Labs: Thursdays at 10:15, 12:30, 2, 3:30 Meets on Synchronously … · 2021. 1. 8. · Frauds,...

ANTHROPOLOGY 255 WINTER 2021

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ANTH 255: ATLANTIS, ALIENS, AND ARCHAEOLOGY Lecture: Monday/Wednesday TIME: 10:15-11:45am Labs: Thursdays at 10:15, 12:30, 2, 3:30 Meets on Synchronously on Zoom

Instructor: Dr. Alison Carter Call me: Dr. Carter Pronouns: She/her/hers Office Hours: Mon/Wed 4-5pm or by appt. Email: [email protected]

COURSE DESCRIPTION

There is a lot about the human past we don’t know, but does that mean aliens did it?

Archaeology is the scientific study of human history and prehistory through material culture. Pseudoarchaeology misuses science, logic, and the archaeological record to create a misrepresentation or misinterpretation of the past. While some of these claims can capture the imagination or be entertaining, they can also perpetuate conspiracy theories, racist or nationalist beliefs, and misunderstandings of ancient cultures. In this class we will explore a variety of pseudoarchaeological case studies, including Atlantis and ancient aliens theories, in order to critically evaluate them. We’ll consider why some people are attracted to these theories, how they originated, and the “evidence” used to support them. In the process, we’ll also learn what proper archaeological research looks like. Students will learn valuable critical thinking and information literacy skills, while also learning how archaeologists think and what constitutes good archaeological research.

Image: Pyramid Takeoff by Meewtoo

GE: Tiyas Bhattacharyya Call me: Tiyas (Tea-yahs) Pronouns: She/her/hers Office hours: Tuesday 3:30-4:30/Wed 3-4pm Email: [email protected]


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WHAT I WANT YOU TO GET OUT OF

THIS COURSE • A clear understanding of the difference

between science and pseudoscience, especially as it pertains to archaeology.

• Recognize how archaeologists tackle complex topics scientifically (aka begin thinking like an archaeologist)

• Understand and identify logical fallacies and how to avoid them in your own scientific thinking

• Describe specific instances of pseudoarchaeology and understand how they exemplify pseudoscience

• Be able to critically evaluate archaeological stories in the news/media so that you can distinguish reliable information from pseudoscience.

• Recognize the racist underpinnings of many pseudoarchaeological beliefs and identify how these can be (mis)used to reinforce ethnocentric ideologies.

Required Textbook Frauds, Myths, and Mysteries. Science and Pseudoscience in Archaeology. 10th Edition (2020) by Kenneth L. Feder

Additional course readings can also be found on the course Canvas page. *A 9th edition of this textbook is easily found online/used, but does have differences from the 10th edition and is therefore not recommended for class.

COURSE COMMUNICATION • Our class will communicate through our Canvas site. Announcements and emails are archived there and

automatically forwarded to your UO email, and can even reach you by text. Be sure to check and adjust your settings under Account > Notifications.

• Your primary contact for the logistics and content of this course is your GE. You can approach them first with questions about class during discussion section, office hours, and via email/Canvas. Dr. Carter is also happy to answer questions about class and talk with each of you more generally about archaeology during her student drop-in hours or by appointment.

o See the Canvas link about communication in the “Start Here” module to get instructions on setting-up appoints for office hours and one-on-one meetings.

• If you contact us with a question, we will try to respond within one business day. Your GE will typically

provide feedback on assignments within one week.

• Every Sunday Dr. Carter will send an email that previews our work and class content that week and a checklist of the week’s due dates.

• If you experience Internet access challenges, you can reach Dr. Carter’s office phone at 541-346-5037.


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HOW WILL CLASS WORK? Each Monday and Wednesday you should log into the class Zoom meeting at the start time (10:15am). The beginning of class will involve some review from the previous class. Following this, Dr. Carter will give a class lecture using PowerPoint. You are encouraged to use the Guided Notes Worksheets posted on Canvas to help follow along with course content. Throughout lecture, there will be small interactive activities, including polls or opportunities to make comments in the chat box. You are always welcomed to use the chat box to ask a question. There may also be additional small-group discussions using Breakout Rooms in Zoom. About halfway through each lecture, Dr. Carter will include a 5-minute technology/bathroom break. At the end of class, Dr. Carter will review upcoming material and deadlines. You can leave any lingering questions you have in the chat box so that Dr. Carter can address them in the next lecture.

The class README document posted in the weekly modules on Canvas will have information about each class lecture, including any links discussed in class and some helpful guidelines and questions to keep in mind while completing the assigned readings. Your Lab/Discussion section meetings will work similarly. Log in to your assigned Discussion Section at the beginning of class time on Thursday. Four times throughout the term, you will work with your Small Group to complete a collaborative quiz during class time. Other weeks will involve a discussion activity related to a particular topic where you will complete and submit a worksheet with your group. These classes will frequently have assigned materials (readings or documentaries) to read/watch prior to class. What if you miss class? If you miss a lecture class, a recording of the Zoom will be posted on Canvas for your review, a handout of PowerPoint slides, and any related class materials. If you miss a discussion section during a quiz week, you should contact your GE about making up the quiz material independently within ONE WEEK of the missed quiz. If you miss a discussion section during a non-quiz week, a recording of the class will be posted on Zoom and you should contact your GE about doing the in-class activity worksheet independently within ONE WEEK of the missed class date. See “Deadlines and Late Policy” on Page 8. What if you miss an assignment or hand in something late? See “Deadlines and Late Policy” on Page 8.

TECHNOLOGICAL REQUIREMENTS Log into canvas.uoregon.edu using your DuckID to access our class. All course materials are on Canvas. If you have questions about accessing and using Canvas, visit the Canvas support page. Canvas and Technology Support also is available by phone or live chat: 541-346-4357 | livehelp.uoregon.edu If you face Internet access challenges companies are offering free access during this challenging time. To learn more about options visit Information Services’ web page on going remote.


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GENERAL GUIDELINES FOR REMOTE CLASS PARTICIPATION 1. Participate and Contribute: Students are expected to participate by sharing ideas and contributing to the collective learning environment. This entails preparing, following instructions, and engaging respectfully and thoughtfully with others. More specific participation guidelines and criteria for contributions will be provided for each specific activity. 2. Use Proper Netiquette: Please use good “net etiquette”: identify yourself with your real name, write or speak in the first person when sharing your opinions and ideas but when addressing other students or discussing their ideas, use their names (e.g. "I think red is the most important term in the poem, but I also think Kate is correct that blue is important, too"). Respect the privacy of your classmates and what they share in class. Understand that we may disagree and that exposure to other people’s opinions is part of the learning experience. Good netiquette also means using humor or sarcasm carefully, remembering that non-verbal cues (such as facial expressions) are not always possible or clear in a remote context. In addition, your language should be free of profanity, appropriate for an academic context, and exhibit interest in and courtesy for others’ contributions. Be aware that typing in all capital letters indicates shouting. Certain breaches of netiquette can be considered disruptive behavior. 3. Interact Professionally: Our learning environment provides an opportunity to practice being professional and rigorous in our contributions. As much as possible, use correct spelling, grammar, and style for academic and professional work. Use discussions and activities as opportunities to practice the kind and quality of work expected for assignments. Moreover, seize the chance to learn from others and develop your interpersonal skills, such as mindful listening and awareness of one’s own tendencies (e.g. Do I contribute too much? Too little?). 4. Expect and Respect Diversity: All classes at the University of Oregon welcome and respect diverse experiences, perspectives, and approaches. What is not welcome are behaviors or contributions that undermine, demean, or marginalize others based on race, ethnicity, gender, sex, age, sexual orientation, religion, ability, or socioeconomic status. We will value differences and communicate disagreements with respect. We may establish more specific guidelines and protocols to ensure inclusion and equity for all members of our learning community. 5. Help Everyone Learn: Our goal is to learn together by learning from one another. As we move forward learning during this challenging time, it is important that we work together and build on our strengths. Not everyone is savvy in remote learning, including your instructor, and this means we need to be patient with each other, identify ways we can assist others, and be open-minded to receiving help and advice from others. No one should hesitate to contact me to ask for assistance or offer suggestions that might help us learn better.

Specific guidelines for best practices using Zoom:

1. Please test your video and audio prior to joining a live class session. You can learn more about testing your audio and video by visiting the UO Service Portal.

2. Try to be on time when the meeting starts. It can be distracting to have participants join late. 3. During lecture you can keep your video off, but having video on in our breakout room sessions can

enriches your discussion. If you can, keep your video on in these settings.


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4. Please be mindful that others can see you and your surroundings if your video is on. Try to find a quiet setting without lots of noise or busy activities in the background. Please minimize distractions like eating or multitasking.

5. Use a microphone or speak closely to your computer microphone so that others can hear you. If you have video on, try to look at your camera, not the screen, when you are contributing.

6. During lecture, your audio will be muted. In breakout rooms when your audio is on, avoid making other noises such as typing or eating or having side conversations with others that might be present with you.

7. Use chat to pose questions or offer insights “on the side” during Dr. Carter’s lecture sessions. The chat can be read by all and should reflect a high standard of respect for our class community.

8. Do you have a pet at home? Dr. Carter loves seeing your pets during the in-class breaks and you might occasionally see Dr. Carter’s dog too.

9. For help and troubleshooting with Zoom, visit the UO Service Portal.

Note: Remote teaching and learning is new for all of us! For this reason, Dr. Carter might need to change some readings/assignments/class plans during the term to adapt to changing circumstances or if things just aren’t working. Dr. Carter will always try to give you as much advanced warning as possible and will always make decisions aimed at making your life easier, not harder. We appreciate your patience and understanding if this situation arises.

STUDENTS NEEDING SPECIAL ACCOMMODATIONS Students needing special accommodations for this course, including but not limited to testing accommodations, should contact Dr. Carter as soon as possible so that we can discuss your options. I am committed to ensuring your full participation and educational opportunity. Please notify Dr. Carter if there are aspects of the instruction or design of this course that result in disability-related barriers to your participation. You are also encouraged to contact the Accessible Education Center in 164 Oregon Hall or through their website at http://aec.uoregon.edu/

INCLUSION STATEMENT The College of Arts and Sciences at the University of Oregon affirms and actively promotes the right of all individuals to equal opportunity in education at this institution without regard to race, color, sex, national origin, age, religion, marital status, disability, veteran status, sexual orientation, gender identity, gender expression or any other consideration not directly and substantively related to effective performance. If you feel that you have encountered discrimination or harassment, you may approach me and/or contact the Office of Affirmative Action & Equal Opportunity (http://aaeo.uoregon.edu, 541-345-3123) for information on your rights, options, and resources. Confidentiality for all parties is respected to the extent possible. I support all students regardless of immigration status or country of origin. For more information or resources please visit the UO Dreamers page: https://blogs.uoregon.edu/dreamers.


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CLASS FLEXIBILITY POLICY These are difficult times and we understand that sometimes there are unexpected issues that happen throughout the term, including challenges related to COVID-19, serious illness, family emergencies, and employment or child-care challenges. The class will meet synchronously and you are strongly encouraged to attend all lectures and especially discussion sections in-person. However, we understand this is not always possible. All lectures and discussion sections will be recorded and posted on Canvas so you access them at a later date. If you miss a discussion section collaborative quiz or worksheet, please speak with your GE to make-up this material. While you might not be able to recreate the live class experience perfectly, there are always options to make-up class material. If you think you will miss an assessment deadline, please contact your GE or Dr. Carter right away to discuss your options.


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How will you be graded for class? Activity Percentage of

Total Grade Due Date

“Start Here” Module Complete the “Start Here” module activities/pseudoarchaeology survey on Canvas

3% Complete by Mon, Jan 18th at 11:59pm

Creating a pseudoarchaeology meme. Create a meme about a topic/concept related to class.

1% Can be completed at any point throughout the term, but final deadline is March 12 at 11:59pm.

Participate in guest lecture. Prepare a question in advance or ask a question during lecture to the guest speaker (complete 2x during the term)

1% Submit prior to class on dates with a guest lecture (see Canvas instructions). If opportunity arises, question can also be asked during lecture.

Collaborative quizzes: Open-book/open-note group exercises done during your discussion section that will review course material (lectures and readings).

There will be 4 quizzes and each quiz is worth 5% of your grade. 4x5% = 20% Total

Quiz 1: Jan 21 Quiz 2: Feb 4 Quiz 3: Feb 18 Quiz 4: March 11

Lab activity worksheets Lab/Discussion section activities that will be completed in small groups and should be handed in at the end of class.

There will be 6 worksheets to complete per term and each is worth 5% of your grade. 6 x 5% = 30% Total

Worksheet #1: Jan 7 Worksheet #2: Jan 14 Worksheet #3: Jan 28 Worksheet #4: Feb 11 Worksheet #5: Feb 25 Worksheet #6: March 4

Assignment #1: Logical fallacies and baloney detection

15% 1. Initial post due Mon, Jan 25 at 11:59pm 2. Respond to a classmate’s post by Wed, Jan 27 at 11:59pm

Assignment #2: Investigating a pseudoarchaeological claim

15% 1. Initial post due Mon, Feb 8 at 11:59pm 2. Respond to a classmate’s post by Wed, Feb 10 at 11:59pm

Assignment #3: Investigate pseudoarchaeological claims about a site or artifact

Initial presentation: 5% Final submitted assignment: 10% 15% total

1. Initial presentation in lab/discussion section on Feb 25. 2. Final assignment due by 12:15pm on Wed, March 17.

Total 100%


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DEADLINES AND LATE POLICY FOR CLASS ACTIVITIES AND ASSIGNMENTS

Assignment Deadlines and Late policy Start Here module

Should be completed by Mon, Jan 18th at 11:59pm. Extensions only if pre-arranged with Dr. Carter.

Create a pseudoarchaeology meme

Can be completed at any point throughout the term, but final deadline is March 12 at 11:59pm. One week extension can be given with prior arrangement (before 3/12) from Dr. Carter.

Participate in guest lecture

Should be completed 2x per term. Submit prior to class on dates with a guest lecture (see Canvas instructions) OR during lecture if the opportunity arises. Extensions can be given with prior arrangement from Dr. Carter, but no submissions will be accepted after March 12 at 11:59pm.

Collaborative quizzes

Completed in discussion section on dates above. If you miss a quiz, please arrange with the GE to take a make-up within ONE WEEK of the original quiz date. Failure to do so will result in a zero (0). Exceptions to this policy can only be made with prior arrangement with Dr. Carter.

Lab activity worksheets

Completed in discussion section on dates above. If you miss a worksheet activity, please arrange with the GE to take a make-up within ONE WEEK of the original missed discussion section date. Failure to do so will result in a zero (0). Please note, you must complete the worksheet on your own and not copy from your group’s worksheet. Exceptions to this policy can only be made with prior arrangement (before 3/12) with Dr. Carter.

Assignment #1 For full credit, your assignment must be submitted on Canvas by Mon, Jan 25 at 11:59pm. Your initial post can be handed in within 24 hours of this deadline and will receive a 10%-point deduction. Your response to a classmate’s post is due by Wed, Jan 27 at 11:59pm. A late response can be posted within 24 hours of this deadline with a 10%-point deduction. Following this, posts and post responses can be handed by the last day of class (March 12 at 11:59pm) for a 25%-point deduction. Exceptions to this policy can only be made with prior arrangement (before 3/12) with Dr. Carter.

Assignment #2 For full credit, your assignment must be submitted on Canvas by Mon, Feb 8 at 11:59pm. Your initial post can be handed in within 24 hours of this deadline and will receive a 10%-point deduction. Your response to a classmate’s post is due by Wed, Feb 10 at 11:59pm. A late response can be posted within 24 hours of this deadline with a 10%-point deduction. Following this, posts and post responses can be handed by the last day of class (March 12 at 11:59pm) for a 25%-point deduction. Exceptions to this policy can only be made with prior arrangement (before 3/12) with Dr. Carter.

Assignment #3 Initial presentation is done in class on Feb 25th. If you miss this class, you can arrange a make-up with your GE within ONE WEEK of this date. Failure to do so will result in a zero (0). Your final assignment is due during finals week at 12:15pm on Wed, March 17. You can hand in your assignment within 24 hours of this date for a 25% point deduction. Please note, we cannot accept any late assignments after March 18th.


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GRADING SCALE AND PERFORMANCE EXPECTATIONS I do not anticipate a curve for this class. The grading scale to be used is as follows:

A+ = 97-100% B+ = 87-89.99% C+ = 77-79.99% D+ = 67-69.99% A = 93-96.99% B = 83-86.99% C = 73-76.99% D = 63-66.99% A- = 90-92.99% B- = 80-82.99% C- = 70-72.99% D- = 60-62.99% F = < 59.99%

If the class is taken P/NP, a C- or higher is required to pass the course NOTE: Grades will not be rounded. There is no extra credit in this class.

Expected levels of performance: • A: Quality of performance is outstanding relative to that required to meet course requirements;

demonstrates mastery of course content at the highest level. • B: Quality of performance is significantly above that required to meet course requirements; demonstrates

mastery of course content at a high level. • C: Quality of performance meets the course requirements in every respect; demonstrates adequate

understanding of course content. • D: Quality of performance is at the minimal level necessary to pass the course, but does not fully meet

the course requirements; demonstrates a marginal understanding of course content. • F: Quality of performance in the course is unacceptable and does not meet the course requirements;

demonstrates an inadequate understanding of course content.

ACADEMIC INTEGRITY AND PLAGIARISM The University Student Conduct Code (available at https://dos.uoregon.edu/conduct) defines academic misconduct. Students are prohibited from committing or attempting to commit any act that constitutes academic misconduct. By way of example, students should not give or receive (or attempt to give or receive) unauthorized help on assignments or examinations without permission from the instructor. Students should properly acknowledge and document all sources of information (e.g. quotations, paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any question about whether an act constitutes academic misconduct, it is the students’ obligation to clarify the question with the instructor before committing or attempting to commit the act. Plagiarism is a common form of academic misconduct and a serious academic offense. More information on plagiarism and how to avoid it can be found here: https://researchguides.uoregon.edu/citing-plagiarism

Copyright Notice This class, including, material on the Canvas site is for your use in this class. It is not for posting or sale. Notetaking for sale or use of class materials for sale is illegal. Copyright warning: The course Canvas site contains copyrighted works that are included with permission of the copyright owner, or under exemptions provided by U.S. Copyright Law (Sections 110, and/or 107). Copying of any of these copyrighted works is prohibited.


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Date/Topic Learning objectives Homework

Readings should be completed before the class for which they are assigned

Estimated Workload

Week 1: What is Pseudoarchaeology? Monday, January 4 Class introduction What is pseudoarchaeology?

1. Define pseudoarchaeology 2. Think about how prevalent beliefs about pseudoarchaeology and pseudoscience are in America. 3. Consider the implications for this and why critical thinking is important. 4. Course overview

No assigned readings Assignment: Complete the Start Here module by Monday, January 18th at 11:59pm

Wednesday, January 6 How do we know what we know?

1. Understand the difference between science and pseudoscience 2. Critically examine how we get our science/archaeology news. 3. Introduce common logical fallacies

1. Feder: Chapters 1 and 2

1 hour of reading

Thursday, January 7

1. Get assigned into a small group that you will work with throughout the term 2. Review a contract for effective small group work. 3. Complete Lab worksheet #1

No assigned readings

Week 2: Monday, January 11 The Cardiff Giant and Piltdown Man

1. Identify what makes an archaeological hoax 2. Consider why people create hoaxes? Why do people believe them? 3. Explore current arguments for giants and examine how they employ pseudoscience 4. Reflect on how these myths might negatively affect modern communities.

1. Feder: Chapters 3 and 4

1 hour of reading

Wednesday, January 13 Guest lecture from Dr. David Anderson

David S. Anderson is an archaeologist who works in the Maya region but also actively combats pseudoarchaeology. He’ll talk about his work and why he thinks this is important.

1. Anderson, David S. 2018 Mysterious Ancient Mysteries and the Problems With Archaeology Made for TV Forbes.com (December 31). 2. Anderson, David S. 2018 How TV shows use serious archaeology to promote bogus history. Washington Post (December 28).

30 minutes of reading

*Please note: Syllabus and readings are subject to change with advance notice


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Date/Topic Important deadlines

Learning objectives Homework Readings should be completed before the class for which they are assigned

Estimated Workload

Thursday, January 14 Logical Fallacies

1. Review common logical fallacies used in pseudoscience. 2. Practice identifying examples of logical fallacies. 3. Introduce Assignment #1 on logical fallacies 4. Complete Lab Worksheet #2

1. Feder: pages xix-xx “My Pseudoscience cheat sheet

2. Listen to Skeptoid Media podcasts here: teachkit.app/gwew (Link also on Canvas) For reference on Canvas and helpful to keep handy throughout the course: Shermer, Michael and Pat Linse The Baloney Detection Kit. The Skeptics Society, Altadena, California à focus on the Baloney Detection kit and Logical Fallacies 1-14.

1 hour to read and listen to podcast episodes

Week 3 Monday, January 18

à No class today in observance of the Martin Luther King Jr. Holiday ß

Wednesday, January 20 Thinking like an archaeologist- how do we evaluate new finds and species?

1. Examine how archaeologists scientifically identify new hominin species 2. Understand why this can be controversial (but still scientific!)

1. Groves, Colin 2007 The Homo floresiensis Controversy. HAYATI Journal of Biosciences, 14(4):123-126. 2. Lents, Nathan H. 2016 Paleoanthropology wars: the discovery of Homo naledi has generated considerable controversy in this scientific discipline. Skeptic 21(2):8-11.

1 hour of reading

Thursday, January 21

Collaborative Quiz #1

Come to class prepared to work on a collaborative quiz with your small group about class content and readings for Weeks 1-3.

1-2 hours to review notes for collaborative quiz

Week 4 Monday, January 25 What is the Ancient Aliens Hypothesis?

1. Understand the arguments behind the ancient aliens hypothesis 2. Identify racist beliefs in these arguments 3. Consider what archaeological evidence is needed to support the ancient aliens hypothesis

1. Feder: Chapters 9 2. Colavito, Jason 2015 Flying Chariots and Ancient Astronauts. In Foundations of Atlantis, Ancient Astronauts, and Other Alternative Pasts: 148 Documents Cited by Writers of Fringe History, Translated with Annotations, pp. 84-101. McFarland & Company Inc, Jefferson, North Carolina.

1.5 hours of reading


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Date/Topic


Estimated Workload

Wednesday, January 27 Lost civilizations: Atlantis and Graham Hancock

1. Critically examine the Atlantis myth and pseudoarchaeological claims for Atlantis 2. Identify the racist and ethnocentric beliefs behind the resurgence of this myth in the 20th century

1. Feder: Chapter 8 2. Defant, Mark 2017 Conjuring Up a Lost Civilization An Analysis of the Claims Made by Graham Hancock in Magicians of the Gods. Skeptic Magazine 22(3):32-41. 3. Colavito, Jason. 2015. Atlantis and Other Lost Civilizations. In Foundations of Atlantis, Ancient Astronauts, and other Alternative Pasts, pp. 102-118. McFarland and Company Inc. Jefferson, North Carolina

1.5 hours to complete reading

Thursday, January 28 Lateral reading and web literacy

1. Evaluate online sources and lateral reading exercise 2. Discuss why web literacy is important when evaluating archaeology 3. Introduce Assignment #2 4. Complete Lab Worksheet #3

1. Selections from: Caulfield, Mike. 2017 Web Literacy for Student Fact Checkers. Press Books. (See links on Canvas)

1 hour of reading

Week 5 Monday, February 1 The racism behind pseudoarchaeological claims

1. Comprehend the racist underpinnings of pseudoarchaeological claims about the past 2. Understand how archaeology has been misused to further racist agendas 3. Consider how to effectively debunk these claims and the implications of doing so.

1. Feder: Chapter 10 2. Bond, Sarah E. 2018 Pseudoarchaeology and the Racism Behind Ancient Aliens. Hyperallergic.com (Link on Canvas) 3. Zaitchik, Alexander. 2018 Close Encounters of the Racist Kind. Southern Poverty Law Center. (Link on Canvas)


Wednesday, February 3 Evaluating evidence and expertise

1. Learn how academic archaeological research is disseminated and how this process has been exploited by less reputable sources 2. Review how to evaluate evidence

1. Reading and activities on Checkology website (see link on Canvas) 2. Allf, Bradley 2020 Opinion: I Published a Fake Paper in a ‘Peer-Reviewed’ Journal. Undark (November 26). (Link on Canvas) 3. Allen, Mitchell 2018 Beware the Predatory Journal: It’s Not Just Fieldwork That Is Dangerous. The SAA Archaeological Record 18:6-9.

1.5 hours of reading/activity


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Date/Topic


Estimated Workload

Thursday, February 4

Collaborative Quiz #2 Come to class prepared to work on a collaborative quiz with your small group about class content and readings for Weeks 4-5.


Week 6 Monday, February 8 Who discovered America?

1. Critically examine evidence for other early visitors to the Americas before Columbus 2. Understand what archaeological evidence is needed to support such arguments 3. Reflect on how these myths negatively affect Native American people.

1. Feder: Chapter 6 2. Colavito, Jason 2019 American Atlantis. A review of America Before: The Key to Earth’s Lost Civilization by Graham Hancock. Skeptic Magazine 24(2):55-63.

1 hour of reading

Wednesday, February 10 Myth of the Moundbuilders

1. Learn about the “Myth of the Mound builders” and understand why early European settlers did not think Native Americans made the mounds 2. Consider the racist implications of the Myth of the Moundbuilders and the consequences of these beliefs 2. Appreciate the archaeological evidence for Native American construction of mounds

1. Feder: Chapter 7

1 hour of reading


1. Time to discuss Assignment #2 responses with your group. 2. Introduce Assignment #3 3. Complete Lab Worksheet #4

Read your group member’s discussion posts on Canvas and come ready to discuss!

1 hour to read discussion posts

Week 7 Monday, February 15 Case study in bad archaeology and bad journalism

1. Be able to identify “bad archaeology” when presented in the popular news media 2. Consider what makes this archaeological research scientifically unsound 3. Reflect on how “bad archaeology” could be conducted scientifically

1. Maldonado, Adrián. 2016 Reporting Archaeology in the Post-truth Era. Almost Archaeology December 12. (Link on Canvas) 2.Read a series of links on Canvas about a 15-year-old Canadian schoolboy who “discovered” a Mayan city.

1 hour of reading


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Week 7 Date/Topic


Estimated Workload

Wednesday, February 17

1. Critically examine the archaeological “trope” of discovery: How and when is this used? What does it mean? 2. Consider the ethnocentric underpinnings of this trope. 3. Identify how good archaeological research is misrepresented by the media and consider the consequences

1. Evans, Damian H., Roland J. Fletcher, Christophe Pottier, et al. 2013 Uncovering archaeological landscapes at Angkor using lidar. Proceedings of the National Academy of Sciences 110(31):12595-12600. 2. Murdoch, Lindsay 2013 The Lost City. In The Sydney Morning Herald. June 14 (Link on Canvas) 3. Evans, Damian. 2013 The Real Significance of Mahendraparvata. The Diplomat November 28. (Link on Canvas) 4. Begley, Christopher 2016 The Lost White City of the Honduras: Discovered Again (and Again). In Lost City, Found Pyramid. Understanding Alternative Archaeologies and Pseudoscientific Practices, edited by Jeb J. Card, and David S. Anderson, pp. 35-45. The University of Alabama Press, Tuscaloosa, AL.

1.5 hours to complete reading




Week 8: Monday, February 22 Guest Lecture: Ken Feder

Hear from the author of your textbook about topics related to pseudoarchaeology.

No assigned readings

Wednesday, February 24 Guest Lecture: Dr. Damian Radcliffe

Dr. Damian Radcliffe is a journalism professor at UO and will talk to us about how media stories are produced and media literacy.

Readings TBD – see Canvas

TBD


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Date/Topic Learning objectives Homework Readings should be completed before the class for which they are assigned

Estimated Workload


1. Presentation of Assignment 3 topics to your small group 2. Complete Lab Worksheet # 5 (done in groups but submitted individually)

1. Prepare and post your worksheet/presentation for Assignment 3 ahead of class. Details on Canvas

1-2 hours to prepare sheet/presentation.

Week 9: Bigfoot! Monday, March 1 Guest Lecture: Dr. Zachary Throckmorton Bigfoot

What is the evidence for Bigfoot? Dr. Throckmorton is a specialist in the evolution of the human foot but also has a fascination with Bigfoot. In this class he’ll review the evolution of the Bigfoot myth and evidence for Bigfoot.

1. Loxton, Daniel and Donald R. Prothero 2013 Bigfoot. In Abominable Science! Origins of the Yeti, Nessie, and Other Famous Cryptids, pp. 30-71. Columbia University Press, New York.

1 hour of reading

Wednesday, March 3

Today’s topic TBD

1. Readings TBD – please check Canvas

Thursday, March 4

1. This week’s lab topic TBD 2. Complete Lab worksheet #6

1. Readings TBD – please check Canvas

Week 10: Why do people believe and where do we go from here? Monday, March 8 Guest Lecture: Dr. Daniel Jolley Why are people drawn to pseudoarchaeology?

1. Dr. Jolley studies the psychology of conspiracy theories. He’ll discuss some of his research and we’ll think about this relates to the reasons why people are drawn to pseudoarchaeological theories 2. Consider previous examples from class as part of this discussion

1. Flemming, N.C. 2006 The Attraction of Non-Rational Archaeological Hypotheses. The Individual and Sociological Factors. In Archaeological Fantasies, edited by G. G. Fagan, pp. 47-70. Routledge, New York. 2. A selection of some of Daniel Jolley’s work – see links on Canvas


Wednesday, March 10 What can archaeologists do to combat pseudoarchaeology?

1. Identify ways that archaeologists can combat pseudoarchaeological beliefs

1. Feder: Epilogue 2. Feder, Kenneth L. 2016 Answering Pseudoarchaeology. In Lost City, Found Pyramid: Understanding Alternative Archaeologies and Pseudoscientific Practices, edited by J. J. Card and D. S. Anderson, pp. 199-210. University of Alabama Press.

1 hour of reading

Thursday, March 11



Assignment #3 due Wednesday, March 17th at 11:59pm

Labs: Thursdays at 10:15, 12:30, 2, 3:30 Meets on Synchronously … · 2021. 1. 8. · Frauds,...

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Transcript of Labs: Thursdays at 10:15, 12:30, 2, 3:30 Meets on Synchronously … · 2021. 1. 8. · Frauds,...