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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)
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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.
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