SRJC Course Outlines

4/18/2024 11:34:47 PMANTHRO 4 Course Outline as of Summer 2019

Changed Course

Discipline and Nbr:  ANTHRO 4Title:  ANCIENT PEOPLE & SOCIETY  
Full Title:  Ancient Peoples and Society
Last Reviewed:9/13/2021

UnitsCourse Hours per Week Nbr of WeeksCourse Hours Total
Maximum3.00Lecture Scheduled3.0017.5 max.Lecture Scheduled52.50
Minimum3.00Lab Scheduled06 min.Lab Scheduled0
 Contact DHR0 Contact DHR0
 Contact Total3.00 Contact Total52.50
 Non-contact DHR0 Non-contact DHR Total0

 Total Out of Class Hours:  105.00Total Student Learning Hours: 157.50 

Title 5 Category:  AA Degree Applicable
Grading:  Grade or P/NP
Repeatability:  00 - Two Repeats if Grade was D, F, NC, or NP
Also Listed As: 

Catalog Description:
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Introduction to the development of complex human societies using cross-cultural, comparative examples from the archaeological record beginning with early hunter-gatherer societies and concluding with the collapse of ancient empires.


Recommended Preparation:
Eligibility for ENGL 1A or equivalent

Limits on Enrollment:

Schedule of Classes Information
Description: Untitled document
Introduction to the development of complex human societies using cross-cultural, comparative examples from the archaeological record beginning with early hunter gatherer societies and concluding with the collapse of ancient empires.
(Grade or P/NP)

Recommended:Eligibility for ENGL 1A or equivalent
Limits on Enrollment:
Transfer Credit:CSU;UC.
Repeatability:00 - Two Repeats if Grade was D, F, NC, or NP


Associate Degree:Effective:Fall 2016
Social and Behavioral Sciences
CSU GE:Transfer Area Effective:Inactive:
 DSocial ScienceFall 2016
 D1Anthropology and Archeology  
IGETC:Transfer Area Effective:Inactive:
 4Social and Behavioral ScienceFall 2016
 4AAnthropology and Archeology  
CSU Transfer:TransferableEffective:Fall 2016Inactive:
UC Transfer:TransferableEffective:Fall 2016Inactive:

Certificate/Major Applicable: Major Applicable Course


Student Learning Outcomes:
At the conclusion of this course, the student should be able to:
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1.  Discuss archaeological and anthropological perspectives related to the nature, origins, development, and collapse of ancient civilizations.
2.  Use key archaeological sites, ranging from foraging communities to empires, to compare and contrast human social organization and political complexity.

Objectives: Untitled document
Upon completion of this course, students will be able to:
1. Differentiate among various types of human societies ranging from small-scale communities to empires, and identify the kinds of patterns such societies produce in the archaeological record.
2. Compare and contrast sociopolitical development in the ancient world on a global scale.
3. Identify cultural changes and systems linked to early agriculture, including the emergence of early states.
4. Analyze the development of social complexity using important archaeological sites and discoveries.

Topics and Scope
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I.     Archaeology and prehistory
II.    Archaeological approaches to culture change
III.   Evolution and human origins
IV.  The spread of modern humans from Africa to around the globe
V.   Hunting and gathering lifeways
VI.  The transition to agriculture
         A.  Types of early plants domesticates, such as maize, rice, millet, and potato
         B.  Types of early faunal domesticates, such as dogs, pigs, sheep, goats, and cattle
         C.  Changes in technology associated with agriculture
VII.  The first farmers, including a regional survey of early primary centers of domestication, such as Mesopotamia, Asia, Mesoamerica, North America, South America, and Sub-Saharan Africa
VIII. The concept of social complexity, such as spirituality, ritual practices, art, writing, status, wealth, and social hierarchy
IX.   The origins of urban societies
X.    Theoretical approaches of the emergence of the state
XI.    Old World states and empires, such as the Sumerian, Egyptian, and Harappan civilizations
XII.   New World states and empires, such as the Hawaiian Kingdom, the Maya, the Aztec, the Moche, the Wari, Inca, and Cahokia
XIII.  Collapse of complex political systems

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1. Reading assignments (between 10-40 pages per class week).
2. Writing assignments may include several short-answer and essay responses (250-400 words each) based on homework reading. Students may also be expected to complete a 7-10 page (1,500-2,500 words) research paper on an archaeological topic or produce an academic poster (1500-2,000 words) and presentation on a related issue in archaeology and world prehistory.
3.  Students will complete 1-3 exams, which can include multiple choice, true/false, matching items, map identification, short answer, and essay questions.
4. Optional assignments may include short 5-10 minute presentations on assigned readings or relevant topic and the completion of short map quizzes.

Methods of Evaluation/Basis of Grade.
Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing.Writing
30 - 65%
Written homework, short answer exam questions and essays, research papers or posters
Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills.Problem Solving
0 - 0%
Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams.Skill Demonstrations
0 - 0%
Exams: All forms of formal testing, other than skill performance exams.Exams
30 - 65%
Multiple choice, true/false, matching items, maps, essays, short answers
Other: Includes any assessment tools that do not logically fit into the above categories.Other Category
5 - 10%
Attendance and Participation

Representative Textbooks and Materials:
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The Human Past: World Prehistory and the Development of Human Societies (3rd Edition).  Scarre, Chris (ed). Thames and Hudson: 2013.
The Past in Perspective (6th Edition).  Feder, Kenneth L.   Oxford University Press: U.S.A.:  2013.  
People of the Earth: An Introduction to World Prehistory (14th Edition).  Fagan, Brian M.  Pearson: 2014.

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