This class is designed to give you an understanding of primary data and interpretative approaches to the investigation of Paleoindian archaeology. Although the focus of the class will be on Paleoindian materials in the western United States, we will also cover some aspects of the rest of North and South America. An emphasis will be placed on examining the ever-changing nature of data sets, research questions, and interpretative models for the late Pleistocene/early Holocene archaeology of the Americas. Although only a limited set of archaeological materials will be examined in detail (i.e., Paleoindian), we will spend a good deal of time working with issues of archaeological method and theory that are applicable to a much wider range of temporal and geographic areas. We will be looking at relationships between fieldwork and interpretations; between paradigms, models, and research programs; between concerns for typology and cultural history, and behavioral interpretation. The class is structured to follow the development of information and ideas about Paleoindian archaeology. As such, the readings are primarily arranged into four general time periods in which research and publication took place: 1) the early discovery/quarry period (1927-1945); 2) the late discovery/quarry period (1946-1966); 3) the "site as artifact" period (1967-1986); and 4) the Mosaic period (1987-present). We will be reading a variety of materials ranging from broad, regional overviews to descriptions of single sites and discussing both the empirical and theoretical aspects of the materials.

There is no textbook for this class. Reading lists with a total of approximately 150-200 pages required each week, are attached to the class schedule. You need to be well aware that you will not only be required to do a lot of reading, but you’ll also be expected to retain both the detailed, specific information from the readings as well as to have thought about how the assigned topics relate to not only that week’s discussion, but also to all of the material covered previously in the class. If you’re not prepared to commit substantial time to the readings, expect to do poorly in the class. Two copies of all assigned readings will be available for short-term checkout (2 hour) from the Anthropology Workroom (C206 Clark) and a third copy will be available on reserve in Morgan library. It is essential that you keep up with the readings and have the materials completed by the time they are discussed in class. Depending on the quality of in-class discussion, and degree that the class seems to have thought about the readings, we will have occasional brief quizzes on the readings (grades for any such quizzes will be part of your class participation points).

The grade for the class will be based on your point total, which will be made up of the categories listed below. All students will be required to complete a class term paper (American Antiquity format) that will be due by noon on Friday the last day of the semester. The paper will be based on reading an assigned monograph on some aspect of Paleoindian archaeology and writing a report that integrates the specifics of the book into the more general topics and themes discussed in the class and assigned readings . During week 12, you will be required to submit a written first draft of the paper and be prepared to give an informal in-class presentation that summarizes what you've learned through your research. Your term paper is expected to be 10-15 pages of text, plus figures, tables, and references. There will be one essay, short answer midterm exam in the class. Class participation is VERY important -- note that it is worth 25% of the points available for the class. Each week you will need to be prepared to discuss and/or answer questions about each of the readings.

10 points: Term paper first draft

40 points: Final Draft Term paper:

research/scholarship /integration 20 points

organization/clarity 10 points

writing/spelling/proofreading 5 points

format 5 points

25 points: Midterm Exam

25 points: Class participation (you must be ready to participate in each week's discussion)

1) Research/Scholarship: How thoroughly has the material in the paper been researched in terms of the published literature? Has the relevant literature been consulted and integrated into the paper? Is there evidence that you’ve done enough digging in the library, inter-library loan office, etc.? Are the sources of ideas, quotations, data, illustrations, and so forth cited fully? How well have you been able to integrate your research with the materials covered in the class to form a cohesive paper? How well have you covered the topic, and is it clear that you’ve thought about the materials you’ve read?

2) Organization/Clarity: Is the paper well organized, is there a clear narrative/conceptual unity to the paper? Are the section headings useful and informative? Is the thesis, or central point of the paper clearly stated and explained? Are there sections of the paper that should be expanded/clarified? Are there parts that are wordy, rambling, redundant, or irrelevant that should be omitted or rewritten. Are tables and figures used effectively? How well does the content of the paper reflect the content of the class (I don’t care how written or how brilliant the paper is, if it does not reflect the specific materials we’ve worked with throughout the semester, it will not receive a very high grade)?

3) Writing/Spelling/Proofreading: Is the paper written in clear, concise, understandable English? Does it contain complete sentences and is it free of spelling errors and typos? Does it look like its been proofread or just ripped from the printer, stapled together and turned in? Spend time looking over the penultimate draft of the paper before you turn the final version in for a grade.

4) Format: Aside from the requirement to provide a translation of the abstract in Spanish, you will be expected to follow the specifics of the American Antiquity format to the letter! This includes such things as the format for references cited, the organization of headings, page numbering, abstract content, order of materials, use of metrics, and so forth. Read the style guide before you start and consult it as you prepare the manuscript.