Module ANTH3061: PALAEOANTHROPOLOGY

Department: Anthropology

ANTH3061: PALAEOANTHROPOLOGY

Prerequisites

• Evolutionary Anthropology (ANTH2061) OR Human Ecology, Genetics & Health (ANTH2011). Prerequisite for Anthropology, Queen's Campus students: Our Place in Nature (HUSS 2321) and Molecules & Morphology (HUSS 2331).

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

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

Content

• Late Miocene to Pleistocenc hominin evolution.
• Approaches to interpreting hominin anatomy and behaviour in the fossil record.
• Chronological, geological, archaeological and palaeoenvironmental contexts of hominin evolution.
• Hominin diversity and systematics
• Ecological, adaptive and behavioural modes of hominin morphology and 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 hominin evolution, and advanced knowledge of selected aspects.
• Awareness of models of evolutionary patterns and processes and their interplay, as exemplified by the hominin fossil record.
• Detailed familiarity with interpretations of selected aspects of hominin adaptation and behaviour, and the range of evidence and models that can contribute to these.
• Be familiar with the specialist literature on hominin 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 hominin evolution.
• Be able to integrate relevant fossil, archaeological and contextual evidence into appropriate reconstructions of hominin 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, tutorials, seminars and lab practicals, geared to the specific needs of the material.
• The lectures, tutorials, seminars and lab practicals are carefully integrated.
• Audio-visual aids (video, sound, powerpoint etc.) are used where appropriate.
• The module utilises a variety of methods, including tutorial and seminar presentations, associated oral discussions and hands-on lab exercises.
• Lectures will cover topics relevant for providing students with an understanding of theories currently available for the study of hominin evolution.
• Lectures provide a traditional method of communicating not only facts, but clear understandings of process and the relationships between issues.
• They are used for the primary delivery of material in hominin 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 and 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 and 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 .
• Summative essays test skills of understanding, analysis, information collection and presentation, while a final written examination tests assimilated knowledge and understanding and the ability to write succinctly and analytically at short notice.
• Summative assessment by a 1.5 hour written examination (30%) and two essays (70 total, 35% each), one at the end of Michaelmas Term (2000 words), and one at the end of Epiphany Term (2500 words).
• 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 to the group in class on two seminar and two tutorial presentations, scheduled at appropriate times.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Feedback on summative essays and presentations during tutorials and seminars.

■ 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