Subject Area/Course No.: ANTHR-001 Units: 3 Course Name/Title: INTRODUCTION TO BIOLOGICAL ANTHROPOLOGY Discipline(s): ANTHROPOLOGY

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1 New Course OR Existing Course Instructor(s)/Author(s): Liana Padilla-Wilson Subject Area/Course No.: ANTHR-001 Units: 3 Course Name/Title: INTRODUCTION TO BIOLOGICAL ANTHROPOLOGY Discipline(s): ANTHROPOLOGY Pre-Requisite(s): None Co-Requisite(s): None Advisories: Eligibility for ENGL-100 Catalog Description: Anthropology is a holistic discipline and attempts to view humans, their biology, cultural history, and activities in as broad a view as possible. Biological anthropology is a subfield of the larger discipline that studies humankind. The primary goal of this subfield is to understand the biological nature and history of humans and their closest living and extinct relatives. Biological anthropology is firmly rooted in evolutionary theory; thus, the evolutionary biology of humans is the central focus of this course. My intent is to promote insight into the evolution of human biology and behavior from an objective or scientific perspective. My approach will introduce the concepts, methods of inquiry, and scientific explanations for biological evolution, and their applications to studying the human species..topics addressed will include:1) The various subfields of biological anthropology such as forensic anthropology and the anthropological perspective 2) biological anthropology and paleoanthropology as multidisciplinary natural sciences 3) evolutionary processes/change over time and the origin of species 4) DNA, genetics, heredity, variation, and evolution, 5) race, ethnicity, and the biological diversity of modern humans 6) The Order Primates: primate biology and ecology 7) primate social behavior, behavioral ecology, morphology, and classification 8) Earth-life history, continental drift, and the Geologic Time Scale (9) primate origins and the various primate adaptations 10) The Ape question and hominin origins 11) Australopithecines 12) the evolution and adaptation of the genus HOMO 13) The origin and dispersal of anatomically modern Homo Sapiens out of Africa and the first evidence of the Human Spark 14) Main contributors to explain principles of Mendelian, molecular and population genetics 14) Dating techniques, methods of interpreting the fossil record, major groups of hominin fossils. The ultimate goal in this course is to understand humanity s place in nature. Schedule Description: You are about to embark on a journey to the dawn of human time. With the use of fossils and the discovery of skeletal evidence of ancestral species we will analyze the us and our development through time. We will become investigators and put clues together to understand the human experience. We will also put together clues to solve mass murder and death by joining our anthropological CSI team in the search for the serial killer and mass murderers. Hours/Mode of Instruction: Lecture 54 Lab Composition Activity Total Hours 54 (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Last date of Assessment: n/a Cohort #: 1 Please apply for: LMC General Education Requirement(s): Behavioral Sciences (Please list the proposed area(s) this course meets, or indicate none ) Transfer to: CSU UC IGETC Area 4A_ CSU GE Area_D C-ID Number_ANTH 110 Course is Baccalaureate Level: Yes No Page 1 of 14

2 Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval Date (Board or Chancellor's Office) Date Date Date Date Date Date For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev Page 2 of 14

3 Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. None of the Above Program-Level Student Learning Outcomes (PSLOs) Behavioral Science The Behavioral Science program will be using SLO S selected from the Los Medanos College General Education Program. At the completion of the Los Medanos College general education programs the students will: 1. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 2. Think critically and creatively. 3. Possess a worldview informed by diverse social, multicultural and global perspectives. Course-Level Student Learning Outcomes (CSLOs): Students who successfully complete Anthropology 00 will be able to: CSLO 1: Read critically and communicate effectively as writers and speakers on biological anthropology with an emphasis on human evolution, the main contributors to evolutionary theory including Mendelian approaches and primate development. (PSLO 2, 3) (GESLO 1, 3, 5) CSLO 2: Analyze and explain the current perspectives in the various subfields of biological anthropology and demonstrate an anthropological and multidisciplinary approach to problem-solving by synthesizing paleoanthropology, osteology, paleopathology, bioarchaeology, primatology, human biology, and forensic anthropology. (PSLO 1, 2) (GESLO 1, 2, 3, 4) CSLO 3: Analyze the role of research methodologies in biological anthropology and data-gathering in building anthropological knowledge and how the scientific process as a method is utilized for understanding the natural world.(pslo 2, 3) (GESLO 1,3,4) CSLO 4: Critically and creatively evaluate and analyze race, ethnicity, and biological diversity and genetics of modern humans including Mendel. (PSLO 2, 3) (GESLO 1, 3, 5) CSLO 5: Critically analyze the social and ethical implications when doing biological anthropology, forensic anthropology, bioarchaeology, paleoanthropology, participant-observation, and archaeological gathering techniques. (PSLO 2) (GESLO1, 3, 4) Assessments: Page 3 of 14 Critiques Forensic anthropology analysis criminal investigation write ups Paleoanthropology Presentations,fossil analysis, write up Exams Final Exam CSLO 1 X X X CSLO 2 X X X

4 CSLO 3 X X X X X CSLO 4 X X X CSLO 5 X X X CSLO 1 Assessment Instrument: Critical thinking questions Students will demonstrate the ability to think and write critically about the biological anthropology, human evolution, principles of Mendelian and primate development by selecting from a variety of critical thinking questions derived from the text, ethnographies, and lecture based materials. Students will select one critical question to answer and they will use supporting material to help justify their response. Rationale: This will demonstrate their abilities to analyze the various aspects of biological anthropology. Students will be able to understand and analyze the characteristics which typify this main field anthropology. They will also critically analyze human evolution, principles of Mendelian primate development as it relates to adaptation into given environments. Example critical questions (refer to Ember and Ember Human Evolution and Culture (text) 1. Why study the field of biological anthropology? Explain its goals and how is it useful in studying human development and behavior? 2. Many anti-evolutionists believe that since science does not have answers for all questions, scientific conclusions are not necessarily correct. This attitude reflects a failure to understand the nature of science. What is the general nature of scientific thinking? In what way is science selfcorrecting? 3. We like to think of the human lineage as biologically unique, which of course it is (like all evolutionary lineages). But some paleoanthropologists say that humans, chimpanzees, and gorillas are so similar that all three should be grouped as hominids. What do you think, why do you think so? 4. Homo erectus lived in many places in the Old World. What may have enabled them to spread so widely? 5. How has Mendel s principles been instrumental in studying primate development and genetics? Assessment Instrument: Exams Students will take exams that cover these topics in class. Each exam will have 50 questions and will include multiple choice, short answer, essays, and identification, matching, yes/no, and true or false. Rationale: To demonstrate the ability to read and write critically, analyze, and explain human development and evolution from the perspective of a biological anthropologists. CSLO 2 Assessment Instruments: Critical thinking questions and Summary Students will demonstrate the ability to think and write critically about the subfields of biological anthropology and theoretical orientations utilized by anthropologists in these fields by selecting from a variety of critical thinking questions derived from the text, ethnographies, and lecture based materials. Students will select one critical question to answer and they will use supporting material to help justify their responses. Rationale: This will demonstrate their ability to analyze the various theoretical perspectives in the sciences and all can be used to interpret data and solve problems. Student will read several ethnographies, articles, and ethnographic articles to have full exposure to the variation of approaches. Example critical questions (refers to Ember and Ember Human Evolution and Culture) Page 4 of 14

5 1. Do paleoanthropologists study the theory of natural selection in the same ways as primatologists? Explain the similarities and differences in the theoretical orientations of these subfields? 2. How does anthropology differ from other fields of study you ve encountered that deal with humans and our ancestors? What have been the two competing theories regarding the relationship between Neanderthals and ourselves? 3. Looking at the fossil record of the hominids, we see the hominid line survived after about 1 million years ago was the one with the big brain. From a biological anthropologists perspective, this makes it seem as if our evolution was inevitable. Is this the case? Would the big brained species have been successful in all circumstances? Once evolution of hominids got started, were we a predictable result? What various theoretical perspectives could be utilized to answer these questions? Assessment Instrument: Exams Students will take exams that cover these topics in class. Each exam will have 50 questions and will include multiple choice, short answer, essays, and identification, matching, yes/no, and true or false. Rationale: To demonstrate the ability to read and write critically and have the ability to apply different theoretical approach to explain human behavior and evolution. CSLO 3 Assessment Instruments: Forensic anthropology analysis and paleoanthropology fossil analysis, comparative analysis, and write-up: Students will study, through articles, text, applied readers, criminal cases, and the identification of skeletal remains and of the means by which the individual died, by utilizing the methodologies of forensic anthropologist. The students will analyze case files such as the O.J. Simpson case and will put themselves in the role of forensic scientists and analyze footprints in blood left at the murder science to try and reconstruct the height and weight of the murderers. This is not so different from what paleoanthropologists do when discovering footprints imbedded in fossilized remains. Students will compare how both these subfields do investigations and the similarities and differences in these areas. Rationale: Students will analyze and actively participant in different case studies and criminal cases to apply forensics anthropology techniques and paleoanthropology methods. Analysis of the various methodologies will demonstrate the ability to compare and contrast techniques utilized by these subfields and the practical application of them. Students will demonstrate the ability to think critically and creativity about the scientific and comparative approaches to studying human remains. Through several write-ups of material evidence students will critique how different methodologies and utilization of these methods can change the result and interpretation of data. Assessment Instrument: Exams Students will take exams that cover these topics in class. Each exam will have 50 questions and will include multiple choice, short answer, essays, and identification, matching, yes/no, and true or false. Rationale: To demonstrate the ability to read and write critically about the various methodologies utilized in the subfield of physical anthropology. CSLO 4: Assessment Instruments: Critical Thinking Response Students will demonstrate the ability to write, think, and communicate critically about race, ethnicity, genetics, variation, heredity, and the biological diversity of modern humans. Students will be selecting from a variety of critical thinking questions derived from the text, ethnographies, and lecture based materials to answer and they will use supporting material to justify their responses. Rationale: This will demonstrate their ability to critically evaluate and analyze the various concepts related to race, DNA, and diversity. Students will have the ability to critically understand these terms from an anthropological perspective. Page 5 of 14

6 Page 6 of 14 Example critical questions (refers to Physical Anthropology Stein and Rowe) 1. Why do we define evolutionary change in terms of changes in relative gene frequencies rather than in terms of changes in phenotype? 2. Most anthropologists do not believe that the concept of race can accurately be applied to humans or used to describe human variation. Yet the concept of race is a powerful social fact. Why? 3. How are skin color and general body build related to each other? 4. Why would one expect peoples living in hot equatorial grasslands to be very tall and linear and to have dark skin? Why should we analyze skin color or body type variations by analyzing Allen s Rule, Bergmann s Rule, or Gloger s Rule and not by applying the social concept of race as it relates to skin color and physical features? Assessment Instrument: Exams Students will take exams that cover these topics in class. Each exam will have 50 questions and will include multiple choice, short answer, essays, and identification, matching, yes/no, and true or false. Rationale: To demonstrate the ability to read and write critically, analyze, and explain the major concepts related to gender, social, economic, and political stratification. With an emphasis on critically solving global social problems by utilizing anthropological methods and theoretical approaches. CSLO 5: Assessment Instrument: Critical Thinking Questions Students will demonstrate the ability to read, think, and communicate effectively about fieldwork, applied anthropology, and the Code of Ethics. Students will be selecting from a variety of critical thinking questions derived from the text, ethnographies, and lecture based materials to answer and they will use supporting material to justify their responses. Rationale: This ability will include analysis of understanding fieldwork experience by anthropologist by utilizing ethnographies, articles, journals, and studies that analyze the effects of fieldwork and how the Code of Ethics is applied within this context. Students will be able to critically analyze whether programs of planned change are beneficial to the target population. Students will analyze the American Anthropology Association (AAA) Code of Ethics and will review what actions or measures anthropologists can and will take in the field in order to adhere to the ethical guidelines of the profession while actively engaged in applied anthropology such as forensic anthropology, paleoanthropology and other applied fields within the biological anthropology arena. Example critical questions (refers to Ember and Ember Human Evolution and Culture) 1. If you were interested in solving a practical problem, would you do basic or applied research on the problem? Why? 2. What particular advantages do anthropologists have in trying to solve practical problems in the field of biological anthropology? 3. Is it ethical to try to influence people s lives when they have not asked for help? Explain your answer? 4. How can forensic anthropologists be useful in solving crime and mass murder? What ethical issues can come about while doing this kind of applied research? 5. What is the role of biological anthropology as it relates to human rights violations? How can the Code of Ethic become blurred while investigating mass death and violence? Method of Evaluation/Grading: 3 50 points = 150 points Interviews including oral presentations and write-ups = 20 points Archaeology Dig and write up= 20 points Critical thinking questions = 30 points Final Exam= 50 points

7 270 points possible: Grading in done on percentage scale a %= A b %= B c %= C d %= D e. 0-59%=F f. A- Level student work is characterized by adherence to assignment guidelines for written work including critical thinking questions, forensic anthropology write ups, paleoanthropology analysis write-ups, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of anthropological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions, forensic anthropology write-ups, paleoanthropology writeups and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate anthropology theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories used. The write-ups will include comparative methods and the methods utilized in biological anthropology and will be orally presented to the class and will reflect insight into the topic and original questions and overall information of the case and fossil analysis. Students will provide insight on the dating methodologies that can be utilized in studying fossil remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the % grade range. C- Level student work is characterized by adherence to assignment guidelines for written work including critical thinking questions, forensic anthropology write ups, paleoanthropology analysis write-ups,exams, and final exam, however, these assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some anthropology theories, comparative analysis, supportive research, or include the concepts terms and methods utilized, but students analysis may not be presented clearly., The write-ups may include comparative methods and the methods utilized in biological anthropology and the oral presentation will demonstrate basic insight into the case study. Students will provide insight on some of the dating methodologies that can be utilized in studying fossil remains including a partial writeup and critical response and the students will orally present the material found on the dig site. Students will provide partial insight on the dating methodologies that can be utilized in studying fossil remains. Students may only know partial dating techniques. Exam scores will fall between the 70-79% grade range. CSLO 1 CSLO 1: Read critically and communicate effectively as writers and speakers on biological anthropology with an emphasis on human evolution, the main contributors to evolutionary theory including Mendelian approaches and primate development. (PSLO 2, 3) (GESLO 1, 3, 5) A-level student work: The student s work is characterized by clearly and accurately writing and speaking from an anthropological point of view about biological anthropology, human evolution and its theoretical approaches, the principles of Mendelian, and primate development. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of evolutionary perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate scientific theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the paleoanthropology methodologies that can be utilized in studying remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the % grade range. C-level student work: The student s work is characterized by writing and speaking from an anthropological point of view about biological anthropology, human evolution, and its theoretical approaches, the principles of Mendelian, and primate development.student work is characterized by adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam, however, these assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some scientific theories, comparative analysis, supportive research, or include the concepts terms Page 7 of 14

8 and methods utilized, but students analysis may not be presented clearly. Exam scores will fall between the 70-79%. CSLO 2: Analyze and explain the current perspectives in the various subfields of biological anthropology and demonstrate an anthropological and multidisciplinary approach to problem-solving by synthesizing paleoanthropology, osteology, paleopathology, bioarchaeology, primatology, human biology, and forensic anthropology. (PSLO 1, 2) (GESLO 1, 2,3,4) A- level student work: The student s work is characterized by clearly and accurately thinking critically and creatively about the various theoretical perspectives in the various subfields of biological anthropology. Students will accurately utilize the various theoretical orientations to interpret data and solve problems from a subdisciplinary approach. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of various anthropological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate the theory of natural selection, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the various theories that can be utilized in studying fossil remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the % grade range. C-level student work:. The student s work is characterized by thinking critically and creatively about the various theoretical perspectives in the various subfields of physical/biological anthropology. Students will utilize some of the theoretical orientations to interpret data and solve problems from a subdisciplinary approach.student work is characterized by partial adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam, however, these assignments may contain mechanical errors and may not be cited correctly by the standards of the AAA documentation. The critical thinking questions will incorporates some anthropology theories, comparative analysis, supportive research, or include the concepts terms and methods utilized, but students analysis may not be presented clearly. Exam scores will fall between the 70-79%. Start here CSLO 3: Analyze the role of research methodologies in biological anthropology and data-gathering in building anthropological knowledge and how different methods can change the outcome of your research and the interpretation of it. (PSLO 2, 3) (GESLO 1, 3,4) A-level student work: The student s work is characterized by critically and creatively analyzing the role of research methods and dating techniques in deconstructing and interpreting forensic and paleoanthropology research. Students will accurately utilize the scientific method and techniques applied for the identification of skeletal remains for the presentations and apply them to the relevance in the field of forensic anthropology. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of forensic and paleoanthropology perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate biological anthropology methodologies, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the various methodologies that can be utilized in studying fossil remains. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the % grade range. C-level student work: The student s work is characterized by critically and creatively analyzing the role of research methods and dating techniques in deconstructing and interpreting forensic and paleoanthropology research. Students will utilize some of the scientific method and techniques applied for the identification of skeletal remains and for the presentations and apply a few of them to the relevant in the field of forensic anthropology. This includes partial adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments may contain mechanical errors and may not be cited correctly by the standards of the Page 8 of 14

9 AAA documentation. The critical thinking questions will incorporates some biological anthropology theories, comparative analysis, supportive research, or include the concepts terms and methods utilized, but students analysis may not be presented clearly. Exam scores will fall between the 70-79%. CSLO 4: Critically and creatively evaluate and analyze race, ethnicity, and biological diversity of modern humans. (PSLO 2, 3) (GESLO 1,3,5) A-level student work: The student s work is characterized by clearly and accurately writing critically and creatively from a biological anthropology perspective. Students will accurately analyze race, ethnicity, genetics, variation, heredity, and the biological diversity of modern humans. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of biological anthropology perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate anthropological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the evolutionary change, genetics, gender, social, economic, and political stratification as it relates to the biological diversity of modern humans.. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the % grade range. C- level student work: The student s work is characterized by writing critically and creatively from a biological anthropology perspective. Students will partially analyze race, ethnicity, genetics, variation, heredity, and the biological diversity of modern humans. This includes some adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments may contain mechanical errors and include some supportive research analysis and utilization of biological anthropology perspectives. The AAA (American Anthropology Association) documentation may be partially used when citing resource material. The critical thinking questions and exams are objective and identify critical thinking. The critical thinking question and the response should incorporate some anthropological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide some insight on the evolutionary change, genetics, gender, social, economic, and political stratification as it relates to the biological diversity of modern humans. C level student should receive responses and comments on all assignments and score on all the exams. Exam scores will fall between the 70-79% grade range. CSLO 5: Critically analyze the social and ethical implications when doing biological anthropology, forensic anthropology, bioarchaeology, paleoanthropology, participant-observation, and archaeological gathering techniques. (PSLO 2) (GESLO1,3, 4) A-level student work: The student s work is characterized by critically discussing and analyzing the Code of Ethic as it relates to gather and interpreting data. Students will accurately analyze the ethical issues and responsibilities associated with excavation and case analysis. This includes adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments must be free of mechanical errors and include supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is used properly when citing resource material. The critical thinking questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate anthropological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide insight on the Code of Ethics and ethical implications of gathering data. A level student should receive excellent responses and comments on all assignments and score well on all the exams, showing knowledge on the material being assessed. Exam scores will fall between the % grade range. C-level student work: The student s work is characterized by discussing and analyzing the Code of Ethic as it relates to gather and interpreting data. Students will analyze some of the ethical issues and responsibilities associated with excavation and case analysis. This includes partial adherence to assignment guidelines for written work including critical thinking questions, exams, and final exam. These assignments may include mechanical errors and some supportive research analysis and utilization of archaeological perspectives. The AAA (American Anthropology Association) documentation is partially used when citing resource material. The critical thinking Page 9 of 14

10 questions and exams are objective and clearly identify critical thinking. The critical thinking question and the response should incorporate some anthropological theory, comparative analysis, supportive research, concepts and terms from that section and their own analysis on the author or methods and theories utilized. Students will provide partial insight on the Code of Ethics and ethical implications of gathering data. C level student should receive responses and comments on all assignments and scores on all the exams. Exam scores will fall between the 70-79% grade range. Course Content: Actual course content will primarily address CSLO 1-5 are modeled by the instructor in lecture, stimulating class discussion, oral debates, critical questioning and analysis. And hand- on approaches. I. Introduction A. The Nature of Anthropology and the investigation of Humankind 1. What anthropologists study a. Subfields of anthropology 1. Linguistics 2. Archaeology 3. Biological anthropology- Specifically the biological development of man. 4. Cultural anthropology 5. Applied anthropology-forensic anthropology, cultural resource management, medical anthropology Page 10 of 14 b. Purposes of anthropology c. Anthropology as a member of the behavioral sciences 1. What behavioral sciences attempt to study and understand about human behavior 2. A comparison and contrast of the goals and focuses of anthropology 3. Common features among the disciplines in behavioral sciences 4. Distinctive features among the disciplines in behavioral sciences d. Distinctive features of anthropology 1. Broad in scope 2. Prehistorical/historical point of reference 3. Comparative 4. Multidisciplinary 5. Holistic 2. Methods used in Anthropology a. The scientific and comparative methods used to study humans b. Fieldwork and anthropology 1. Fieldwork methods: a. Research design and purpose b. Background preparation c. Observation techniques d. Hypothesis and testing hypothesis e. Sampling and survey f. Questioning old ideologies and analysis g. Case studies h. The ethics of studying people, bones- what is the role of the biological anthropologists 2. Archaeological methods a. Setting up a site, tools, strategies

11 b. Collecting data c. Interpreting data d. Communicating data accurately e. Dating Techniques f. Grid Systems g. Artifacts h. Ecofacts i. Fossils j. Features k. Survey Techniques c. Biological anthropology and its methods and approaches 1. Paleontology a. Dating techniques-chronometric, Radiometric, b. Geomagnetic Time Scale, Geological Time Scale, Plate Tectonics c. Fossil analysis d. Interpreting prehistoric remains e. Scientific method 2. Primatology a. Laboratory Studies b. Zoo Studies c. Field Studies in the wild 3. Human variation genetics and its place as anthropological tool. a. The distribution of variability b. Clinical distribution c. Frequency of genetic disease d. Cultural Variation e. Taxonomies of Race f. Attempts of Scientific Classifications of Human Variation g. Race as Illusion h. Race and Medicine i. Human Variation and Intelligence j. Human Variation and Cultural Capabilities B. The concept of Culture and the Diversity of Human Behavior 1. The unique fabric of human existence 2. What makes human beings different than other animals? ll. The Emergence of Humanity and Human Behavior A. Evolution as a Product of Human Experience 1. Spiritual and religious ideas of human emergence 2. Biological and scientific ideas of human emergence B. The Human Place in the Evolutionary Spectrum 1. Process of evolution a. Adaption, natural selection, change b. Genetic factors, blood type systems, human inherited abnormalities, chromosomal abnormalities, genetic and medicine. Mendel and laws of heredity, traits, DNA,, the first DNA Sequence of an animal Genome is Decoded, Mutations, genetic drift, natural selection in humans, Sexual Selection, Evolution, Evolutionary Theory 2. Related physical, environmental and cultural factors 3. Comparison of human behavior to animal behavior a. The non- human primates b. Why anthropologists study monkeys and apes 1) Field studies Page 11 of 14

12 Page 12 of Comparative traits 5. Pre-adaptive traits a. Brachiations b. Stereoscopic vision c. Omnivorous diet d. Prehensile hand e. Nest building f. Single births g. Larger brains h. Arboreal existence 2) Laboratory studies 6. What can primate studies tell us about human life? a. The primate order b. The Evolution of Primates c. Characteristics of Primates d. Color Vision The growth and development of primates e. Living Primates- Old World and New Monkey, African Great Apes, Gorillas C. The various stages and steps in the evolutionary process 1. Human adaptive traits a. Bipedalism b. Territorialism- the structure of the human band c. Age and diet d. Large brain e. Tool usage f. Fire-making g. Year round sexual receptivity 2. Members of the human family a. Australopithecus- Early Hominins: Interpretations of Evidence as Erect Bipeds b. Homo habilis c. Homo Rudolfensis d. Homo Ergaster e. Homo Erectus f. Homo Antecessor, heidelbergensis g. Homo Neandertalensis h. Cro-Magnon i. Homo Sapiens 3. Characteristics of key Homo, human-species 4. Significance of features such as tool usage, symbolism, etc 5. Implications of evolutionary studies 6. The evolution of culture D. Language and Thought : The Unique Human Capacity 1. Symbolism and Language 2. The evolution of language and its significance a. The difference between communication systems and language b. Comparison to animal communication systems 1) Non-Human Primates and language c. Language and the human brain. E. The Evolution of Homo Sapiens 1. The Distribution of Fossil Homo Sapiens in the Old World a. Ideas on the Origins of Homo sapiens

13 2. Basic lifestyle types and their key definitions and features a. Human hunting and gathering- Mesolithic, transition from hunting and gathering to Farming b. Horticulturalists c. Pastoralists d. Intensive agriculture e. Modernity: industrialists and post-industrialist societies 1. Specific examples a. Upper Paleolithic b. Mesolithic c. Neolithic d. The Rise of Civilization 2. Cultural environmental and physical characteristics of various lifestyle patterns. The following terms of various lifestyle patterns. The following terms are defined and integrated as important facets of the various survival patterns. a. Technology and material culture b. Economics and exchange c. Political organization and law and warfare IV. Human Physical Variation around the Globe A. Theories of the Origins of Racial Differences 1. Adaptation 2. Geographical, genetics, and climatic issues 3. Biological theories and rules as these relate to human variation B. Race and Ethnicity Defined 1. Historical roots 2. Prejudice, discrimination and stereotyping origins and issues 3. Race and I.Q. a discussion and clarification 4. The Unesco statement on race C. Race, Ethnicity, developing nations and the Modern World 1. Concerns and consideration recognizing ethnic barriers 2. The status quo today 3. A vision for the future D. The Fallacies of physical races 1. The genome project 2. Physical realities of human groups 3. The social construct of race E. Educating ourselves with diversity V. The Biology of Modern Homo Sapiens A. Human Adaptability: Adjustments 1. Behavioral Adjustments 2. Acclimatory Adjustments B. Human Adaptation 1. The Nature of Skin Color 2. Adaptation and Body Build Page 13 of 14

14 C. The Nature of Human Growth and Development 1. Growth and Development of the Human Body 2. Puberty 3. Control of Growth and Development 4. The Secular Trend in Growth and Development D. Aging 1. The Adult Skeleton VI. Physical Anthropology, Concerns for the Future, AND THE Modern World A. Biological and Cultural Changes in Today s World B. Technological and the Threat of Cultural Extinction 1. Human technology as a selective agent 2. The earth at risk 3. Learning from our mistakes C. Issues and Concerns for the Future 1. A one-world humanity 2. Control over biological destiny and natural resources 3. The threat of nuclear war and destruction of our world 4. The other end of the evolutionary spectrum D. The Impact of Culture Change Worldwide 1. Acculturation 2. Assimilation 3. Cultural loss 4. Ethnocide 5. Genocide Instructional Methods: Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other: Fieldwork in a Classroom Setting and archaeology dig (fieldwork) out in natural environment Textbooks: Standford, Craig. John S. Allen and Susan C. Anton. Biological Anthropology. Pearson/Prentice Hall, Boyd, Robert and Joan B. Silk. How Humans Evolved. Norton, 6 th Edition 2008 Stein, Philip L. and Bruce M. Rowe. Physical Anthropology. McGraw-Hill, 10 th Edition Park, Michael Allen. Biological Anthropology: An Introductory Reader. McGraw-Hill, 7 th Edition Page 14 of 14