By the end of the class, we will have identified some of the major theoretical, methodological, and social challenges of investigating gender and these other social variables with archaeological data. The challenge of "engendering the past" is a relatively new direction in archaeology, and everyone will need to actively participate to fulfill the potential of this discussion class.
I will provide theoretical, methodological, and regional background as appropriate, but it is imperative that you keep up with the reading and come prepared to discuss. I expect you to be able to summarize the readings and be prepared with comments and questions for every class. Bring the readings to class, ready to engage in discussion.
To fully absorb the material, you will need to read it, think about it, talk about it, and write about it. The class format is designed to accomplish each of these tasks, allowing you to intellectually interact with the material on an on-going basis. Class participation is vitally important. I hope the perspective and information presented in this class will provide you with a new view of the past, a valuable, long-term perspective on cultural diversity and change, and an increased awareness of the way archaeologists construct knowledge of the past. In addition, I want to alter the "authority format" of the typical classroom, by inviting you to share in the leadership of the class.
Archaeology is one of our most powerful sources of new information about the past, about the lives of our ancient and not-so-ancient ancestors. The contributors to Women in Antiquity consider the theoretical problems involved in discerning what. Women in Antiquity: Theoretical Approaches to Gender and Archaeology [Sarah Milledge Nelson] on inunbosodi.gq *FREE* shipping on qualifying offers.
My role is to mediate between the literature, my own experience and knowledge on the one hand and an active participating class on the other. Just like the people of the past, you are not "faceless blobs" borrowing a phrase from Ruth Tringham. You each have your own body of knowledge and experience you bring to class. During most classes we will break down into small groups to facilitate discussion. The membership of your group will be stable for the duration of the term.
The groups will be responsible to each other for taking attendance, running discussions, and preparing a group presentation to the rest of the class. Members of each group will conduct evaluations of each other's performance at two times, at the time of the midterm and the final see below. Evaluation of class participation and peer evaluations will be based on attendance and quality of contributions to class discussion.
Evidence of high quality contributions include: making relevant comments, drawing others into discussion, asking clarifying questions, moving discussion forward, using evidence to support a position, presenting factual information, making analogies, and recognizing and identifying contradictions.
Negative behavior includes making irrelevant comments, not paying attention, distracting others, interrupting, monopolizing a conversation, or making a personal attack. Guidelines for reading and preparing for class discussion A good reader's process varies with the type of text. Some of the texts we will read this term are difficult because they belong to scholarly conversations that you may not have encountered before.
Some articles address aspects of archaeological and social theory and use some jargon. The sentence structure of many articles embeds references to primary sources which you may not have read, making it difficult to follow all the details of an argument. To assist you, during class discussions, I will do my best to help contextualize the writings we read with background on the history of archaeology and anthropology as appropriate.
However, I will rely on you to identify problems you are experiencing by speaking up in class. We will generally refer to the readings by author s , publication date, and topic. So at a minimum, you will need to know this information about each reading. I recommend that for each article, you first read the introduction, skim the content by looking at subheads and illustrations, then read the conclusion. Then, go back and read the article in full, preferably in one sitting. Take notes on the main topic and theoretical orientation of the article, and on the type of data or case studies used to support the author's arguments.
What are the author's conclusions? Do you agree with these, or can you offer other explanations or interpretations? Interrogate the text by deciding what to accept and what to doubt. As you read along, interact with what you are reading; I recommend writing in the margins of your text to assist you in summarizing key points, expressing your agreement or disagreement, and making comparisons to other readings as well as class discussions. ALWAYS bring the readings assigned for the day to class, so you can continue to annotate your texts, add to your notes, and deepen your understanding.
Please keep up with the reading, otherwise, you will not be able to take advantage of or contribute to class discussions, your peer evaluations will suffer, and you will handicap yourself with respect to your performance in writing papers. Guidelines for Writing Papers Papers should be the product of original research and thinking, and they should be well-organized, clearly written, and appropriated referenced.
Although I am predominantly concerned with content, inattention to the fundamentals of writing always detracts from your ability to communicate ideas. Format and style will always affect an instructor's evaluation of your written work. Content - I expect and require that your work is the product of original thinking, research, and synthesis.
Papers should follow an orderly, logical progression and include an introduction, a main body, and conclusion at a minimum. Because most people write on word processors or computers, we can take advantage of this technology to produce several drafts of each paper.
Your initial drafts can take the form of brain-storming and note-taking, but beyond this stage, you must take care to thoughtfully construct your arguments, systematically support them with evidence, present them in a logical order in clear prose. You will want to situate your essays within the larger body of literature we are reading this term along with topics discussed in class.
You will also need to compare sources and synthesize ideas. I highly value original syntheses and innovative ideas, so please try to achieve some depth in your analysis. Format and Style - At the top of the first page, include an interesting, informative, and creative title not just "Textbook Essay" , along with your name, my name Professor Moss , and the date.
Papers should always be double-spaced, typewritten, and generally with one-inch margins. Please do not submit papers in plastic or other types of folders, please do not paper-clip your paper. I prefer that you simply staple your paper securely. Number all pages. Follow the anthropological conventions for citations. You must cite the source for a specific idea, paraphrases, and verbatim quotes, using page numbers for example, Gero If you quote a passage longer than four lines, single-space and indent five spaces on each side.
Since you are writing short papers for this class, you should avoid frequent and lengthy quotes, unless absolutely necessary. Learn to paraphrase, but be careful to preserve the author's intended meaning. If you refer to the general topic discussed in a paper, you can refer to it without the page number reference for example, Gero When you want to refer to the author by name, for example as the subject of a sentence, you can say, "Gero takes issue with the generally accepted idea that archaeological field recording is free from gender bias.
Always include a "References Cited" section. This is not a list of books and articles you've read, but those you have cited in your text. Everything you cite should be on this list, and nothing should be on this list that you do not cite. Please pay attention to punctuation, spelling, and capitalization. For those of you who may have trouble with writing fundamentals, get a copy of E. White's short book, The Elements of Style , which addresses common errors of grammar and syntax.
Make a copy of everything you hand in to me, in order to protect yourself from inadvertent loss. Always proofread your work after you have printed it for the final time. Do not assume that everything is fine once you've sent your latest draft to the printer. If you find one or two minor mistakes please correct them on the hard copy if you cannot print again and hand-in a "pristine copy. Be sure to allow sufficient time to make additions, editions, and other adjustments.
Submit your work on time. Read a chapter from a relatively recent post archaeology textbook with the following questions in mind. Select one or several of these questions and write a 5 page type-written essay discussing your analysis. You can use an archaeology textbook you've already read for another class. By the second week of class, you will be divided into eight groups of students each. Group membership will remain stable throughout the term.
The main functions of the group are to:. These essays introduce new perspectives and future directions for research, thus providing readers with models for developing their own projects.
The book is indispensable for anyone with serious interests in the organization of society, divisions of labor, and the social dynamics of the human past. She edited theHandbook of Gender in Archaology, from which this text is adapted. Convert currency. Add to Basket. Condition: New. Language: English. Brand new Book. Archaeology is one of our most powerful sources of new information about the past, about the lives of our ancient and not-so-ancient ancestors.
The contributors to Women in Antiquity consider the theoretical problems involved in discerning what the archaeological evidence tells us about gender roles in antiquity. The book includes chapters on the history of gender research, historical texts, mortuary analysis, household remains, hierarchy, and ethnoarchaeology, with each chapter teasing out the inherent difficulty in interpreting ancient evidence as well as the promise of new understanding. Women in Antiquity offers a fresh, accessible account of how we might grasp the ways in which sexual roles and identities shaped the past.
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