ANTH 603 - Spring 2010
(Subject to revision. 
check periodically for latest version.)

Wk  Topic Readings




 The debate on aims

Binford 1962, 1968a; Flannery 1967; Trigger 1968; Clarke 1972:1-10, 43-57; 1973 (t=89)


 The debate continues &
  middle range theory

Trigger 1978; Flannery 1982; Hodder 1991: Chs. 8 & 9; Raab & Goodyear 1984; Trigger 1995  (t=94)


 A multiplicity of archaeologies

Bradley 1993; Trigger 1991; Trigger 1998; VanPool & Van Pool 1999; Duke 1995( t=106)


 The role of evolutionary theory

Fogelin 2007; White 1959; Steward 1960; Ruyle 1973; Boone & Smith 1998 w/ comments; (t=96)


 More on evolutionary theory
  & ecological approaches

Bamforth 2002; Shennan 2008; Clark 1953; Jochim 1979; (t=100)


 Settlement patterns

Trigger 1968b; Parsons 1972; Rocek 1988; Kent 1992 (t=90)  


 Settlement &
  social organization
 (& Midterm Exam)

Flannery, ed., 1976:1-11, 13-16, 49-51, 91-95, 131-136, 159-162, 195-196, 225-227, 251-254, 283-286, 329-333, 369-373 (t=54)


 Settlement & landscape

Renfrew 1973; Marquardt & Crumley 1987; Barrett 1999; Ashmore 2002; Hicks 2002; Dongoske et al. 1997; Darvill 1999;  Kelley 2006 (t=92)


 Social organization

Trigger 1974; Feinman & Neitzel 1984; Marcus 2008; Hudson et al.1985 (t=107)


 Cognitive archaeology &

Holt 2009; Flannery & Marcus 1993; Hicks 2007; Webster 1996; Leone 1998; Robb 1998 (t=104)


 Research design &  GIS

Binford 1964; Goodyear et al. 1978; Sharer & Ashmore 1987:104-131; Harris & Lock 1995; Llobera 1996 (t=99)


 Archaeological resources
  management & historical

McGimsey & Davis 1984; Cleere 1984, 1989; VandeVeen 2004; Pinter 2005; Jameson 2000; Franklin et al. 2008; Moore 2006; McGimsey 2006; Boszhardt 2006; Pykles 2008; Deagan 1982, 1991; Lightfoot 1995; (t=101)


 Ethical issues

King 2008; Weiss 2006; Kintigh 2008; Ferguson 1996;  Lynott 1997; King 2002; Whitley 2007;Zedeño 2007; Smith 2007; McGhee (t=102)


 Interactions with biological anthropology

Larsen 1987; Haak et al. 2008; Cook & Schurr 2009; Fowler 2007; Gould 2004; Fullagar et al.1996 (t=126)

Note: Most journal & serial articles are available through the Ball State University Library electronic journals links at A few others may be available on the Internet, as noted in the weekly reading lists.  A detailed bibliography, arranged week by week,  is available at while a cumulative bibliography for the course, including readings no longer assigned,  is available at Bibliography to 2009.htm .

Course objectives

scope (sk½p) n. The full extent covered by a given activity or subject. The maximum limits to its
perceptions, knowledge, experience, abilities, operations, or effectiveness.

The title of this course is to be taken literally, thus the emphasis will be on the nature and range of archaeological research. This will be taken also to include consideration of the theoretical foundations, potential, and limitations of such research. For illustrative purposes, it will also include a sample of the results of archaeological investigation. Thus it will provide an overview of current archaeological research foci and theoretical frameworks in their historical context. It will also consider the relationship of archaeology to the other subdisciplines of anthropology and broader anthropological concerns.

For a better understanding of archaeology, it is also necessary to familiarize oneself with field methods and with the results of archaeological research (i.e., prehistory). Consequently, over the course of the semester, students with little or no background should also read one or more of the introductory texts, which tend to focus either on method or prehistory. For the former, I recommend the latest edition of Renfrew & Bahn or Sharer & Ashmore; for the latter, Feder or a similar text. For a humorous description of what archaeology is really like (from a British perspective), see Bahn 1989. And for a good history of archaeological thought, see Trigger 1989.

Course format

The course will be taught seminar style, with the emphasis on discussion of readings supplemented by lecture where appropriate. It is therefore particularly important that everyone come prepared, having read the articles (or at least skimmed them thoroughly enough to have gleaned the major points).

To ensure a good discussion is possible, each week two individuals will be assigned for each of the following week's readings--one to provide a comprehensive summary, one to discuss & critique (pro, con, compare to the work of others; not just an alternative summary); in addition, two other individuals will be assigned responsibilities for the week's papers as a group: one to give an overview at the end of the class, discussing the relationship of the ideas in the papers as a group to each other and to other topics in the course, and one to provide a recap at the beginning of the next class, summarizing what topics were covered during the previous week's seminar.

After the summary and critique of each paper, the floor will be opened for general discussion. Therefore, everyone is expected to do all readings each week and to include all readings in their annotated bibliographies. Since past experience has shown bibliography grades to be remarkably stable for any one individual, I will in general read only a representative sample of those handed in and simply check off the rest as done to ensure that everyone does complete all the readings.

Evaluation of performance

The grade will be based on the following (each counting 20%):
1) Class participation & presentations
2) Annotated bibliography (i.e., short summaries) of the readings (ca. 1/2 to 1 page each, typed, double-spaced)
(Please conclude with a one-sentence evaluation of the value of the article/chapter and a grade [A - definite keeper, B - better than average, C - okay, D - of limited value, F - a waste of time]; these are used to decided which readings should be replaced next time.)
3) Midterm exam
4) Second half-term exam (given with final)
5) Final exam (an essay designed to see how well you can link together everything you've read to explain the scope of archaeology).

Attendance Policy

There is no compulsory attendance requirement, except for the class periods in which exams will be given. However, the presentations and discussions that take place in class play an important role in your getting as much as you should out of the readings as well as providing twenty percent of your grade. You are therefore urged to attend and participate. And if you are unavoidably absent, be sure to check-- -- to see what paper(s) you have been assigned for summarizing/critiquing the following week.] You have paid for the course, so I would hope that you will want to get your money's worth from it.

Academic Integrity

It has come to my attention that some students have obtained article summaries from students who took the class previously. Academic honesty and integrity are essential to good scholarship and learning and are an essential requirement for all members of our society. Their lack adds suspicion and resentment to academic competition and distorts the meaning of grades. While I am sympathetic to the many pressures that face college students, I am strongly committed to ensuring that students who are here to learn and who take pride in their own work are not disadvantaged by students who cheat on exams, plagiarize, help others cheat, and so on. Confronting students who are under suspicion for cheating is onerous and anxiety-producing even for professors, but anyone who is suspected of academic dishonesty, through my observations or reports of others, will be asked to come to my office to present their side of the story and may be referred for university disciplinary action. If you are having trouble with the course and feel tempted to cheat, please come talk with me or go to the Learning Center in North Quad for some assistance with your studies or to the Student Counseling Center in Lucina Hall for help with depression or other personal problems that are interfering with those studies. If you are uncertain as to whether some action is academically dishonest, please see me to discuss it. And if you directly observe another student engaging in any form of academic dishonesty, I hope you will discuss that with me as well; it is your grade that will suffer from such activity since it may shift the curve.

Special Needs

If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me of these as soon as possible. For accommodations to be made, I will need a letter from the Office of Disabled Student Development verifying the need and listing appropriate options.


Revised January 2010