Module ANTH3061: HUMAN EVOLUTION

Department: ANTHROPOLOGY

ANTH3061: HUMAN EVOLUTION

Prerequisites

• Biological Anthropology I (ANTH2061) OR Biological Anthropology II (ANTH2011). Prerequisite for Human Sciences students: completion of Level 2 BSc Human Sciences.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To provide students with detailed knowledge of the hominid fossil record and its contexts.
• To acquaint them with alternative approaches to its study, and differing interpretations, models and perspectives of human evolution.
• To encourage informed and rigorous cross-disciplinary perspectives on hominid evolution.

Content

• Hominoid diversity and systematics.
• Approaches to phyletic inference and phyletic weighting, chronological and palaeo-environmental contexts of hominoid evolution.
• Tertiary catarrhines and hominoid origins.
• Early Hominidae: 'Australopithecus' and 'Paranhopus' - functional and adaptive interpretations.
• Early 'Homo' - diversity and phyletic inter-relationships.
• Cognition, tool-making, and behaviour of early hominids.
• 'Homo erectus': characteristics, distribution, and dating.
• Archaic 'Home sapiens': diversity and inter-relationships.
• Neanderthals and early anatomically modern humans.
• Upper Pleistocene technological and behavioural shifts.
• Evolutionary modes and the hominin fossil record.
• Ecological and behavioural modes of human behaviour.

Learning Outcomes

• Factual Material: Acquire a detailed knowledge of the hominid fossil record and its contexts, informed by recent research findings.
• Be aware of the range of data that may contribute to reconstructions of human evolution, and advanced knowledge of selected aspects.
• Awareness of methods of phyletic inference, and alternative models of evolutionary processes and their interplay, as exemplified by the hominid record.
• Detailed familiarity with interpretations of selected aspects of hominid adaptation, and the range of evidence and models that can contribute to these.
• Be familiar with the specialist literature on human evolution, understand its common terminology (excluding detailed anatomical terms) and concepts.
• Be acquainted with the major research journals in the subject, familiar with aspects of their contents, and able to conduct a bibliographical search of these resources.
• To be able to communicate effectively by written means, on a selected topic within the subject.

• Be able to evaluate interpretations, models and scenarios of human evolution.
• Be able to integrate relevant fossil, archaeological and contextual evidence into appropriate reconstructions of hominid adaptation and ecology.

• Be able to critically evaluate competing interpretations & hypotheses, and differentiate between evidence, models and interpretations, and the theoretical perspectives that influence these.
• Be able to integrate varied data and evidence into plausible interpretations, and comment upon their relative merits and weaknesses.
• To write an essay of appropriate standard and range displaying familiarity with recent research findings on a selected topic.
• To display competence in word processing and, where appropriate, web search and data analysis of relevant material.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• The formal components of the module use a range of teaching modes and methods, within an integrated framework to contribute to the intended learning outcomes as listed above.
• The module benefits from a balance between lectures and seminars, geared to the specific needs of the material.
• The lectures and seminars are carefully integrated.
• Audio-visual aids (video, sound, slides, powerpoint etc.) are used where appropriate.
• The informal components of the module utilise a variety of methods, including e-mail discussion groups, seminar presentations and associated oral discussions.
• Lectures will cover topics relevant for providing students with an understanding of theories currently available for the study of human evolution.
• Lectures provide a traditional method of communicating not only fact but clear understandings of process and the relationship between issues.
• They are used for the primary delivery of material in human evolution because they allow clear transmission of information in an active learning environment where students can question and seek clarification.
• Lectures introduce students to issues, structure the subject matter and provide a grounding in principal issues so they can progress to further learning and study.
• Lectures provide the framework for analysis and relevant background, theoretical and/or historical information, and are used to assist in the assimilation of technically demanding or conceptually difficult material.
• Students are expected to attend the weekly lectures.
• Students are required to attend approximately 6 tutorials/2 seminars and six practicals during the year.
• Tutorials/Seminars provide an opportunity for students to discuss a series of topics and to make oral presentations.
• Difficult, sensitive and unresolved issues can all be approached successfully through discussion in seminars.
• Tutorials/Seminars will cover topics relevant to the content of the module.
• Tutorials/Seminars imply a higher degree of student involvement and teach subject-specific and generic skills.
• For anthropology students this medium cannot simply be replaced by texts or websites, though both are important adjuncts.
• Readings for the module will be built around journal articles, edited papers and monographs rather than a textbook treatment.
• Summative essays test skills of understanding, analysis, information collection and presentation, while final written examinations test assimilated knowledge and understanding and the ability to write succinctly and analytically at short notice.
• Summative assessment by a one-hour written examination (80%) and two essays each of 2,500 words (20% total), one at the end of Michaelmas Term, and one at the end of Epiphany Term.
• Formative assessment takes place on a regular basis and may be regarded an integral part of the day-to-day teaching process.
• Formative feedback is given on Summative essays as well as on two seminar presentations, including a one page written handout for distribution in class, scheduled at appropriate times.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Feedback on summative essays.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University