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Courses and Requirements

The goal of the Anthropology Department is to prompt students to grapple with what it means to be human, through critical engagement with method and theory and the interplay between the two in original research.

Hamilton’s Anthropology Department offers students a four field anthropological education in two distinct concentrations — cultural anthropology and archaeology — which explore cultures, beliefs and practices of human beings throughout time. A student must choose one of these two concentrations.

 

Cultural Anthropology

A concentration in cultural anthropology consists of a minimum of 10 courses: ARCH-106; ANTHR-113; ANTHR-358; ANTHR-500 and ANTHR-501; and five other anthropology or archaeology courses. Of those four other courses one must have a linguistic anthropology focus and can include ANTHR-201, ANTHR-257, LING-100 or other courses with Department Chair approval. Concentrators must fulfill their Senior Project requirement through satisfactory completion of the Senior Seminar (ANTHR-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 (ANTHR-501) in the spring, which emphasizes expansion, revision, and refinement of the thesis. Honors will be granted to students with a departmental grade point average of 3.3 or higher at the close of their senior fall semester and an A- or better on their Senior Thesis (ANTHR-501).

 

Archaeology

A concentration in archaeology consists of a minimum of 10 courses: ARCH-106; ANTHR-113; ARCH-325; ANTHR-358; ARCH-510 and ARCH-511; and four other archaeology or anthropology courses. Concentrators must fulfill their Senior Project requirement through satisfactory completion of the Senior Seminar (ARCH-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 (ARCH-511) in the spring, which emphasizes expansion, revision, and refinement of the thesis. Honors will be granted to students with a departmental grade point average of 3.3 or higher at the close of their senior fall semester and an A- or better on their Senior Thesis (ARCH-511).

All but two of the ten courses required for the Anthropology Concentration should be taken with faculty whose primary appointment is in the Hamilton College Anthropology Department; this includes visiting faculty. Any request for exceptions may be discussed with the department chair.

A minor in anthropology consists of five courses, one of which must be at the 300 level. A student must take ARCH-106 and ANTHR-113 as two of their five courses. Note to juniors and seniors: There are limited seats for juniors in 100 level courses and no seats reserved for seniors. The remaining two courses must be at the 200 or 300 level in anthropology or archaeology.

Beginning with the class of 2022, concentrators will satisfy their social, structural, and institutional hierarchies (SSIH) requirement by taking Anthropology ANTHR-358. The class of 2021 satisfies the SSIH requirement by taking ANTHR-200.

No course taken credit/no credit can be used to satisfy concentration requirements, whether in the anthropology or archaeology track.

Courses in Anthropology

113 Principles of Social and Cultural Anthropology.
Cross-cultural approaches to the study of such topics as inequality, polity, language, economic behavior, the body, and other categorical distinctions emergent from human practice. Exposure to anthropological theory, methods, and ethnography. Not open to seniors. Maximum enrollment, Standard Course (40). The Department.

121 Humor: Culture, Interaction, and Politics.
Introduces the benefits of considering theoretical approaches, research methodologies, and data together and as interrelated in the production of anthropological scholarship. Stresses the gendered, racialized, and classed dimensions of humor, and the ways the exploration of such dimensions affords insights to questions about inequality, but also the possibilities of conscious reflection and subversion. Maximum enrollment, First Year Course (18). Chaise LaDousa.

200 Stuff: Materiality and Inequality.
This course fulfills the SSIH requirement for Anthropology and Archaeology concentrators. In keeping with the history of U.S. four-field anthropology, it examines the social origins of inequality through the lenses of material culture and technologies of production, labor and social structure, and hierarchy. The topical foci of the course will be developed around a contemporary issue or event. The course will engage students from both tracks, emphasizing the shared interest in material culture analysis and issues of labor, inequality, and political economy. Prerequisite, Prerequisites Arch 106, Anthr 113, or permission of instructor. Maximum enrollment, Standard Course (40). Department.

201 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. (Same as LING-201.) Maximum enrollment, Writing-Intensive (18). Department.

204 Globalization and the City: An Anthropological Interrogation.
Examines why and how the city has taken on renewed focus as "site" in which contemporary global processes take place. Draws on anthropological literature and films on urbanization to provide theoretical foundations and empirical case studies to critically respond to the question: What does the globalization of the city look like? Students will choose their own city upon which to conduct secondary research drawing from scholarly articles, news media sources, and documentary film archives to create short essay films that illustrate how global processes reshape their selected urban locale. Prerequisite, one course in anthropology or consent of instructor. Maximum enrollment, Standard Course (40). Arjun Shankar.

207 The University.
Just what is a university, understood anthropologically? How do we understand its many subcultures, its organizational forms, its economies and its ideological functions? In this course, we will critically examine these questions, and discuss how "the university" is shaped by forces of globalization, migration, neoliberalism, and discourses of diversity. We will read ethnographies about "the university", analyzing how "the university," as a cultured institution, produces and reproduces various forms of inequality as well as generates new forms of subjectivity. (Writing-intensive.) Prerequisite, EDUC-102 or ANTHR-113. (Same as EDUC-207.) Maximum enrollment, Writing-Intensive (18). Chenyu Wang.

215 Anthropology of Muslim Youth.
Investigates the social experiences and mediatized representations of Muslim youth through ethnography and multimodal artifacts. Emphasizes deconstructing the semiotics of the "Muslim" figure in public discourse to understand, and critique, how this construction leads to various forms of anti-Muslim racism, but also attending to the forms of response and resistance from Muslim youth. Prerequisite, Anth 113. (Same as EDUC-215, EDUC-215.) Maximum enrollment, Seminar (12).

225 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. (Quantitative and Symbolic Reasoning.) (Same as LING-225.) Maximum enrollment, Standard Course (40).

233 Anthropology of China.
This course introduces students to social issues in contemporary China as seen through the lens of anthropological analysis. Through reading ethnographies, watching films, and engaging in classroom discussions, we will examines topics such as the individualization of China and consumer identity, censorship and emerging forms of social media, urbanization and migrant labor, the one-child policy and changing family values, and economic development and environmental degradation. Prerequisite, One course in anthropology or consent of instructor. Maximum enrollment, Standard Course (40). TBA.

234 Communication and Culture.
In this course, we will examine the role that communicative processes play in shaping common conceptions of the world and in facilitating forms of social organization through which people experience everyday life. This course offers an introduction to the foundational relationship between language and culture by examining anthropological approaches to the study of language. In this course, you will learn how language both reflects and creates thought, culture, and power relations. You will also learn how to apply the concepts we study to your own everyday experiences with language. Prerequisite, Anthropology 113. (Same as LING-234.) Maximum enrollment, Standard Course (40). Mariam Durrani.

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 LING-257, SOC-257, WMGST-257.) Maximum enrollment, Standard Course (40). LaDousa.

259 Digital Technology and Social Transformation.
Examines some of the ways in which digital technologies have been imagined to be important to social change, transformation, or innovation. Proponents of the use of digital technologies toward social change have focused on their speed, connectivity, and capacity. The course will introduce some of these arguments, will review some critiques of these arguments, and will suggest – via ethnographic cases – that digital technologies, like all sociocultural forms, should be studied with careful attention to contextual concerns. Prerequisite, One 100-level course in Anthropology or consent of instructor. Maximum enrollment, Standard Course (40). Chaise LaDousa.

261 Performing Life: Introduction to Performance Studies.
This course introduces the field of performance studies, examining performance in diverse contexts, from everyday life (sports, rituals, politics, television) to more formal settings (theatre, dance, visual art). Performance studies asks "What is performance, and how can we make sense of it?" The field incorporates aspects of theatre history, theory, and practice; anthropology, sociology, and cultural studies. No performance training is required or expected, but students will participate in a variety of hands-on exercises, and will attend and analyze several events. Prerequisite, Theatre 100, or consent of instructor. (Same as THETR-261.) Maximum enrollment, Standard Course (40). Latrell.

263 Political Ecology of Tourism.
This course explores the environmental implications of the global tourism industry. Case studies of tourism in the Caribbean and East Asia offer perspectives on environmental histories of tourism; the political ecology of consumption; and problems of cultural authenticity and place-making. Students will draw on ethnographic and policy-based readings. By studying the patterns and governance of one of the world’s fastest growing economic sectors, students will investigate "tourism" as both a cause and effect of globalization and its attendant localization movements. (Same as ENVST-263.) Maximum enrollment, Seminar (12). Andrea Murray.

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. (Same as LING-264, EDUC-264.) Maximum enrollment, Writing-Intensive (18).

266 Dialects of American English.
This course examines the dialects of English used in the United States. Topics covered will include language variation, language change, regional dialects, social and ethnic dialects, gender and language variation, style, applied dialectology, and ideologies of language (Writing-intensive.) Maximum enrollment, Writing-Intensive (18).

270 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. (Same as LING-270.) Maximum enrollment, Writing-Intensive (18).

272 Anthropology of Food.
This course examines how culturally variant practices of food and eating are actively involved in (1) creating and maintaining sociality, (2) constructing and reinforcing identity, and (3) in shaping global relations of power and inequalities. Through reading ethnographies, watching films, and discussing materials in class, this course will introduce you to other ways of viewing, experiencing, and understanding food. It will also provide an opportunity to inquire how our role as consumers reinforces certain global food-ways, impacting many people who remain unseen in the process. (Writing-intensive.) Prerequisite, 113, 127, or consent of the instructor. Maximum enrollment, Writing-Intensive (18).

281 Anthropology of Social Media.
This course introduces students to the anthropology of social media, drawing on empirical and ethnographic accounts to explore how social media use is embedded in and reflective of specific cultural contexts. We will also consider how social media research can be combined with more traditional ethnographic methods in order to understand how people live their lives both online and offline. Students will work together in small groups throughout the semester to design and produce a podcast that presents an ethnographic analysis of a social media topic of their choice. Prerequisite, A course in anthropology or consent of instructor. Maximum enrollment, Standard Course (40). Dannah Dennis.

303 Agency and Voice.
What are the possibilities of action? Of recognition? This course explores the ways that anthropologists have drawn from the humanities and the social sciences to attempt to answer these questions. Particularly important is work by Peirce and Bakhtin. Neither of these scholars engaged in anthropological methods and, yet, anthropologists have found in their ideas much guidance for thinking about the circulation of culture and the possibilities and predicaments of participation. This course will engage with ethnographic applications. Prerequisite, ANTHR 113 or consent of instructor. (Same as LING-303.) Maximum enrollment, Standard Course (40). LaDousa.

305 The Social Politics of Disaster.
Anthropology as a discipline is uniquely positioned to make important contributions to the interdisciplinary field of disaster studies. In this course, we will use disaster as a lens through which to examine social relations and ethical responsibilities in a variety of cultural contexts around the globe. In order to develop their capacities as informed and engaged citizens, students will learn to analyze the political economy of disasters, critical discourses of aid and intervention, mobilizations of affect and alternative temporalities, and disaster as political allegory and opportunity. Prerequisite, ANTHR 113 or consent of instructor. Maximum enrollment, Standard Course (40). Dennis.

309 Education and Racialization in a Global Context.
This course examines the role of education in constructing racial Otherness beyond a black-and-white framework. Education is defined broadly, including teaching and learning within formal institutions, non-formal education, adult education, and community-based education. We will learn theoretical concepts related to race and racialization (i.e., state, surveillance, capitalism, neocolonialism), and use these concepts to understand how racial Otherness is shaped by local contexts and global forces in educational settings. Prerequisite, EDUC-102 or One course in Anthropology. (Same as EDUC-309.) Maximum enrollment, Seminar (12). Wang.

310 Crossings and Transgressions: On Migration and (Im)Mobilities.
The current global moment is marked by border-crossings and border-transgressions where not only people are on the move, but also ideas and images about them. The refugee, the migrant, the domestic worker and the terrorist—itinerant figures of different orders—inspire narratives about what constitutes "human nature" and inhumane practices. This course explores the multiple meanings of mobility and stasis by examining the (dis)placements and circulations of people, things, and ideas along with the (folk)tales that accompany migration and related discourses on race, gender, and sexuality. Prerequisite, Anth 113 or approval by instructor. (Same as WMGST-310.) Maximum enrollment, Seminar (12). Mariam Durrani.

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 EDUC-311.) Maximum enrollment, Standard Course (40).

314 Ethnicity, Gender, and Sexuality in China.
This course discusses the transformations in Chinese notions of ethnicity, gender, and sexuality from 1949 to the present. We will explore topics such as defining, naming, and preserving ethnic identity and culture; changing notions of femininity and masculinity; emerging forms of gendered inequality; and the growing importance of sex work and sex-at-work while considering the interrelationship between such phenomena and the broader political, economic, and social developments in 21st-century China. Prerequisite, 113, 127, or consent of the instructor. Maximum enrollment, Standard Course (40). Julie Starr.

316 Feminist Ethnographies.
In this course, we will critically read and analyze feminist anthropological scholarship. We will look at the following themes: the status of women across societies, agency and resistance, gender and emotion, technologies of the body and reproduction, and new feminist and post-modern ethnographies. We will be reading both key feminist ethnographic texts including classics such as "The Thrice Told Tale" and "The Managed Heart" as well as recent texts. We will also screen works by feminist filmmakers. (Writing-intensive.) Prerequisite, Anthropology 113. Maximum enrollment, Writing-Intensive (18). Mariam Durrani.

317 Body, Self, and Health: China and the Biomedical.
Considers the specificity of local medical systems and the way they are entangled with culturally variant ideas about bodies, food, and health. Draws on ethnographic examples of from East Asia, the U.S., and the Pacific, to study the ways that medical traditions (including biomedicine) establish themselves as social institutions and as sources of authoritative knowledge. Covers topics such as: local theories of well-being; disease causation and healing efficacy; authoritative knowledge; theories of embodiment; and food-as-medicine. Prerequisite, One anthropology course or consent of instructor. Maximum enrollment, Standard Course (40).

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. Maximum enrollment, Seminar (12). LaDousa.

323 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. Maximum enrollment, Standard Course (40).

326 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. Maximum enrollment, Standard Course (40). Urciuoli.

328 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 AFRST-328.) Maximum enrollment, Seminar (12).

329 Globalization and Education.
While human communities have always been connected to one another in important ways, recent history has seen a quickening of transportation and communication, increasing the circulation of people, objects, and forms across significant distances. What are the effects of such circulation, for whom, and in what geographies? How does such circulation shaped education around the world? We will examine several "problem-spaces" relevant to the study of education, such as globalization and race, immigration, global testing and assessment regimes, education and human rights, etc. (Same as ANTHR 329). Prerequisite, EDUC-102 or consent of instructor. (Same as EDUC-329.) Maximum enrollment, Seminar (12). Chenyu Wang.

332 Citizenship in the Global World.
What does it mean to be a citizen? How does citizenship relate to other categories of shared identity and belonging, such as family, nation, ethnicity, race, and place? In a world increasingly characterized by various forms of transnational mobility, what are the consequences of and for citizenship? In this course, we will interrogate major theoretical models of citizenship from across the social sciences and consider the political and social implications of these models in a range of real-world contexts. Prerequisite, Course in anthropology or consent of instructor. Maximum enrollment, Seminar (12). Dannah Dennis.

339 Brown v What: Race and Education in the US.
When it comes to American schools and universities, race is everywhere. Schools are sites where many students learn what race is. This seminar examines how education is used to make the racial "other," and how educators and activists use education politically for equality and social justice. The course will also examine how contemporary educational practices continue to make and remake racial categories in the context of formal and non-formal education. Prerequisite, EDUC-102, ANTHR-113, or consent of instructor. (Same as EDUC-339.) Maximum enrollment, Standard Course (40). Chenyu Wang.

345 Reading Seminar on Education Policy.
This course interrogates the concept of “policy” and examines how it works, as a sociocultural category, a political technology, and an instrument of governance. We pay particular attention to education policymaking (locally, nationally, and globally), as education—both within and beyond the classroom—is a central site where policies reproduce inequality and exclusion and potentiate new forms of subjectivity and efforts for justice. Prerequisite, EDUC 202 or permission of instructor. (Same as EDUC-345.) Maximum enrollment, Seminar (12). Chenyu Wang.

347 Visual and Media Anthropology.
This class looks at the social and cultural life of the media by taking seriously anthropological discussions of visuality, imagemaking, and representations of the ''Other''. We will focus on ideas and debates regarding media production, circulation, and consumption, paying special attention to both the visual regimes that delimit what kinds of images/films accrue value globally and how populations that are on the margins participate in, trope on, and resist stereotypic renderings of who they are in the world. Prerequisite, Anthropology course or consent of instructor. Maximum enrollment, Seminar (12). Shankar, Arjun.

358 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.) (Social, Structural, and Institutional Hierarchies.) Prerequisite, 106, 113, 114, 115, 126 or 127. Maximum enrollment, Writing-Intensive (18). Goodale and LaDousa.

370 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. Maximum enrollment, Standard Course (40).

375 Ethnographic Methods.
Introduces students to ethnographic research methods through a combination of reading, discussion, and fieldwork practice. Students will learn how ethnographers design research projects, undertake participant observation in their chosen field sites (including online), write fieldnotes, prepare and conduct interviews, collect and analyze artifacts, use visual and audio tools to experiment with multimodality, and work with archives, both historic and contemporary. Students will conduct a series of fieldwork exercises that culminate in a research proposal. Class discussions will focus on ethical and political questions about engaged field research, including issues of responsibility, accountability, transparency, and commitment as well as dilemmas that arise due to gender, race, class, etc. Prerequisite, ANTH 113 or consent of instructor. Maximum enrollment, Standard Course (40). Mariam Durrani.

412 Food Justice in the Mohawk Valley.
Students will grapple with the inherent tension between the fact that there are people who live in the area that don’t have enough to eat and the way that all attempts to mitigate social problems are inevitably informed by certain kinds of cultural/economic/political conceptual frameworks that often remain unexamined and/or invisible. As we work our way through the course readings, the students will be asked to pair up with a local organization that is working to alleviate food-related problems in the area. As they work with the organizations, the students will be tasked with examining the successes of, and the difficulties faced by, the institutions, including the ways that people complicate any implementation of a solution.  Prerequisite, ANTHR-113 or by permission of instructor. Maximum enrollment, Seminar (12). Julie Starr.

500 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, Standard Course (40). department.

501 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. Maximum enrollment, Standard Course (40). department.

Courses in Archaeology

106 Principles of Archaeology.
An introduction to the fundamentals of archaeology, with emphasis on human biological and cultural records. 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 with lab exercises embedded within that time. Occasionally two sections of this course are offered. (Quantitative and Symbolic Reasoning.) Maximum enrollment, Standard Course (40). Department.

110 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, First Year Course (18).

216 Everyday Archaeology: Daily life in the past and present.
The activities and experiences that make up our routines often seem mundane and even insignificant. However, choices we make and strategies we develop through the course of our daily lives are connected with larger systems and structures that make up our societies. This class explores how daily life has been integral to episodes of sociopolitical change in the ancient and more recent past. We will explore global case studies from archaeological studies of daily life in the past and present including the first villages, early urbanism, and historic plantations, and contemporary houses. Maximum enrollment, Standard Course (40). Carpenter, Lacey.

218 Resilience and Collapse: Archaeological Perspectives on People and the Environment.
Archaeology offers the opportunity to examine social-ecological systems over long time scales. This course explores different ways of conceptualizing these systems and considers major topics such as: decreasing biodiversity, traditional ecological knowledge, human-environment interactions related to food production, social responses to natural disasters and climate change, and resilience and collapse of past societies. We’ll engage with discussions on sustainability and our ecological impact on the environment. Prerequisite, 106 or consent of instructor. (Same as ENVST-218.) Maximum enrollment, 24. Hannah Lau.

220 Ancient Mesoamerica.
This course examines the development of complex societies, including the Aztec and Maya, in ancient Mesoamerica. We will trace the development of these civilizations, from early hunter-gatherer societies, to the first cities of the New World, through the rise of the Empires that clashed with invading European colonists. The class emphasizes the role of indigenous peoples and their history in shaping contemporary Mesoamerica. Maximum enrollment, Standard Course (40). Lacey Carpenter.

226 Persistent Questions of the Past.
Archaeologists have an opportunity, even a responsibility, to address topics such as political change, food security, climate change, economic inequality, and societal collapse and resiliency. Paired with the Winslow Series in Archaeology, this course addresses a persistent question of the study of the past, such as how people created large-scale social change and how humans have responded to climate change. The topic for each semester is based on the theme of the Winslow Series. Students will engage with professional archaeologists and produce a public-facing output based on their research. Prerequisite, Archaeology 106, or consent of instructor. Maximum enrollment, Seminar (12). Quinn.

229 Archaeology of Death.
While death is a human universal, the ways societies deal with death, bodies, and burial vary greatly. This course explores mortuary practices through the archaeological record and what they can tell us about ritual, social, economic, and ideological institutions in the past. Prerequisite, Arch 106 or consent of instructor. Maximum enrollment, Standard Course (40). Quinn, Colin.

243 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. Maximum enrollment, Standard Course (40).

245 Human Ancestors.
This course examines the evolution of humans from a biocultural perspective. We will investigate the evidence of human evolution, learn how inferences about biomechanics and behavior are drawn from skeletal material, critically examine the challenges of an incomplete material record, and explore issues such as the nature of biological species, human uniqueness, race and biological diversity, migration, and the relationship between humans and our environment. Prerequisite, One course in Archaeology, Anthropology, Biology, or Geoscience, or consent of instructor. Maximum enrollment, Standard Course (40). Quinn.

246 Archaeological Methods in Iconography.
In this course, we will examine how archaeologists approach artwork, writing, and other symbolic representations. We will use the methods and concepts developed by archaeologists and other scholars to build a set of tools and operating principles for the study of iconographic systems. We will explore case studies from all over the world and work with an original data set from Oaxaca, Mexico. Prerequisite, Archaeology 106, Anthropology 113, or consent of instructor. Maximum enrollment, Standard Course (40). Lacey Carpenter.

249 Archaeology of Migration.
Human beings are a species in motion, and migration has defined our interactions with each other and the natural world. This course explores the social, organizational, and environmental consequences of migration in the past. Highlights the roles that migration has played in transformative changes in social, economic, and political organization in the human past. Examines the material consequences of migration using artifactual and human molecular evidence. Also explores the interplay between humans and the environment as people moved into previously unoccupied landscapes. Prerequisite, Archaeology 106, or consent of instructor. Maximum enrollment, Standard Course (40). Quinn.

250 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. Maximum enrollment, Standard Course (40).

251 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. (Experiential Learning.) Prerequisite, 106. Maximum enrollment, Standard Course (40).

281 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, Standard Course (40).

282 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, Standard Course (40).

325 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. (Same as GEARC-325.) Maximum enrollment, Writing-Intensive (18). Quinn.

334 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, Standard Course (40). Goodale.

380 Geographic Information Systems.
Concepts in computer-based GIS emphasizing hands-on practice in portraying and analyzing spatially referenced data sets to produce a variety of types of digital products and to solve geospatial problems. Practice using data from multiple sources, including data downloaded from online sources, field-collected data and published map data. Emphasis on mastery of basic skills and techniques using ESRI ArcGIS software. (Quantitative and Symbolic Reasoning.) Maximum enrollment, Standard Course (40). Nathan Goodale.

510 Senior Seminar in Archaeology.
Critical evaluation of selected topics in archaeology. Primary research, culminating in a paper for fulfillment of the senior project. Maximum enrollment, Standard Course (40). department.

511 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. Maximum enrollment, Standard Course (40). Department.

(from the Hamilton Course Catalogue)

Contact

Department Name

Anthropology Department

Office Location
198 College Hill Road
Clinton, NY 13323

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