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Anthropology

The department offers two tracks within the concentration of anthropology: cultural anthropology and archaeology. A student must choose one of these two tracks.

CULTURAL ANTHROPOLOGY
A track in cultural anthropology consists of a minimum of 10 courses: 106 or 108; 113, 114 or 115; 126, 127, or 201; 358; 440; and five other courses. Prospective concentrators are encouraged to take 358 as early as possible because it must be completed by the end of the junior year. All concentrators, especially those planning graduate studies, are advised to take a course in statistics. Concentrators must fulfill their Senior Project requirement through satisfactory completion of the Senior Seminar (440), which emphasizes the critical evaluation of scholarship as well as primary data culminating in a research paper. Concentrators with a departmental average of 3.3 (88) or higher at the close of their senior fall semester and a B+ or better in the Senior Seminar may pursue honors through 560, an individual project under the direct supervision of a member of the department. To receive honors, a grade of A- or higher must be earned on the thesis.

Beginning with the class of 2016, a track in cultural anthropology consists of a minimum of 10 courses: 106 or 108; 113, 114 or 115; 126, 127, or 201; 358; 500 and 501; and four other courses. Concentrators must fulfill their Senior Project requirement through satisfactory completion of the Senior Seminar (500) in the fall, which emphasizes the critical evaluation of scholarship as well as primary data culminating in a draft of a research paper, and the Senior Thesis (501) in the spring, which emphasizes expansion, revision, and refinement of the thesis. Honors will be granted to students with a departmental average of 3.3 (88) or higher at the close of their senior fall semester and an A- or better on their Senior Thesis (501).

ARCHAEOLOGY
A track in archaeology consists of a minimum of 10 courses: 106 or 108; 113, 114, 115, 126 or 127; 325, 358, and 441; and five other courses, one of which must be 210, 234, 243, 245 or 249. Additionally, students are strongly encouraged to take the field course (280), as well as a statistics course and courses in geosciences, biology or chemistry. Prospective concentrators are encouraged to take 325 and 358 as early as possible because both must be completed by the end of the junior year. Concentrators must fulfill their senior project requirements through satisfactory completion of the Senior Seminar (441), which emphasizes the critical evaluation of scholarship as well as primary data culminating in a research paper. Concentrators with a departmental average of 3.3 (88) or higher at the close of their senior fall semester and a B+ or better in the Senior Seminar may pursue honors through 560, an individual project under the direct supervision of a member of the department. To receive honors, a grade of A- or higher must be earned on the thesis.

Beginning with the class of 2016, a track in archaeology consists of a minimum of 10 courses: 106 or 108; 113, 114, 115, 126 0r 127; 325, 358, 510 and 511; and four other courses, one of which must be 210, 234, 243, 245 or 249. Concentrators must fulfill their Senior Project requirement through satisfactory completion of the Senior Seminar (510) in the fall, which emphasizes the critical evaluation of scholarship as well as primary data culminating in a draft of a research paper, and the Senior Thesis (511) in the spring, which emphasizes expansion, revision, and refinement of the thesis. Honors will be granted to students with a departmental average of 3.3 (88) or higher at the close of their senior fall semester and an A- or better on their Senior Thesis (511).

A minor in anthropology consists of five courses, one of which must be at the 100 level and one of which must be at the 300 level. A student may elect to take one each from 106 and 108, 113, 114, 115, 126 or 127 as two of their five courses. Note to juniors and seniors: The following Anthropology Department courses have no prerequisite: 201 and 225. In addition, prerequisites may be waived with consent of instructor for 243, 249, 270, 315, 360 and 361.

Courses in Anthropology

113F,S Cultural Anthropology.
Cross-cultural approaches to the study of social structure, polity, economic behavior and belief systems. Anthropological methods of analysis of nonliterate, peasant and complex contemporary societies. Not open to seniors or to students who have taken 114 or 115. Vasantkumar (Fall), The Department (Spring).

[114] Introduction to Cultural Anthropology: From Fieldwork to Ethnography.
Introduces crucial ideas in cultural anthropology such as space, time, race, language, relations, identity, body, gender, food, sexuality and/or fashion. Examines various cultures by simultaneously scrutinizing your own and using it as your comparative reference point. (Proseminar.) Not open to juniors, seniors or to students who have taken 113 or 115. Maximum enrollment, 16.

115S Introduction to Cultural Anthropology: Controversies in Cultural Anthropology.
The history and contemporary practice of cultural anthropology as seen through the emergence, development and (sometimes) resolution of key controversies. Examples drawn from diverse geographical areas and temporal areas include: amateur vs. professional fieldwork, scientific vs. interpretive approaches, study of race, Mead/Freeman debate over nature and nurture and other controversies. (Proseminar.) Not open to seniors, juniors or students who have taken 113 or 114. Maximum enrollment, 16. Vasantkumar.

126F Language and Sociolinguistics.
Fundamental linguistic principles (phonetics and phonology, grammar and syntax, lexicon), language change processes and linguistic manifestations of social structure such as race, class, gender. (Quantitative and Symbolic Reasoning.) Not open to seniors or to students who have taken 127. Urciuoli.

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127S Introduction to Linguistic Anthropology.
Fundamental linguistic principles (phonetics and phonology, grammar and syntax, lexicon), the ethnography of communication, and the relation of language to cultural principles and practices. (Quantitative and Symbolic Reasoning.) Not open to seniors or to students who have taken 126. Urciuoli.

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201S Linguistic Theory: A Brief History.
A general examination of the nature of language. Topics include the history of ideas about language; philosophical and cognitive aspects of language; evolutionary, structural and generative approaches to the analysis of language. (Writing-intensive.) (Quantitative and Symbolic Reasoning.) Prerequisite, 126, 127 or consent of instructor. Maximum enrollment, 20. Urciuoli.

[205S] Topics in Japanese Linguistics.
This course explores Japanese phonetics, phonology, morphology, syntax and semantics. Students will compare Japanese with English and examine universal perspectives of language. (Quantitative and Symbolic Reasoning.) Prerequisite, 110, Anthropology 201 or consent of instructor. (Same as East Asian Languages and Literatures 205.)

[214] The Politics of Difference.
Emergence of "race" and "culture" as terms and associated concepts from history of colonial relations and in 20th-century anthropological thought. History and development of interrelation among terms and concepts with attention to historical and cross-cultural contexts, including space, class and gender, cultural racism in contemporary Europe, diversity and multiculturalism in contemporary U.S., and additional cases elsewhere in the world. Prerequisite, one course in anthropology. (Same as Africana Studies 214.)

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219/319F Pragmatics and Language Acquisition.
Examines interface phenomena between pragmatics and language acquisition. Students will learn theoretical issues of semantics/pragmatics and the theory of the first language acquisition. Target languages to examine various phenomena are Chinese, Japanese, Korean and English. (Quantitative and Symbolic Reasoning.) (Same as Education Studies 219 and East Asian Languages and Literatures 219/319.) Kamiya.

[225S] Phonetics and Phonology: The Analysis of Sound.
How the sounds of language are produced. The structure of sound systems in a variety of languages (including non-European). Organization of field projects: data collection, transcription analysis.

230S Morphology and Syntax.
This course explores the relationship between word formation and sentence formation by examining English and Japanese grammar (and, to a certain degree, that of other languages). Ultimately, both morphology and syntax play important roles in the interpretation of sentences. No previous linguistics background or Japanese language background is necessary. (Quantitative and Symbolic Reasoning.) (Same as East Asian Languages and Literatures 230.) Masaaki Kamiya.

231S Societies of the Middle East.
Exploration of Middle East societies and culture with attention to geography, ethnic groups, social divisions, gender issues, and religion, and to literature, and art and popular culture. Focus on contemporary society with consideration of the enduring presence of historical phenomena. Examination of influences producing unifying and stabilizing effects on societies of the area, particularly factors causing dislocation, discords and internal tensions. Comparative examination of social power, social change and cultural diversity in the region. (Writing-intensive.) Prerequisite, 113, 114, 115, 126, or 127, or consent of instructor. Maximum enrollment, 20. Koukjian.

236F Anthropology of Movement, Mobility, and Migration.
This course challenges students to reconsider the meanings of “global” and “local” by introducing anthropological approaches to the key problems that connect (and dis-connect) human populations in the early twenty-first century: growing disparities in material wealth, natural resource depletion, energy over-consumption, inequitable access to care, and beyond. We will interrogate these problems by re-conceptualizing the political and economic linkages that serve to bridge and exacerbate inequalities across ethnic, cultural, and spatial boundaries. Readings analyze multi-scalar movements of people, commodities, borders, beliefs, and transnational environmental problems to improve our understanding of the complex social phenomena that shape the human experience today. Murray.

248S Deconstructing China.
What does it mean to be Chinese? Examines Chineseness across a range of issues (language, territory, ethnicity/nationality, culture) and contexts (legacies of imperial period, ethnic diversity in People's Republic of China, overseas Chinese populations in SE Asia, contemporary popular culture in Hong Kong and Taiwan). Central question: Is there a shared element of "Chineseness" across regional, linguistic, international, historical differences? Prerequisite, one course in anthropology, History/Asian Studies 180 or consent of instructor. Vasantkumar.

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[249S] China and Tibet.
Approaches the contentious relationship of China and Tibet from historical and anthropological perspectives. Explores claims made by both sides with attention to uses and limits of such concepts as nation-state, empire and diaspora; focuses on how contemporary debates about Tibet are linked in crucial ways to politics of ethnicity and nation in the PRC; undertakes an exploration of constructions of Chineseness emergent in late 19th century; traces the links between Qing imperial expansion and today's PRC as a "unified, multi-ethnic state." Prerequisite, one course in anthropology, History/Asian Studies 180 or consent of instructor.

[255] The Languages of East Asia.
Examines Chinese, Japanese and Korean as well as other languages found in East Asia. Topics include the syntactic (possible word order, inflections, particles, and combinations of all of them) and phonological structures (phoneme, pitch vs. tone, sound patterns) of these languages; the relationships of the languages to each other; differences and similarities of these languages from the universal point of view; the geographical, social and historical settings. No knowledge of any Asian language necessary. (Same as East Asian Languages and Literatures 255.)

[257] Language, Gender and Sexuality.
Stresses special lessons that anthropology has to teach about the gendered facets of linguistic expression, including the necessity of an approach that is both empirical, including moments of interaction, and critical, exploring issues of power and agency. Considers conceptual benefits and limitations to using gendered difference as a model for sexual difference in the study of linguistic expression. Prerequisite, one course in anthropology or consent of instructor. (Same as Women's Studies 257.)

263F Anthropology of Tourism: East Asia.
This course examines the global tourism industry with a regional emphasis on East Asia. Readings offer anthropological perspectives on: the history of tourism; cultures of consumption; authenticity and aesthetics; political economy & ecology; and the challenges of sustainable tourism development. We will explore tourism as a vector for globalization by tracking emerging Chinese tourist markets, Japanese "ecotourism," and the production and consumption of “tradition” in contemporary Korea. Reading such ethnographic case studies will equip students with the intellectual frameworks essential to any social scientific analysis of the forces that drive global travel markets, and our own actions as international consumer-tourists. This course counts towards Anthropology or Asian Studies concentration. Murray.

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[264] Ethnography of Literacy and Visual Language.
Theory and analysis of communication and meaning in social and cultural context with particular attention devoted to the often-neglected aspects of literate communication. (Writing-intensive.) Prerequisite, 113, 114, 115, 126, 127, or 201, or consent of instructor. Maximum enrollment, 20.

[270F] The Ethnography of Communication.
Theory and analysis of communication and meaning in social and cultural context. (Writing-intensive.) Prerequisite, 113, 114, 115, 126, 127 or 201, or consent of instructor. Maximum enrollment, 20.

[302S] Seminar in Linguistic Semiotics.
Focused examination of the nature of meaning as constituted through the formal structures of language (grammatical and semantic) and its pragmatic (social) functions. Strong emphasis on data-oriented analyses. Specific topics may include grammatical classification, comparative morphology, diachronic (historical and sociolinguistic) issues, the relation of discursive process to grammatical formation. (Writing-intensive.) Prerequisite, 126, 127, 201, 270 or consent of instructor. Maximum enrollment, 20.

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[311] Youth and Cultural Reproduction.
The notion of youth as a lifespan period has grown in salience and pervasiveness in the world. Explores three major aspects of social scientists’ attention to youth: as a category to probe intersections among culture, aesthetics, and class in post-industrial societies; as a means for imagining the relationship between colonial and post-colonial forms of governance; and as a means for tracing the flows of capital among nation-states. Youth thus provides us with a window into pressing concerns in late-20th and early-21st century social science. Prerequisite, 100-level anthropology course or consent of instructor. (Same as Education Studies 311.)

[318] Anthropology of Education.
Examines the school as a site for the reconstruction of cultural difference. Special attention paid to links between schooling and the nation, to connections between schooling and modernity, and to themes such as discipline, value, gender, language and labor. Examples from Bolivia, Tanzania, India and the United States, among other nation-states. Concludes with a consideration of globalization, specifically the rise in neoliberal approaches in the governance of school systems. Prerequisite, one course in anthropology or consent of instructor. (Same as Education Studies 318.)

319F,S Freaks, Cyborgs, Monsters and Aliens.
Examination of how advances in scientific knowledge and technological innovation have reshaped common understandings of what it means to be human, and affected ideas of the boundaries between human and nonhuman realities. Attention to classic texts on the study of scientific practice combined with focus on recent work in Science Technology and Society (STS) and provocative case studies (including but not limited to, ufos and exobiology, kinship and the new genetics, surgical interventions and trans- bodies, artificial life and nonhuman agency, and cyborgs, monsters and companion species). Prerequisite, two courses in anthropology or consent of instructor. Vasantkumar.

[323S] Verbal Art and Performance.
Traces historical shifts in oral performance-based approaches to the study of verbal art. Probes connections between verbal art and notions of tradition, authenticity and heritage — the local and the national. Introduces emerging work in feminist, critical and reflexive stances in scholarship on verbal art. Prerequisite, one course in anthropology or consent of instructor.

326S Semiotics of Liberal Arts Education.
Examination of liberal arts education as a social institution: its history, institutional structure, social location, and cultural meaning. Particular attention to tensions between its economic and prestige dimensions. Ethnographic accounts and analyses of various aspects of student life, teaching, administration, admissions, and development. Prerequisite, Any Anthropology course, or Sociology 211, or consent of instructor. Urciuoli.

327S Money, Money, Money: Anthropological Approaches to Exchange, Equivalence and Economy.
We all know what money is. But do we know how it works? Focus on the origins, uses and limits of money to draw broader conclusions about systems of exchange, equivalence and finance. Examples from classic and contemporary texts on African, Melanesian, Soviet, and EuroAmerican contexts. Prerequisite, Anthropology 113, 114, 115, 126, 127 or consent of instructor. Vasantkumar.

[328S] Globalization and African Diaspora in Europe.
Europe is a contested site of identity, citizenship and belonging where postcolonial populations have become increasingly visible. Focusing on the lives people of African descent and the border between Europe and Africa, explores globalization in contemporary Europe while examining such issues as economic and political restructuring, border politics, colonial legacies, national and ‘hybrid’ identity, transnationalism, the meaning of ‘home’, humanitarianism and refugees, European immigration policies and detention spaces, and the politics of fear. (Proseminar.) (Same as Africana Studies 328.) Maximum enrollment, 16.

[338F] The Anthropology of Globalization and Transnationalism.
Explores anthropological approaches to interconnection on a planetary scale. Specific focus on nationalism, trans-nationalism and globalization in contemporary Asia, broadly construed. Brings into critical focus the pros and cons of focusing on Asia in terms of an area studies paradigm. Asia-specific sources will be supplemented by materials that discuss similar processes at work in different territorial locations. Prerequisite, one course in cultural anthropology. Maximum enrollment, 12.

358F History of Anthropological Ideas.
A consideration of major paradigms in anthropology from the 19th century to the present. The influence of various theoretical perspectives on ethnographic and archaeological description and analysis. (Writing-intensive.) Prerequisite, 106, 113, 114, 115, 126 or 127. Maximum enrollment, 20. Goodale and Urciuoli.

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[360S] US Discourses I: Race, Ethnicity and Class.
An analysis of legal, scientific, commemorative and media public discourses that connect ideas about U.S. identity and citizenship with race, ethnicity and class. Prerequisite, 113, 114, 115, 126, 127 or consent of instructor.

[361S] US Discourses II: Science, Technology and Gender.
An analysis of public representations of technology and science as these relate ideas about gender to ideas about being American. Prerequisite, 113, 114, 115, 126, 127 or consent of instructor.

370S Sociolinguistics of Globalization.
Explores the relationship between language variation and change, on the one hand, and the movement of sound and image in the wake of social and political economic processes variously identified as globalization, on the other hand. Of special concern are the ways in which processes of globalization are mediated by institutional and national forms. Prerequisite, One course in anthropology or by instructor approval. Chaise LaDousa.

440F Senior Seminar in Cultural Anthropology.
The research process as it relates to the fulfillment of the senior project, including the formulation of a research problem, frames for research, research design, collection of data and cultural analysis. Maximum enrollment, 12. Vasantkumar.

450S Senior Project in Cultural Anthropology.
For students continuing their senior projects in cultural anthropology for a second semester but who are not pursuing honors. Continuation of participation in 440. The Department.

[500F] Senior Seminar in Cultural Anthropology.
The research process as it relates to the fulfillment of the senior project, including the formulation of a research problem, frames for research, research design, collection of data and cultural analysis.

[501S] Senior Thesis Project in Cultural Anthropology.
The research process as it relates to the fulfillment of the senior project, including the revision of the draft created during the senior seminar and extension of cultural analysis. Honors in the concentration partly depends on an A- or higher in the course.

560S Honors Thesis in Cultural Anthropology.
A thesis supervised by at least one member of the department. Prerequisite, 440. Continuation of participation in 440. The Department.

Courses in Archaeology

106F,S Principles of Archaeology.
An introduction to the fundamentals of archaeology, with emphasis on evolutionary principles. Topics include a review of archaeological field methods such as sampling, survey and excavation, and analytic methods such as dating, typology and formation processes. Three hours of class and one hour of laboratory. (Quantitative and Symbolic Reasoning.) Maximum enrollment, 24. Department.

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[108] Humans Before History.
Reviews the biological and material culture records of humankind before the advent of complex societies. Assesses fossil evidence for evolutionary relationships among human ancestors, evaluates the development of technologies and adaptations, and explores cultural achievements of modern humans during and following the last ice age.

110F Archaeology of Hamilton's Founding.
As an archaeological canvas, Hamilton College provides oral tradition and integrates historical documents. Its archaeological record on the lands it occupies within Northeastern North America can be peeled back in layers, focusing on both prehistoric and historic components from the first peoples in the area, the influence of Samuel Kirkland, and changes in the College over its history. Includes excavation of an archaeological site on the campus, several field trips to local historical societies and use of College archives. (Quantitative and Symbolic Reasoning.) Maximum enrollment, 16. Nathan Goodale.

[210F] The Archaeology of Cultural Collapse.
Jared Diamond's book Collapse addresses five factors he sees as important in the collapse of both prehistoric and historic cultures throughout the world. Examines the archaeological evidence for such calamities, focusing first on the five factors and how they appear to be operative in present-day and historical societies, for which we have written records, and then on a number of prehistoric societies, for which only archaeological data exist. Prerequisite, 106 or consent of instructor. Maximum enrollment, 24.

[215] Old World Prehistory.
Cultural developments of the last 40,000 years in Africa and Eurasia. Focus on anatomically modern human behavioral adaptations as organized in hunting and gathering and agricultural societies, and in large-scale complex civilizations. Attention to the important transitions in prehistory that laid the foundations for the development of civilizations throughout the Old World. Prerequisite, 106 or consent of instructor.

[217F] 1491 and Beyond.
Native North Americans prior to European contact are commonly believed to have been few in number, had relatively simple sociopolitical structure and were environmentally conservative. On the contrary, population size for the content has been estimated as high as 20 million and sociopolitical organization ranged from hunter-gatherer to near-state societies. Examines the late prehistory of groups from different environmental and social contexts and the extreme changes resulting from European contact due to the introduction of contagious diseases, slavery, trade and colonization. Prerequisite, 106, 113, 114, 115 or consent of instructor.

[237] The Archaeological Record of Guns, Germs and Steel.
The distinction between “us and them” in terms of indigenous societies and the western world has deep evolutionary roots. In Jared Diamond’s book "Guns, Germs and Steel” he proposes several factors as to why people in the developed societies generally have more “cargo” than those in indigenous societies. Examines Diamond’s hypotheses within the backdrop of the archaeological record to evaluate his assertions. Prerequisite, 106 or consent of instructor. Maximum enrollment, 24.

[239] Frauds and Fantastic Claims in Archaeology.
Examines fantastic interpretations of archaeological remains that are popular subjects for television shows, magazine articles, books, and websites, but which archaeologists often treat as fringe ideas. Why is there such disparity between popular and archaeological viewpoints? A critical examination of case studies like Bigfoot, ancient astronauts, and the exploration of the New World before Columbus are used to illustrate how archaeologists conduct scientific analyses of evidence. Maximum enrollment, 24.

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[243S] North American Prehistory.
The history of Native American cultural development north of the Rio Grande prior to European contact. Topics include the timing and effects of human entry into North America, ice-age adaptations, plant and animal domestication, agriculture and beginnings of complex societies. Prerequisite, 106 or consent of instructor.

245S Human Ancestors.
A review of the biological and cultural evolution of humans. Topics include human uniqueness, race and biological diversity, the earliest humans in Africa, radiations of fossil and modern humans. Includes laboratory. Prerequisite, 106 or Biology 110; Geosciences 103 or 105. Maximum enrollment, 24. Jones.

[246S] Persistent Questions in Prehistory.
A number of questions about prehistory persist in archaeology, despite attempts to answer them, questions such as: Who were the Neandertals and where do they fit in evolution of modern humans? What factors led to the evolution of social complexity and inequality? Where did the first people to colonize the Americas come from, when did they arrive, and how did they get here? Examines several of these questions, how archaeologists have attempted to answer them throughout the years, and why they are still with us. Prerequisite, 106.

[249F] The Archaeology of Continental Discovery.
Explores the social, organizational and environmental consequences of initial human colonization of unoccupied landscapes. Examined through case studies, including initial colonization of Australia and North America, and the voyaging expansion of people across Pacific islands. Also addresses the consequences of European "rediscovery" of these areas for native peoples and environment. Prerequisite, 106 or consent of instructor.

250S The Ethnography and Archaeology of Hunter-Gatherers.
Humans lived as hunter-gatherers for 99% of our evolutionary past. Today, just a small fraction of the world’s population lives as hunter-gatherers and that number is rapidly decreasing due to modernization. Anthropologists and archaeologists are interested in studying the adaptive range of modern hunter-gatherers in order to help interpret the archaeological record. Explores the ethnographic and archaeological study of hunting and gathering with a focus on analogy and inference developed in ethnoarchaeology and behavioral ecology. Prerequisite, 106 or consent of instructor. Goodale.

251S The Archaeology of Hamilton's Founding.
As an archaeological canvas, Hamilton College provides oral tradition and integrates historical documents. Its archaeological record on the lands it occupies within Northeastern North America can be peeled back in layers, focusing on both prehistoric and historic components from the first peoples in the area, the influence of Samuel Kirkland, and changes in the College over its history. Includes excavation of an archaeological site on the campus, several field trips to local historical societies and use of College archives. Prerequisite, 106. Maximum enrollment, 12. Goodale.

[281Su] Archaeology Field Course I.
A three- to four-week introduction to archaeological field techniques, including excavation, survey and mapping. Conducted in conjunction with field research programs of faculty. Prerequisite, 106 or consent of instructor. Extra cost. Maximum enrollment, 8.

[282Su] Archaeology Field Course II.
A three- to four-week session building on training in archaeological field techniques received in Archaeology 281. Conducted in conjunction with field research programs of faculty. Prerequisite, 281. Extra cost. Does not count toward the concentration in archaeology or cultural anthropology. Maximum enrollment, 8.

325F Analytic Methods in Archaeology.
A survey of analytic techniques central to archaeological and paleoecological interpretation. Laboratory performance of artifact analysis and classification, computer-aided data management and statistical analysis. Three hours of class and three hours of laboratory. (Writing-intensive.) Prerequisite, 106. Maximum enrollment, 8. N Goodale.

[334S] Method and Theory in Archaeology.
An examination of the historical development of modern methodological and theoretical approaches and problems in American archaeology. Space-time frameworks, typology, form and function, research design, evolutionary, ecological and behavioral theory. Prerequisite, 106. Maximum enrollment, 24.

441F Senior Seminar in Archaeology.
Critical evaluation of selected topics in archaeology. Primary research, culminating in a paper for fulfillment of the senior project. T Jones.

451S Senior Project in Archaeology.
For students continuing their senior projects in archaeology for a second semester but who are not pursuing honors. Continuation of participation in 441. The Department.

[510F] Senior Seminar in Archaeology.
Critical evaluation of selected topics in archaeology. Primary research, culminating in a paper for fulfillment of the senior project.

[511S] Senior Thesis Project in Archaeology.
Continuation of participation in Archaeology 551 with revision and expansion of the senior thesis. Honors in the concentration is partly dependent on an A- or better in the course.

561S Honors Thesis in Archaeology.
A thesis supervised by at least one member of the department. Continuation of participation in 441. Prerequisite, 441. The Department.

(from the Hamilton Course Catalogue)

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