hist h300: history of evolution and human consciousness

8/9/2019 HIST H300: History of Evolution and Human Consciousness

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Jason M. Kelly Page 1 HIST H300, FALL 2015

HISTORY 300: TOPICS IN HISTORY, 3 credits (32958) THEME: HISTORY OF EVOLUTION AND HUMAN CONSCIOUSNESS

T 3:00-5:40 in UL 4115PINSTRUCTOR: DR. JASON M. KELLYOFFICE: UL 4115SOFFICE HOURS: W 3:00-5:00 or by appointmentEMAIL: [email protected] (always include H300 as part of your subject)PHONE: 317.274.1689

COURSE DESCRIPTION

Most professional historians focus on studying humans and human societies over the last 500 years. A significant number examine humanity’s history over the past 3000 years. And, a handful analyzethe past 10,000 years. However, the earliest humans emerged approximately 2.3 million yearsago. This means that well over 2 million years of human history are virtually ignored by professionalhistorians.

This is not entirely unexpected. For centuries, scholars lacked the tools and techniques to study thedeep history of the human past. However, over the last several decades, new discoveries,technologies, and methodologies have uncovered a rich history embedded in rocks, bones, andgenes. Most of this work has been done by scientists and social scientists, but a small number ofhistorians have begun collaborating with them to trace the evolution of humans, their societies andtheir cultures.

What these researchers have found has profound consequences — not simply for our understandingof the deep past, but for our understanding of modern societies and cultures. It is evident thatprofessional historians will increasingly need to engage with these discoveries as well as disciplines

such as archaeology, evolutionary biology, and neurobiology.

This course introduces students to these debates by asking a fundamental question: what makes ushuman? The answer, we will find, requires that we explore the histories of religion, philosophy andscience. It will necessitate that we explore the evolution of humans — and most importantly theevolution of brains, consciousness, and culture. We will draw on research from biology,anthropology, and history to explore our pasts, presents, and futures.

LEARNING OBJECTIVES

Contrary to what you may have learned in secondary school, history is not a mass of facts waiting tobe memorized and organized into a chronological narrative. History is a discipline that requires itspractitioners to exercise their critical and analytical skills to interpret the past. Historians must beable to uncover and comprehend a wide variety of historical sources whether they are textual, visual,material, or aural. Applying their understanding of these sources to various questions, which arethemselves often the result of specific historical circumstances, historians do their best toapproximate an objective representation of the human past.


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In this course, you are all historians. Therefore, the assignments will encourage you to improve yourability to communicate effectively through writing and speech, to critically think about the coursematerial, and to integrate and apply your knowledge in a variety of contexts. This course willchallenge you on many levels. You will need to refine your understanding of the methodologies of

the historical profession and use this knowledge to better understand a diverse array of societies,including their political, social, and cultural traditions. As such, this course conforms to IUPUI’sPrinciples of Undergraduate Learning (see below).

By the end of this course:

1. Students will be able to outline the history of hominids with special attention to keymoments in the evolution of consciousness and culture.

2. Through comparing and contrasting the major philosophical and scientific debates about thenature of human consciousness since the 17th century, students will be able to construct a visual model that highlights key historical themes in these debates.

3. Students will be able to identify and summarize current debates about gene-culture co-evolution and relate them to current historiographical discussions.

4. By comparing and contrasting the philosophical, historical, and scientific debates aboutevolution and the history of consciousness over the past 300 years, students will be ableevaluate the ethical implications of various theoretical models.

In a more general sense, you will develop and refine skills to comprehend, interpret, analyze, andcompare historical documents and material culture. You will also be able to think more historicallyand develop a stronger sense of yourself and your community as historical actors.

PRINCIPLES OF UNDERGRADUATE LEARNING (PULs)

The PULs form the conceptual framework for the general education of IUPUI students. The mainPUL for this course is Critical Thinking. Critical Thinking is the ability of students to engage in aprocess of disciplined thinking that informs beliefs and actions. A student who demonstrates criticalthinking applies the process of disciplined thinking by remaining open-minded, reconsideringprevious beliefs and actions, and adjusting his or her thinking, beliefs and actions based on newinformation. The process of critical thinking begins with the ability of students to remember andunderstand, but it is truly realized when the student demonstrates the ability to apply,

analyze, evaluate, and create knowledge, procedures, processes, or products to discern bias,challenge assumptions, identify consequences, arrive at reasoned conclusions, generate and explorenew questions, solve challenging and complex problems, and make informed decisions.

For a complete list of the PULs please visit: http://www.iport.iupui.edu/selfstudy/tl/puls/


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ASSIGNMENTS

Assignments in this course will challenge you to learn on several levels. They will oblige you to learnthe material at the most rudimentary level – through comprehension and basic knowledge of thehistorical details. This requires you to read assigned material closely, taking notes and writing

questions in the margins. If you are simply highlighting passages that you consider to be important,you are not learning efficiently. The best way to take notes is to read a passage, then paraphrase it inyour own words. The same applies to lecture. If I post PowerPoint presentations, podcasts, oroutlines, do not use them as substitutes for note taking. Use them only as a guide to the lecture. Ifyou think you need help with taking notes, I recommend that you visit the Bepko Learning Center for more information. If you have adequately read and/or comprehended a reading and a lecture,you will be able to answer the “who, what, when, and where” questions that I ask in this course.

Once you have a good comprehension and knowledge of the course material, you will be preparedto analyze it, answering the “how” and “why” questions in this course. At the college survey level,these are the answers on which we will focus most of the time. For example, I will ask you toidentify cause and effect for various historical phenomena. I will also require you to give evidencefor your answer. I will ask you to compare and contrast various phenomena and explain why theydiffer. Remember, “cause and effect”/“compare and contrast” questions in history are rarelysimple, and they necessitate that you think creatively about a wide range of possible answers.

At the most advanced level of learning in this course, I will expect you to be able to synthesize whatyou have learned and evaluate a variety of documents and opinions. Your evaluation of otherpeople’s arguments or your original interpretation of historical sources requires that youcomprehend the basic course material and are able to analyze it before you begin your evaluation.Remember, in history, regardless of what you “feel” or “believe,” you must support your assertions with empirical evidence. So, if you make an argument, be sure to support it with credible data.

Below, I outline how my course and learning objectives relate to your course assignments.

Synthesis/

Evaluation

Comprehension/Knowledge

Analysis

In-class and Forum Discussions, Visual Models

Quizzes and Exams

Analytical Essays, DigitalProjects


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READINGS

Required Books

•

Christian, David, and William H. McNeill. Maps of Time: An Introduction to BigHistory . Berkeley, Calif.; London: University of California Press, 2011. ISBN:

9780520271449• Dehaene, Stanislas. Consciousness and the Brain: Deciphering How the Brain Codes Our

Thoughts . New York: Viking, 2014.

• Dunbar, Robin, Clive Gamble, and John Gowlett. Thinking Big: How the Evolutionof Social Life Shaped the Human Mind . London: Thames & Hudson, 2014. ISBN:9780500051801

• Wilson, Edward O. The Meaning of Human Existence . New York: Liveright, 2014.ISBN: 9780871401007

The books below are not required for this course. However, I think that they should be on every student’s(and professor’s) shelf. I use them regularly to help formulate research questions, design projects, and craft

essays and books. I would encourage you to own every one of these, which are inexpensive – especially if you purchase a used copy. If you work through them and use them regularly, they will help you become a betterthinker and writer. Moreover, they will help give you insight into what your professors would like to see in your work, no doubt helping to boost your grades. I would especially suggest that you purchase the booksmarked with an asterisk.

• Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft ofResearch, Third Edition . 3rd ed. Chicago: University Of Chicago Press, 2008. ISBN:9780226065663

• *Cullen, Jim. Essaying the Past: How to Read, Write and Think about History . 2nd ed.Chichester, West Sussex!; Malden, MA: Wiley-Blackwell, 2012. ISBN:9781444351408

•

Elder, Linda. The Thinker’s Guide For Students On How to Study & Learn a Discipline .Foundation for Critical Thinking, 2011. Kindle

• *———. The Thinker’s Guide to How to Write a Paragraph . Foundation for Critical Thinking, 2007. Kindle

•

Elder, Linda, and Richard Paul. The Thinker’s Guide to Analytic Thinking .Foundation for Critical Thinking, 2007. Kindle

• Jr, William Strunk, E. B. White, and Roger Angell. The Elements of Style . 4thedition. Boston: Longman, 1999. ISBN: 9780205309023

• McInerny, D. Q. Being Logical: A Guide to Good Thinking . New York: RandomHouse Trade Paperbacks, 2005. Kindle

• Paul, Richard, and Linda Elder. The Miniature Guide to The Art of Asking Essential

Questions . Foundation for Critical Thinking, 2005. Kindle

• ———. The Thinker’s Guide to Fallacies: The Art of Mental Trickery . Foundation forCritical Thinking, 2008. Kindle

•

*———. The Thinker’s Guide to How to Read a Paragraph . Foundation for Critical Thinking, 2008. Kindle


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• *Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations, Eighth Edition: Chicago Style for Students and Researchers . Edited by Wayne C. Booth,Gregory G. Colomb, and Joseph M. Williams. 8th ed. Chicago: University OfChicago Press, 2013. 9780226816388

CO-PRESENTERS

Because the questions that we will ask in this class cut across a number of disciplines and specialties – from history to psychology to neurobiology to philosophy to anthropology – I will invite anumber of experts to participate in our discussions and/or to give presentations. In order to berespectful of their time, please be sure to come well prepared and be ready to discuss your readingsand projects every day.

STUDY HABITS

While most students know what study habits will make them successful students, many of them donot apply what they know. So, it is worthwhile to reconsider your study habits.

Time management is one of the most difficult things to master, especially when you have otherresponsibilities in addition to class. So, when scheduling your courses, it is useful for you to knowhow the university, your professors, and even the government (in calculating your student aideligibility) look at each course. Taking courses is like having a job, and each course requires you toset aside a specific amount of time each week. A rough guide to how much time the average studentneeds to spend on each course is studying 2-3 hours per every credit hour per week. This is inaddition to time in the classroom. Thus, for a three-credit course, you should set aside 6-9 hours per week. This is why a 12-15 credit course load is equivalent to having a full time job.

If you do not already use one, I highly recommend using a digital calendar as a time managementtool. This will allow you to set aside time to study, manage your meetings, and in general make youmore efficient.

Taking notes in class is another thing with which some students struggle. The most importantthings that you should be asking yourself when deciding what to take notes on are:

1.

Why is this significant?2.

How does this relate to the themes of the course/lecture?3.

How does this relate to the other topics that we have discussed so far?

4.

What does the professor consider particularly important?

I may use PowerPoint presentations in class and post them after class. It is important to keep inmind that the PowerPoint outlines are merely a guide, and you will have to take substantialsupplementary notes in class (including, during in-class discussions)

Taking notes in class will not assure you success in this course. Here are a few tips that manystudents find helpful:


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• If you have completed the assigned reading for each class, it will be easier to be engaged withcourse lectures.

• You should review your notes within 24 hours of taking them, asking yourself questions inthe margins on topics that seem unclear.

• You should ask for answers to any questions in class or in office hours.

•

If you review and revise your notes on a regular basis, you will not need to “cram” at testtime.

The nature of history requires that you read and analyze primary and secondary sources on a regularbasis. You should be prepared to set aside time devoted to read each week. Ideally, you will doyour reading in small, consistent steps rather than last minute “cram sessions.” Remember, some ofyour reading is relatively difficult and may take longer than you expected. When reading, you shouldnot mark large sections of your book with a highlighter. This will be virtually useless to you whenyou need to discuss your reading in class or study for your quizzes. Instead, you should take noteson a separate sheet of paper, noting the author’s thesis, historiographical significance, methodology,and main points. You should be able to critique the work in addition to comprehend the work if

you have read properly.

For more information on notetaking, see

• Sherrie Nist-Olejnik and Jodi Patrick Holschuh, College Rules!: How to Study, Surviveand Succeed in College, 2nd ed. (Ten Speed Press, 2007). ISBN-10: 1580088384

•

Notetaking Systems:http://www.sas.calpoly.edu/asc/ssl/notetakingsystems.html

ANNOUNCEMENTS

You are responsible for all announcements that I make during lecture or through Canvas. If there isany adjustment to the syllabus, I will announce it in class or through email. If for any reason you donot attend the entire lecture, you are still responsible for any announcements that I make. Be sure tocontact a fellow student who is responsible and can relay the information to you. Likewise, you areresponsible for checking your email daily and guaranteeing that your Canvas email settings arecorrect. You may email me through Canvas or come to my office hours for any announcements youmissed.

DIGITAL TECHNOLOGY

If you do not know how to use any feature of Canvas, it is your responsibility to seek tutoring. I willbriefly cover some basics of Canvas in class, but if you do not understand how to use it, you shouldseek assistance from the University Information Technology Specialists (UITS). Your fees pay forUITS, so be sure to take advantage of their expertise. Their contact information is as follows.

Phone: (317) 274-4357 (24 hours)Email: [email protected] Knowledge Base: kb.iu.edu Walk-up: Informatics & Communications Technology Complex (IT 129)


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Live Chat: ithelplive.iu.edu (24 hours)

I strongly suggest that you use IUPUI computers to complete any digital assignments (forums,quizzes, tests, etc.). If you decide to use a non-IUPUI computer, and your computer crashes,disconnects from the internet, or does not work properly with Canvas, etc., this is not a valid excuse

for not completing an assignment. So, use non-IUPUI computers at your own risk.

For assignments that require Canvas submission, many students have found that they prefer to writetheir assignment out in Microsoft Word and paste it into Canvas. That way, they can save a backupcopy for themselves.

Some assignments may require you to listen to podcasts or watch videos. All campus computers areequipped with the necessary software to view them. However, you may need headphones. You canuse your own or rent a set from the IUPUI Library.

Other assignments will require you to work in programs outside of Canvas. All of these programsare free. You can access them on campus computers or download them at https://iuware.iu.edu. If

you would like to access the programs on your machine, but you don’t want to download them,many are available through IUAnyWare at https://iuanyware.iu.edu/vpn/index.html.

GRADING

The grade breakdown is as follows:

In-Class Participation* 25%Quizzes† 10%Online Comments/Presentations/Reading Worksheets 15%

Timeline 10%Group Project: Debates over Human Nature Visualization 20%Final Response 20%Extra Credit 3%

Scale: A=90-100, B+=87-89, B=83-86, B-=80-82, C+=77-79, C=73-76, C-=70-72, D+=67-69,D=63-66, D-=60-62 F=0-59

I may be willing to assign an P/F, W, or I grade. Please consult with me directly and note theuniversity’s policies for each of these grades are available at the IUPUI Registrar:

http://registrar.iupui.edu/gradecover.html

I will give you specifics about assignments during lecture and post the details online.

* While I will take attendance each day, you earn participation points by engaging in the discussion as well as

answering and asking questions during class. For guidelines on how I grade participation, please see the

participation rubric under the resources tab on the website.† Note that if for any reason I suspect that students are not preparing for class adequately, I will begin instituting pop

quizzes.


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collaborative interaction with other students. This process allows the students to learn valuable skills that will be beneficial to them throughout their academic careers. For moreinformation, visit http://blc.uc.iupui.edu.

• The IUPUI Speakers’ Lab

The Speaker's Lab is available for use by all IUPUI students. In the Speaker's Lab students willbe provided the opportunity to fine-tune their speeches with the aid of student mentors and ahost of technological equipment. For more information, visithttp://liberalarts.iupui.edu/spchlab/.

• IUPUI Library Reference Desk

LECTURES AND DISCUSSION

Class lectures will not simply repeat the information in assigned books. Instead, lectures will focus

on questions that mirror the concepts in the books. Lectures will show you how, when used intandem with primary sources, basic textbook comprehension can help elucidate "big" historicalquestions. While lectures will help you understand what you have read, they will also show you theunique ways that historians approach problems. These skills will help you when we focus onanalyzing historical documents.

This course meets once a week. ATTENDANCE IS MANDATORY!!! You must arrive at class ontime. If you are not in class when I am taking attendance, you will be marked as absent.

Generally, I will not make any exceptions to my attendance policies. However, I do understand thatthere are sometimes exceptional circumstances (accidents, emergencies, etc.). If you are late to classbecause of an exceptional circumstance, you must speak to me immediately after class. I will not

make adjustments to my attendance/participation roster later in the semester. I will not makeexceptions for difficulty finding parking. Keep in mind that parking on campus can be difficult tofind at times, so be sure to plan your commute accordingly. There are a variety of parking options.For more information see http://www.parking.iupui.edu/index.html.

Since we meet only 15 times, it is essential that you attend class every day. However, I do understandthat sometimes life is complicated and that emergencies arise. Therefore, you will be excused formissing one lecture for any reason. You do not have to inform me about the reason for yourabsence. After that, I will begin lowering your overall grade 3 points for each day that you miss (upto 20%, equivalent to the total of your participation grade). Remember that unexpected eventssometimes arise later in the semester, so don’t use your single excused absence without a good

reason. There are no exceptions to this policy, except in the case of extraordinary circumstances.

A basic requirement of this course is that you will participate in class and conscientiously complete writing and reading assignments. Keep in touch with me if you are unable to attend class orcomplete an assignment on time. If you miss more than half our class meetings within the first four weeks of the semester without contacting me, you will be administratively withdrawn from thissection. Our class meets once per week; thus if you miss more than two classes in the first four weeks, you may be withdrawn. Administrative withdrawal may have academic, financial, and


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financial aid implications. Administrative withdrawal will take place after the full refund period, andif you are administratively withdrawn from the course you will not be eligible for a tuition refund. Ifyou have questions about the administrative withdrawal policy at any point during the semester,please contact me. For more information, see http://registrar.iupui.edu/withdrawal-policy.html.

For information on the academic calendar, late drop, fees, etc., http://registrar.iupui.edu/accal.html.

Preparation and participation are integral components to success in this course. Make sure that youspend time reading and analyzing the required texts BEFORE you arrive at lecture. I expect each ofyou to share your thoughts throughout the semester. Discussions with your peers are some of themost entertaining and educational times you spend in class, so come prepared to debate. BRING YOUR READINGS WITH YOU!!! If you would like to discuss readings with me, be sure to takeadvantage of my office hours. I expect you to be prepared to discuss the course themes, lectures,and readings during every lecture. We will have discussions every day.

At IUPUI, Adaptive Educational Services (AES) works to make campus life and learning accessiblefor students with disabilities. AES assists students in achieving their educational goals through such

services as note taking, interpreting, and test proctoring. Visit the AES webpage at:http://aes.iupui.edu or call them at 317.274.3241.

There are a number of campus-wide policies governing the conduct of courses at IUPUI. These canbe found at: http://registrar.iupui.edu/course_policies.html

CLASSROOM ETIQUETTE

The classroom is a space for learning. Therefore, it is every student’s responsibility to foster aproductive educational atmosphere. This means that cell phones, SMS and Blackberry messaging

devices, and similar devices must be turned off and put away unless you are participating in thecourse backchannel or obtain special permission from me. Newspapers, books, and materials fromother courses must also be put away. If you use a computer in the classroom, it should be used onlyfor taking notes or supplementing the discussion. If you choose to use a computer, I may designatea seating area for you in the classroom so that you do not distract other students.

If you choose to do work that is unrelated to class (including, but not limited to, texting, checkingFacebook, studying for other courses, etc.), you will receive a zero for participation on that day. If Ifind that you repeatedly abuse this policy, I will treat it as a case of student misconduct.

If you are late to class, try to make as little a disturbance as possible. If you need to leave early,

please inform me before class begins and sit near the door to avoid disturbing your fellow students.

Anything you post online or say in class should conform to the standards of constructive dialogue.Here are a few helpful hints:

• Do not dominate any discussion. Do not use offensive language.

• Be cautious in using Internet language. For example, do not capitalize all letters since thissuggests shouting.


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• Avoid using vernacular and/or slang language.

•

Never make fun of someone’s ability to communicate.

• Share tips with other students.

• Keep an “open-mind” and be willing to express your opinion – even if the majority of theclass disagrees.

•

Think and edit before you push the “Send” button.• Using humor is acceptable but be careful that it is not misinterpreted. For example, are you

being humorous or sarcastic?

• Use correct spelling and grammar.

• Be aware of the University’s Academic Honesty Policy.

•

When in doubt, always ask for clarification.

Adapted from Alma Mintu-Wimsatt, “Netiquette: Make it Part of Your Syllabus,” Journal of OnlineLearning and Teaching 6, no. 1 (2010), accessed 8 February 2015.http://jolt.merlot.org/vol6no1/mintu-wimsatt_0310.htm (This work is published under a CreativeCommons Attribution-Non-Commercial-Share-Alike License)

In cases of student misconduct in the classroom or online, I will follow the procedures outlined inhttp://www.iupui.edu/~fcouncil/documents/IUPUI_misconduct_procedures.htm.

All lectures, PowerPoint slides, handouts, etc. remain under copyright unless otherwise noted.Students may not make unauthorized video or audio recordings of lectures without prior writtenapproval. For more information, please see me.

SOURCES

This course makes use of a variety of source materials – some of which you may not always see inhistory courses. In addition to the typical sources you find in a history lecture or textbook, such aspolitical tracts, letters, or laws, this course examines artwork, films, philosophical treatises, literature,and material objects. This is because all of these sources are historical documents. For example,literature can make profound statements about the ideals, values, and problems of a particularsociety. An artwork is as much a reflection of a society as a piece of legislation, and both provideimportant historical insights. Therefore, you will be exposed to an interdisciplinary view of history,the purpose of which is to give you a well-rounded introduction to historical topics and themes.

You are expected to understand the difference between primary and secondary sources, animportant distinction in a history course. Primary documents, simply put, are historical materials

(textual, visual, or material) that were created in the period being studied. Secondary documents arehistorical materials (textual, visual, or material) created at a later date which analyze an earlier period.For example, a letter written by Charles I in 1640 is a primary document. A textbook written in1960, which analyzes Charles I’s letter is a secondary source. For more information on primary andsecondary sources, seehttp://college.hmco.com/history/us/berkin/history_handbook/1e/students/activities.html


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ACADEMIC INTEGRITY

I will not tolerate cheating or plagiarism. Cheating includes copying answers from another student orbringing notes to an examination or quiz. Plagiarism is using the words or ideas of another person inyour work and presenting them as your own. I will fail you for either of these. Additionally, I will

report you to the Dean of Student Affairs. Please refer to the IUPUI Student Code of Conduct:http://www.iupui.edu/code/ for information regarding penalties and procedures in cases ofacademic misconduct: cheating, plagiarism, etc.

RESOURCES FOR STUDENTS

Student Advocate The Student Advocate Office is located in the Campus Center, Suite 350, and can be contacted byphone at 278-7594 or email at [email protected]. For more information, visit the Student Advocate website at http://www.life.iupui.edu/advocate/

Adaptive Educational ServicesStudents needing accommodations because of physical or learning disabilities should contact Adaptive Educational Services, Taylor Hall (UC), Room 137: http://aes.iupui.edu/

Counseling & Psychological ServicesStudents who wish to seek counseling or other psychological services should contact the CAPSoffice by phone at 274-2548 or email at [email protected]. For more information, visit the CAPS website at http://life.iupui.edu/caps/

hist h300: history of evolution and human consciousness

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