Wed 12/9 Course Dinner and Wrap-up Discussion at Crown Provost House

Second Critical Essay Due in Class (12/9)

This course will outline the development of native cultures in North America from the end of the last ice age (c. 15,000 BP) up to the time of European contact (c. A.D. 1500). Emphasis will be placed on the variability of cultural expression in each region and the historical continuity between the archaeological record and modern Native Americans. Topics include: the peopling of the New World; the development of early foraging societies in the Far West and Far North; the origins of agriculture and village life; and the emergence of politically complex societies in the Southwest and Eastern Woodlands. Students will be evaluated on the basis of a) two take-home essay exams; and b) a 10-15 page research paper on a topic of the student's choosing, in consultation with the instructor.

Anth 3 or permission of the instructor

• Fagan, Brian M. (1995) Ancient North America., second edition. (Available at BayTree Bookstore.)
• Course Reader (Available at UCSC Copy Center)

(Copies of Fall 1996 Syllabus is on file at the Department of Anthropology in Social Sciences 1)

Anthropology 179-ZOO ARCHAEOLOGY

Instructor: D. Gifford-Gonzalez
Time: TuTh 2:00-3:45 pm
Place: 156 Applied Sciences THEN TBA

Instructor's Office: 351 Social Sciences I
email: dianegg@ucsc.edu
Phone: 459-2633 (msg 459-3366)
Office Hours: Wed 12:00-3:00 pm or by appt.  

PRELIMINARY SYLLABUS:

Zooarchaeology is the study of animal remains to elucidate past human life. This course explores topics in zooarchaeology through readings, lectures, and discussions. This is a technical course in archaeology. It is not recommended for majors seeking to fulfill their Upper Division Archaeology or Physical Anthropology course requirement. Classes will consist of 1 hour 20 minutes of lecture, followed by a 5-minute break, then 20 minutes' class discussion of readings and lecture. Prerequisite: Anthropology 3 (Introduction to Prehistory) or equivalent, major standing or consent of instructor.

Required Work: Reading is heavy, and most in challenging primary texts.

(1a) Submit one 3-4 page analysis of an assigned reading(s) [according to length] in the first five weeks of the course, to be discussed in the last part of class sessions. Essays are due the day before the assigned reading is to be discussed, and students are expected to help lead discussion of the article(s) in class. UCB students email their essays to DGG the day before.

(1b) Submit one 3-4 page analysis of an assigned reading(s) [according to length] in the first five weeks of the course, to be discussed in the last part of class sessions. Essays are due the day before the assigned reading is to be discussed, and students are expected to help lead discussion of the article(s) in class. UCB students email their essays to DGG the day before.

(2) Alternatively to (1a/b), students may elect to submit by email comments on each chapter of Zooarchaeology: An Introduction directly to the instructor, by the day before class discussion.

(3) Submit one 7-10 page analytic paper either on recommended reading(s) [in brackets in schedule], on a recommended book, or other monograph or on another book approved by the instructor. This is due March 14, 1997, in DGG's mailbox, 317 Social Sciences I, UCSC (UCB students should put their completed papers in Intercampus Jitney Mail by this date).

(4) Evaluations will note class attendance and participation, timely submission and quality of essays.

WebSite: Anthropology 179 has a WebSite with the syllabus, update information, illustrative materials, and the DGG Zooarchaeology: An Introduction text [password required for the latter]. Instructions for accessing the WebSite and the Reader will be handed out the first day of class.

Required Texts At UCSC Campus Copy Center, Communications Building.

1. Gifford-Gonzalez Zooarchaeology Reader
2. Zooarchaeology: An Introduction. (also accessible by password through Anthropology 179 Web Site)

Recommended Texts: Do not purchase these books before first class. Available at Bay Tree Bookstore; also on Reserve at McHenry Library.

• L. R. Binford 1981 Bones: Ancient Men and Modern Myths. Academic Press, Orlando.
• R. Bonnichsen and M. Sorg 1989 Bone Modification. Center for the Study of the First Americans, Orono
• D. K. Grayson 1984 Quantitative Zooarchaeology. Academic Press, Orlando.
• R. Lee Lyman 1995 Vertebrate Taphonomy. Cambridge University Press, New York.
• M. Stiner 1994 Honor among Thieves. A Zooarchaeological Study of Neandertal Ecology. Princeton University Press, Princeton.
• T. D. White 1992 Prehistoric Cannibalism at Mancos 5MTUMR-2346. Princeton University Press, Princeton.

SCHEDULE AND ASSIGNMENTS

Gifford-Gonzalez # = chapter in Zooarchaeology: An Introduction; Author w/ date = article in Zooarchaeology Reader; [Name] = recommended - may be chosen for the longer paper. Underlined = books at McHenry Reserve.

Date Topic Readings

1/7 Introduction to the class and procedures

1/9 Development of major themes in zooarchaeological analysis: environment, predation, transport, butchery, seasonality, social relations

Gifford-Gonzalez 1, 2; White 1952; Wheat 1967; Perkins & Daly 1968; Isaac 1968; Fairbanks & Mullins-Moore 1980 [Lyman 1994 Chapter 2]

1/14 Researching human use of animals: Why bones? Why seek regularities?

Gifford-Gonzalez 3; Fisher 1995:7-11 [Lyman 1994 Chapter 3; Gifford 1981; Gifford-Gonzalez 1991]

1/16 Bone as a material: growth, development, function, taphonomy

Gifford-Gonzalez 4; Grant 1982; Stallibrass 1982; Morlan 1991; Higham and Message 1969 [Lyman 1994 Chapter 4:70-95]

1/21 Bones and nutrition: why animals eat animals

DGG 5; Speth & Spielmann 1982; Monastersky 1993

1/23 Field Sampling, Lab Methods, Recording Data, Curation, Quantification: NISP, ID and NON-ID, MNE, MNI, MAU

Gifford-Gonzalez 6, 7, 8; [Lyman 1994 Chapter 4:97-112; Grayson 1984 16-92; Klein & Cruz-Uribe 1984 Chapter 3]

1/28 Inferring causal process, etc.: bone breakage and its agents

Gifford-Gonzalez 9 [Lyman 1994 Chapter ; Brain 1981; Haynes 1980]

1/30 Inferring causal process, effector, actor: mammalian & avian carnivore effects

Gifford-Gonzalez 10; Fisher 1995:36-40; Blumenschine 1986; Marean & Spencer 1991; Andrews 1990 [Lyman 1994 Chapter 6:195-216;Binford 1981 Chapter. 5; Haynes 1980]

2/4 Inferring causal process, etc.: mammalian herbivore and geological effects

Gifford-Gonzalez 11, 13; Fisher 1995:40-42; Sutcliffe 1973; Brothwell 1976; Olsen 1989; Behrensmeyer, Gordon, & Yanagi 1986; Behrensmeyer 1978; [Lyman 1994 Chapter 6:193-195, Chapter 9: 354-375, 377-384, 394-395; Shipman & Rose 1985; Shipman 1989; Lyman & Fox 1989]

2/6 GUEST LECTURE: Dr. Arek Marciniak -- "Zooarchaeological studies of farming communities in Northern Europe" Greenfield 1988--FIRST HALF ENDS HERE

2/11 Inferring causal process, etc.: human effects on bone - cuts, chops, scrapes, burning

Gifford-Gonzalez 12; Fisher 1995:12-31; [Lyman 1994 Chapter 8, Chapter 9:389-392; Binford 1981 Chapter. 4; Buikstra & Swegle 1989; Gifford-Gonzalez 1989; Shipman, Foster & Schoeninger 1984; Stiner et al. 1995; Villa et al. 1988; White et al. 1995;White 1992 ]

2/13 Studying behavioral, social, ecological context: nutrition and selective use of body segments, utility indices, carcass subdivision, transport by mammalian carnivores and humans
SIGN UP TO CONSULT W/ DGG re: PAPER

Gifford-Gonzalez 14; review Speth & Spielmann 1982; Stiner 1991; [Lyman 1994 Chapter 5:135-160, Chapter 6:216-222; Binford 1978:18-38; Metcalfe and Jones 1988; Speth 1983]

2/18 EXCHANGE DAY -- NO CLASS
EXTRA OFFICE HRS. TO CONSULT W/ DGG re: PAPER

2/20 Studying behavioral, social, ecological context: selective transport versus density-dependent destruction of bone

Gifford-Gonzalez 15; Lyman 1991; Lupo 1995 [Lyman 1994 Chapter 7; Grayson 1988]

2/25 Studying behavioral, social, ecological context: secondary butchery and distribution, culinary processing and social relations

Gifford-Gonzalez 16; Oliver 1992 [Gifford-Gonzalez 1993; White 1992; Gust 1993; Binford 1978; Crader 1984]

2/27 Studying behavioral, social, ecological context: social relations

Gifford-Gonzalez 17; Crabtree 1990; Hesse 1990; Enloe and David 1992

3/4 Studying behavioral, social, ecological context: mortality profiles, species abundance and diversity, prey choice and offtake patterns

Gifford-Gonzalez 18; review Grant 1982; Higham and Message 1969 KStiner 1990 [Lyman Chapter 5:114-135; Klein & Cruz-Uribe 1984: Chapter. 5; Klein, Allwarden & Wolf 1983; Gifford-Gonzalez 1990]

3/6 Studying behavioral, social, ecological context: seasonality and climate change

Gifford-Gonzalez 18; Bowen 1988; Klein and Scott 1989

3/11 Reasoning with bone counts: statistical comparison and inference, sample size and aggregation effects on measures and tests

Gifford-Gonzalez 19; review DGG Chapter 8; [Marshall & Pilgram 1993; Ringrose 1993; Grayson 1984:93-167]

3/13 Putting it together: doing zooarchaeology

Gifford-Gonzalez 20, 21; [Lyman 1994 Chapter 13]

• White, Theodore 1952 Observations on the butchery technique of some aboriginal peoples: I. American Antiquity 17(4): 337-338.
• Wheat, Joe Ben 1967 A Paleo-Indian bison kill. Scientific American 216 (January).
• Perkins, Dexter and Patricia Daly 1968 A hunters' village in Neolithic Turkey. Scientific American 217:97-106.
• Isaac, Glynn 1971 The diet of early man: aspects of archaeological evidence from Lower and Middle Pleistocene sites in Africa. World Archaeology 2(3):278-298.
• Fairbanks, Charles H. and Sue A. Mullins-Moore 1980 How did slaves live? Early Man 2(3):2-6.
• Annie Grant 1982 The use of tooth wear as a guide to the age of domestic animals. In Ageing and Sexing Animal Bones from Archaeological Sites, edited by B. Wilson,. C. Grigson, and S. Payne. BAR British Series 109. Pp. 91-108.
• Sue Stallibrass 1982 The use of cement layers for absolute ageing of mammalian teeth: a selective review of the literature, with suggestions for further studies and alternative applications. In Ageing and Sexing Animal Bones from Archaeological Sites, edited by B. Wilson,. C. Grigson, and S. Payne. BAR British Series 109. Pp. 109-126.
• Higham, Charles and Michael Message 1969 An assessment of a prehistoric technique of bovine husbandry. In Science in Archaeology, edited by Don Brothwell and Eric Higgs Thames & Hudson, London.
• Speth, John D. and Katherine A. Spielmann 1982 Energy source, protein metabolism, and hunter-gatherer subsistence strategies. Journal of Anthropological Archaeology 2:1-31.
• Monastersky, Richard 1993 A question of crushers. Science News 144(24)396-397.
• Fisher, John W., Jr. 1995 Bone surface modifications in zooarchaeology. Journal of Archaeological Method and Theory 2(1):7-68.
• Blumenschine, Robert J. 1986 Carcass consumption sequences and the archaeological distinction of scavenging and hunting. Journal of Human Evolution 15:639-659.
• Marean, Curtis W. and Lillian M. Spencer 1991 Impact of carnivore ravaging on zooarchaeological measure of element abundance. American Antiquity 56:645-658.
• Hockett, Brian Scott 1991 Toward distinguishing human and raptor patterning on leporid bones. American Antiquity 56(4): 667-679.
• Brothwell, Don 1976 Further evidence of bone chewing by ungulates: the sheep of North Ronaldsay, Orkney. Journal of Archaeological Science 3:179-182.
• Olsen, Sandra L. 1989 On distinguishing natural from cultural damage on archaeological antler. Journal of Archaeological Science 16:125-135
• Behrensmeyer, Anna K., Kathleen Gordon, and Glenn T. Yanagi 1986 Trampling as a cause of bone surface damage and pseudo-cutmarks. Nature 768-771.
• Behrensmeyer, Anna K. 1978 Taphonomic and ecologic information from bone weathering. Paleobiology 4:150-162.
• Stiner, Mary C. 1991 Food procurement and transport by human and non-human predators. Journal of Archaeological Science 18:455-482.
• Lyman, R. Lee 1991 Taphonomic problems with archaeological analyses of animal carcass utilization and transport. In Beamers, Bobwhites, and Blue-Points: Tributes to the Career of Paul W. Parmalee, edited by James E. Purdue, Walter E. Klippel, and Bonnie W. Styles. Illinois State Museum Scientific Papers 23. Pp. 126-138.
• Lupo, Karen D. 1995 Hadza bone assemblages and hyena attrition: an ethnographic example of the influence of cooking and mode of discard on the intensity of scavenger ravaging. Journal of Anthropological Archaeology 14:289-314.
• Oliver, James S. 1993 Carcass processing by the Hadza: bone breakage from butchery to consumption. In Bones to Behavior, edited by Jean Hudson. Southern Illinois University Press, Carbondale.
• Crabtree, Pam J. 1990 Zooarchaeology and complex societies: some uses of faunal analysis for the study of trade, social status, and ethnicity. Archaeological Method and Theory 2:155-205.
• Hesse, Brian 1990 Pig lovers and pig haters: patterns of Palestinian pork production. Journal of Ethnobiology 10(2)195-225.
• Enloe, James and Francine David 1992 Food sharing in the paleolithic: carcass refitting at Pincevent. In Piecing Together the Past: Applications of Refitting Studies in Archaeology, . L. Hofman and J. G. Enloe, editors. B.A.R. International Series 578. Pp. 296-315.
• Stiner, Mary C. 1990 The use of mortality patterns in archaeological studies of hominid predatory adaptations. Journal of Anthropological Archaeology 9:305-351.
• Monks, Gregory G. 1981 Seasonality studies. Advances in Archaeological Method and Theory 4:179-240.
• Bowen, Joanne 1988 Seasonality: an agricultural construct, In Documentary Archaeology in the New World, edited by Mary C. Beaudry. Cambridge University Press, Cambridge. Pp. 161-216.
• Klein, Richard G. and Katharine Scott 1989 Glacial/Interglacial size variation in fossil spotted hyenas (Crocuta crocuta) from Britain. Journal of Archaeological Science 32:88-95.

• Binford, Lewis R.
  • 1978 Nunamiut Ethnoarchaeology. Academic Press, Orlando.
  • 1981 Bones: Ancient Men and Modern Myths. Academic Press, Orlando.
  • 1984 Faunal Remains from Klasies River Mouth. Academic Press, New York.
• Bonnichsen, Robson and Marcella Sorg, editors 1989 Bone Modification. Center for the Study of Early Man. University of Maine, Orono.
• Brain, C. K. 1981 Hunters or the Hunted? An Introduction to South African Cave Taphonomy. University of Chicago Press, Chicago.
• Grayson, Donald K. 1984 Quantitative zooarchaeology. Academic Press, Orlando.
• Hesse, Brian and Paula Wapnish 1985 Animal Bone Archaeology. Taraxcum, Washington, DC.
• Hudson, Jean, editor. Bones to Behavior. Ethnoarchaeological and Experimental Contributions to the Interpretation of Faunal Remains.. Center for Archaeological Investigations, Southern Illinois University Press, Carbondale.
• Klein, Richard G. and Kathryn Cruz-Uribe 1984 The Analysis of Animal Bones from Archaeological Sites. University of Chicago Press, Chicago.
• Speth, John D. 1983 Bison Kills and Bone Counts: Decision Making by Ancient Hunters. University of Chicago Press, Chicago.
• Stiner, Mary , editor 1991 Mammalian Mortality and Prehistoric Human Predator Ecology. Westview Press, Boulder.
• Thomas, Kenneth D., editor 1996 Zooarchaeology: New Approaches and Theory. World Archaeology 28(1):1-159.
• White, Tim D. 1992 Prehistoric Cannibalism at Mancos 5MTUMR-2346. Princeton University Press.

Visit our Laboratory Web Site: http://zzyx.ucsc.edu/~jjosh/lab.html

Visit my Zooarchaeology Course Web Site: http://wwwcatsic.ucsc.edu/~anth179

PRELIMINARY SYLLABUS:

This course is intended as an optional enrichment section to Anthropology 179, Zoooarchaeology. In tandem with readings and lectures in Anthropology 179, students will examine examples of bone tissue, bone modifications, ageing criteria and methods, and other techniques of archaeological faunal analysis. Some weeks, they will engage in simple experiments intended to clarify the processes of bone modification and the quantitative analysis of faunal data. Students must be enrolled in Anthropology 179 concurrently.

Prerequisite: Anthropology 3 or equivalent, concurrent enrollment in Anthropology 179, and consent of instructor.

1. Performance will be evaluated through attendance and participation in the sections. Only one missed section is permitted. A missed session must be made up before the materials are put away. Students missing more section session without valid excuse will not pass the course.
2. Each student will write ONE 7-10 page research paper, either on a focused library and practical topic, or on a brief experiment, specimen preparation, etc., giving a 10-minute presentation on their work at the end of the term. The paper can involve a group effort, and team efforts are in fact encouraged.

• Locate owl pellets and analyze contents
• Prepare a comparative specimen
• Long bone fracture experiments
• Research and replicate a bone tool
• Vertebrate taphonomy observations
• Videotape carnivore meat consumption @ SF Zoo, clean & analyze resulting bone specimens.

All students will receive training in basic laboratory health and safety procedures at the beginning of the course. Students working with biological specimens in their term projects will receive additional health and safety training appropriate to the specific work they will undertake. All work involving biological specimens must be undertaken in the Anthropology Laboratories, under instructor or Lab Manager supervision.

Anthropology 179 texts, plus Steve Parker: Skeleton. Eyewitness Books. [Bay Tree Bookstore]

Class will be divided into two sections, one attending Tuesdays, the other Thursdays, each doing thesame lessons. Each student must have a study partner, with whom to go over specimens and exercises. Students need not plan to attend lab demos more than two hours/week, but will receive a personal code for the classroom Omnilock and may access weekly materials Tuesday - Thursday pm.

Topic Section Exercises and Readings

• Introduction to the class and procedures [ENTIRE CLASS]
• Introduction to vertebrate osteology.[ENTIRE CLASS]
  • Exercise: osteology sorting and identification, read Skeleton
• Bone as a material: growth, development, function, taphonomy bone types, indicator of sex, age, season, taphonomic agency demonstration of thin sectioning and thin section analysis, read Skeleton
• Sampling, Sorting, and Quantification I: NISP, ID and NON-ID, MNE, MNI
  • Exercise: faunal sorting and basic quantification
• Inferring causal process, effector, actor: mammalian carnivore & herbivore effects, avian carnivore effects, abrasion, weathering
  • demos of: carnivore markings on bone; rodent gnaw marks; trampling effects; antler modifications; owl pellet taphonomy; sedimentary abrasion; weathering stages
• Inferring causal process, effector, actor: bone breakage and its agents, cuts, chops, scrapes, burning
  • demos of: hammerstone impact and anvil marks vs.hyena tooth marks; automobile trauma; cuts; burning; other modifications
  • Exercises: trampling and pseudo-cutmarks; breaking longbones; cutting bone with different sharp edges [class will form three teams, each doing one experiment]
• Selective, nutritionally-based transport versus density-dependent destruction of bone
  • Exercise: hand sort for density, computer exercise in utility index and bone density distributions SIGNUP for consult appts. with DGG 2/20 on project design
• OPEN[ENTIRE CLASS] CONSULT WITH DGG ON PROJECT DESIGN -- By 15 minute appointments
• Ageing, mortality profiles
  • examples of epiphyseal fusions, dental wear
  • Exercise: measuring crown heights and using Payne's occlusal wear method
• Reasoning with bone counts: statistical comparison and inference, sample size and aggregation effects on measures and tests
  • data management demo
  • Exercise: sample size and aggregation effects on quantification
• ENTIRE CLASS MEETS TOGETHER ON BOTH DAYS
• Reports on projects: oral presentations (10 minutes each), plus written report [and specimens] are due.

Visit our Laboratory Web Site: http://zzyx.ucsc.edu/~jjosh/lab.html

Visit my Zooarchaeology Course Web Site: http://wwwcatsic.ucsc.edu/~anth179

In this course we would study the five thousand year old Hindu tradition, its varied complexities, all the major movements within it and its changing role in the recent development of Indian nationhood and the modern state. Beginning with the early Dravidian and Aryan civilizations, the goddess culture and ending with the contemporary women's religious activism, this course would explore women's position in Hindu textual tradition and their experience in various socio- religious movements. With the use of various ethnographies, film, dance, music and art we would closely look at women's interpretation of the textual tradition in their religious practices reflecting on their agency and subjectivity in their spirituality.

This course will address the conceptions of women embodied in religious imagery, the role of women in various myths, folklores, rituals, their worship and the impact of religious traditions on feminine experience and social definitions of gender roles. The course will examine women's position in Hindu religious traditions as practiced in India and in its diaspora in the western context focusing on examples of women as acting and enunciating subjects, not just as acted upon objects in their performance of religious rituals, depiction in myths, folklores and women's role in various expressive genres.

This is a reading and writing intensive senior seminar, introducing you to the diversity of political experiences of women in a cross-cultural perspective.

1. Attendance is required.

2. Your participation in the class discussions is extremely important both as a facilitator and a discussant in the class.

3. You will lead a class discussion of assigned readings with a list of written questions focusing on the issues and area you want to address. You may develop your research paper on the assigned readings for your discussion.

4. Submit a 1 -2 page critique of the assigned readings for each class session, except a session for which you will be responsible for leading the discussion. The response critiques should be read by the class in the beginning ( the first half an hour) to facilitate class discussion and turned in at the end of each class.

5. Your final paper should be at least 20 double- spaced typewritten pages, well researched and based on the readings available in the area of study (topic must be approved by professor). As mentioned in the schedule, you will turn in your project in various stages as it takes shape: an abstract, a set of bibliography, an outline and drafts before a final presentation to the seminar group.

6. You will make a class presentation on your final paper.

Please note: You will work closely with your core writing group. Since this is a writing intensive seminar (w), I strongly recommend that you discuss your ideas, share your drafts and work with the core group in any way you find helpful. The narrative evaluation of your performance will depend on:

• Class attendance & class participation (30%)
• Research paper (70 %)

Available at the Literary Guillotine, 204 Locust street, Santa Cruz, ph. 457-1195.

Books are available at the Literary Guillotine, downtown Santa Cruz, at 204 Locust Street , tel: 457 - 1195. Selected articles will also be required reading for the course. They will be on reserve in Mc Henry Library. There will also be a course reader for the class.

Following is the list of books:

• Gloria Raheja and Ann Gold, Listen to the Heron's Words, Univ. of California Press, 1994.
• Anne Mackenzie Pearson, "Because it Gives Me Peace of Mind" Ritual fasts in the Religious Lives of Hindu Women, State University of New York Press, 1996.
• Julia Leslie, ed. Roles and Rituals For Hindu Women, Rutherford, 1991 ( Recommended reading, on reserve).
• Lindsey Harlan and Paul B. Courtright, From the Margins of Hindu Marriage, Essays on Gender, Religion, and Culture, Oxford University Press, New York, 1995

• Doranne Jacobson and Susan S Wadley,Women in India Two Perspectives, Manohar, 1986.
• Kathleen M. Erndl, Victory To The Mother, Oxford Univ Press, 1993.
• Julia Leslie,ed. Roles and Rituals for Hindu Women, Fairleigh Dickinson University Press, 1991.
• Diana L. Eck, Encountering God A Spiritual journey from Bozeman to Banaras, Becon Press, Massachusetts, 1993.
• Andrew Harvey, The Return of the Mother, Frog, ltd. Berkeley, CA, 1995.
• David Kinsley, The Goddesses' Mirror Visions of the Divine , SUNY Press, 1989.
• Arjun Appadurai, Frank J. Korom, and Margaret A. Mills, eds. Gender, Genre, and Power in South Asian Expressive Traditions, University of Pennsylvania Press, Philadelphia, 1991.
• Rajeswari Sunder Rajan, Real And Imagined Women, Gender, culture and postcolonialism, Routledge,1993.
• Patricia Jeffery and Amrita Basu, eds. Appropriating Gender, Women's Activism and Politicized Religion in South Asia, Routledge, New York, 1998.

Week 1:

• Introduction to the course - Why study Religion?
• What is Religion?
• Women and Religion in a historical, cross-cultural perspective
• The meaning and significance of Hinduism.

Week 2:

• Hinduism, various developments in the spread of Hindu tradition and the role of women
• Film: Devi
• Abstract is due: Preliminary statement of Paper Topic

Week 3:

• Hindu women, myth, ritual and role in expressive genres
• Raheja and Gold, chapters 1- 4
  • "On the Meaning of Sakti to Women in Tamil Nadu "by Egnor (R)
  • "Female Sexuality in the Hindu World" by Marglin (R)

Week 4:

• Ethnographies of women in religious rituals and their relationship with the divine: Case studies from the Hindu tradition
• Raheja and Gold, chapters 5 -6
  • "Toward a Counter-System: Women's Tales" by Ramanujan (R)
• "Women in Hinduism" by Young (R)
  • Please finish the book
• Film: Eyes of Stone
• Hand In: Two- page out-line of paper and preliminary bibliography

Week 5:

• Case studies of women practitioners in Hindu riyuals.
• Because it Gives me Peace of Mind by Mackenzie Pearson
• "Desired Fruits: Motive and Intention in the Votive Rites of Hindu Women by McGee (R)
  • Varieties of Hindu Female Asceticism" by Denton (R)
  • Try to finish the book
• Film: Four Hindu Holi Men

Week 6:

• The rise of Bhakti tradition, women's religious practices in the devotional tradition.
• Selections from Julia Leslie,ed. Roles and Rituals for Hindu Women, Fairleigh Dickinson University Press, 1991.
• Selections from Diana L. Eck, Encountering God A Spiritual journey from Bozeman to Banaras, Becon Press, Massachusetts, 1993.
• A critique of the central reading for your paper

Week 7:

• Women in Buddhism: Women in Buddhist literature, practices and Modern women in Buddhism.
• Women in Buddhism by Nancy J. Barnes (R)
  • Women of Tibet by Anne C. Klein (R)
• Guest lecture: Robina Cartin, practicing Buddhist Nun at Land of Medicine Buddha.
• Shaven Heads and Loose Hair by Karen Lang (R)
• Buddhist Texts by Denise Lardner Carmody (R)
• First draft of the paper due

Week 8:

• women in jainism and sikhism: Women in the textual literature, practices, and Women, region and state in India
• Selections from Jeffery and Basu, Appropriating Gender

Week 9:

• The role of modern Hindu women in India and in the western diaspora
• Selections from Rajeswari Sunder Rajan, Real And Imagined Women, Gender, culture and postcolonialism, Routledge,1993.

Week 10:

• Presentation of student's projects/ papers

Revised 7/15/04.