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Learning Objectives:This course explores recent theoretical, methodological, and thematic developments in historical archaeology in North America and the Caribbean. The course subjects concern the time period of 1400 AD through 1900 AD. We will examine how historical archaeologists use artifactual, documentary, and oral history evidence in interpreting the past, and how historical archaeology can contribute to our understanding of the ways by which material culture can be used to study race, class, gender, and ethnic identities.
We consider questions such as: How can we analyze the material remains of past culture groups to account for the varied ways in which human societies organized themselves? What cultural, social, political, and ecological processes contributed to continuity or change in past social forms and material culture? How do we recognize and study the past dynamics of ethnicity, class, gender, and racialization in archaeological remains? This course will similarly explore the role that historical archaeology can play in making visible those people poorly represented in the documentary record of the past, such as enslaved African Americans and Native Americans, and it will help us to appreciate their significant roles in shaping the history of the New World.
For example, the role of African Americans in building our nation's history is a central part of historical archaeology studies of this time period and region. This course will engage students in examining the ways in which African Americans dealt with and persevered against past racializing ideologies, and the lessons to be learned from such studies of past racism, including possible ways of combating racism in the present and future.
By the conclusion of this course, each student should have acquired skills in the following areas: understanding the theoretical and methodological principles utilized in conducting historical archaeology studies and the interpretations of data produced in such projects; critical reading and assessment of particular historical archaeology studies and the basic assumptions, theories, and methods utilized in those studies; an enhanced ability to communicate in written and oral form a research design and interpretive framework for an archaeological site; enhanced skills in locating and utilizing sources for historical archaeology, including those available through libraries, the internet, research groups, and professional organizations.
Inclusivity: The effectiveness of this course is dependent upon the creation of an encouraging and safe classroom environment. Exclusionary, offensive or harmful speech (such as racism, sexism, homophobia, transphobia, etc.) will not be tolerated and in some cases subject to University harassment procedures. We are all responsible for creating a positive and safe environment that allows all students equal respect and comfort. I expect each of you to help establish and maintain and environment where you and your peers can contribute without fear of ridicule or intolerant or offensive language.
Accommodations: To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Educational Services (DRES) as soon as possible. To contact DRES, you may visit 1207 S. Oak St., Champaign, call 333-4603, e-mail disability@illinois.edu or go to the DRES website, https://www.disability.illinois.edu/.
Academic Integrity: The University of Illinois at Urbana-Champaign Student Code should also be considered as a part of this syllabus. Students should pay particular attention to Article 1, Part 4: Academic Integrity. Read the Code at the following URL: http://studentcode.illinois.edu/. Academic dishonesty may result in a failing grade. Every student is expected to review and abide by the Academic Integrity Policy. Ignorance is not an excuse for any academic dishonesty. It is your responsibility to read this policy to avoid any misunderstanding. Do not hesitate to ask the instructor(s) if you are ever in doubt about what constitutes plagiarism, cheating, or any other breach of academic integrity.
Emergency Response Recommendations: Emergency response recommendations can be found at the following website: http://police.illinois.edu/emergency-preparedness/. I encourage you to review this website and the campus building floor plans website within the first 10 days of class. http://police.illinois.edu/emergency-preparedness/building-emergency-action-plans/.
Family Educational Rights and Privacy Act (FERPA): Any student who has suppressed their directory information pursuant to Family Educational Rights and Privacy Act (FERPA) should self-identify to the instructor to ensure protection of the privacy of their attendance in this course. See https://registrar.illinois.edu/academic-records/ferpa/ for more information on FERPA.
Sexual Misconduct Policy and Reporting: The University of Illinois is committed to combating sexual misconduct. Faculty and staff members are required to report any instances of sexual misconduct to the University’s Title IX and Disability Office. In turn, an individual with the Title IX and Disability Office will provide information about rights and options, including accommodations, support services, the campus disciplinary process, and law enforcement options.
A list of the designated University employees who, as counselors, confidential advisors, and medical professionals, do not have this reporting responsibility and can maintain confidentiality, can be found here: wecare.illinois.edu/resources/students/#confidential.
Other information about resources and reporting is available here: wecare.illinois.edu.
Netiquette: In any social interaction, certain rules of etiquette are expected and contribute to more enjoyable and productive communication. The following are tips for interacting online via e-mail or discussion board messages, adapted from guidelines originally compiled by Chuq Von Rospach and Gene Spafford (1995):
- Remember that the person receiving your message is someone like you, deserving and appreciating courtesy and respect
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Avoid typing whole sentences or phrases in Caps Lock
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Be brief; succinct, thoughtful messages have the greatest effect
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Your messages reflect on you personally; take time to make sure that you are proud of their form and content
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Use descriptive subject headings in your e-mails
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Think about your audience and the relevance of your messages
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Be careful when you use humor and sarcasm; absent the voice inflections and body language that aid face-to-face communication, Internet messages are easy to misinterpret
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When making follow-up comments, summarize the parts of the message to which you are responding
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Avoid repeating what has already been said; needless repetition is ineffective communication
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Cite appropriate references whenever using someone else's ideas, thoughts, or words.
Last updated: Feb. 19, 2023
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