students to identify animal bones, but they will have the opportunity to work with skeletal collections in the William R. Adams Zooarchaeology Laboratory. Students should expect to spend some time in the lab outside of normal classroom hours. This course is being offered as one of the curricular bundles in the 2014 College of Arts and Sciences Themester on Food.

P430 Archaeology of Violence & Conflict
Alt (30592)
BH 331
02:30-04:45pm R

People have long engaged in violent acts against each other. Violence is and always has been perpetrated in a multitude of ways by individuals, groups, and nations. Anthropologists have long suspected that violence and warfare not only occurred throughout history but played a major role in shaping past and present societies, perhaps even as a force that pushed societies to greater complexity. Violence has also been considered a motivation behind many technological advances. But then again, violence and warfare can act as restraints, hampering societies. How then, does the presence, or even just the threat of violence, or war, have an effect on people and societies?

In this course we will examine first, how we define violence, is it always overt? What about structural violence? Is inequality a type of violence? Second, we will explore how archaeologists identify violence, and warfare in past, but will engage modern case studies and theory to provide ways of engaging in our discussions of violence. We will explore: When is violence used as a political tool? When is violence a defensive response? How do people manipulate or dominate others through violence? What changes in societies that are threatened by violence, either from internal, or external sources? What are the differences between various kinds of violence? To what degree has violence shaped gender and identity? These are questions that will be explored through readings, illustrated lectures, and film. Since this course concerns violent encounters between people, we will at times deal with graphic, and unpleasant subject matter such as murder, rape and terrorism.

Evaluation will be based on class participation, two exams, and a short term paper.



B200 Bioanthropology
Muehlenbein (6683)
BH 013
04:00-04:50pm TR

This course will review the theory, mechanisms, and processes of biological evolution applied to problems of the primate and human fossil record and contemporary human populations. Topics will include reviews of evolutionary theory, life history theory and genetics, non-human primate evolution, behavior and adaptations, human evolutionary history and modern human variation. By the end of this course, students will be able to demonstrate knowledge of basic evolutionary theory and human evolution.

This course is required for anthropology majors and is a prerequisite for more advanced courses in bioanthropology. This course carries N & M credit towards the COAS distribution requirements. Grades are based on three exams and several laboratory exercises.

B200 Bioanthropology
AI (11743)
SB 060
06:45-09:00pm M

This course is the same as the class above regarding course content; however, grading procedures, assignments and text may differ.

B301 Laboratory in Bioanthropology
AI (6684)
SB 060

08:55-10:45am MW

This course is designed to provide students with an understanding of the basic research techniques used by biological anthropologists through hands-on experience and an introduction to the literature of the field. The course is divided into two main sections. The first focuses on human skeletal anatomy, and the second covers methodologies used in forensic anthropology, paleontology, primatology, human growth and development, and population genetics. This course counts for the NMNS distribution requirement.

This course is designed to provide students with an understanding of the basic research techniques used by biological anthropologists through hands-on experience and an introduction to the literature of the field. The course is divided into two main sections. The first focuses on human skeletal anatomy, and the second covers methodologies used in forensic anthropology, paleontology, primatology, human growth and development, and population genetics. This course counts for the NMNS distribution requirement.

B301 Laboratory in Bioanthropology
AI (16173)
SB 060

06:50-8:40pm TR

Same as above class.

B310 Bioanthropology: A History of Ideas
Cook (30399)
02:30-03:45pm TR

Above class approved for Intensive Writing Credit

This is a course in the history of physical anthropology. We will discuss the emergence of this field as an academic discipline, emphasizing the careers of prominent scholars and their contributions to theory. This is also an intensive writing course. We will stress writing in a style appropriate to journals in anthropology and other social and biological sciences. You will write four short 5-8 page essays and a final paper. The final paper is a longer biography of a physical anthropologist active in the first half of the twentieth century. You will present this project orally to the remainder of the class during our final week of class.

B400 Miocene Apes/Early Humans
Hunt (30406)
SB 332
04:00-06:15pm W

Miocene Apes is an upperclass/graduate level seminar targeted at advanced bioanthropology undergraduate majors and graduates whose research interests include primate ecology, functional anatomy and human evolution. Readings will include introductory, general background readings from John Fleagle's Primate Adaptation and Evolution, after which the seminar will read primary literature describing and interpreting Miocene ape and the earliest hominin fossils. Familiarity with primate taxonomy, human paleontology and evolutionary theory will be helpful, but these subject areas will be reviewed in readings. An approximately 7,000-word paper will constitute half of the course grade.

B400 Language Evolution
SB 332
01:25-03:40 W

This course will survey research and theories concerning the origin and evolution of language. This question has been approached from many perspectives, including linguistics, evolutionary psychology, anthropology, computer science, and philosophy. Typically, the evolution of language (the human communication system) is seen as separate from the evolution of languages (e.g., Spanish from Latin). The first is seen as a problem of biological evolution whereas the second is seen as an example of cultural evolution. However, an evolutionary perspective suggests that these two are not independent: cultural evolution in humans has played a major role in driving biological evolution. Therefore, we will also discuss aspects of how languages change historically, to see what this might predict about the origins and evolution of language itself. Specific topics covered will include: What is language and how does it work? Are there any general evolutionary biological principles of behavioral evolution, and what do they suggest about the specific case of language in humans? What is historical linguistics and what can it tell us about language change? Is language properly thought of as an adaptation, that evolved by natural selection? Do other animals have language, or can they be taught to? If so, what – if anything – might this tell us about human language? What can the fossil record tell us about language evolution? How have the language centers of our brain changed during human evolution? Did our brain evolve to fit language, or did language evolve to fit our brain? How have people explored language evolution through computer modeling?



L200 Language and Culture
Graber (17520)
SB 150
02:30-03:45pm TR

This course provides an introduction to the field of linguistic anthropology, the social scientific study of language. We will examine how the languages that people speak reflect their cultural traditions, how the use of language reproduces those traditions, how categories of language are related to categories of thought, and how linguistic variation both reflects and helps shape social categories such as gender, class, race, and ethnicity. While this is primarily a lecture course, class sessions integrate discussion, as well as individual and partnered exercises practicing the methods of linguistic anthropology. Work for the course includes in-class examinations assessing your understanding of the material, brief weekly reading responses, a series of problem sets that will give you experience with methods of linguistic analysis, and two short papers in which you will engage critically with readings for the course in a more structured essay format.

L312 Intermediate Lakota (Sioux) Language I
Parks (30532)
SB 138
04:00-05:15pm MWF

This course is the 3rd in a four-semester sequence designed to introduce students to the language and culture of an American Indian people, the Lakota (Western Sioux) of North and South Dakota. Study is designed around an introductory Lakota language textbook, weekly lessons, tape recordings, and readings on Lakota culture. The course requires both oral and written exercises (inside and outside the classroom), and will teach both speaking and reading.

The four semester sequence fulfills the COAS foreign language requirement.

L407 Language & Prehistory
LeSourd (29833)
SB 138
01:00-02:15pm TR

This course provides an introduction to the areas of linguistic research that are most relevant to the concerns of archaeologists and other students of prehistory. We will investigate the ways in which languages change, explore the principles by which languages are grouped into families, and see how proto-languages, the ancestors of linguistic families, are reconstructed. We will then apply the results of these studies to such problems as identifying the locations of ancient populations, tracing early patterns of migration, and revealing the cultures of groups who lived in the distant past. Work for the course includes a series of problem sets that provide experience with the methods of historical reconstruction, plus additional projects relating language to history and prehistory.



E200 Social and Cultural Anthropology
Sterling (6692)
SB 015
11:00am-12:15pm MW

This course is an introduction to the development, methods, key theoretical concerns, and classic and contemporary issues that have shaped sociocultural anthropology as a discipline. The course will be focused on the theme of globalization. It will consider a number of case studies on, for instance, the ways in which postcolonialism, migration, tourism, and the mass-mediated circulation of popular culture (musical, visual, material, subcultural) have influenced the expression of sociocultural identity around the globe. Several ethnographic films will be included in the course.

E251 Post-Taliban Afghanistan & War on Terror
Shahrani (30438)
BH 232
09:30-10:45am TR

The unprecedented terrorist attacks on September 11th, 2001 aimed at targets within the United States prompted the so called "War on Terrorism" against the Taliban controlled Afghanistan– considered the headquarter of global terrorism led by Osama bin Laden and his Al Qaeda terrorist network who were implicated in carrying out the attacks. The war on global terror by the US and allies has been fought for well over thirteen years in Afghanistan, was spawned into the invasion of Iraq causing greater instability in the Middle East and beyond without an end in sight. Why the attacks on New York city, Pentagon and Pennsylvania? Who did it and Why? Why and how did Afghanistan become a Global Terrorism Inc.? Is the rise of Taliban movement in Afghanistan unique phenomena? How is the problem of terrorism conceptualized and explained by the government officials and media experts in the U.S.? What were/are the root causes of the problem of terrorism? What role, if any, does religion/civilization, especially Islamic "fundamentalism" play in the current global security crises? Has the US "War on Terrorism" worked now that US and NATO troop withdrawal from Afghanistan is to be completed by the end of December 2014? Why or why not? What are some alternative solutions to the problem of terrorism which are not being considered and why? What lessons are learned from the war on global terror so far? Has the war on terror made America and the world more secure? If not, how can we re-conceptualize our concept of security in a manner that could be realized?

This course will critically examine these and related questions from an anthropological perspective by focusing on the history, society, economy and political culture of Afghanistan as a multi-ethnic modern nation-state which has been ravaged by a century of internal colonialism, and most recently by foreign invasions, proxy wars and global terrorism.

Required Texts (some titles will vary): Steve Coll, Ghost Wars: the secret history of the CIA, Afghanistan, and bin Laden, from the Soviet invasion to September 10, 2001. Gilles Dorronsoro. Revolution Unending: Afghanistan, 1979 to the Present. Columbia U P Gabriel Kolko Another Century of War?. The New Press Peter Marsden, The Taliban: War and Religion in Afghanistan (Revised Edition). Zed Books

Course Requirements (some change in requirements is possible) : There will be two or three examinations. All exams will be of the essay type, consisting of short-answer questions (in-class) and longer take-home essays. Students will be also expected to write weekly/biweekly responses/reviews of the required reading materials.

E300 On the Move Across Asia: Gender Migration, Mobility
Friedman (30450)
AC C116
02:30-03:45pm TR

This course examines how gender and sexuality have organized mobility and migration across Asia. Focusing on the linked nexus of factory work, sex work, domestic service, and care work, we will study how changing ideas about gender, family, and mobility have influenced Asia’s economic “miracles” and “crises” alike by shaping the labor opportunities available to women and men across time and space. Beginning with the industrializing and nation-building efforts of late 19th and early 20th century East Asia, the course will continue with the expansion of global capitalism and militarism across Asia in the post-WWII period. In the second half we will focus on new patterns of inequality produced by contemporary inter-Asian migration flows, with particular attention to blue-collar migrant workers, entertainment and sex work, marriage migration, and debates over human trafficking. No previous knowledge of Asia is required.

E309 Everyday Africa
Buggenhagen (30456)
M2 110
01:00-02:15pm TR   

If prevailing scholarship grapples with the precarious position of postcolonial African societies faced with rapidly changing economic and political orders on a global scale, how do contemporary perspectives, if at all, address the everyday experiences of African women and men? Through comparative and interdisciplinary discussion seminar members will consider recent ethnographies of the African continent that address such topics as: gender, legal and extralegal economic practices, urbanization and migration, social reproduction, and ritual and religion.

E322 Peoples of Brazil     
Brondizio (19379)
SB 220
09:30-10:45am MW

Brazil is a nation of contrasts and colors, richness and poverty, diversity and unity. This introductory course aims to introduce you to contemporary Brazil by focusing on its political and economic history, geography, socio-demography and socio-cultural diversity. The course is primarily based on lectures, readings and discussions (through essay books, articles, and ethnographic accounts), while incorporating films, guest lectures, and a bit of music (as it expresses the “soul” of the Brazilian people). I expect you to leave this course with an understanding of landmark issues characterizing Brazilian history and geography, the socio-cultural diversity and daily life in contemporary Brazil, and an understanding of Brazil's current development challenges and dilemmas. Grading include class participation, mid-term and final exams.

E393 World Fiction & Cultural Anthropology
Sterling (30462)
BH 221
02:30-03:45pm MW

This course links literature and anthropology as means of understanding culture. Ethnographic writing and world fiction – novels, short stories, poems, myths, folktales – are analyzed for what they may differentially reveal about the social, cultural and political lives of peoples around the world. The course includes three sections. The first explores recent anthropological writings that have re-evaluated the relationship between fiction and ethnography. The second considers how aspects of social identity –such as race, ethnicity, gender and religion – have been represented in ethnography, fiction, and other works located ambiguously in between. The third section considers fictional and anthropological writing that explore human experience particularly in relation to the state. Among the regions represented are Africa, Europe, the Middle East, the Caribbean, and the United States. Among the issues discussed are colonialism, war, socialism, and immigration. Several documentaries and brief readings will also be included in the course.

E400 Anth of Citizenship
Friedman (30474)
BH 221
11:15am-12:30pm TR

This course will examine citizenship as a growing focus of anthropological concern, attending to how it shapes everyday life, experiences of inclusion and exclusion, and bases for community formation. We will study how people experience citizenship as a critical part of their identity and what happens when that identity is changed or challenged. Through attention to the places and processes through which citizenship is produced and reinforced (for instance, border crossings and checkpoints, identity cards and passports, voting, immigrating, or marrying), we will explore various approaches to citizenship as a bundle of rights, responsibilities, and practices. Adopting a global perspective, the course will use citizenship as a lens through which to understand the range of national and transnational identities emerging in the world today, together with the institutions and laws that both enable and constrain them. The course will include a service-learning component.

E400 Islam in the Balkans
Trix (30481)
SB 140
01:00-02:15pm T

Islam came to the Balkans in the fourteen and the fifteenth centuries with the Ottomans and spread across the peninsula of southeastern Europe. In this class we study the history of Islam in the Balkans, from the gradual conversions of local people, the political and cultural heights of the Ottoman Empire, to the decline of the Ottoman Empire, the growth of ethnic-based nation states, and the relegation of most Muslim communities to minority status. This history is best understood through study of the cities of Edirne, Salonika, and Sarajevo, and the place of Balkan Muslims and Balkan Orthodox Christians in the Ottoman Empire. We also study the forced migrations and expulsions of Muslims from the Balkans in the 19th and 20th centuries, culminating in the wars in Bosnia and Kosova in the 1990’s. Finally we draw on anthropological studies of Muslims in the Balkans in recent times for questions relating to gender and the ongoing negotiation of Muslim identities.

E400 Food and Religion
Bahloul (30496)
SB 231
04:00-05:15pm MW

The relation between food and religion is a universal pattern in human culture. All religions include table and food rituals that are commanded by fundamental beliefs on the origins of the community of believers, and on divine creation. Around the table and in their kitchens, believers are reminded on a daily basis of the fundamentals of their faith. Eating is believing, and is also a spiritual experience in addition to being a necessary physiological activity. In addition, all religions include systems of food prescription and prohibition. This course will review the variety of anthropological and ethnographic accounts of the tandem food/religion in diverse cultural contexts. Students will be able to conduct a short ethnographic research on the course’s theme in a religious community of their choice.

Requirements: Four reading annotations (40%), one research paper (45%), and in class presentations (15%)

Douglas, Mary, Purity and Danger, Routledge 2002
Fischer, Johan, The Halal Frontier: Muslim Consumers in a Globalized Market, Palgrave
Fishkoff, S., Kosher Nation, Schocken, 2010
Freidenreich, D., Foreigners and Their Food: constructing Otherness in Jewish, Christian,
             and Islamic law, Univ. of California Press, 2011
Khare, R., The Eternal Food: Gastronomic Ideas and Experiences of Hindus and Buddhists,
             SUNY Press, 1992
Nhá^t H?nh, Thích, Savor: Mindful Eating, Mindful Life, Harper,
Zeller B., Dallam M., Religion, Food, and Eating in North America, Columbia U. Press

E416 Anthropology of Tourism
Bahloul (30503)
SB 131
01:00-02:15pm TR

This course will explore the social, cultural, economic, and political aspects of tourism from an anthropological perspective. It will focus on the touristic sites (theme parks, heritage travel, cultural villages), as well as the players (tourists, guides, cultural brokers), the objects (souvenirs), and the performances that characterize the tourist experience.

Requirements: Four reading annotations (40%), one research paper (45%), and in class presentations (15%)

Boissevain, J., Coping with Tourists, 1996
Gmelch, G., Tourists and Tourism, 2010
Kirshenblatt-Gimblett, B., Destination Culture, 1998
McCannell, D., The Tourist, 1999
Smith, V., Hosts and Guests, 1989
Van den Berg, P., The Quest for the Other, 1994

E421 Food and Culture
Wilk (18426)
SB 220
01:25-2:15pm MW

Food seems to be on everyone's minds these days. Anthropology has a long history of studying how foods are produced, traded, processed and consumed in cultures around the world. We ask basic questions about why some things are good to eat (like sheep) and others are not (for example, dachshunds ). The course will give you a good sample of the way anthropologists think about food, some glimpses of how other cultures eat, and some critical tools for thinking about our 21st-century cornucopia of food.

E426 Coffee Culture, Production & Markets
Tucker (30508)
SB 140
09:30-10:45am TR

Do you start your day with coffee? Coffee is an integral part of life for consumers and producers around the world, and it is one of the world’s most valuable commodities in terms of total trade dollars. This course will consider the diverse expressions and ramifications of “coffee culture,” from the farmers who see it as their life, to the buyers and traders who know it as a living, to the consumers who start their day with cups of java. We will explore the historical roots of coffee production and trade, including its roles in nation-building and international power relations, and its modern implications for environmental change, social justice, and economic development.

Alternatives to dominant coffee production and marketing practices will be considered, such as Fair Trade coffee, shade-grown coffee, and organic coffee. We will explore how globalization processes, changes in commodity chains, and market volatility are affecting producers and consumers. Why do consumers in the United States see little change in coffee prices when international prices experience drastic declines? How fair is "fair trade"? We will place current events in the context of coffee's volatile history, including the continuing controversies over coffee and health. The course will be run as a seminar with regular discussions and presentations by students. Course evaluation will be based on participation in class activities, fieldwork, class presentations, and papers.


COLL Critical Approaches Courses

C104 Rise and Fall of Ancient Civilization
King (32344)
SB 015
09:30-10:20am TR

About 10,000 years ago, human societies in specific areas across the globe and on separate continents began to undergo a series of major transformations. In each case, small groups of hunter/gatherers settled into the world’s first farming villages. From these villages emerged bigger towns, and eventually large and complex urban civilizations. How and why did these changes take place in different parts of the globe at roughly the same time? What can the similarities and differences in each case tell us about the processes of culture change? What do cycles of rise, expansion, and collapse say about the inevitability or likelihood of such changes occurring in all human societies? We will address these questions through an introductory survey of ancient civilizations in five regions: the Near East, Egypt, and the South Asia in the Old World, and Mesoamerica and South America in the New World. We will focus primarily on the Sumerian, Egyptian, Indus, Maya, Aztec, and Inca civilizations. Lectures, readings, and discussions describe and compare these civilizations, and consider the ways in which human choices, environment, technology, trade, warfare, religious beliefs, and other phenomena shaped their growth and decline.

As part of this discussion, we will read Jared Diamond’s Collapse and will consider the benefits and dangers of looking to ancient societies as object lessons in what we should or should not do in the present. Popular accounts have tended to focus on the ultimate demise of these civilizations, without recognition that each of them outlasted our own by many, many centuries. This is especially important as we face the challenge of trying to figure out how best to ensure the success of our own globalized civilization well into the future. Do these examples expose true weaknesses? How have scientists responded to these accounts? Are there fundamental differences between what happened in the past and what happens now? How can an anthropological understanding of past civilizations improve upon contemporary decisions? What does it mean to be sustainable in the present or a failed or successful society in the past? How does holding up ancient examples as failures create problems for the still-living descendant populations of these ancient civilizations and for our understanding of sustainability?

This course will introduce students to the ways in which major issues in archaeology are investigated and debated. Students will be encouraged to consider multiple viewpoints and controversies in order to arrive at their own conclusions. By examining competing points of view, students will learn about the challenges of creating arguments based on archaeological data and will learn how to differentiate between fact and inference. In written assignments, quizzes, in class small group work, and discussion sections, students will be asked to develop their own interpretations, engage in active debates about controversial topics, and construct arguments using archaeological data.

C105 Sister Species
Hunt (16189)
SW 007
02:30-03:45pm TR

Sister Species: Lessons from the Chimpanzee surveys of the natural sciences by reviewing research on our closest relative, the chimpanzee. In the course of examining chimpanzee behavior, ecology, morphology, physiology, "language," intelligence, genetics and systematics we will learn how the scientific method helps us understand the natural world. Chimpanzees are a particularly informative species to anthropologists because they are far enough removed from humans that we can study them without the emotional baggage we sometimes carry when we study ourselves. At the same time, they are so closely related to us that much of what we learn about our sister species applies to us, as well. Through lectures, labs, films and writing assignments we will get an intimate look at every aspect of chimpanzee biology and behavior. Among our interests will be, why do animals use — or not use — tools? Why are animals aggressive? What are the roots of war? What is the chimpanzee body “designed” to do? How does physiology influence what chimpanzees can eat — and what's healthy to eat? Can chimpanzees use language? Do chimpanzees use of medicine? Just how different are chimpanzee bones, muscles and brains from our own? Labs and lectures will give students a detail-oriented look at these issues. Students will be encouraged to eat a chimpanzee diet for a day and to write about what they experience on that diet, and what their experiences mean for evolution. Students will keep a diary of their communication patterns and comment on the uses and meaning of language. The similarity of human and chimpanzee disease will be investigated, and students will find out how they'd fare without modern medicine. Throughout the class we will turn to research on chimpanzees to better understand of all of nature — including ourselves.

C105 Intro to Human Brain Evolution
Schoenemann (16190)
WH 120

11:15am-12:30pm TR

An introduction to the study of the evolution of the brain, with a specific focus on the human species. Students will review basic concepts in evolutionary biology that form the basis for an evolutionary approach. The direct fossil evidence of vertebrate brain evolution will then be reviewed, and comparative (cross-species) perspectives on neuroanatomy and behavior will be emphasized. An analysis of the specific changes in the brain during human evolution will then be covered. We will consider possible sources of evidence relevant to brain evolution as well, such as the archaeological record of human behavioral evolution. Current controversies and theories about the causes and consequences of hominid brain evolution will be reviewed, including the possible role of language, tool use, sociality, dietary shifts, and other behavioral adaptations. In addition, sex differences in brain and behavior will be discussed, as well as philosophical questions surrounding the problems of consciousness, mind and brain. A consideration will also be given to the possible origins of human ethics and morals.