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Why do we refer to them as civilizations; were they, in fact civilized? This course explores these questions through an examination of the archaeological and written records of the early civilizations in Mesopotamia, Egypt, the Indus Valley, China, Mesoamerica and Peru. Explores the archaeological study of food and foodways. The emphasis is on the social aspects of food, particularly its roles in past power structures, social relationships, conceptions of identity, ritual practices, and gender roles.

Also covers the theoretical and methodological approaches archaeologists use to study food in the past. The organization and development of the social, economic, political, and religious systems of ancient Mesopotamia through study of the archaeological and textual records. This course stresses the first two thousand years of this civilization, from B.

Life on Long Island from its first settlement by Native Americans 12, years ago until the end of the 17th century. Trends and changes in human behavior are studied in the context of environmental and cultural processes affecting all of northeastern North America. A survey of archaeological thought from early antiquarianism through the culture history, processual, and post-processual approaches to the investigation and analysis of past societies. Emphasis is placed on the ways in which changes in archaeological theory reflected changes in ideas within the sister fields of sociology, cultural anthropology and geography.

Other topics discussed include ethnographic analogy, systems theory, site formation processes and spatial analysis. A study of the manifestation of sex roles in different cultures. Discussion topics include the impact of social, economic and political organization on gender roles and relationships, sexual orientation in cross-cultural perspective, and contemporary theories of gender inequality. Readings present both the male and female viewpoints.

Explores the development of social, economic, political, and cultural systems in ancient China, from the neolithic period through the Han dynasty. Draws on archaeological data and historical texts to examine the emergence of state-level polities and their subsequent unification under imperial authority. Analytical focus is on political economy, social organization, ritual exchange, and notions of power and rulership expressed in philosophical thought.

Prerequisites: U3 or U4 standing; one D. F or SBS course.


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Examines forms and dynamics of social organizations in Chinese society, focusing on cultural, social, and economic aspects of family, marriage, and extended kinship relations such as lineages, clans, and sworn brotherhoods. Particular attention is paid to how gender, generation, class, and ritual exchange shape identity, status, and power. Tool use and manufacture was once believed to be uniquely human and the distinctive hallmark of human cognitive advancement. The discovery that some non-human animals, including birds, are capable tool users and in some cases tool makers offers exciting opportunities to examine such behaviors in living species.

It opens up important implications for understanding animal intelligence, the emergence of culture and the supposed uniqueness of our own species. This class provides an overview of animal tool use and manufacture to compare and contrast the behavior of humans and animals.

This course explores issues of ethnic and national identity in the context of the social ecology of the Chinese state, both past and present. It focuses on the material and social relationships that have shaped perceptions of, and interactions between, cultural groups in China and along its frontiers. Drawing on case studies from the Himalayan plateau, Yunnan highlands, Inner Asian steppes, Taiwan, and elsewhere, students examine how sustenance strategies, economic organization, and political administration have influenced construct of ethnic identity.

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Concepts and theories of race and ethnicity in Latin American and Caribbean settings. The historical evolution and the contemporary social and cultural significance of racial and ethnic identities within the region are explored. Specific examples of social relations characterized by ethnic or racial conflict are presented. A practical, career-oriented examination of how anthropological theory and method can be put to use in non-academic areas such as economic development, public health, environmental conservation, education, technology development, cultural advocacy, business, and law.

Coordinated readings provide case illustrations. Life in the Americas from first settlement at the end of the last ice age until the arrival of the Europeans in the 15th and 16th centuries. The culture, history, and evolution of prehistoric peoples of North, Central, and South America are treated. Specific topics covered include settlement by Native Americans, hunting-gathering lifeways, plant and animal domestication, the origins of village life, and state-level societies. Students will design their own research project, and carry it through from hypothesis generating, data collection, statistical analyses and written and oral presentation of results.

This project will allow students to showcase both their interests and academic skillsets. The subject of this research will be based in human communities. Most research will be questionnaire-based. Some projects will include data collection.

Subjects can include medicinal plants, cultural use of forest resources, taboos, and gender roles to name a few. Prerequisite: appropriate interest in subject matter and background in ecology and conservation. Topics in archaeology are taught from a social sciences perspectives.

Prerequisites: ANT and one other anthropology course. An ethnographic approach to the relationship among religion, social organization, and identity politics through studying cultural and historical bases of Christianity, Islam, Hinduism, and their related religious manifestations in the Caribbean. Class stratification, ethnic conflict, and fundamentalist movements are explored.

It should facilitate TBI field school alumni participation in ongoing field projects directed by senior researchers within the Turkana Basin. Upper-division Stony Brook undergraduates who demonstrate readiness may undertake a junior role within a larger project focusing on archaeology or human ecology ANT or paleoanthropology or vertebrate paleontology ANP They may include the opportunity to join a paleoanthropological survey of ancient landscapes for vertebrate remains ANP , or to join an archaeological excavation of a year-old habitation site ANT Credit for each offering is determined for by the TBI faculty and is consistent for all registrants.

Prerequisite: Permission of the instructor. Research and discussion of a selected topic in social and cultural anthropology. Research and discussion of a selected topic in the prehistory of the Old and New Worlds.

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Using the model of ecological adaptation as a starting point, this course explores the impact of the natural and social environment upon human culture. By the latter is meant the way of life of a particular society: its politics, religion, ways of thought, moral standards, rituals and ceremonies, gender ideals and sex roles, and other aspects of ideology and belief.

The course uses two anthropological texts that provide background concepts and terminologies, then exposes students to empirical case studies of ecological adaptation, both in pre-literate and literate societies. Explores relations between plants and people, both in present ethnobotany and prehistoric paleoethnobotany, archaeobotany times.

Because ethnobotany and paleoethnobotany are interdisciplinary fields, we will draw on several contributing fields of study, including botany, cultural anthropology, archaeology, conservation. Ethnoarchaeology uses observations of present-day peoples to inform archaeological inquiry, based on analogies between past and present. Advanced undergraduate and graduate students will develop their ability to construct and evaluate such analogies.

Using this skill, they will then explore ways in which ethnoarchaeological data contribute to archaeological research: hypothesis building, survey and excavation strategies, interpretation of site and artifact data, and understanding the causes and processes of human behavioral change. In addition to seminar discussions of theoretical issues and case studies, the course incorporates practical exercises in the surrounding community.

An introduction to the technology of hunter-gatherers. The course examines how archaeologists use both ethnography and experimentation to shed light on prehistoric human technological adaptations.

Courses – Archaeology and Anthropology | UW-La Crosse

Techniques for making and using primitive tools are practiced. A detailed overview of the methods archaeologists use to extract behavioral information from prehistoric stone tools. The course examines raw material economy, technological strategies, tool use, and discard behavior. Analytical methods are practiced through the computer-assisted analysis of tools from simulated archaeological sites. The study of animal bones from archaeological sites. Special emphasis is on the identification of fragmented bone and surface modification, calculation of indexes of abundance, and measurement and metrical analysis of mammal bone.

Computer analysis is stressed, and the class seeks a fusion of traditional zooarchaeology and actualistic studies. Three to four hours of computer laboratory work required per week. The use of aerial and satellite imagery in environmental analysis and the manipulation of geographic data sets of all types using Geographic Information Systems.

Concentrating on Long Island, each student designs and completes a research project on a particular section of the area, focusing on the habitats of local wildlife, the locations of archaeological sites, coastal regimes, etc. Students should expect to spend approximately 10 hours per week beyond regularly scheduled classes in a University computer laboratory.

This course is designed for students who engage in a substantial, structured experiential learning activity in conjunction with another class. Experiential learning occurs when knowledge acquired through formal learning and past experience are applied to a "real-world" setting or problem to create new knowledge through a process of reflection, critical analysis, feedback and synthesis. Beyond-the-classroom experiences that support experiential learning may include: service learning, mentored research, field work, or an internship.

Individual advanced readings on selected topics in anthropology. May be repeated up to a limit of 6 credits. Pre- or corequisite: WRT or equivalent; permission of the instructor. A zero credit course that may be taken in conjunction with any or level ANP or ANT course, with permission of the instructor. The course provides opportunity to practice the skills and techniques of effective academic writing and satisfies the learning outcomes of the Stony Brook Curriculum's WRTD learning objective. Work with a faculty member as an assistant in one of the faculty member's regularly scheduled classes.

The student is required to attend all the classes, do all the regularly assigned work and meet with the faculty member at regularly scheduled times to discuss the intellectual and pedagogical matters relating to the course. Students may not serve as teaching assistants in the same course twice.

The student is required to attend all the classes, do all the regularly assigned work, and meet with the faculty member at regularly scheduled times to discuss the intellectual and pedagogical matters relating to the course.


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  • In ANT , students assume greater responsibility in such areas as leading discussions and analyzing results of tests that have already been graded. Independent research projects carried out by upper-division students. May be repeated up to a limit of six credits. Participation in local, state, and national public and private agencies and organizations. Students are required to submit written progress reports and a final written report on their experiences to the faculty sponsor and the department.

    May be repeated up to a limit of 12 credits. First course of a two-semester project for anthropology majors who are candidates for the degree with honors. Arranged in consultation with the department through the director of undergraduate studies, the project involves independent readings or research and the writing of a paper under the close supervision of an appropriate faculty member on a suitable topic selected by the student.

    Students receive only one grade upon completion of the sequence. Second course of a two-semester project for anthropology majors who are candidates for the degree with honors. Undergraduate Bulletin Spring Bulletin. You'll have the opportunity to encounter aspects of world archaeology and explore the richness, difference and diversity of humanity from our earliest beginnings to modernity. You'll spend your third year abroad, usually as a student at a university, as a language assistant in a school, or on an approved work placement.

    We also have a number of places on summer courses and you'll have the opportunity to work on archaeological excavations. Studying or working in another country will greatly enhance your transferable as well as language skills, making you even more attractive to employers. Our graduates work in archaeology, in commercial units, national and local government, the charitable sector and university departments.

    Some choose to study for a postgraduate degree. Others have gone into journalism, teaching, the police, healthcare and the media.

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    Modules: what you study and when. If you're a UK student, you could be entitled to a University bursary. A bursary is the same as a grant - you don't have to pay it back. How our bursary scheme works. Our students usually select from a range of compulsory and optional modules to add up to credits. Some departments offer courses that don't feature optional modules whereas other courses are fully flexible.

    Professor Matthew Spriggs

    The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption. At the School of Languages and Cultures you'll develop your linguistic skills to a very high level and deepen your understanding of the cultural context of the countries where your languages are spoken.

    Right from the start, you'll work with the school's top specialists and native speakers who will help you realise your linguistic potential. Language teaching is in small groups, so you'll get plenty of support tailored to your needs and get to know your tutors well.

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    We're a leading centre for modern languages and cultures research. Our work spans identity, gender, linguistics, politics, migration and literary studies. This research informs our teaching, helping you to develop a global understanding of language and languages across cultures and countries. You'll be able to study optional modules either in your individual languages, or across the school so you'll acquire an in-depth understanding of your chosen languages and their cultures, and how they relate to other languages and cultures across modern languages disciplines.

    Our student-run language societies organise multilingual events, trips and creative projects. There are opportunities to volunteer in the community and in schools, inspiring others to try new languages. Study locations We timetable teaching across the whole of our campus. Teaching might take place in a student's home department, but might also be timetabled to take place within other departments or central teaching spaces. School of Languages and Cultures website. The Department of Archaeology at Sheffield has a reputation for world-leading research and teaching in archaeology.

    You'll be taught by experts in their field who are at the forefront of their research. Our research-led teaching draws directly on the work of our inspirational academics who are experts in the specialist fields of bioarchaeology, medieval archaeology, cultural materials, funerary archaeology, Mediterranean archaeology and landscape archaeology. Our cutting-edge laboratory facilities, purpose-built in , house extensive bioarchaeological research collections and modern experimental equipment.

    We take an interdisciplinary approach to teaching, bringing science, the humanities and other related areas to your studies. Our multidisciplinary teaching helps you develop a strong set of skills. Our graduates are articulate, analytical and creative.