ANTH 258: Archaeology

Fall 2016

Monday Wednesday Friday 10:20-11:20 AM

Asbury Hall 007

Dr. Lydia Wilson Marshall

Office: Asbury Hall 118

Email: lydiamarshall@depauw.edu

Phone: 765-658-4508

Office Hours: 2:00-3:30 PM Tuesday, 2:00-3:00 PM Friday, and by appointment.

COURSE DESCRIPTION

Archaeology is much more than digging into the ancient past. It is also a form of detective work

that allows us to understand ancient as well as modern societies by uncovering the clues of their

material remains. In this course, we see how archaeologists show how and why civilizations rise

and collapse. Prerequisite: ANTH 151, ANTH 153 or permission of instructor.

REQUIRED MATERIALS

Feder, Kenneth L.

2008 Linking to the Past: A Brief Introduction to Archaeology. 2nd

edition. New York:

Oxford University Press.

All other assigned readings will be posted as pdfs in Moodle or placed on reserve in the library.

SUMMARY OF ASSIGNMENT DUE DATES, LABS, AND EXAMS

Please note that there will be a four-minute, two-question reading (or film) quiz on Moodle

before every class period, excluding lab days and exams.

8/31: Paper 1 (Cars as Material Culture) due via Moodle before class

9/5: Group Student Presentation and Activity Leadership (Cultural and Natural Transforms)

9/7: Revised Paper 1 (Cars as Material Culture) due in hard copy in class

9/9: In-Class Lab 1: Survey Sampling Strategies

9/16: In-Class Lab 2: Seriation and Stratigraphy

2

9/19: Group Student Presentation and Activity Leadership (Space Archaeology)

9/21: Exam 1

9/23: In-Class Lab 3: Google Earth and Archaeology

10/2: Garbage Record Assignment is due (note: not a class day)

10/5: Group Student Presentation and Activity Leadership (Viewshed Analysis)

10/10: In-Class Lab 4: Spatial Analysis

10/10: Paper 2 (Insights from Garbage) due via Moodle before class

10/12: Peer Review (on Paper 2) due via Moodle before class

10/14: Paper 4 (Research Paper) Proposal/Annotated Bibliography due via Moodle before class.

10/24: Revised Paper 2 (Insights from Garbage) due in hard copy in class

10/24: Group Student Presentation and Activity Leadership (Isotope Analysis)

10/26: In-Class Lab 5: Burial Analysis

10/31: Exam 2

11/2: Paper 4 (Research Paper) Outline due via Moodle before class

11/9: Paper 3 (How Did Social Inequality Develop?) due in hard copy in class

11/9: In-Class Lab 6: Social Inequality in the Archaeological Record

11/16: Paper 4 (Research Paper) due via Moodle before class

11/21: Peer Review (on Paper 4) due via Moodle before class

11/28: Group Student Presentation and Activity Leadership (Kennewick Man)

12/7: Revised Paper 4 (Research Paper) due in hard copy in class

12/7: Student Research Presentations

12/9: Student Research Presentations, continued.

12/12: Final Exam, 8:30-11:30 AM

THEME 1: ARCHAEOLOGICAL METHODOLOGY

Wednesday, 8/24: Archaeology Is Not About Objects (Reflecting on the Writing Process)

In-Class Activity: Artifact Analysis

Friday, 8/26: Why Do Archaeology? (Free Writing)

Csikszentmihalyi, Mihaly. 1993. “Why We Need Things.” In History from Things: Essays on

Material Culture, edited by Steven Lubar and W. David Kingery, 20-29. Washington,

DC: Smithsonian Institution Press.

Johnson, Marilyn. 2014. “Down and Dirty: Studying the People who Study People.” In Lives in

Ruins: Archaeologists and the Seductive Lure of Human Rubble, 1-11. New York:

Harpercollins.

Sebastian, Lynne. 2003. “The Awful Truth about Archaeology.” SAA Archaeological Record 3

(2): 35-37.

Paper 1 (Cars as Material Culture) handed out

3

Monday, 8/29: Why is “Archaeology” an Anthropology Class? (Plagiarism)

Feder, Kenneth L. 2008. “Chapter 2: A Biography of Archaeology” (excerpt). In Linking to the

Past: A Brief Introduction to Archaeology, 2nd

ed., 40-59. New York: Oxford University

Press.

Kelly, Robert L. 2002. “Archaeology is Anthropology.” SAA Archaeological Record 2(3): 13-14.

Kelly, Robert L. and David Hurst Thomas. 2013. “Chapter 2: The Structure of Archaeological

Inquiry” (excerpt). In Archaeology, 6th

ed., 20-25. Belmont, CA: Wadsworth.

Wednesday, 8/31: Is Archaeology Science? (They Say)

Orser, Charles E., Jr. 2015. “Chapter 2: It All Seems So Sciencey: Archaeology, Science, and

History.” In Archaeological Thinking: How to Make Sense of the Past, 27-50. Lanham,

MD: Rowan and Littlefield.

Paper 1 (Cars as Material Culture) due via Moodle before class

Wednesday, 8/31: Deadline to drop (cancel) or add Fall Term 2016 classes

Friday, 9/2: NO CLASS

In lieu of class, meet individually with Professor Marshall about Paper 1 on Thursday (9/1) or

Friday (9/2). A sign-up sheet will be available through Google Docs.

Monday, 9/5: What is an Archaeological Site? (Group Student Presentation and Activity

Leadership – Cultural and Natural Transforms)

Feder, Kenneth L. 2008. “A Community’s Shadow: The Archaeological Site.” In Linking to the

Past: A Brief Introduction to Archaeology, 2nd

edition, 112-131. New York: Oxford

University Press.

Stewart, Doug. 2006. “Resurrecting Pompeii.” Smithsonian 36(11): 60-68.

Wednesday, 9/7: How Do Archaeologists Find Sites? (I Say)

Feder, Kenneth L. 2008. “Searching for the Past: Archaeological Site Survey.” In Linking to the

Past: A Brief Introduction to Archaeology, 2nd

edition, 132-166. New York: Oxford

University Press.

Revised Paper 1 due in hard copy in class

Friday, 9/9: In-Class Lab 1: Survey Sampling Strategies

Denbow, James. 2016. “Sampling Strategies.” Accessed August 12.

https://la.utexas.edu/users/denbow/labs/survey.htm

Lab 1 write-up due at the end of class

4

Monday, 9/12: How Do Archaeologists Dig Sites? (Finding a Strong Thesis)

Kelly, Robert L. and David Hurst Thomas. 2013. “Doing Fieldwork: Why Archaeologists Dig

Square Holes” (excerpt). In Archaeology, 6th

ed., 81-94. Belmont, CA: Wadsworth.

Wednesday, 9/14: How Do Archaeologists Date Sites? (Paper Structure)

Feder, Kenneth L. 2008. “Interpreting the Past: Gauging the Age of an Archaeological Site.”

(excerpt). In Linking to the Past: A Brief Introduction to Archaeology,2nd

ed., 199-234.

New York: Oxford University Press.

Friday, 9/16: In-Class Lab 2: Seriation and Stratigraphy

Patterson, Thomas C. 1983. “Seriation: Ordering Archaeological Evidence by Stylistic

Differences” and “Stratigraphy: Establishing a Sequence from Excavated Archaeological

Evidence.” In The Theory and Practice of Archaeology: A Workbook, 7-20. Englewood

Cliffs, NJ: Prentice-Hall.

Lab 2 write-up due at the end of class

Monday, 9/19: Can There Be Archaeology without Digging? (Group Student Presentation

and Activity Leadership – Space Archaeology)

Lightfoot, Kent G. 2006. “Sensing Archaeology under Our Feet: The Potential for Geophysical

Survey in Native California.” News from Native California 20 (1): 29-37.

Preston, Douglas. 2015. “Lure of the Lost City.” National Geographic 228 (4): 102-121.

Wednesday, 9/21: Exam 1

Friday, 9/23: In-Class Lab 3: Google Earth and Archaeology

Ur, Jason. 2006. “Google Earth and Archaeology.” SAA Archaeological Record 6(2): 35-38.

Lab 3 write-up due at the end of class

Garbage record assignment handed out

THEME 2: ARCHAEOLOGICAL INTERPRETATION

Monday, 9/26: What Questions Do Archaeologists Ask? (Part 1): Technology and

Environment (Quoting Effectively)

Price, T. Douglas. 2006. “Archaeological Questions” (excerpt). In Principles of Archaeology,

69-84. New York: McGraw Hill.

Edgar, Blake. 2005. “The Polynesian Connection.” Archaeology 58(2): 42-45.

Wednesday, 9/28: NO CLASS (DePauw Dialogue)

Thomas, David Hurst. 2000. “The Red Power of Vine Deloria, Jr.” (excerpt). In Skull Wars:

Kennewick Man, Archaeology, and the Battle for Native American Identity, 198-201.

New York: Basic Books.

5

Friday, 9/30: What Questions Do Archaeologists Ask? (Part 2): Social Organization and

Ideology (Library Demonstration with Librarian Tiffany Hebb)

Price, T. Douglas. 2006. “Archaeological Questions” (excerpt). In Principles of Archaeology,

84-99. New York: McGraw Hill.

Curry, Andrew. 2009. “Rituals of the Nasca Lines.” Archaeology 62(3): 34-39.

Garbage record assignment due via Moodle by noon on Sunday, 10/2

Monday, 10/3: How Do Archaeologists Reconstruct the Past? (Part 1): Analogy (Planting a

Naysayer)

Ashmore, Wendy and Robert J. Sharer. 2006. “Reconstructing the Past (excerpt). In Discovering

Our Past: A Brief Introduction to Archaeology, 179-188. Mountain View, CA: Mayfield

Publishing Company.

Curry, Andrew. 2014. “The Neolithic Toolkit.” Archaeology 67(6):38-41.

Paper 2 (Insights from Garbage) is handed out

Wednesday, 10/5: How Do Archaeologists Reconstruct the Past? (Part 2): Spatial Analysis

(Group Student Presentation and Activity Leadership – Viewshed Analysis)

Ashmore, Wendy and Robert J. Sharer. 2006. “Reconstructing the Past” (excerpt). In

Discovering Our Past: A Brief Introduction to Archaeology, 188-211. Mountain View,

CA: Mayfield Publishing Company.

Deetz, James. 1990. “Landscapes as Cultural Statements.” In Earth Patterns: Essays in

Landscape Archaeology, edited by William M. Kelso and Rachel Most, 1-4.

Charlottesville: University Press of Virginia

Friday, 10/7: NO CLASS (Professor Marshall will be at the Midwest Archaeology

Conference)

In lieu of class, watch Archaeology: Secrets of Little Bighorn and take the corresponding Moodle

quiz.

Monday, 10/10: In-Class Lab 4: Spatial Analysis

Patterson, Thomas C. 1983. “The Internal Structure of a Settlement.” In The Theory and Practice

of Archaeology: A Workbook, 51-59. Englewood Cliffs, NJ: Prentice-Hall.

Paper 2 (Insights from Garbage) due via Moodle before class

Lab 4 write-up due at the end of class

Wednesday, 10/12: How Can Archaeologists Work Underwater? (Student Peer Review)

Jones, Dan. 2009. “Diving to the Depths of Human History.” New Scientist 204(2735): 46-49.

Pringle, Heather. 2013. “Troubled Waters for Ancient Shipwrecks.” Science 340(6134): 802-

807.

Peer Review due via Moodle before class

6

Friday, 10/14: Why Do Archaeologists Care What People in the Past Ate? (So What? Who

Cares?)

Feder, Kenneth L. 2008. “Putting Food on the Table: Reconstructing Ancient Diets.” In Linking

to the Past: A Brief Introduction to Archaeology, 2nd

ed., 292-322. New York: Oxford

University Press.

Edgar, Blake. 2010. “The Power of Chocolate.” Archaeology 63(6): 20-25.

Paper 4 (Research Paper) Proposal and Annotated Bibliography due via Moodle before class

Monday, 10/17-Friday, 10/21: No class (Fall Break)

Monday, 10/24: What Can Human Bones Tell Us about the Past? (Group Student

Presentation and Activity Leadership – Isotope Analysis)

Feder, Kenneth L. 2008. “Conversing with the Dead: Bioarchaeology.” In Linking to the Past: A

Brief Introduction to Archaeology, 2nd

ed., 355-384. New York: Oxford University Press.

Revised Paper 2 (Insights from Garbage) due in hard copy in class

Wednesday 10/26: In-Class Lab 5: Burial Analysis

Spector, Janet. 1974. Prehistoric Midwestern Woodland Indians Databook 1: Site, Description,

and Reports and Databook 2: Maps, Figures, Charts (excerpts). Fort Arkinson, WI:

Nasco.

Lab 5 write-up due at the end of class

THEME 3: SOME IMPORTANT QUESTIONS FOR ARCHAEOLOGISTS

Friday, 10/28: Why Did People Start Farming? Did It Improve Their Lives?

(Metacommentary)

Cook, Della Collins. 2007. “Maize and Mississippians in the American Midwest: Twenty Years

Later.” In Ancient Health: Skeletal Indicators of Agricultural and Economic

Intensification, edited by Mark Nathan Cohen and Gillian Crane-Kramer, 10-19.

Gainesville: University Press of Florida.

Diamond, Jared. 1987. “The Worst Mistake in the History of the Human Race.” Discover

Magazine (May): 64-66.

Molleson, Theya. 1994. “The Eloquent Bones of Abu Hureyra.” Scientific American 271(4): 70-

75.

Friday, 10/28: Last day to withdraw from a course with grade of W, change from P/F to grade,

change from grade to P/F.

Monday 10/31: Exam 2

7

Wednesday, 11/2: How Did Social Inequality Develop? (Part 1): Agriculture (Active Voice)

Price, T. Douglas, 1995. “Social Inequality and the Origins of Agriculture.” In Foundations of

Social Inequality, edited by T. Douglas Price and Gary M. Feinman, 129-151. New York:

Plenum Press.

Paper 4 (Research Paper) Outline due via Moodle before class

Paper 3 (How Did Social Inequality Develop?) is handed out

Friday, 11/4: How Did Social Inequality Develop? (Part 2): Warfare (To-Be Verbs)

Earle, Timothy. 1997. “Military Power: The Strategic Use of Naked Force.” In How Chiefs

Come to Power: The Political Economy in Prehistory, 105-142. Stanford, CA: Stanford

University Press. [Only read your group’s assigned case study]

Monday, 11/7: How Did Social Inequality Develop? (Part 3): Gift Giving and Prestige

(Words Often Confused)

Clark, John E. and Michael Blake. 1994. “The Power of Prestige: Competitive Generosity and

the Emergence of Rank Societies in Lowland Mesoamerica.” In Factional Competition

and Political Development in the New World, edited by Elizabeth M. Brumfiel and John

W. Fox, 17-30. Cambridge: Cambridge University Press.

Wednesday, 11/9: In-Class Lab 6: Social Inequality in the Archaeological Record

Patterson, Thomas. 1983. “Distribution and Social Stratification.” In The Theory and Practice of

Archaeology: A Workbook, 80-89. Englewood Cliffs, NJ: Prentice-Hall.

Paper 3 (How Did Social Inequality Develop?) is due in hard copy in class

Lab 5 write-up due at the end of class

Friday, 11/11: What Can Archaeology Reveal about Historic and Contemporary Periods?

(Common Punctuation Errors)

Ruppel, Timothy, Jessica Neuwirth,, Mark P. Leone, and Gladys-Marie Fry. 2003. Hidden in

View: African Spiritual Spaces in North American Landscapes. Antiquity 77(296): 321-

335.

Wilson, Douglas C. and William L. Rathje. 1990. “Modern Middens.” Natural History 99(5):

54-58.

THEME 4: ARCHAEOLOGY, POWER, AND POLITICS

Monday, 11/14: How Does the Present Affect Our Perceptions of the Past? (Varying

Sentence Structure)

Blakey, Michael L. 1990. “American Nationality and Ethnicity in the Depicted Past.” In The

Politics of the Past, edited by Peter W. Gathercole and David Lowenthal, 38-48.

Cambridge, MA: Blackwell.

8

Gero, Joan and Dolores Root. 1990. “Public Presentations and Private Concerns: Archaeology in

the Pages of National Geographic.” In The Politics of the Past, edited by Peter W.

Gathercole and David Lowenthal, 19-37. Cambridge, MA: Blackwell.

Wednesday, 11/16: Archaeology, Nationalism, and Religion (Writing Flow)

Arnold, Bettina. 1992. “The Past as Propaganda.” Archaeology 45(4): 30-37.

Romey, Kristin M. 2004. “Flashpoint Ayodhya.” Archaeology 57(4): 48-55.

Paper 4 (Research Paper) due via Moodle before class

Friday, 11/18: NO CLASS

In lieu of class, meet individually with Professor Marshall about Paper 3 on Thursday (11/17) or

Friday (11/18). A sign-up sheet will be available through Google Docs.

Monday, 11/21: Archaeology and African Americans (Student Peer Review)

In lieu of reading, watch The African Burial Ground: An American Discovery, Part 3: The

Politics and the People, and take the corresponding Moodle quiz.

Peer Review due via Moodle before class

Wednesday, 11/23-Friday, 11/25: No class (Thanksgiving Break)

Monday, 11/28: Archaeology and Native Americans (Group Student Presentation and

Activity Leadership – Kennewick Man)

Colwell-Chanthaphonh, Chip. 2009. “Reconciling American Archaeology and Native America.”

Daedalus 138(2): 94-104.

Norder, John. 2010. “Archaeology, Ancestral Bodies, and Native American Identity in the New

Millenium: Commentary on Colonial and Postcolonial Identities.” In Handbook of

Postcolonial Archaeology, edited by Jane Lyndon and Uzma Z. Rizvi, 393-399.

Wednesday, 11/30: How is Archaeology Affected by Global Inequities? (Conventions for

Writing in the Social Sciences)

Hamilakis, Yannis. 2003. “Iraq, Stewardship and ‘The Record’: An Ethical Crisis for

Archaeology.” Public Archaeology 3(2): 104–111.

Matsuda, David. 1998. “The Ethics of Archaeology, Subsistence Digging, and Artifact Looting

in Latin America: Point Muted Counterpoint.” International Journal of Cultural Property

7(1): 87-97.

Friday, 12/2: NO CLASS (Professor Marshall will be at the African Studies Association

Conference)

9

Monday, 12/5: Fringe Archaeology (Reflecting on the Writing Process, revisited)

Däniken, Erich von. 1970. “Ancient Marvels or Space Travel Centers?” In Chariots of the

Gods?: Unsolved Mysteries of the Past, 95-110. New York: Putnam.

Feder, Kenneth. 2013. “Prehistoric E.T.: The Fantasy of Ancient Astronauts.” In

Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology, 8th

ed., 218-

244. New York: McGraw-Hill.

Wednesday, 12/7: Student Research Presentations

Revised Paper 4 (Research Paper) due in hard copy in class.

Friday, 12/9: Student Research Presentations, continued

Monday, 12/12: Final Exam, 8:30-11:30 AM

COURSE GOALS

This course is designed to teach students how archaeological knowledge is constructed, provide

them with hands-on experience in archaeological analysis, and help them understand

archaeology’s continued political resonance in the present. We will explore how different types

of archaeological data (artifacts, features, architecture, animal bones, preserved seeds and pollen,

human bones, settlement spatial organization, etc.) have provided insight into the human past not

otherwise available. By participating in archaeological analysis, students will build a much

deeper understanding of how this interpretive process works. A second major learning goal this

semester is to improve students’ writing. We will use more informal writing as a process to

enhance critical analysis and reasoning. In the course’s more formal writing assignments,

students will work to improve their ability to write for different kinds of audiences, summarize

others’ research effectively, position their voice and argument in a field of existing research, and

structure a thesis-driven essay coherently.

COURSE EXPECTATIONS

Class Participation: This course will include both lecture and discussion components, and class

participation is essential. Class participation means attending all classes, arriving on time,

volunteering to speak when you have a chance, demonstrating that you are well prepared for

class by offering thoughtful comments/questions, and sometimes pushing yourself to make more

rigorous, analytical, or imaginative points. I expect everyone to be respectful of other people’s

ideas and opinions. While we can and should debate issues, we should not attack other people

10

personally for the ideas they express in class. Class participation accounts for 10% of the course

grade.

NOTE ON PARTICIPATION: Participation and attendance are very important to your success

in this course. Remember, you cannot participate if you are not there! If you are going to be

absent, contact me before class. It is your responsibility to get all information you missed on any

days you were absent. Acceptable reasons for an excused absence include family emergency,

serious illness, religious holiday, and participation in college athletic competitions. Please note

that excessive absences, even when excused, will negatively impact your participation grade and

your final course grade at the professor’s discretion. Students with unexcused absences will

receive no participation credit for the days they are absent. Typically, no more than three

excused absences are permitted over the course of the semester. If you have more than six

absences, you may not be eligible to continue in the course whether these absences are excused

or unexcused.

Moodle Reading and Film Quizzes: Every day we meet as a class, before class, students will

take a timed, four-minute, two-question, open-book reading quiz in Moodle on the day’s

reading. These quizzes will together count for 5% of the course grade. The lowest two quiz

scores will be dropped. A film quiz (for Archaeology: Secrets of Little Bighorn) will also be

given once during the semester. The film quiz will be counted as equivalent to a daily reading

quizzes; unlike reading quiz scores, the film quiz score cannot be dropped.

Group Student Presentation and Activity Leadership: Over the course of the semester, each

student will present once as part of a group on a specific subtopic for the day. The topics for

student presentations are: (1) Cultural Transforms and Natural Transforms (on the day ‘What is

an Archaeological Site?’); (2) Space Archaeology (on the day ‘Can There Be Archaeology

without Digging?’); (3) Viewshed Analysis (on the day ‘How Do Archaeologists Reconstruct the

Past? (Part 2): Spatial Analysis’); (4) Isotope Analysis (on the day ‘What Can Human Bones Tell

Us about the Past?’) and (5) Kennewick Man (on the day ‘Archaeology and Native Americans’).

In preparation, students who are presenting will read additional sources about the subtopic that I

assign. You are responsible for 20 minutes of class time the day that you present, including a 10-

minute presentation and a 10-minute interactive activity for the class. The interactive activity

could be a trivia or other type of game, small group discussion, debate, etc. Feel free to be

creative, just be sure not to be boring. Remember that every group member should speak about

the same amount during the presentation and activity, and your group will be marked down if

just a few students from the group dominate. This assignment is worth 5% of your course grade.

Lab Write-Ups: Six short write-ups for in-class labs are together worth 5% of your course

grade.

11

Papers

Students will write four formal papers over the course of the semester. Each of these

assignments is briefly summarized below.

Paper 1 (Cars as Material Culture) should be approximately 3-5 pages long. This paper requires

(i) a draft and (ii) a meeting with me to discuss and edit your draft prior to the submission of the

final version. Although no points are awarded for these early parts of the assignment, you must

do them on time or your paper grade will suffer a significant grade penalty at my discretion.

Paper 1 is worth 5% of the course grade.

Paper 2 (Insights from Garbage) should be approximately 4-6 pages long. The paper requires (i)

a detailed seven-day record of refuse disposal in your own household (the garbage record

assignment); (ii) a draft; and (iii) a peer review session. Although no points are awarded for

these early parts of the assignment, you must do them on time. If you do not complete a refuse

disposal record, you may not continue in the assignment. If you complete the refuse disposal

late, you will lose 10% of the final paper grade for every day it is late; I will not accept the

record more than three days late. If you do not complete a draft, prepare a peer review

worksheet, or participate in peer review on time, your paper grade will suffer a significant grade

penalty at my discretion. Paper 2 is worth 10% of the course grade.

Paper 3 (How Did Social Inequality Develop?) should be approximately 3-5 pages long and is

worth 5% of the course grade.

Paper 4 (Independent Research) is a 6-8 page paper on a topic of your choice relevant to the

course. The project has multiple parts including (i) research appointment with librarian, (ii)

paper title, proposal, and annotated bibliography, (iii) paper outline, (iv) draft, (v) meeting with

me, (vi) student peer review, and (vii) final research paper. Although no points are awarded for

the first six parts of the assignment, failure to do them thoughtfully and on time will cause points

to be deducted from your research paper grade. No library consultation: -3 points. No

proposal/preliminary bibliography: -5 points. No paper outline: -5 points. No draft: -7 points.

No peer review: - 5 points. You cannot turn in your final paper before meeting with me to

discuss an earlier draft. All of these assignments are designed to improve your research paper;

therefore, it is to your advantage to do them. I reserve the right to reject an unauthorized

research paper. Paper 4 is worth 12.5% of your course grade. Your in-class presentation about

your research paper topic is worth 2.5% of your course grade.

Exams: Three exams will be given over the semester. Exam 1 and Exam 2 are each worth

12.5% of your course grade. The final exam, which is cumulative, is worth 15% of your course

grade.

12

GRADING SUMMARY:

Class participation: 10%; Moodle reading quizzes: 5%; Group presentation/activity leadership:

5%; Lab Write-Ups: 5%; Paper 1: 5%; Paper 2: 10%; Paper 3: 5%; Paper 4: 12.5%; Research

Paper Presentation: 2.5%; Exam 1: 12.5%; Exam 2: 12.5%; Exam 3: 15%

GRADING POLICIES

A 93+; A- 90-92.999; B+ 87-89.999; B 83-86.999; B- 80-82.999; C+ 77-79.999; C 73-76.999;

C- 70-72.999; D+ 67-69.999; D 63-66.999; D- 60-62.999; F <60

At DePauw, A and A- grades reflect “achievement of exceptionally high merit.” B+, B, and B-

grades indicate “achievement at a level superior to the basic level.” C+, C, and C- grades reflect

“basic achievement,” and D+, D, D- grades reflect “minimum achievement that warrants credit.”

Please realize that B grades in this course reflect very good work; a “B” is not a poor grade in

this or any other course at DePauw. C grades also indicate basic mastery of the material.

COURSE POLICIES

Academic Misconduct: Please familiarize yourself with DePauw’s Academic Integrity Policy. I

take academic dishonesty, including plagiarism, very seriously, and at DePauw such misconduct

can have a variety of serious consequences. If you are at all unsure what constitutes plagiarism,

please ask. If you get behind or overwhelmed, please talk to me. Students in this course will

include the following pledge on all assignments and exams: "On my honor, I pledge that I have

neither given nor received unauthorized help on this assignment."

Late Assignments: All assignments are due in class on the due dates listed. On the due date, the

assignment may be turned in later that day for a 5 percentage point penalty. After its due date,

an assignment’s value drops 10 percentage points for each day it is late. For example, if an

assignment were one day late, a perfect score would give you only 90%. If it were two days late,

an otherwise perfect assignment would be given 80%. I will not accept assignments more than

three days late. If you have an emergency, contact me before class.

Missed Exams and Quizzes: I will not provide make-up examinations for any exam or quiz

unless a serious illness or family emergency prevents a student from taking the exam at the

scheduled time. Otherwise, any missed exam will result in a grade of 0%. If a religious holiday

or college athletic competition conflicts with either exam time, please let me know in the first

two weeks of class so that we can plan for your accommodation. If you miss the exam (or quiz)

13

unexpectedly because of serious illness or family emergency, let me know within 24 hours of the

missed exam (or quiz) time.

Laptops and cell phones: Laptop and cell phone use is generally prohibited during class

sessions. If you have a special situation that requires that you use a laptop to take notes, talk to

me.

Learning and Other Disabilities: If you have a documented disability, please contact Student

Disabilities Services to arrange for any needed accommodations, such as extended test-taking

time or the right to take tests in an environment with fewer distractions. Also, if you suspect that

you have a disability but don’t yet have documentation, please reach out to Student Disability

Services for help at Union Building Suite 200 or by phone at 765-658-6267. Disabilities entitled

to accommodation include mobility impairments, hearing or vision issues, speech impairments,

learning disabilities, ADD, ADHD, psychological disabilities, neurological impairments,

traumatic brain injury, and chronic medical conditions such as migraines, AIDS, cancer, and

diabetes. Please allow at least one week advance notice to ensure enough time for reasonable

accommodations to be made. Otherwise, it is not guaranteed that the accommodation can be

provided on a timely basis. I cannot accommodate any student without first receiving proper

documentation from Student Disabilities Services, so plan ahead. It is student’s responsibility to

share the letter of accommodation with me. Accommodations will not be implemented until I

have received the official letter. Please note that accommodations are not retroactive. It is the

responsibility of the student to discuss implementation of accommodations with me. Students

with documented disabilities also have the right to choose not to use accommodations; in

exercising that right, they accept the resulting outcomes. I will not retroactively address any

issue arising from a student’s choice to forgo accommodations.