Jurmain, R., Kilgore, L., Trevathan, W., & Ciochon, R. L. (2008). Introduction to physical anthropology (11th ed.). Belmont, CA: Wadsworth.

ANTH 101 Introduction to Anthropology: Archaeology and Physical Anthropology (3) A survey of general patterns in the development of human culture, addressing the biological and morphological aspects of humans viewed in their cultural setting. Students who complete both ANTH 101 and 102 may not receive credit for ANTH 340, BEHS 340, or BEHS 341.

1. Describe the relationship of physical anthropology to other major fields in the discipline of anthropology
2. Describe the major subdivisions within physical anthropology and how they relate to each other including evolutionary theory, genetics, primatology, and the human fossil record.
3. Identify the major categories of primates, representative examples of each and the physical characteristics which members of the family share.
4. Demonstrate a basic knowledge of the fundamentals of genetics, heredity and human biology.
5. Explain how new genetic technologies have been used to deduce evolutionary relationships between the hominoids, their relationship to the hominids, the relationship of the various hominids to each other, and the time sequences postulated for the appearance of new species.
6. Explain the differences between relative and absolute dating methods in paleontology and archaeology.
7. Summarize the evolutionary changes, which occurred among the hominoids from the Miocene to present, especially focusing on changes in the hominid line leading to modern Homo sapiens.
8. Illustrate with examples the various cultural levels, including tool types, achieved by the different hominid groups through time.
9. Analyze modern human physical variations as adaptations to varying environments with emphasis on the underlying similarities resulting from the recentness of Homo sapiens as a species.
10. Identify the most important palaeoanthropologists in the discipline and their most prominent discoveries.
11. Analyze the major controversies concerning the interpretation of hominid artifacts in the past with emphasis on those, which are ongoing.
12. Describe the major controversies between the molecular and fossil based interpretations as well as the various theories for the evolution of modern sapiens (Out of Africa vs. multi-regional theories).
13. Utilize online sources for the most current information available given the dynamic nature of human archaeology.
14. Analyze how culture makes humans unique within the natural world yet currently provides some of the major challenges to our biological survival as a species and is altering our biological evolution daily.
15. Evaluate the proposition that science is not fixed but an ongoing adventure of data collection, interpretation, correction, and synthesis.
16. Convey knowledge of the foregoing issues, concepts and theories through Internet assignments, UMUC'S Online library, essays, exams and/or online conferences.

Exams (at least 2)   45%
Written Projects (3) 45%
Class Discussions    10%
Total               100%

Course Grades will be assigned as follows:

A 90 to 100
B 80 to 89
C 70 to 79
D 60 to 69
F Less than 60

1. Fossil Prehistory Chart
   
   Make a chart listing all of the major fossil species (Australopithecines, Habilenes, Homo Erectus, Homo Neanderthal, and Homo Sapiens) down the left side and across the top, physical and cultural characteristics including but not limited to approximate dates, where found, morphological features unique to that species, associated tool types, diet, evidence of religion, art, body decorations etc. When this chart is complete, it will provide a quick reference document of the past 5 million years of hominid evolution.
2. Primate Observation Zoo Study
   
   Make a zoo study of approximately 3 hours (preferably three different periods of observation) and list as accurately as possible:
   
   The name of the species studied (common and scientific)
   The number of animals studied
   The relative ages (infant, juvenile, subadult, adult) and sexes
   Means of locomotion; Object manipulation and Tool use
   Diet and eating habits
   Vocalizations
   Sexual life and/or male-female relations in general
   Dominance hierarchy and grooming patterns
   Adult-infant behavior patterns
   
   Note that the composition and personality of the group will largely determine the nature and quantity of research findings. There may be no data for some of the suggested topics and a great deal of information for other behaviors not included in this list. Compare also if possible, observations with the book's descriptions of the wild members of the same species.
3. Book Based Primate Study
   
   Make a chart comparing the social behavior of savannah baboons and chimpanzees in the wild. Some things to include in your comparisons (there are many others):
   
   Sexual Roles and Sexual Behavior,
   The Life Cycle
   Dominance Among and between the Sexes,
   Group Cohesion
   Adult-Infant Relations
   Diet & Eating
   Vocalizations and Communication
   Defenses Against Predators
   
   This project will illustrate in a detailed way, differences between a great ape and an old world monkey which have both been studied in detail over a period of many years and will illustrate in a detailed way the important role of both genetics and environment in primate behavior.
4. Family Based Genetics Study
   
   Make a three-generation chart of your family in the style of anthropological kinship charts. List the following information under each member or as much information as you have: ethnicity, blood type, physical features, special talents, simple genetic characteristics such as handedness, ear lobe type and tongue rolling abilities, PTC tasting, baldness, color blindness, and most importantly, cause of death or any diseases or known genetic traits associated with diseases such as sickle cell and the various anemia's. Note which of these seem to be sex linked and also note any anomalies in the information.
   
   This project focuses on tracing genetic principles among those people one knows best and is most interested in, and gives insight into how general principles work in individual and small group settings.
5. Human Intra-species Variation
   
   Discuss how the advent of the theory of evolution and advances in genetics changed scientific notions of intra-species variation among Homo sapiens? Why do most physical anthropologists today think that the question of how many human races there are is not scientifically answerable? Find a scholarly article about human intra-species variation and compare it with what your textbook says about race categories. Finally, if races were "real" as some claim, then to what race would one assign the offspring of individuals from two putatively separate human races? Include in your answer to this question a consideration of how much genetic information is contributed by each parent.
   
   This project allows one to better comprehend the problems and fallacies inherent in thinking that humanity can be clearly and unambiguously subdivided into a finite number of races (intra-species types). It helps in understanding that while human intra-species variation exists, human races as clear types do not.
6. Virtual Archaeology Project
   
   Short of an actual archeological field school experience, participation in an online virtual archaeological excavation or excavation tour is a good way to acquire a deeper understanding of how archaeologists gather information. After visiting an archeological excavation website and carefully studying it, students will write a description of their virtual dig experience being sure to identify important archaeological concepts, techniques and theories from the text book which are exemplified, illustrated or demonstrated in the virtual dig.
   
   Virtual archaeological excavations/tours are available online. Web sites change from time to time. One can check http: google.com and attempt to locate similar sites:
   http://www.mintmuseum.org/digit/
   http://www.jchanning.com/virtual_museum_fermanagh.htm
   http://www.ukans.edu/~hoopes/virtual.htm
   http://www.he.net/~archaeol/interactive/index.html
   http://catal.arch.cam.ac.uk/catal/catal.html
   
   This assignment will help one to understand the scientific method as applied to archaeological excavations, see dating methods in their application, comprehend techniques of excavation and better comprehend the complexities of undertaking archaeological research.