ANTH 436 APPLIED ARCHAEOLOGY
Dr. Darlene Applegate
Fall 2007
MWF 9:10 to 10:05 am
Fine Arts Center 239
Rock House 104
Instructor Contact Information
Email:
Office: FAC 280 745-5094
Lab: Rock House 745-6511
Office Hours: Mon 10:30-11:30 am, Wed and Fri 10:30 to 12:00, or by appointment
Course Objectives
Applied Archaeology is an undergraduate/graduate course that examines the use and application of archaeology outside academia. The course has two primary foci, which are studied through readings and hands-on activities. First, we will study a variety of approaches for presenting archaeology to the public. Emphasis will be placed on public digs, archaeology weeks, stewardship programs, curriculum units, interpretive exhibits/centers, and ethics. Second, we will examine the practice of contract archaeology within the realm of cultural resource management. Emphasis is given to legal mandates, field methodology, artifact analysis, publication, and ethics.
Upon successful completion of this course, students will
• understand how contract archaeology differs from academic archaeology.
• understand state and federal legislation that addresses cultural resource management.
• learn the variety of techniques for presenting archaeology to the public.
• participate in a public archaeology project.
• become familiar with the methodology of contract archaeology.
• contribute to a contract archaeology project.
• understand ethical and indigenous issues related to contract and public archaeology.
Course Information
The prerequisite for this course is Anth 130 or consent of instructor. This lecture/applied course is a required course for the cultural resource management track in the anthropology major, an elective in the anthropology major for students in other tracks, and an elective for anthropology minors and other students. The course does not fulfill General Education requirements.
Course Schedule
Every attempt will be made to adhere to the following schedule, but the instructor reserves the right to make adjustments as necessary. Changes to the course schedule will be announced in class.
Public Archaeology Education
WEEK TOPICS READINGS
Aug 27-31 Goals and Methods in Public Archaeology Peter Stone
Education SAA Public Education Cmte
Sep 3-7 Printed Materials: Books, Magazines, Posters KAS Booklets
Sep 10-14 Archaeology Days/Weeks/Months, Teresa Hoffman
Living Archaeology Weekend K. Carmean & J. Faulkner
Sep 17-21 Working with Teachers: Curriculum Units, Nan McNutt
Lesson Plans, Activities, Traveling Kits Patricia Wheat
(Guest Speaker: Amy McCray)
Sep 24-28 Stewardship Programs: Site Monitoring, Teresa Hoffman
Archaeological Registries, Archaeological A. Gwynn Henderson
Conservancy Darlene Applegate et al.
Oct 1-5 Public Digs: Mock Excavations, Karolyn Smardz
Real Excavations, Lab Experiences Kentucky Arch’l Survey
David Dose
Oct 8-12 Interpretive Centers, Museums, Exhibits William Iseminger
Barbara Heath
Oct 15-19 Ethics and Indigenous Issues in Public M. Bograd & T. Singleton
Archaeology Education Jeanne Moe
Oyate
Contract Archaeology
WEEK TOPICS READINGS
Oct 22-26 Federal and State Legislation N&S Chapters 1, 2
Midterm Exam, Monday, Oct 22 N&S Appendix A
Oct 29-Nov 2 Section 106 Process, SHPOs, Bidding N&S Chapter 2
Contract Archaeology (cont’d)
WEEK TOPICS READINGS
Nov 5-7 Literature Reviews N&S Chapter 3
KySHPO Specifications
Nov 12-16 Field Methods, Phases of Investigation N&S Chapters 4, 5, 6
KySHPO Specifications
Nov 19 Contract Reports, Collections Curation N&S Chapter 7
KySHPO Specifications
Nov 26-30 Collections Curation, Ethics N&S Appendix B
KySHPO Specifications
Dec 3-7 Traditional Cultural Properties and Kelli Carmean
Indigenous Issues
Dec 13 Final Exam, Thursday, 8:00-10:00 am
Course Materials
There are two required books for the course:
Cultural Resources Archaeology: An Introduction by Thomas W. Neumann and Robert M. Sanford (AltaMira, 2001)
Spider Woman Walks this Land by Kelli Carmean (AltaMira, 2002)
All students will complete the following additional readings:
Stone, Peter
1997 Presenting the Past: A Framework for Discussion. In Presenting Archaeology to the Public: Digging for Truths, edited by J. H. Jameson, pp. 23-34. AltaMira Press, Walnut Creek, CA.
Society for American Archaeology, Public Education Committee
n.d. Five Essential Concepts to Teach in Archaeology Education. Society for American Archaeology, Washington, D.C.
Hoffman, Teresa
1997 The Role of Public Participation: Arizona’s Public Archaeology Program. In Presenting Archaeology to the Public: Digging for Truths, edited by J. H. Jameson, pp. 73-83. AltaMira Press, Walnut Creek, CA.
Carmean, Kelli, and Johnny Faulkner
2004 Living Archaeology Weekend at the Red River Gorge: Lessons Learned After Fifteen Years. Paper presented at the 20th Annual Kentucky Heritage Council Archaeological Conference, Cumberland Falls State Park.
McNutt, Nan
2000 Assessing Archaeology Education: Five Guiding Questions. In The Archaeology Education Handbook, edited by Karolyn Smardz and Shelley Smith, pp. 192-204. AltaMira Press, Walnut Creek, CA.
Wheat, Patricia
2000 Developing Lessons About Archaeology: From a Teacher’s Journal. In The Archaeology Education Handbook, edited by Karolyn Smardz and Shelley Smith, pp. 117-128. AltaMira Press, Walnut Creek, CA.
Henderson, A. Gwynn
1988 The Kentucky Archaeology Registry. Kentucky Nature Preserves Commission, Frankfort.
Applegate, Darlene, Robert Ward, Wayne Elliott, Mark DePoy, Bruce Powell, Patrick Reed,
and Ronald Switzer
2006 An Archeological Site Monitoring Program at Mammoth Cave National Park. Ms. on file at Department of Folk Studies and Anthropology, Western Kentucky University, Bowling Green.
Smardz, Karolyn Smardz
2000 Digging With Kids: Teaching Students to Touch the Past. In The Archaeology Education Handbook, edited by Karolyn Smardz and Shelley Smith, pp. 234-248. AltaMira Press, Walnut Creek, CA.
Kentucky Archaeological Survey
n.d. And What About Simulated or Mock Excavations? Ms. available from Kentucky Archaeological Survey, University of Kentucky, Lexington.
Dose, David
2000/2001 Getting Young People Hooked on the Past: Lessons Learned in Developing Archaeological Programs for Middle School Students. Published in Archaeology and Education, the electronic newsletter of the Public Education Committee, Society for American Archaeology, www.saa.org.
Iseminger, William
1997 Public Archaeology at Cahokia. In Presenting Archaeology to the Public: Digging for Truths, edited by J. H. Jameson, pp. 147-155. AltaMira Press, Walnut Creek, CA.
Heath, Barbara
1997 Archaeology and Interpretation at Monticello and Poplar Forest. In Presenting Archaeology to the Public: Digging for Truths, edited by J. H. Jameson, pp. 176-192. AltaMira Press, Walnut Creek, CA.
Bograd, Mark, and Theresa Singleton
1997 The Interpretation of Slavery: Mount Vernon, Monticello, and Colonial Williamsburg. In Presenting Archaeology to the Public: Digging for Truths, edited by J. H. Jameson, pp. 193-204. AltaMira Press, Walnut Creek, CA.
Moe, Jeanne M.
2000 Archaeology and Values: Respect and Responsibility for our Heritage. In The Archaeology Education Handbook, edited by Karolyn Smardz and Shelley Smith, pp. 249-266. AltaMira Press, Walnut Creek, CA.
Oyate
1993 Teaching Respect for Native Peoples. Oyate, Berkeley, CA.
Kentucky State Historic Preservation Office
2006 Specifications for Conducting Fieldwork and Preparing Cultural Resource Assessment Reports. Kentucky Heritage Council, Frankfort.
Each student will read one of the following booklets published by the Kentucky Archaeological Survey as part of is education series:
Number 1: David Pollack, Cheryl Ann Munson and A. Gwynn Henderson, Slack Farm and the Caborn-Welborn People (1996)
Number 2: William E. Sharp and A. Gwynn Henderson , Mute Stones Speak: Archaic Lifeways of the Escarpment Region in Jackson County, Kentucky (1996)
Number 3: Leon Lane, Eric J. Schlarb, and A. Gwynn Henderson , Prehistoric Hunters and Gatherers: Kentucky's First Pioneers (1998)
Number 4: Paul A. Delcourt, Hazel R. Delcourt, Cecil R. Ison, William E. Sharp, and A. Gwynn Henderson , Forests, Forest Fires, & Their Makers: The Story of Cliff Palace Pond, Jackson County, Kentucky (1999)
Number 5: Maria Campbell Brent, Taming Yellow Creek: Alexander Arthur, the Yellow Creek Canal, and Middlesborough, Kentucky (2000)
Number 6: Patti Linn and M. Jay Stottman, Bringing the Past into the Future: The Recon-struction of the Detached Kitchen at Riverside (2003)
Number 7: A. Gwynn Henderson and Rick Burdin, Hunters and Gatherers of the Green River Valley (2006)
Number 8: A. Gwynn Henderson, The Prehistoric Farmers of Boone County, Kentucky (2006)
Number 9: A. Gwynn Henderson and Eric J. Schlarb, Adena: Woodland Period Moundbuilders of the Bluegrass (2007)
Additional course materials and assignments are accessible on the course web site at
http://www.wku.edu/~darlene.applegate/appliedarch/front.html
General Expectations
The educational endeavor is a two-way street. To insure a productive and stimulating learning environment, students and instructors must meet certain expectations.
It is my expectation that students will attend class regularly, prepare for each class, exactly follow directions for completing assignments, complete assignments on time, participate meaningfully and respectfully in class, ask questions, monitor their performance, and seek assistance before matters get out of hand.
Students are expected to make themselves aware of the provisions set forth in this syllabus. Students are expected to bring the syllabus to every class meeting and to make any adjustments to the syllabus announced during class. Students are strongly encouraged to review the information in the syllabus on a regular basis.
Students needing academic assistance should contact me during office hours or visit The Learning Center (TLC), which is located in the Academic Advising and Retention Center of the Downing University Center, Room A-330. The TLC staff provides academic support for General Education courses. To make an appointment, or to request a tutor for a specific class, call 745-6254 or stop by DUC A330. Log on to TLC’s website at www.wku.edu/tlc to find out more. TLC hours are 8 am to 9 pm Monday through Thursday, 8 am to 4 pm Friday, and 4 pm to 9 pm Sunday.
Students should expect from me organized presentations, current information on the subject, thoughtful evaluation of assignments, timely return of graded assignments, access during office hours, and guidance in completing course requirements.
Please come see me if you have any concerns during the semester.
Attendance Policy
The University attendance policy states that “registration in a course obligates the student to be regular and punctual in class attendance” (WKU 2005-2007 Undergraduate Catalog, p. 28; emphasis added). In addition, if an instructor “determines that a student’s absenteeism is inconsistent with the instructor’s stated policy” the instructor may “request that the Academic Advising and Retention Center arrange a counseling session with the student” (WKU 2005-2007 Undergraduate Catalog, p. 28).
Punctual arrival to class is expected. Students who arrive to class late are expected to find out what they missed.
Class attendance is tracked with sign-in sheets. Students are responsible for making sure they sign the attendance sheet each day. Students who are present but forget to sign the attendance sheet will be recorded as absent.
In order for an absence to be excused, all of the following requirements must be met.
1. The excuse must be a legitimate reason for missing class. Legitimate excuses include serious illness, death in the family, University-sanctioned activities, out-of-town job interview, jury duty, and religious holidays. Non-legitimate reasons for missing class include but are not limited to chauffeuring friends, airplane reservations, family celebrations, meetings with other professors or advisors, work, and unsanctioned University activities.
2. Written documentation must be given to the instructor and will be kept on file.
3. Written documentation must be submitted at the next class meeting after the absence.
If you are absent from class, it is your sole responsibility to find out in a timely manner what you missed. You are responsible for learning the material you missed. If you are absent on a day when an assignment is due, it is your responsibility to insure that the assignment is submitted on time. It is not possible to make up some missed class work like videos.
Though your grade will not be lowered for unexcused absences, they will likely contribute to poor academic performance in this course. Attendance policies related to exams and other course assignments are explained elsewhere in the syllabus.
University policy states that “Students who, without previous arrangement with the instructor or department, fail to attend the first two class meetings of a course meeting multiple times per week or the first meeting of a class that meets one time per week MAY be dropped from the course [by the instructor]; however, students are responsible for officially dropping any course for which they have enrolled.”
According to University policy, “excessive absenteeism may result in the instructor’s dismissing the student from class and recording a failing grade, unless the student officially withdraws from the class before the withdrawal deadline” (WKU 2005-2007 Undergraduate Catalog, p. 28). So if you don’t attend class, don’t satisfactorily complete the course requirements, and don’t withdraw by the scheduled date, you will fail the class.
Assignments
Following is a list of assignments for the course. Each is described in more detail elsewhere in the syllabus and on the course web site. Students should keep track of their grades on the assignments and track their progress toward their target grades. There are no extra credit opportunities in this class.
Assignment Points Grade
Midterm Exam 100 points
Final Exam 100 points
Booklet Project 75 points
Public Project 75 points
Contract Project 75 points
TOTAL 425 points
Though it is unlikely, the instructor reserves the right to add or eliminate assignments during the course of the semester. If this is necessary, students will be given prior notification during class.
Grading Procedures
Numerical grades are given for each assignment. If curving is necessary, it will be done on individual assignments; curving usually involves adding points to the numerical grade earned by each student on a particular assignment. Letter grades are not given for individual assignments.
The final course grade is calculated by dividing the points earned by the total points possible. This percentage is then translated into a letter grade using a 10% scale: A (90-100%), B (80-89%), C (70-79%), D (60-69%), and F (less than 60%). Final course grades will not be curved. In some cases, students with borderline percentages may be given the higher grade based on class attendance, class participation, improvement, and/or attitude.
Tests and Testing Policies
One midterm and one final are scheduled over the semester. Exams cover material presented in lecture, readings, projects, presentations, and videos. Each test is worth 100 points and consists of essay questions. The exams are take-home tests that must be typed. Late exams will not be accepted.
Class Projects
The class project assignments involve contributing to the three class projects: a contract archaeology project and two public education projects. All projects require group work outside of class time. Each project is worth up to 75 points.