Physical Anthropology – Fall 2015

(Pictured above: Homo naledi, a recently-described new species of human from a lineage that is 2.5 million years old. Additional details are available at http://www.check123.com/videos/7660-homo-naledi.)

Syllabus (pl. syllabuses or syllabi,) derives from modern Latin syllabus ("list") and probably originally from a misreading of the Greek sittybas (pl. of sittyba, referring to a title, slip or label [or case]) that appeared in correspondence by the Roman Philosopher Cicero (106-43 BCE) to his friend, Atticus in Rome. The original association is with parchment rolls as a means to organize or denote their contents. From the mid-1600s until today it has been used with various related meanings in law, religion and education where it is generally considered to refer to the subjects of a course of lectures or the contents of a curriculum (Harper, 2011; Syllabus, 2011; "Syllabus," 2012). This syllabus will be your guide to this academic course of instruction.

Course Code ANTH 201, Physical Anthropology (5 credits)—Section A

Meeting Details Mondays & Wednesdays from 1:30-3:50 pm in NES 113 (in Building 16)

Instructor InformationInstructor: Brian D. Compton, Ph.D.Office Location: Kwina Office/Classroom Complex #110 (in Building 15)Office Hours: As posted and by appointmentTelephone: (360) 392-4321Fax: 360-392-4333 (c/o NWIC Enrollment Services, "ATTN: Brian Compton")Email: bcompton@nwic.eduBlog: http://blogs.nwic.edu/briansblog/

Science Writing Mentor InformationPlease note that this course involves several writing assignments that are to be developed through collaboration with a Science Writing Mentors at Northwest Indian College, whose contact information is presented below. Please consult with her for further details regarding her availability and turn-around time for reviewing and providing editorial feedback on writing assignments.

Writing Mentor: Lynda Jensen, M.A.Office Location: When not in class, Ms. Jensen is most reliably found in NE 106 (the Science Lounge in Building 16)

or the Testing Center (in Building 17).Office Hours: By appointment.Email: ljensen@nwic.edu

Course DescriptionPresents principles of biological evolution, primate behavior, human genetics, adaptability, and variation. Also includes study of early fossil records and prehistoric cultures. (NS) Prerequisite: ENGL 100.

Course Overview and RationaleThis course is designed to provide an overview of the basic concepts, theories, methods, and subject matter of physical anthropology, with special reference to topics and issues of interest and concern to Native Americans. Upon completion of this course, students will have been familiarized with many fundamental elements of human genetics and evolutionary theory, human variation, human evolution, the fossil record, and the biology, behavior, and evolution of primates. Other matters related to the archaeological investigation and cultural considerations of Native American human remains, and the investigation of North American apelike cryptids also may be explored.

Disclaimer: This syllabus is tentative and subject to change by the instructor.

Physical anthropology (also called biological anthropology) is a branch of anthropology, the study of the human species (from Greek ánthrōpos, "man," and –logia, "discourse" or "study") (Anthropology, 2015; Anthropo-, 2015; -logy, 2015). It is concerned with our species' past and present in terms of physical development, evolution and variation. It is also associated with the study of human origins (paleoanthropology), the analysis and identification of human remains for legal purposes (forensic anthropology), human body measurements (anthropometrics), human genetics and osteology as well as human brain evolution, development (neuroanthropology) and culture.

In the roughly two centuries since the emergence of physical anthropology as a subdiscipline of anthropology, it has involved controversies associated with contrasts between biblical and evolutionary explanations, racial theories and associated practices, and has been associated with the debate about slavery. In addition to the information it yields regarding the sole extant human species, it continues to be controversial amongst Native Americans for its negative historical legacy that includes unethical treatment of living people and human remains, and its ongoing association with concepts that contrast with indigenous human origin explanations.

Required TextLarsen, C. S. (2014). Our origins: Discovering physical anthropology (3rd ed.). New York, NY: W.W.

Norton. (Original work published 2008) [ISBN: 978-0-393-92143-4 (pbk.)] From the publisher’s website: Gives students the tools they need to see the Big Picture. The Third

Edition of this best-selling text now includes an update to the evolutionary primate taxonomy and even more tools to help students grasp the major concepts in physical anthropology—including new, photorealistic art. Please be sure to bring this to all class meetings. Also note that this course will require your use of the associated coursepack on Canvas.

Recommended Reading:Shubin, N. (2008). Your inner fish: A journey into the 3.5-billion-year history of the human body. New

York, NY: Pantheo Books. [ISBN-10: 0307277453, ISBN-13: 978-0307277459; Lummi Library: QM 26 .S58] From the publisher’s website: Why do we look the way we do? What does the human hand have in

common with the wing of a fly? Are breasts, sweat glands, and scales connected in some way? To better understand the inner workings of our bodies and to trace the origins of many of today's most common diseases, we have to turn to unexpected sources: worms, flies, and even fish. In Your Inner Fish, Neil Shubin tells the story of evolution by tracing the organs of the human body back millions of years, long before the first creatures walked the earth. By examining fossils and DNA, Shubin shows us that our hands actually resemble fish fins, our head is organized like that of a long-extinct jawless fish, and major parts of our genome look and function like those of worms and bacteria.

Note: This title also available in DVD format: Cook, T. (Director). (2014). Your inner fish [DVD]. [Lummi Library: DVD 733 QM 26 .Y68 2014 - DVD]

Zeigler, D. (2014). Evolution: Components and mechanisms. San Diego, CA: Academic Press. [ISBN-10: 0128003480, ISBN-13: 978-0128003480] From the publisher’s website: Evolution: Components and Mechanisms introduces the many recent

discoveries and insights that have added to the discipline of organic evolution, and combines them with the key topics needed to gain a fundamental understanding of the mechanisms of evolution. Each chapter covers an important topic or factor pertinent to a modern understanding of evolutionary theory, allowing easy access to particular topics for either study or review. Many chapters are cross-referenced. Modern evolutionary theory has expanded significantly within only the past two to three decades. In recent times the definition of a gene has evolved, the definition of organic evolution itself is in need of some modification, the number of known mechanisms of evolutionary change has increased dramatically, and the emphasis placed on opportunity and contingency has increased. This book synthesizes these changes and presents many of the novel topics in evolutionary theory in an accessible and thorough format. This book is an ideal, up-to-date resource for biologists, geneticists, evolutionary biologists, developmental biologists, and researchers in, as well as students and academics in these areas and professional scientists in many subfields of biology.

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Online SupportThe following online resources support this course:

The instructor's blog (see above under Instructor Information) is a central electronic resource for this course. In the event of an unscheduled college closure, check this site for course assignments and updates so that you may continue your academic progress outside of class.

The W.W. Norton publisher’s website for students using Our Origins is available at http://books.wwnorton.com/books/webad-detail-students.aspx?id=4294978514.

This course will involve the use of the Canvas Online Learning platform. Students may log in to Canvas by accessing the appropriate link from the NWIC website. Students may then access chapter learning objectives, answers to student frequently asked questions (faqs), flashcards, animations, videos and quizzes through Canvas.

Important Note: Although your textbook may include information regarding access to SmartWork, this feature is not supported in ANTH 201. And eBook chapters, as indicated in Canvas, also are not supported in ANTH 201 as they require additional fees for access. Students may follow the link in Canvas to purchase access to the eBook content.

Additional MaterialsAdditional reading and viewing materials may be provided throughout the course.

Course Policies1. Student Rights & Responsibilities: These will be observed as described in the 2015-2015 Northwest Indian

College Catalog and in accordance with Northwest Indian College policies.2. Attendance & Participation: Regular attendance and participation are essential to your success in this course. It

is your responsibility to attend class meetings regularly and on time. In the event that you may arrive to class late, please be mindful that the course work has already begun and that class interruptions may negatively impact your classmates’ and the instructor’s efforts regarding teaching and learning. Necessary absences should be reported to your instructor and multiple unexcused absences may result in grade reductions that could prevent you from passing this course.

3. Assignments & Due Dates: All assignments are to be submitted as indicated by the instructor and in supporting course materials. You must complete your work as indicated in class or you will not receive credit for that work. Unless otherwise instructed, your are required to submit your work via Email to Brian Compton at bcompton@nwic.edu. I will not accept late assignments without prior approval.

4. Assessment & Grades: The grades that I will report on the class grade roster at the end of the quarter may be determined through a combination of faculty and student self-assessment as detailed in this syllabus or described in class and course materials.

5. Electronic Devices (e.g., cell phones and laptop computers): Please be sure to reserve cell phone and laptop use for outside of class unless they are being used with the instructor's approval and in direct support of your on-task course work.

6. Email: I will use your NWIC Email address to communicate with you in this course, so you must access it to receive any messages that I send to you via that address.

Institutional and Course OutcomesNWIC Institutional OutcomesAs the result of this course students will be able to …

1. Native Leadership—To Acquire a Quality Educationa. Effectively communicate in diverse situations, from receiving to expressing information, both verbally and

non-verballyb. Use analytical and critical thinking skills to draw and interpret conclusions from multiple perspectives

including Indigenous theory and methods2. Way of Life—To Give Back

a. Demonstrate knowledge of what it means to be a peopleb. Practice community building through service learning

3. Inherent Rights—To Apply Indigenous Knowledgea. Exhibit a sense of placeb. Recognize Tribal rights as they relate to human rights

4. Community Minded—To Utilize Education Through Work

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a. Meet the technological challenges of a modern worldb. Work cooperatively toward a common goal

Course OutcomesAs the result of this course students will be able to …

1. Specify, describe and explain human adaptation and variation and how they relate to evolution.2. Specify and explain basic principles of mutations, molecular and Mendelian genetics and how they relate to

human evolution.3. Specify and describe behavior of other primates and relate them to human behavior.4. Summarize and discuss information on 10 early human and other primate species along with three unique or

otherwise notable attributes associated with each selection as the rationale for their inclusion.5. Summarize and discuss information in response to the question, "Why is physical anthropology of particular

significance to Native Americans"?

Outline/Schedule of Topics & AssignmentsPlease refer to the online course materials to be accessed using Canvas. Note that all online course activities for each chapter are due at the end of the week in which they are assigned as indicated below.

Week 1 Reading: Chapter 1: What is Physical Anthropology Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, September 27, 2015

Week 2 Reading: Chapter 2: Evolution: Constructing a Fundamental Scientific Theory Reading: Chapter 3: Genetics: Reproducing Life and Producing Variation Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, October 4, 2015

Week 3 Reading: Chapter 4: Genes and Their Evolution: Population Genetics Reading: Chapter 5: Biology in the Present: Living People Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, October 11, 2015

Week 4 Reading: Chapter 6: Biology in the Present: The Other Living Primates Reading: Chapter 7: Primate Sociality, Social Behavior, and Culture Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, October 18, 2015

Week 5 Reading: Chapter 8: Fossils and Their Place in Time and Nature Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, October 25, 2015 Due: Topic, thesis (or equivalent) & preliminary bibliography for formal paper at 5:00 pm on Friday,

October 23, 2015Week 6

Reading: Chapter 9: Primate origins and Evolution: The First 50 Million Years Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, November 1, 2015 Due: Annotated Bibliography at 5:00 pm on Friday, October 30, 2015

Week 7 Reading: Chapter 10: Early Hominin Origins and Evolution: The Roots of Humanity Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, November 8, 2015

Week 8 Reading: Chapter 11: The Origins and Evolution of Early Homo Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, November 15, 2015

Week 9 Reading: Chapter 12: The Origins, Evolution, and Dispersal of Modern People Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, November 22, 2015 Due: Preliminary draft formal paper at 5:00 pm on Friday, November 20, 2015

Week 10 Reading: Chapter 13: Our Last 10,000 Years: Agriculture, Population, and the Bioarcheology of a Fundamental

Transition Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, November 29, 2015

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Week 11 Reading: Chapter 14: Evolution: Today and Tomorrow Assignment: All online (Canvas) chapter activities due at 11:59 pm on Sunday, December 6, 2015 Due: Final formal paper at 5:00 pm on Friday, December 4, 2015

Week 12 Due: Oral presentation of formal paper during class on Monday, December 7 and Wednesday, December

9, 2015

SPECIAL NATIVE AMERICAN & PACIFIC NORTHWEST ISSUES THAT ALSO MAY BE TREATED:Anthropocene Era

Climate ChangeArchaeology in America

Scientific archaeology Native Americans and museums Kennewick Man

Native Scholarship on Human Descent Vine Deloria Viola Cordova

Hominoids of Uncertain Biological Affiliation Cultural and scientific considerations of Sasquatch and other North American apelike cryptids

Native Burial Topics Native perspectives on human remains NAGPRA (Native American Graves Protection and Repatriation Act)

Other Topics Native perspectives on concepts and practices involving physical anthropology and related research

Assessment—Assignments & GradingNote: Additional details regarding assignments may be posted to the instructor's blog. Please check it regularly for details.

RequirementsNote: This course is based on a total of 500 possible points, including online and classroom elements as indicated below.

1. Attendance and participation (in all class meetings and discussions) (20 points possible [one point for attendance for each of 20 class meetings] for 4% of the total grade)

2. Online activities for each text chapter as follows (including animation exercises, video exercises and quizzes) (390 points possible for 78% of the total grade) Note that each chapter in Canvas is associated with the following number of points:

Chapter 1 (28 points)Chapter 2 (29 points)Chapter 3 (27 points)Chapter 4 (28 points)Chapter 5 (28 points)Chapter 6 (28 points)Chapter 7 (28 points)

Chapter 8 (28 points)Chapter 9 (27 points)Chapter 10 (27 points)Chapter 11 (28 points)Chapter 12 (28 points)Chapter 13 (28 points)Chapter 14 (28 points)

3. Topic, thesis (or equivalent) & preliminary bibliography for formal paper (5 points or 1% of final grade)(A topic related to physical anthropology is identified, a clear thesis statement (or equivalent) is developed, and a preliminary bibliography of relevant and authoritative references that relate to the topic and thesis is included. Complete assignments will receive all the possible points.)

4. Annotated bibliography for formal paper (5 points or 1% of final grade)(This will consist of an annotated bibliography corresponding to APA style and containing a minimum of four references related to the project topic. Complete assignments will receive all the possible points.)

5. Preliminary draft of formal paper (25 points or 5% of final grade)(This is to be produced in accordance with APA style guidelines, submitted in electronic form a minimum of one time to the science writing mentor for review and feedback, and submitted in electronic form to the course

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instructor for review and feedback. It should address all editorial review and feedback. It will be assessed according to the corresponding rubric indicated below.)

6. Final version of formal paper (30 points or 6% of final grade)(This is to be produced in accordance with APA style guidelines, based on preliminary draft[s] incorporating editorial review and feedback as indicated above, and submitted in electronic form to the course instructor for review and feedback. It should address all editorial review and feedback. It will be assessed according to the corresponding rubric indicated below.)

7. Oral presentation of formal paper (25 points or 5% of final grade)(This may be presented with optional electronic support, e.g., PowerPoint, Prezi, Sway or other presentation software1 and should be submitted to the instructor in electronic form prior to in-class presentation. Complete assignments will receive all the possible points.)

Rubric for Annotated Bibliography

Assessment Attribute Possible PointsComplete & Concise: All components of APA style as indicated for the assignment are included (format, number of words or page length, references and citations, etc.) and writing is economical and direct

1

Correctness: All aspects of grammar, spelling, punctuation and word choice are present

1

Coherence (& Control): Ideas are presented logically and in a unified manner with good flow, paragraph construction, sentence content, etc.

1

Clarity: Writing is clear and unconfused and relates directly to the stated assignment objective(s)

1

Content: Writing shows evidence of full and complete comprehension of subject matter and ideas communicated are substantial and relevant

1

All Attributes 5 total points possible

Rubric for Formal Paper (draft and final versions)

Assessment Attribute Possible PointsComplete & Concise: All components of APA style as indicated for the assignment are included (format, number of words or page length, references and citations, etc.) and writing is economical and direct

5 draft/6 final

Correctness: All aspects of grammar, spelling, punctuation and word choice are present

5 draft/6 final

Coherence (& Control): Ideas are presented logically and in a unified manner with good flow, paragraph construction, sentence content, etc.

5 draft/6 final

Clarity: Topics and questions are addressed in a clear and unconfused manner and relate directly to the stated assignment objective(s)

5 draft/6 final

Content: Writing shows evidence of full and complete comprehension of subject matter and ideas communicated are substantial and relevant

5 draft/6 final

All Attributes 25 total points possible (draft)30 total points possible (final)

1 A number of presentation software alternatives to PowerPoint are described at http://www.customshow.com/best-powerpoint-alternatives-presentation-programs.

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GradingNote that students must complete course requirements as described in this syllabus to be eligible for receiving a grade for this course. Northwest Indian College uses the following symbols for grading courses:

A: The student has met or exceeded the highest level of the course requirements. B: The student has met the course requirements above the satisfactory level. C: The student has met the course requirements at the satisfactory level. D: The student has met the course requirements at the minimum level. However, the student has not met all of the

course requirements at the satisfactory level. F: The student has not met the course requirements at the minimum level.

In this course, the following points and percentages will be associated with letter grades:Grade Points Earned Percentage

A 475-500 95-100%A- 450-474 90-94%B+ 430-449 86-89%B 425-429 85%B- 400-424 80-84%C+ 380-399 76-79%C 375-379 75%C- 350-374 70-74%D+ 330-349 66-69%D 325-329 65%D- 300-324 60-64%F 0-299 0-59%

Please also note the following important details regarding grading Incomplete Agreement Policy Statement: If a student has been making consistent progress and has regular

attendance, but some essential requirement of the course has not been completed because of unforeseen circumstances the student has the option to request to enter into an incomplete agreement. The deadline to request an incomplete agreement is the last day of the quarter. It is the instructor’s discretion whether to accept the student’s request. When the instructor submits an incomplete agreement for a student, included should be:o The grade earned by the student on the date that the incomplete agreement is submitted,o A detailed list of remaining work to be completed, ando A deadline for the completion of that work. (The deadline is not to extend longer than two consecutive quarters.)

Grade Change Policy: Grade and designation of Incomplete recorded by the registrar at the end of a quarter will be considered final and not be changed except in the following cases:o When a letter grade is submitted to replace the incomplete, by the instructor of record or, if the instructor of

record is no longer employed by NWIC, by the Dean of Academics.o When a grade resulting from an error, such as a computation error, is corrected by the instructor of record; the

request for change to correct these errors may only be made by the instructor of record, before the beginning of blue-slip week (second week of the quarter) or the following quarter.

o When an error committed in the administrative recording process is corrected by the registrar’s office.o When a student’s grade appeal has been adjudicated, as outlined in the grievance procedure in the Student

Handbook. Note: The Incomplete Agreement and Grade Change policies were approved in April of 2015, too late for inclusion in

the print version of the 2015-2017 Northwest Indian College Catalog. Please be sure to note that information regarding incomplete grades and grade changes in the print catalog is obsolete.

Other Considerationso Completion of an assignment does not ensure receipt of full credit for that assignment. I will assess your work for

its promptness, appropriateness, completeness, quality and relationship to one or more assessment rubrics. All work must be completed by the start of the final class meeting or—only with prior permission of the instructor and because of unavoidable circumstances—by noon of the last day of the quarter unless an Incomplete Agreement is requested and completed as indicated above.

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o Grade qualifiers (- or +) may accompany your final grade depending upon various factors to be determined by your instructor with respect to the promptness and quality of your efforts.

Referencesanthropo-. (2015). Retrieved September 9, 2015, from Dictionary.com website:

http://dictionary.reference.com/browse/anthropo-Anthropology. (2015). Retrieved September 9, 2015, from Dictionary.com website:

http://dictionary.reference.com/browse/anthropology?s=tHarper, D. (2011). Syllabus. Retrieved January 11, 2012, from Online Etymology Dictionary website:

http://www.etymonline.com/index.php?allowed_in_frame=0&search=syllabus&searchmode=none-logy. (2015). Retrieved September 9, 2015, from Dictionary.com website: http://dictionary.reference.com/browse/-logySyllabus. (2011, December 28). Retrieved January 11, 2012, from Wikimedia Foundation, Inc. website:

http://en.wikipedia.org/wiki/SyllabusSyllabus. (2012). Oxford dictionaries. Retrieved September 16, 2012, from Oxford University Press website:

http://oxforddictionaries.com/definition/american_english/syllabus?region=us&q=syllabus

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