Anthropology - Winter 1998

see also Merrill College 80J

This course explores the ways in which anthropologists in this century have studied Mejicanos on both sides of the U.S.-Mexican border with attention to key concepts and important debates in the literature. Student will learn to critically examine the methodologies, the theories, evidence and conclusions employed and/or produced in these works.

Ant 2 and/or a course in Mexican/Chicano culture and history. Knowledge of Spanish is desirable but not required. Enrollment limited to 45.

• This course will be run in lecture-seminar format. Students will be required to read approximately 150 pages of relevant scholarly works per week. Students must come prepared to discuss the readings assigned for that day.
• Students will be evaluated on the basis of participation defined in terms of regular attendance, actively engaging in class discussion, and completing all assignments on schedule. One book review, one intellectual profile/biography on an ethnographer, and one 15 page research proposal will be required.
• Incompletes will not be permitted except in cases of severe illness or hardships.

Please note: A reader will serve as the principle text for the class and is available at the University Copy Center in the Communications Building. Five families; Mexican case studies in the culture of poverty by Oscar Lewis is available at Literary Guillotine on Locust St. in downtown Santa Cruz. All books and articles assigned for class have been placed on reserve in McHenry Library along with other recommended (optional) readings.

WEEK 1

Jan 08 Introduction--class requirements, assignments

WEEK 2

Jan 13 Reading ethnographies Methods, evidence, assumptions, perspectives read: Reading Ethnography by David Jacobson
Jan 15 Peasant society/folk society
Robert Redfield, Tepotzlan (intro, chps.1 , 12, 13)

WEEK 3
Jan 20 Oscar Lewis, Tepoztlan revisted, introduction 21
Jan 22 The Culture of Poverty Oscar Lewis, Five Families (pages 1-124)

WEEK 4
Jan 27 continue Five Families (pages 125-end)
Jan 29 George Foster, Introduction & chp. 6 "The image of limited Good"

WEEK 5
Feb 03 William Madsen, The Mexican Americans of South Texas. (Intro, chps.)
Feb 05 Library workshop w/Alan Ritch (attendance required)

WEEK 6
Feb 10 Chicanos Talk Back
Octavio Romano, "The Anthropology and Sociology of the Mexican American: The Distortion of Mexican American History" Nick Vaca, The Mexican American in the Social Sciences 1912-1970, El Grito 3 & 4 (parts I and II)
Feb 12 LParedes, "On Ethnographic Work Among Minority People" Rosaldo,Chicano Studies, 1970-1984. Annual Review of Anthropology 14:405-427.

WEEK 7
Feb 17 EXCHANGE DAY (Monday Schedule)
Feb 19 Zavella, Patricia, "Mujeres in factories: race and class perspectives on women, work, and family." In Gender at the Crossroads of Knowledge: Feminist Anthropology in the Postmodern Era Ed. Micaela Di Leonardo. Berkeley : University of California Press 1991, pp. 312-336

Zavella, Patricia, "The problematic relationship of feminism and Chicana studies." ?? or

WEEK 8
Feb 24 Roger Rouse, "Mexican Migration and the Social Space of Postmodernism" DIASPORA 1 (1) 1991.
Video: Uneasy Neighbors
Feb 26 Jose Limón, "Representation, Ethnicity, and the Precursory Ethnography: Notes of a Native Anthropologist"

WEEK 9
Mar 03 Olga Nájera-Ramírez, La Fiesta de los Tastoanes: Critical Encounters in a Mexican Festival Performance ( Intro, chps. 1-3. )
Mar 05 student presentations

WEEK 1O
Mar 10 student presentations
Mar 12 student presentations

Week 11
17 Mar INSTRUCTION ENDS Final papers due today!

MW 5:00-6:45 pm, January 7th through 28th only
451 Social Sciences 1

Office: 351 Social Sciences 1 Telephone: 459-2633, message 459-3365
Office Hours: Wed. 1:00-3:00 pm or by appt. Email: dianegg@cats.ucsc.edu

Enrollment limted to 20.

A basic introduction to the production and description of flaked stone tools, and to archaeological analysis of lithics. This one-unit lab course that comprises about 50 hours work in total (the official definition of a unit credit is 5 hours work/week for 10 weeks = 50 hours). Class will meet for 3-1/2 hours a week for the first three weeks of the Quarter; students do additional 12-1/2 hours a week readings and hands-on laboratory homework. Students will be evaluated on the basis of individual comments on video, Web site visits, readings. Illustrations (on effort put and adherence to illustration conventions in rather than on "artistic merit") Final analysis and report, illustrations.

Note: in this three-week, intensive lab course, there is no room for "slack," and students who do not keep up with assignments will not be successful.

Prerequisite: Anthropology 3 or the equivalent, or consent of the instructor.

Schick, Kathy and Nick Toth. 1993 Making Silent Stones Speak. Simon & Schuster, New York. ($13.00)

Whittaker, John C. 1994 Flintknapping Making and Understanding Stone Tools. University of Texas Press, Austin. ($24.95)

Bruce Bradlee Video "Flintknapping" on reserve at the McHenry Library Media Center

Steven Shackley Lithics Web Site --http://obsidian.pahma.berkeley.edu/lithics/

LithicsNet Web Site-- http://members.aol.com/artgumbus/lithinfo.html

Binocular loupes and safety glasses, etc. will be provided
one 10x hand lens
one gum eraser
one HB or Nº 2 mechanical pencil
two Itoya disposable rapidograph-style pens: 0.1 and 0.3 sizes
[optional] one pair leather [not cloth]work or gardening gloves that fit you well

W 1/7/97 Orientation: class aims, assign Omnilock codes, choose lab partners.

Homework:

[A] View and write brief comments on Bradlee video;

[B] Visit and write brief comments on Shackley Web site;

[C] Read and write brief comments on Whittaker Chapters;

[D] Do self-guided lithic tutorial with partner.

M 1/12/97 Discussion of homework. Supervised demonstration and practice: flaking stone, collect all materials in sheet and bag. Lecture: basic principles of lithic illustration.

Homework:

[A] With lab partner, compare collected materials with illustrative materials;

[B] Draw two stone tools: a flake and a retouched piece

W 1/14/97 Lecture: diagnostic tool forms and modern approaches to lithic analysis.

Homework:

[A] Read and comment on Schick & Toth, Whittaker on palaeolithic tool forms.

[B] With lab partner, review diagnostic tool forms from Palaeolithic, Mesolithic, Neolithic, Paleoindian, Archaic, etc. prehistory with handouts, illustrative specimens.

[C] Visit and write brief comments on LithicsNet Web Site. Carefully review at least three point types of your choice, checking the glossary as needed. Comments should focus on what your learned in terms of terminology.

M 1/19/97 Martin Luther King Holiday -- no class

W 1/21/97 Lecture: principles and methods of core reduction technology analysis.

Homework:

[A] Read and comment on Schick & Toth, Whittaker on refits;

[B] With lab partner, refit your experimentally-produced core(s).

M 1/26/97 In-class exercise: with lab partner, sort, identify, tabulate, a small assemblage of local lithic materials, select two diagnostic pieces to illustrate, instructor checks sort.

Homework:

[A] Illustrate the stone specimens selected (one per person);

[B] Write a one-page descriptive summary of the assemblage, attach tabulations and drawings.

W 1/28/97 Final class meeting. Circulate reports, illustrations. Discuss what has been learned, topics of interest.

conchoidal fracture
direct percussion flaking
indirect (punch technique) percussion flaking
hard hammer flaking
soft hammer flaking
unipolar flaking
bipolar flaking
pressure flaking
hammerstone
anvil
core
flake
flake scar
angular waste/shatter
debitage
tool
striking platform
bulb of percussion
point of percussion
bulbar scar
dorsal face
ventral face (release surface)
step fracture
hinge fracture
retouch
scalar retouch
steep (scraper) retouch
prepared striking platform
prepared core
Levallois core
disc (tortoise) core
prismatic blade core
core reduction technology
core rejuvenation flake
blanks
preform
core/chopper
biface
handaxe
cleaver
lanceolate
preform
scraper
side scraper
end scraper
burin/graver
adze
axe
point
knife
flute
tang
barb
stem
mano/handstone
metate
quern
bevelling
thinning
grinding
pecking

This senior seminar, restricted to 25 students, is about the history, production, and current uses of 2-D images (whether paintings or photograhs) produced in the Western "documentary" tradition; and it requires students to produce a "project" to be presented to the class during the last several weeks of the quarter.

ACI explorers, please note that is not a course on "visual anthropology," and also please note that the emphasis is on still images, not moving ones.

The first approximately 1/3 of the quarter will consist of a broadly sketched history -and -theory of the topic, conveyed through lecture and discussion of assigned reading.The topics in this section begin with depictions of non-Western people produced by Europeans prior to the end of the 18th century, and the historical sketch ends in the 1930's era of "documentary" photography and the work of Bateson and Mead in Bali, with a final comment on the current uses of documentary photography for ethnography, evidence in human rights abuse cases, and others.

The second 1/3 of the quarter will consist of themes in the interpretation of photographs, topics such as the following: (1) the "naturalizing" or "mythologizing" of images (reading of Roland Barthes) (2) the replication of images (reading of John Berger and Walter Benjamin); (3) the rhetorical function of realistic detail (reading of Nochlin, Errington, and Haraway); (4) reading power in photographs (reading of Goffman). (See below for a list of the major required texts; there will also be a class reader available in the Copy Center.)

The last 1/3 of the quarter is reserved for student presentations of their projects (see below for guidelines).

1. Students must attend class and participate. Excessive absenteeism or failing to show up when you are supposed to do a presentation will result in your failing the class.

2. You must write a 1-2 page "reaction paper" to the reading every week during the first 8 weeks. (Guidelines on how to write a "reaction papers" will be distributed with the syllabus at the quarter's beginning.) Failure to complete a minimum of 5 reaction papers will result in automatic NP or fail; the number of papers completed will be mentioned in the evaluation.

3. There will be a short-answer mid-term exam covering historical material.

4. You must complete a project - in fact, the class is "project centered," meaning that the purpose of learning some history and some important issues in interpretation of pictures is to enable you to create a more sophisticated, more interesting, and deeper project.

What is a project, and how does it differ from a research paper?

A "research paper" is usually an analytical, synthetic, or critical piece of work based on pre-existing sources found in the library, and it is usually cast only in words or text, although it sometimes includes illustrations.

A "project" for this class must also have an analytical, synthetic, or critical component, but it MUST include visual material that is fully as important as the text; it can be in a variety of media; and it can be based on your "fieldwork" as well as on library research. In more detail, here are guidelines:

What counts as a "project"?

• Two kinds of projects are acceptable. (1) The project can be based on "fieldwork" in which case you may go out and take pictures or gather pictures; it might take the form of, say, a photo exhibit, in which case the text accompanying it must be critical, analytical, and reflective--you will not just be doing "art." (2) Or the project can be based on research done through the library (or the WWW) (e.g. a paper analyzing the recent literature on photographic traditions created by the people outside the Euro-American tradition), in which case you must relate the text to visual material and must use it in the paper. In either case, you must incorporate some of the ideas and bibliography that have come up in this class.
• a project must have minimally both text and visuals. It cannot be just a research paper in text form. It cannot be just a photo-essay with minimal textual commentary. If its focus is written commentary (text), you must use copious illustrations: the text must explicate the pictures or be well illustrated by them. If its focus is visuals (e.g., photographs or pictures), the accompanying text must explain what you are trying to do by using the form that you did.
• Which media are acceptable for a project? Answer: the written word, for the analytical part, plus still photographs; photocopies; slides; or visuals that have been copied into a computer and digitalized. You may hand in a paper mainly in text plus visuals; or a set of photos or photocopies plus text; or slides plus text; or a floppy disk with a narrative done through (for instance) hypercard and using digitalized pictures you have put into the computer. (Keep in mind that if you want to hand in a floppy disk, there must be a reason for it: an un-printed-out ordinary research paper is not acceptable in this format.) Again, please note that the emphasis is on still, not moving, images.

Required Texts will be found in The Literary Guillotine, a bookstore at 202 Locust St.

Roland Barthes, Mythologies

Susan Sontag, On Photography

John Berger, Ways of Seeing

......and perhaps some others, plus a reader that will be available at the campus Copy Center

......all required reading, and much more, will be on reserve at McHenry Library Reserves. In short, you do not have to buy any books if you'd rather spend the time in the library.

will be based on your project (about 50%): how well-executed, how intellectually, and how visually interesting it is. Don't forget that you must integrate the knowledge and ideas you glean in class discussion and reading into this project for it to be "intellectually and visually interesting" in the context of this class and your participation in class discussions and presentations (about 25%). You are expected to come to class prepared, to be helpful to other students, and to participate actively inside class and your written work (about 25%) - the short papers you will write and quizzes you will take during the quarter, including their timely hand-in.

TuTh 8:00-9:45 am
451 Social Sciences 1

Office: 351 Social Sciences 1 Telephone: 459-2633, msg 459-3365
Office Hours: Wed. 1:00-3:00 pm or by appt. Email: dianegg@cats.ucsc.edu

About the Course: This course covers the first 2.49 million years of the archaeological evidence of humans in Africa and Eurasia. We will emphasize archaeological and contextual evidence and the indirect evidence for the ecological and social context of hominid evolution. We will begin with a survey of the diverse hominid forms populating Plio-Pleistocene Africa . We will end with the termination of the Ice Ages, as modern humans spread into Australia, crossed the Bering Straits in the Americas, and took up newly intensive strategies for harvesting wild species, which in some areas led to plant and animal domestication. Through texts and journal articles, we will review recent contributions to and reconceptualizations of hominid physical, social and technological evolution over this span.

Senior or Junior Standing. Anthropology 1, 2, 3 or equivalent. Upper Division courses in archaeology strongly recommended. Seniors will be given preference for admission

1. We will read chapters in both books plus a few articles in common for each session. In addition, we will have presentations on up to six extra articles each session (see below)
2. Each student will submit a brief comment/query on all assigned readings, either via email to the instructor, or in the instructor's mailbox by 5 pm, the day before the materials are discussed in seminar.
3. Each student will help lead two 15-minute reports in seminar on assigned readings, turning in a two-page written summary when they make their presentation.
4. The main work for the term is a 20-25 page research paper, the topic to be chosen by the fourth week of the term. Over the next five weeks, students will submit:
   1. an abstract of the topic,
   2. a research plan,
   3. a rough paper outline,
   4. a first draft of the paper for instructor comments prior to submitting the
   5. final paper.

In addition, students are expected to write:

[E] a four-page brief summary of their research, to serve as the basis of their
[F] 20-minute, in-class presentation. Summary will be turned in on the day of the presentation.

Final paper is due by 4 pm Friday, March 20th in DGG's mailbox, 317 SS1

Klein, Richard G The Human Career.
Schick, Kathy D. & Nicholas Toth Making Silent Stones Speak
PLUS a collection of readings and articles

Binford, Lewis R. Bones: Ancient Men and Modern Myths
Binford, Lewis R. In Pursuit of the Past. Decoding the Archaeological Record
Brain, C. K. Hunters or the Hunted? An Introduction to South African Cave Taphonomy
Soffer, Olga The Pleistocene Old World: Regional Perspectives

ALL TEXTS ARE ON RESERVE AT McHENRY LIBRARY, PLUS

Lewis-Williams, D. & T. Dowson 1988 Signs of all times: entoptic phenomena in Upper Palaeolithic art. Current Anthropology 29:201-245.

NOTE: READER WILL BE UPDATED WITH NEWER MATERIALS
Names with dates are in Reader [R] = on Reserve in McHenry Library

Th 1/9 Issues in Palaeolithic Prehistory & Orientation to Coursework

Tu 1/13 Methods in Palaeolithic Prehistory Archaeology and Palaeoanthropology; Terminology, and Taxonomy; Lithostratigraphic, Time-Stratigraphic, and Biostratigraphic Perspectives; Sources for the Study of Human Evolution

Klein Preface, 1 (pp. 1-35)
Schick & Toth Introduction Frison 1987

Th 1/15 Hominid Evolution and the Emergence of Lithic Technology

Klein 2, 3 (pp. 36-182, especially sections on Australopithecus, artifacts)
Schick & Toth 1, 2, 3 (pp. 25-107) Isaac 1986

Tu 1/20 & Th 1/22 Evidence for Early Hominid Ecology and Behavior

Schick & Toth 4, 5, 6 (pp. 108-224) Sept 1994
Marean, et al.1992 Sikes 1994
Blumenschine, et al. 1994 McHenry 1994
Isaac 1989

Tu 1/27 & Th 1/29 Out of Africa? Radiation of Homo erectus; Acheulian and non-Acheulian Industries

Klein 4 Gamble 1987
Schick & Toth 7 Roebroeks & v Kolfschoten 1994
Brown et al. 1985 Schick & Dong 1993
Binford 1987

ABSTRACTS RESEARCH PAPER DUE -- RETURNED TUESDAY AFTERNOON

FORM STUDY GROUPS OF PERSONS WORKING ON RELATED TOPICS

Tu 2/3 & Th 2/5 Emergence of early Homo sapiens and Technological Diversification

Klein 5, 6 Aiello 1993
Schick & Toth 8 Bar-Yosef 1992
Stiner & Kuhn 1992

SIGN UP FOR SPECIAL CONSULTATIONS ON RESEARCH -- DRAW LOTS FOR PRESENTATION DATES

Tu 2/10 & Th 2/12 Emergence and Spread of Modern Humans

Klein 7, 8 Conkey 1987
McBrearty 1990 Mason et al. 1994

PAPER OUTLINES DUE -TUESDAY- RETURNED THURSDAY

Tu 2/17 EXCHANGE DAY -- NO CLASS -- work on your papers

Th 2/19 DGG away -- research groups meet to discuss drafts of papers

Tu 2/24 Art and Cognition in the Late Pleistocene

Conkey 1989 Lewis-Williams & Dowson 1988 [ON RESERVE @ McHenry]

FIRST DRAFTS OF PAPERS DUE -- RETURNED FOLLOWING THURSDAY THROUGH TUESDAYTh 2/26 Social Organization and Ecology in the Late Pleistocene

Audouze 1987 Soffer 1989 Bar-Yosef & Llora Kolska

Tu 3/3 Summary Discussion: the Course of

Th 3/5 STUDENT PRESENTATIONS SHORT PAPERS DUE

Tu 3/10 STUDENT PRESENTATIONS SHORT PAPERS DUE

Th 3/12 STUDENT PRESENTATIONS SHORT PAPERS DUE

FINAL DRAFTS DUE 3/20/97 by 4 pm in DGG's mailbox, 317 Social Sciences I

ANTHROPOLOGY 194Y: PALEOLITHIC PREHISTORY

Frison, George C.
1987 Old World archaeology and archaeologists from a New World perspective. In The Pleistocene Old World: Regional Perspectives, edited by O. Soffer. Plenum Press, New York. Pp. 5-14.

Isaac, Glynn Ll.
1986 Foundation stones: early artifacts as indicators of activities and abilities. In Stone Age Prehistory, edited by G. N. Bailey and P. Callow, pp. 221-41. Cambridge University Press, Cambridge.

Marean, Curtis W., Lillian M. Spencer, Robert J. Blumenschine and Salvatore D. Capaldo
1992 Captive hyaena bone choice and destruction, the schlepp effect and Olduvai archaeofaunas. Journal of Archaeological Science 19:101-122.

Blumenschine, Robert J., John A. Cavallo and Salvatore D. Capaldo
1994 Competition for carcasses and early hominid behavioral ecology: A case study and conceptual framework. Journal of Human Evolution 27:197-214.

Sikes, Nancy E.
1994 Early hominid habitat preferences in East Africa: paleosol carbon isotopic evidence. Journal of Human Evolution 27:25-46.

Sept, Jeanne M.
1994 Beyond bones: archaeological sites, early hominid subsistence, and the costs and benefits of exploiting wild plant foods in East African riverine landscapes. Journal of Human Evolution 27:295-320.

Isaac, Glynn Ll.
1989 Small is informative: the application of the study of mini-sites and least-effort criteria in the interpretation of the Early Pleistocene archaeological record at Koobi Fora. IN The Archaeology of Human Origins: Papers by Glynn Isaac. edited by A. B. Isaac. New York, Cambridge University Press.

McHenry, Henry M.
1994 Behavioral and ecological implications of early hominid body size. Journal of Human Evolution 27:77-88.

Zihlman, Adrienne
1991 Did australopithecines have a division of labor? In The Archaeology of Gender. Proceedings of the 22nd Annual Chacmool Conference, edited by Dale Walde and Noreen D. Willows. Archaeological Association of the University of Calgary, Calgary. Pp. 64-70.

Brown, Frank, John Harris, Richard Leakey, and Alan Walker
1985 Early Homo erectus skeleton from West Lake Turkana, Kenya. Nature 316:788-792.

Binford, Lewis R.
1987 Searching for camps and missing the evidence? Another look at the Lower Paleolithic. In The Pleistocene Old World: Regional Perspectives, edited by O. Soffer. Plenum Press, New York. Pp. 17-32.

Roebroeks, Wil and Thijs van Kolfschoten
1994 The earliest occupation of Europe: a short chronology. Antiquity 68:489-503.

Gamble, Clive
1987 Man the shoveler: alternative models for the Middle Pleistocene colonization and occupation in northern latitudes. In The Pleistocene Old World: Regional Perspectives, edited by O. Soffer. Plenum Press, New York. Pp. 81-98.

Schick, Kathy D. and Dong Zhuan
1993 Early Paleolithic of China and Eastern Asia. Evolutionary Anthropology 2:22-35.

Stiner, Mary C. and Steven L. Kuhn
1992 Subsistence, technology, and adaptive variation in Middle Paleolithic Italy. Current Anthropology 94:306-339.

Aiello, Leslie C.
1993 The Fossil Evidence for modern human origins in Africa: a revised view. American Anthropologist 95:73-96.

McBrearty, Sally
1990 The Origin of modern humans. Man 25:129-143.

Bar-Yosef, Ofer
1992 The role of Western Asia in modern human origins. In Philosophical Transactions of the Royal Society of London, Series B 337:193-200.

Conkey, Margaret W.
1987 Interpretive problems in hunter-gatherer regional studies: some thoughts on the European Upper Paleolithic. In The Pleistocene Old World: Regional Perspectives, edited by O. Soffer. Plenum Press, New York. Pp. 63-78.

Conkey, Margaret W.
1989 The structural analysis of Paleolithic Art. In Archaeological Thought in America, edited by C. C. Lamberg-Karlovsky. Cambridge University Press, Cambridge. Pp. 135-154.

Audouze, Françoise
1987 The Paris Basin in Magdalenian times. In The Pleistocene Old World: Regional Perspectives, edited by O. Soffer. Plenum Press, New York. Pp. 183- 200.

Soffer, Olga
1987 Upper Palaeolithic refugia, connubia, and the archaeological record form eastern Europe. In The Pleistocene Old World: Regional Perspectives, edited by O. Soffer. Plenum Press, New York. Pp. 333-348.

Mason, Sarah R., Jon G. Hather, and Gordon C. Hillman
1994 Preliminary investigation of the plant macro-remains from Dolní Vestonice II, and its implications for the role of plant foods in Palaeolithic and Mesolithic Europe. Antiquity 68:48-57.

Revised 7/12/04.