This class examines the more than 10,000 year old archaeological record of the Northwest Coast of North America, the culture area extending from southeast Alaska to coastal British Columbia, Washington, Oregon, and northern California. This region has fascinated anthropologists for over 100 years because its indigenous peoples have developed distinctive cultures based on fishing, hunting, and gathering economies. We begin by establishing the ecological and ethnographic background for the region, and then study how these have shaped archaeologists' ideas about the past. We study the contents of sites and consider the relationship between data, interpretation, and theory. Throughout the term, we discuss the dynamics of contact and colonialism and how these have impacted understandings of the recent and more distant pasts of these societies. This course will also prepare you to understand and evaluate Northwest Coast archaeological news within the context of different jurisdictions. We will visit some archaeological sites and a cultural center on the Oregon coast. Another goal of the course is to prepare you for a lifetime of appreciating Northwest Coast archaeology.
Class: 2:00-3:50 pm, Monday and Wednesday in Room 360 Condon
Hall
Instructor: Dr. Madonna L. Moss
Office hours: after class until 4:30, and on Friday, 12:00-1:00 pm or
by appointment
327 Condon, 346-6076; mmoss@uoregon.edu
Homepage with link to Course Website: http://uoregon.edu/~mmoss/
Bernick, Kathryn (1998) Hidden Dimensions: the Cultural Significance of Wetland Archaeology. University of British Columbia Press, Vancouver.
Carlson, Roy L., editor (1983) Indian Art Traditions of the Northwest Coast. Archaeology Press, Simon Fraser University, Burnaby, B.C.
Carlson, Roy L. and Luke Dala Bona, editors (1996) Early Human Occupation in British Columbia. University of British Columbia Press, Vancouver, B.C.
Fedje, D. W. and R. W. Mathewes (eds.) 2005. Haida Gwaii: Human History and Environment from the Time of Loon to the Time of the Iron People. UBC Press, Vancouver.
Losey, Robert J., editor (2000) Changing Landscapes: Proceedings of the 3rd Annual Coquille Cultural Preservation Conference, 1999. Coquille Indian Tribe, North Bend, OR.
Lyman, R. Lee (1991) Prehistory of the Oregon Coast. Academic Press, San Diego.
Matson R.G. and Gary Coupland (1995) Prehistory of the Northwest Coast. Academic Press, San Diego.
Matson, R.G., G. Coupland, and Q. Mackie (editors) (2003) Emerging from the Mist: Studies in Northwest Coast Culture History. University of British Columbia Press, Vancouver.
McMillan, Alan D. (1999) Since the Time of the Transformers: the Ancient Heritage of the Nuu-chah-nulth, Ditidaht, and Makah. University of British Columbia Press, Vancouver.
Stewart, Hilary (1996) Stone, Bone, Antler, and Shell: Artifacts of the Northwest Coast. Douglas and McIntyre, Vancouver, and University of Washington Press, Seattle.
Stewart, Hilary (1984) Cedar: Tree of Life to the Northwest Indians. University of Washington Press, Seattle.
Stewart, Hilary (1982) Indian fishing: Early Methods on the Northwest Coast. University of Washington Press, Seattle.
Suttles, Wayne (1990) Handbook of North American Indians vol 7, Northwest Coast. Smithsonian Institution, Washington. (in Reference section of the Knight Library).
The Northwest Coast is a unique world region that has become a model for the anthropological study of "complex hunter-gatherers" (although we will critique this concept and its usage). The ethnographic records of portions of the Northwest Coast are voluminous, and inevitably affect how we archaeologists interpret the archaeological record--- for better or worse. Several things I hope you will gain from this course:
If you have a documented disability and will need accommodation in this course, please contact me soon. Please also request the Counselor for Students with Disabilities send a letter verifying your disability.
The major indigenous groups whose archaeology we
will study are listed below, ordered from north to south
(approximately) and listed with their associated territories and
language group. You can find a pronunciation guide to some of these
at http://www.bced.gov.bc.ca/abed/map.htm.
(Scroll down to below the map).
FIRST
NATION GEOGRAPHIC
TERRITORY LANGUAGE
PHYLUM Yakutat Tlingit
Yakutat Bay Tlingit Tlingit southeast Alaska
(Alexander Archipelago & mainland) Tlingit Kaigani Haida southern two-thirds of
Prince of Wales Archipelago Haida Haida Queen Charlotte Islands
(Gwaii Haanas) Haida Nisga'a Nass River Tsimshian Gitksan Skeena River Tsimshian Coast
Tsimshian Prince Rupert Harbor,
lower Nass and Skeena (Prince Rupert) Tsimshian Southern
Tsimshian Kitkatla, Princess Royal
Island Tsimshian Haisla Kitimat River and Gardner
Channel Wakashan Haihais Milbanke Sound Wakashan Heiltsuk (Bella
Bella) Fitzhugh Sound Wakashan Oowekeeno Rivers Inlet Wakashan Nuxalk (Bella
Coola) Burke Channel and Dean
Channel Salishan Kwakwaka'wakw (Kwakiutl)
N Vancouver Island &
mainland along Queen Charlotte and Johnstone
Straits Wakashan Nuu-chah-nulth
(Nootka) 80% of western Vancouver
Island Wakashan Makah northwest tip of Olympic
Peninsula Wakashan Quileute Olympic Peninsula, Hoh
and Soleduck Rivers Chimakuan Quinault Olympic Peninsula, Queets
and Quinault Rivers Salishan Chemakum Admiralty Inlet (Port
Townsend) Chimakuan Coast Salish (>16
groups: Comox, Sechelt, Halkomelem, Nooksack, Clallam,
Lushootseed,Twana Strait of Georgia, Puget
Sound, lower Fraser (Vancouver, Victoria, Seattle,
Tacoma) Salishan Chehalis Grays Harbor Salishan Chinook lower Columbia River
(Astoria) Penutian Tillamook Tillamook Head to Siletz
Bay Salishan Yaquina, Alsea Otter Rock to Cape
Perpetua (Newport, Waldport, Yachats) Penutian Siuslaw Siuslaw River
(Florence) Penutian Umpqua Umpqua River (Reedsport,
Winchester Bay) Penutian Coos (Hanis &
Miluk) Coos Bay Penutian Coquille Coquille River
(Bandon) lower
Penutian;
upper
Athapaskan Tututni southern Oregon coast
(Gold Beach, Brookings) Athapaskan Tolowa northern California,
Smith River (Crescent City) Athapaskan Yurok Klamath River
(Trinidad) Algic Wiyot Humboldt Bay
(Eureka) Algic
CLASS SCHEDULE
The readings should be read BEFORE the class where
they are listed. Articles are indicated by author's name and
date. DATE Course business and
introduction Archaeological fieldwork
on the Northwest Coast, an introduction to environment and
ecology Suttles 1990 Environmental and
Ethnographic Diversity, (Film: Esther Shea: The Bear
Stands Up) Moss 2003 Oregon Coast
Overview;
briefing for field
trip. Moss & Erlandson
1998a; Ivy & Byram 2001 Saturday Field Trip to
Oregon Coast Archaeological Sites bring rainjacket,
waterproof boots, hat, LUNCH, etc. Contact & Colonial
History Cole & Darling 1990;
Boyd 1990 NW Coast Anthropology as
Part of the History of Colonialism Carlson 1990; Moss &
Wasson 1998; Butler 2007 Test #1,
followed by lab
visit to see Northwest Coast shell midden samples, animal
bone, etc. Initial Settlement I
(Film: Kuwoot yas.ein: His Spirit is Looking out from the
Cave) Fedje et al. 2004; Kemp
et al. 2007 Initial Settlement
II Carlson 1996a; Fedje et
al. 2005 Mid-Holocene
Developments Carlson 1996b; Moss et
al. 2007 10/29 Ethnography,
Ethnohistory, and Interpreting the Archaeological
Record -
Shell Middens and
Clam Gardens (Film: Ancient Sea Gardens) Moss 1993; Harper et al.
2002 Northwest Coast Fishing -
Weirs and Traps Moss & Erlandson
1998b; Byram 1998 The Gulf of Georgia
Sequence in Coast Salish territory; Labret Wearing at
Different Times and Places Mitchell 1990; Moss
1999 Test #2, followed
by discussion of research papers, thesis statements, writing
rubric, group process
Ozette Archaeology &
Perishable Technologies -
Makah McMillan 1999:85-93;
Croes 2003;
Abstract and References Due Ozette Gift from the
Past & the 1999 Makah Whale Hunt Makah
Tribe's website on
whaling, Monks
2003; Bowechop 2004 Hoko River - Makah;
Research Papers:
discuss abstracts, thesis statements, sources McMillan 1999:93-98;
Draft Research
Papers Due to
Peers Northwest Coast Warfare,
Forts, and Defensive Sites Moss & Erlandson
1992 The Auctioning of B.C.
Heritage - the Case of Marpole Carvings Draft Papers to be
discussed in workshop on writing papers Articles in The
Midden (2007) Peer Evaluations
Due; bring in marked-up copies of your peers' research
papers Course Retrospective,
Evaluations, Test
#3 Research Papers due at
NOON
The articles are listed by the date by which they should be read. All are available on Blackboard except the Makah Whaling website (see URL listed below).
For 9/26
Suttles, Wayne (1990) Environment. In:
Handbook of North American Indians, vol. 7, Northwest
Coast, edited by W. Suttles, pp. 16-29. Smithsonian Institution,
Washington.
For 10/1
Moss, Madonna L. (2003) Introduction to
the Northwest Coast. Ms. in possession of the author, Eugene,
OR.
For 10/3
Moss, M. L. and J. M. Erlandson (1998a)
Early Holocene Adaptations of the Southern Northwest Coast.
Journal of California and Great Basin Anthropology
20(1):13-25.
Ivy, Don and Scott Byram (2001) Coquille Cultural Heritage and Wetland Archaeology. In: Enduring Records: the Environmental and Cultural Heritage of Wetlands, edited by Barbara Purdy, pp. 120-131. Oxbow Books, Oxford.
For 10/8
Cole, D. and D. Darling (1990) History of
the Early Period. In: Handbook of North American Indians, vol.
7, Northwest Coast, edited by W. Suttles, pp. 119-134.
Smithsonian Institution, Washington.
Boyd, R. T. (1990) Demographic History 1774-1874. In: Handbook of North American Indians, vol. 7, Northwest Coast, edited by W. Suttles, pp. 135-148. Smithsonian Institution, Washington.
For 10/10
Carlson, Roy L. (1990) History of Research in
Archaeology. In: Handbook of North American Indians, vol. 7,
Northwest Coast, edited by W. Suttles, pp. 107-115.
Smithsonian Institution, Washington.
Moss, M. L. and G. B. Wasson, Jr. (1998) Intimate Relations with the Past: the Story of an Athapaskan Village on the Southern Northwest Coast of North America. World Archaeology 29(3):317-332.
Butler, V. L. (2007)
For 10/17
Fedje, D.W., E. J. Dixon, Q. Mackie, T. H.
Heaton. (2004) Late Wisconsin environments and archaeological
visibility on the northern Northwest Coast . In: Entering America:
Northeast Asia and Beringia before the Last Glacial Maximum, edited
by D. B. Madsen, pp. 97-138. University of Utah Press, Salt Lake
City.
Kemp et al. (2007) Genetic Analysis of Early Holocene Skeletal Remains from Alaska and its Implications for the Settlement of the Americas. American Journal of Physical Anthropology 132 (in press).
For 10/22
Carlson, R. L. (1996a) Introduction to
Early Human Occupation in British Columbia. In Early Human Occupation
in British Columbia, edited by R. L Carlson and L.Dalla Bona, pp.
3-10. University of British Columbia Press, Vancouver.
Fedje, D. W., A. P. Mackie, R. J. Wigen, Q. Mackie, and C. Lake (2005) Kilgii Gwaay: An Early Maritime in the South of Haida Gwaii. In: Haida Gwaii: Human History and Environment from the Time of Loon to the Time of the Iron People, edited by D. W. Fedje and R. W. Mathewes, pp. 187-203. UBC Press, Vancouver
For 10/24
Carlson, Roy L. (1996b) The Later Prehistory of British Columbia. In
Early Human Occupation in British Columbia, edited by R. L.
Carlson and Luke Dalla Bona, pp. 215-226. University of British
Columbia Press, Vancouver.
Moss, M. L., D. M. Peteet, and C. Whitlock. 2007. Mid-Holocene Culture and Climate on the Northwest Coast of North America. In: Climate Change and Cultural Dynamics: a Global Perspective on Mid-Holocene Transitions, edited by D. G. Anderson, K. A. Maasch, and D. H. Sandweiss, pp. 491-529. Elsevier, Amsterdam.
For 10/29
Moss, M. L. (1993) Shellfish, Gender, and
Status on the Northwest Coast of North America: Reconciling
Archeological, Ethnographic and Ethnohistorical Records of the
Tlingit. American Anthropologist 95(3):631-652.
Harper, J. R., J. Haggarty, and M. C. Morris (2002) Broughton Archipelago: Clam Terrace Survey. Coastal and Ocean Resources, Inc., Sidney, B.C.
For 10/31
Moss, M. L. and J. M. Erlandson (1998b) A Comparative Chronology of
Northwest Coast Fishing Features. In Hidden Dimensions: the
Cultural Significance of Wetland Archaeology, edited by K.
Bernick, pp. 180-198. University of British Columbia Press,
Vancouver.
Byram, R. S. (1998) Fishing Weirs in Oregon Coast Estuaries. In Hidden Dimensions: the Cultural Significance of Wetland Archaeology, edited by K. Bernick, pp. 199-219. University of British Columbia Press, Vancouver.
For 11/5
Mitchell, Donald (1990) Prehistory of the Coast of Southern British
Columbia and Northern Washington.
In: Handbook of North American Indians,
vol. 7, Northwest Coast, edited by W. Suttles, pp. 340-358.
Smithsonian Institution, Washington.
Moss, M. L. (1999) George Catlin among the Nayas: Understanding the Practice of Labret Wearing on the Northwest Coast. Ethnohistory 46(1):31-65.
For 11/12
McMillan, Alan D. (1999) Since the Time of the Transformers: the
Ancient Heritage of the Nuu-chah-nulth, Ditidaht, and Makah, pp.
85-93. University of British Columbia Press, Vancouver.
Croes, D. R. (2003) Northwest Coast Wet-Site Artifacts: a Key to Understanding Resource Procurement, Storage, Management, and Exchange. In: Emerging from the Mist: Studies in Northwest Coast Culture History, edited by R. G. Matson, G. Coupland, and Q. Mackie, pp. 51-75. UBC Press, Vancouver.
For 11/14
Monks, G. G. The Cultural Taphonomy of Nuu-chah-nulth Whale Bone
Assemblages. In: Emerging from the Mist: Studies in Northwest
Coast Culture History, edited by R. G. Matson, G. Coupland, and
Q. Mackie, pp. 188-212. UBC Press, Vancouver.
Bowechop, J. 2004. Contemporary Makah Whaling. In: Coming to Shore: Northwest Coast Ethnology, Traditions, and Visions, edited by M. Mauzé, M. E. Harkin, and S. Kan, pp. 407-419. University of Nebraska Press, Lincoln.
Makah Tribe's Website on Whaling: http://www.makah.com/whales.htm
For 11/19
McMillan, Alan D. (1999) Since the Time
of the Transformers: the Ancient Heritage of the Nuu-chah-nulth,
Ditidaht, and Makah, pp. 93-98. University of British Columbia
Press, Vancouver.
For 11/21
Moss, M.L. and J.M. Erlandson (1992) Forts,
Refuge Rocks, and Defensive Sites: the Antiquity of Warfare along the
North Pacific Coast of North America. Arctic Anthropology
29(2):73-90.
For 11/26
The Auctioning of B. C. Heritage, articles by D. Welsh, R.
Kenny & J. Spafford, S. Rowley, and E. McLay, in vol. 39(1), pp.
6-25 of The Midden, Archaeological Society of British
Columbia, Vancouver.
We cover a great deal of material in class, and it is important for you to keep up with the reading. Do the reading before you come to class. Class meetings serve several important functions that cannot be replicated by doing the reading on your own or by talking to someone who attended class. Over the past 27 years I have taken thousands of color slides of Northwest Coast sites and artifacts and the only place you can view these slides is in class. It is important to your learning (and to your grade) that you attend class. I assume everyone is doing the reading and will not duplicate the same material in class. During class we discuss important aspects of reading, highlight key concepts, and I will expand upon and elaborate on certain topics based on my on-going research.
|
3 Tests @ 30 points each |
90 points |
10/15, 11/7, 11/28 |
|
Participation & Attendance |
20 points |
on-going |
|
Research Paper Abstract & References |
10 points |
11/12 |
|
Peer Evaluations of 2 Papers |
10 points |
11/26 |
|
Research Paper |
70 points |
12/5 |
Tests
Three tests are scheduled. The tests will be composed of a
variety of questions: multiple choice, map questions, slide
identifications, short answer and possibly short essays. The tests
are spaced across the term in an effort to insure sustained
engagement with the material; this format should prevent students
from falling behind. There will be no make-up tests; mark your
calendar now. Click here to locate
the place on this webpage that will take you to a set of valuable
maps produced by former graduate student Barbara Bundy.
To attain the full 20 points for participation, you must have either perfect attendance or 1 absence and excellent classroom participation. Please be on time to class; I like to start promptly. Classroom participation is judged not only by the frequency of participation, but the quality of participation. Poorly timed or disruptive comments or behavior will detract from you score. To evaluate everyone fairly, I hope to learn your names within the first two weeks of class.
High quality participation can involve: being prepared for discussion having completed the reading, making relevant comments, 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 being unprepared for class, being late for class, making irrelevant comments, not paying attention, distracting others, interrupting, monopolizing discussion, or making a personal attack.
Hopefully, everyone will feel comfortable speaking up in class, as time allows. However, for those students who are particularly shy, please feel free to contribute comments or questions to me in writing or via email.
General Guidelines
Papers must be the product of original work and thinking, and they
should be well-organized, clearly written, and appropriately
referenced. Inattention to the fundamentals of writing always
detracts from your ability to communicate. Format and style will
always affect my evaluation of your written work.
1. Content - Papers should follow an orderly, logical progression and include an introduction, a main body, and conclusion (at a minimum). "Being well organized" means that each paragraph should build upon the previous one(s) and that within paragraphs, sentences follow an orderly progression of ideas. Because most people write on word processors or computers, 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.
2. Format and Style - At the top of the first page, include an interesting, informative, and/or creative title (not just "Paper 1"), along with your name, my name (Professor Moss), and the date. Papers should be double-spaced, typewritten, and with one-inch margins and 12 point font. 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. Use correct punctuation, spelling, and capitalization. For those of you who may have trouble with writing fundamentals, get a copy of E.B. White's short book, The Elements of Style, which addresses common errors of grammar and syntax. When I grade your papers I will simply underline sentence-level errors.
3. Proper Citation of Sources - Follow the anthropological conventions for citations. You must cite the source for a specific idea, paraphrases, and verbatim quotes, using page numbers (for example, Bernick 1998:145). In a research paper of the type you are writing for this class, you should avoid frequent and/or lengthy quotes. Learn to paraphrase, but be careful to preserve the author's intended meaning. Please adhere to the citation style used in the journal American Anthropologist; one of your assigned readings is my article published in this journal to which you can refer. 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 paper. Everything you cite should be on this list, and nothing should be on this list that you do not cite. Also please see the wonderful webpage designed by J.Q. Johnson that defines plagiarism and provides great examples of how to paraphrase an author's idea properly: <http://libweb.uoregon.edu/guides/plagiarism/students/>. To cite internet sources, cite author, date, title, with complete URL, and a statement as to when you accessed it. For example,
Keddie, Grant (1996) Aboriginal Defensive Sites (Parts 1-4). Discovery Magazine. Online at http://www.rbcm.gov.bc.ca/hhistory/aboriginaldef-sites1.html, accessed February 24, 2004.
4. Always proofread your hard copy. Proofreading on the computer screen is not the same as proofreading your printed version. 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 a few minor mistakes, please correct them on the hard copy using a pen. Your peer reviewers and I will appreciate it, even if you cannot print again and hand-in a "pristine copy."
5. Make a copy of everything you submit to protect yourself from inadvertent loss. Hand-in your paper to Tiffany Brannon, Departmental Secretary. She will stamp it with the date and get the paper to me.
Written evaluation of news coverage, TV program, or website using information presented in class.???????????????????????????????????????????????????????????/
The reason we write is to communicate. When we write, we clarify for ourselves what we are thinking. Take a position on a topic that matters to you. Arguments are necessary when questions are at issue and the answer is potentially in dispute. Writing can lead to solving problems.
These are some of the ideas shared with me recently by Professor John Gage of the Department of English.
Start by formulating a single research question that can be addressed using archaeological data. By archaeological data I mean everything and anything from stone, shell, bone, and fiber artifacts, to petroglyphs and pictographs, to faunal and floral remains, to sediments and radiocarbon dates, to house and structural remains, to site locations and settlement patterns. I would like you to feel a genuine need to discover something about the topic of your choice. The audience of your paper will include me, your instructor, but also a small group of your peers who will read a draft of your paper and give you feedback. Your final research paper should be 8 pages long, double-spaced, 12 point font, with 1-inch margins. A complete list of references, single-spaced, shall be attached as pages 9-10.
Once you have a question, or at least a topic, start searching for journal articles or book chapters that relate to your topic (secondary sources). Use the index, Anthropological Literature, from the UO Library's webpage. Search by keyword for your topic, or by author if you know someone who has written about the area on which you are focused. I am happy to provide you advice as to articles that relate to your interest, especially if you have trouble getting started.
Acquire copies of these journal articles, book chapters, or book excerpts, and read them strategically to see how they might provide information that addresses your interest. Underline relevant points in the articles, write in the margins to summarize ideas or pose questions, and use the references listed at the end of the paper to track down other relevant sources. At this stage you may be investigating site reports and monographs that report original data (primary sources). Be sure to start this process early enough so you can recall books or request them through the Orbis/Cascade/Summit system. As the course progresses and you learn more from assigned reading and class lectures and discussion, new, unexpected questions may emerge. You may re-formulate your original questions based on the data and information you have found. Write a 100 word abstract that presents your question, approach, and tentative results, and attach a bibliography of a minimum of 5 outside sources by November 12 (week 8).
As you read, develop an outline of your paper. Keep your research question forefront in your mind, and consider how the evidence you have gathered can be organized in a logical sequence that helps you build an argument or thesis statement. Here I am using the term an "argument" to mean a scholarly position that uses evidence to investigate and develop an "answer" to the research question. By now, you should be working with an outline, some of which might evolve into subheads you use to organize your paper. There may not be a single answer to your question, so you can discuss multiple lines of evidence that might lead to different answers. It's also possible that in the exploration of your original question, you may want to show how your thinking has evolved in a way to pose different questions that you can address (if an "answer" to your original question turns out to be unfeasible).
Submit a draft of your research paper to your peer reviewers no later than November 19 (week 9).
Peer Evaluation - Peer working groups of 3-4 students will be established during the first week of class. This group will serve as a discussion group during much of the term, when we break down into small groups to share comments and ideas about course readings. The main function of the group will be to serve as peer reviewers on drafts of research papers. When you review another writer's work, you evaluate it, criticize it, suggest improvements, and communicate your comments to the writer. Peer reviewing is an essential part of the scholarly process, but is also a part of the workday world in business and government. You want to support your peers with positive, "coaching" comments, but you also want to provide constructive criticism to help each other improve. Through peer reviewing, 1) you will learn some Northwest Coast archaeology by reading the work of your peers, and 2) this process should result in better papers. The main benefit for you, however, is that by internalizing feedback you give to others about their writing, you will become a better editor of your own writing. To develop into a good writer, you must learn to be a good self-editor. Writing for each other (as well as for me) will also provide a concrete sense of audience. Knowing your audience is another key component of good writing.
Here is the rubric you will use in evaluating each other's papers:
Each student will prepare a peer review of two papers written by other members of his/her group. Peer reviews can be handwritten on a two page form (listing the 7 areas above) that I will hand out in class on November 7. In class that day, we will spend some time discussing this rubric and small groups will decide how they will manage the logistics of exchanging papers. Small groups will also discuss those factors they would like to consider when providing feedback to group members. As mentioned above, you submit draft research papers to your peer reviewers no later than November 19 (week 9). Peer reviews are due in class on November 26 (week 10). Bring two copies of each of your peer reviews to class; one you will turn in to me, and the other will be returned to authors with marked-up copies of papers. On that day, you will have time to provide additional feedback to each other. The next stage is to revise. In the words of John Gage (2003, pers. comm.), "rewriting is not simply the act of correcting, editing or formatting a product. It is rethinking, redrafting, reshaping, even changing one's mind." Also recall that writing is recursive; you revise your thoughts based on the understandings you come to from the act of writing itself, which require you to return to earlier formulations, requiring you to rethink and rephrase.
Final research papers are to be turned in no later than December 5. Late assignments will be penalized 2 points for each day late.
We will discuss appropriate research questions for writing papers in class, but you are welcome to discuss your ideas with me during office hours.
REQUIRED READING: The required reading is the same as that of the undergraduates, with the addition of the literature you read for your term paper.
Moss, Madonna L. (1998) Northern Northwest Coast Regional Overview. Arctic Anthropology 35(1):88-111.
Erlandson, J. M. , M. A. Tveskov, M. L. Moss, and G. B. Wasson (2000) Riverine Erosion and Oregon Coast Archaeology: a Pistol River Case Study. In Changing Landscapes: Proceedings of the 3rd Annual Coquille Cultural Preservation Conference, 1999, edited by R. J. Losey, pp. 3-18. Coquille Indian Tribe, North Bend, OR.
ADDITIONAL REQUIREMENTS Graduate students will take all chapter tests and write one term paper on a archaeological topic of your choice. I would like you to choose a geographic area of the Northwest Coast with which you have had little familiarity prior to this class. This paper will be a 11-13 page critical review of the literature relevant to your topic. You can follow the guidelines set for the undergraduate research paper, but yours will be longer, more substantial, use more sources, and be written at a higher level. I would like to meet to discuss your progress on your paper topics on Friday, Feb. 13 at 1:00 pm. Graduate students will form their own group, and proceed with the same peer review process set up for the undergraduates. I will entertain some flexibility in the timing of this for graduate students.
Please mark our graduate student meeting on Friday, Feb. 13, 1:00 pm in your calendar now. Graduate student term papers will be due Monday, March 15th at 5:00 pm.
|
4 Chapter Tests @ 25 points each |
100 points |
|
Participation |
25 points |
|
Term Paper |
100 points |
|
Peer Reviews |
25 points |
Barbara Bundy Maps - Grayscale
Barbara Bundy Maps - Color
Other Useful Maps
LINKS TO NORTHWEST COAST WEBSITES
