ANG
6930 (Section 8461) PROSEMINAR IN ANTHROPOLOGY IIA: BIOLOGICAL ANTHROPOLOGY
Prof. Connie J. Mulligan
Class meets in 2318 Turlington
Class time: Friday, periods 6-8
(12:50-3:50pm), with a 15 min break
Office hours: Friday, 10:30-12:30,
or by appointment
B119 Turlington Hall
Contact information:
Prof. Connie Mulligan
409 Genetics Institute,
(352)273-8092
http://www.clas.ufl.edu/users/mulligan/Webpage/index.html
Course description and objectives: This course is a graduate-level introduction to biological
anthropology. The course is designed to equip first-year graduate students in
the Department of Anthropology with a fundamental understanding of the scope
and historical development of biological anthropology as an integral part of
the discipline. We will cover five broad topics: 1) evolutionary theory and
genetics, 2) primates and our place in nature, 3) human evolution, 4) human
variation, and 5) culture and behavior in an evolutionary perspective. This
course was first developed by Dr. Clarence Gravlee and many thanks go to him
for course materials.
By the end of the course, you should be able to:
1.
Identify the
major areas of research in biological anthropology
2.
Articulate the
role of biological anthropology in the discipline as a whole
3.
Describe the
basic principles of inheritance and evolutionary theory
4.
Explain the
significance and role of primatology as part of
anthropology
5.
Evaluate the
evidence for hominid evolution, including the origin of modern humans
6.
Explain how and
why humans vary biologically and how such variation relates to “race”
7.
Discuss the
evolutionary basis of human intelligence, culture and behavior
8.
Be prepared to
teach a section on biological anthropology in an introductory course in
four-field anthropology
Reading materials and course format: The Human Species: An
Introduction to Biological Anthropology (2007, Seventh edition) by John Relethford will be used to present the fundamentals of biological
anthropology. Relevant journal articles will be used to highlight the specifics
of major contributions in the field of biological anthropology. A course packet
of journal articles and related material is available at Orange & Blue
Textbooks (
Grading:
Your final grade for this half of the course will be determined by the
following four categories, each of which contributes 100 points: participation
(100 pts), 5 quizzes or set of questions/comments (20 pts each), journal
analysis (100 pts), exam (100 pts). Possible points total 400. Your grade for
this half of the course will count as 50% of your grade for the entire course. Grades
will be based on the following point percentages: 90-100%=A, 87-89%=B+,
80-86%=B, 77-79%=C+, 70-76%=C, 67-69%=D+, 60-66%=D, < 59%=E.
-
Participation
in class discussions is required of all students and will be based on each
student’s contribution of original discussion, comments, questions, etc. to the
class. Participation means speaking up in class and contributing ideas,
questions, comments, etc. No credit will be given for simply showing up to
class, although attendance is mandatory.
-
At the beginning
of each class, either a quiz will be given or students will hand in at
least three original comments or questions based on the reading
material. Quizzes will cover the day’s reading material and will be
closed-book. The lowest grade (quizzes or comments/questions) will be dropped.
Missed quizzes or comment/questions cannot be made up.
-
For the journal analysis, you will select a
topic in biological anthropology and systematically track research on this
topic. Details will be provided in class. Briefly, you will examine how a topic
of interest to you has been covered in the last 15 years of five leading
peer-reviewed journals. Your review must include the American Journal of Physical Anthropology, American Anthropologist and Current
Anthropology. You will choose two additional journals that are appropriate
for your topic. The purpose of this exercise is to: 1) introduce you to the
major journals, 2) improve your ability to conduct literature reviews, 3)
enhance your skills in identifying a research problem, collecting and analyzing
data, and writing up results, and 4) identify patterns across sub-fields, as
well as the potential strengths and weaknesses of four-field anthropology.
-
The exam will consist of problems
similar to the short answer questions on the quizzes as well as essay
questions. The exam will be take-home and will be given at the end of the
semester. Make-up exams will be scheduled only in extenuating circumstances and
will require a doctor’s note, police report, or similar supporting
documentation.
Class attendance policy: Because the class meets only one time per week and
because the class format is mainly discussion, it is very difficult to make up
missed classes by borrowing notes, etc. Therefore, students are required to
attend all classes and to arrive on time. Computers are allowed in class for
taking notes although I may ban computers if I feel their use is hindering
class discussions. Computers (and other electronic devices) are not allowed
during quizzes. Class discussions/lectures cannot be recorded in any manner
without special permission.
Strategies for success: Start reading the assigned material at the beginning
of the week. Start with the textbook and move onto the coursepack
materials. Continue reading though the week so that you have time to
contemplate the readings and think of questions and comments to contribute
during class. The journal articles will likely be the most challenging reading
and, if you are unfamiliar with the material, you may have to read certain
pieces more than once. Take notes as you read – this will help crystallize your
understanding of the reading and will also provide material to contribute to
class. Come to class with several questions or comments already prepared to
contribute to the class discussion. Waiting until the night before class to
start the readings is a strategy for failure.
Accommodations for students with disabilities: If you require accommodation due to a disability,
please make an appointment during my office hours so that we may discuss your
needs. Students requesting classroom accommodation must first register with the
Dean of Students Office. The Dean of Students Office will provide documentation
to the student who must then provide this documentation to the Instructor when
requesting accommodation.
Academic honesty: As a result of completing the registration form at the
UF Counseling Services: On-campus services are available for students having
personal problems or lacking clear career and academic goals. They include:
1.
2. Student Mental Health, Student Health Care Center,
392-1171, personal counseling
3. Sexual Assault Recovery Services (SARS), Student
Health Care Center, 392-1161, sexual assault counseling
4.
Course schedule:
·
Biological
anthropology as anthropology
·
Scope of the
discipline
·
Professionalization
and guidelines for success
·
How to read a
scientific journal article/sample PubMed search
Required reading
1)
Relethford 2005,
a)
Chpt 1 - Biological Anthropology and Evolution (beginning
of chapter)
2)
Coursepack:
a)
Calcagno JM.
2003. Keeping biological anthropology in anthropology, and anthropology in
biology. American Anthropologist
105:6-15.
b)
Boas F. 1899.
Anthropology. Science 9:93-96.
c)
Spencer F. 1981.
The rise of academic physical anthropology in the
·
Science as a way
of knowing
·
Origins of
evolutionary thought
·
·
Evolution and
creationism
·
Species concepts
and speciation
Required reading
1)
Relethford 2005, Chpt 1 (pp 12-29) and
4
a)
Chpt 1 - Biological Anthropology and Evolution (end of
chapter)
b)
Chpt 4 - The Evolution and Classification of Species
2)
Coursepack:
a)
Park MA. 2005.
Biological Anthropology, An Introductory Reader, Chpt
9 (pp 40-44), Natural Selection (1858), Charles R. Darwin and Alfred Russel Wallace
b)
Mayr E. 1997. “What is science?” in This is biology: The science of the living world, pp 24-44.
c)
Scott EC. 1997.
Antievolution and creationism in the
d)
Talbot M. 2005.
e)
·
Mendelian and molecular genetics
·
Population
genetics
·
Evolutionary
development biology (Evo Devo)
Required reading
1)
Relethford 2005, Chpts 2-3 and 8
a)
Chpt 2 - Human Genetics
b)
Chpt 3 - Evolutionary Forces
c)
Chpt 8 - Paleoanthropology
2)
Coursepack:
a)
b) Foley R. 2001. In the shadow of the modern synthesis?
Alternative perspectives on the last fifty years of paleoanthropology.
Evolutionary Anthropology 10:5-14.
c) Carroll SB. 2003. Genetics and the making of Homo sapiens. Nature. 422:849-857.
January 30 – Primate evolution, ecology and behavior
·
Primatology as anthropology
·
Primate taxonomy
and paleobiology
·
Diversity of
living primates
·
Primate models
for human evolution and behavior
·
Primate
behavioral ecology
·
Evolution of
social relationship
·
Comparison of
humans and other primates
·
Methods (dating,
morphology, taphonomy, stable isotopes, etc) and
geologic era
Required reading
1)
Relethford 2005, Chpts 5-7
a.
Chpt 5 - The Primates
b.
Chpt 6 - Primate Diversity
c.
Chpt 7 - The Human Species
2)
Coursepack:
a.
b.
Strier KB. 2003. Primate behavioral ecology: From
ethnography to ethology and back. American Anthropologist 105:16-27.
c.
Rieseberg LH and Livingstone K. 2003. Chromosomal speciation in
primates. Science 300:267-268.
d.
Khaitovich P et al. 2005. Parallel patterns of evolution in the
genomes and transcriptomes of humans and chimpanzees.
Science 309:1850-1854.
e.
Judson O. 2008.
Wanted: Intelligent aliens, for a research project, New York Times blog
February 6 – Hominoid
to hominin
·
Dating the
ape-human split
·
Australopiths
·
Early hominin subsistence and social organization
·
Origins of genus Homo
·
Homo erectus
·
Homo floresiensis
·
Neanderthals and
other archaic humans
Required reading
1)
Relethford 2005, Chpts 9-11
a.
Chpt 9 - Primate Origins and Evolution
b.
Chpt 10 - The Beginnings of Human Evolution
c.
Chpt 11 - The Origin and Evolution of the Genus Homo
2)
Coursepack:
a.
Teaford MR and Ungar PS. 2000. Diet
and the evolution of the earliest human ancestors. Proceedings of the
b.
Conroy GC. 2002. Speciosity in the early Homo lineage: Too many, too few, or
just about right? Journal of Human
Evolution 43:759-766.
c.
Powledge TM. 2006. What is the Hobbit? PLoS Biology. 4:2186-2189.
d.
Wall JD and Kim
SK. 2007. Inconsistencies in Neanderthal genomic DNA sequences. PLoS Genetics. 3:1862-1866.
February 13
– Origin of modern humans and Human
biodiversity and race
·
Anatomically
modern Homo sapiens
·
African
replacement or multiregional evolution?
·
Global patterns
of human genetic variation
·
Anthropological
critique of race
·
Genetic history
of populations, ancestry, and identity
Required reading
1)
Relethford 2005, Chpts 12-14
a.
Chpt 12 - The Origin of Modern Humans
b.
Chpt 13 – The Study of Human Variation
c.
Chpt 14 – Genetics, History and Ancestry
2)
Coursepack:
a.
Tishkoff SA et
al. 1996. Global patterns of linkage disequilibrium at the CD4 locus and modern
human origins. Science 271:1380-1387
b.
Wolpoff MH. 1996. Interpretations of multiregional evolution.
And Response Science, vol 274.
c.
Serre D and Pääbo S. 2004.
Evidence for gradients of human genetic diversity within and among continents. Genome Research 14:1679-1685.
d.
Mekel-Bobrov M et al. 2005. Ongoing adaptive evolution of ASPM, a
brain size determinant in Homo sapiens.
Science. 309:1720-1722. And Comment
Yu F. Comment on “Ongoing adaptive evolution of ASPM, a brain size determinant
in Homo sapiens”
e.
Haak W. 2008. Ancient DNA, strontium isotopes, and osteological analyses shed light on social and kinship
organization of the Later Stone Age. PNAS.
105:18226-18231.
February
20 - Evolution of human life history
and Evolution of human intelligence
·
Reproduction and
fertility
·
Human growth and
development
·
Aging and
senescence
·
Primate
intelligence
·
Social behavior
·
Evolution of
language
Required reading
1)
Relethford 2005, Chpt 15-17
a.
Chpt 15 – Nature Selection in Human Populations
b.
Chpt 16 – Human Adaptation
c.
Chpt 17 – Human Biology and Culture Change
2)
Coursepack:
a.
News and Views
article – Dental evidence suggests Neanderthals matured faster than we do. Science. 318:1547.
b.
Hawkes K. 2004. Human longevity: The grandmother effect. Nature 428:128-129.
c.
Lähderpera M, Lummaa V, Helle S, Tremblay M, Russell AF. 2004. Fitness benefits of
prolonged post-reporductive lifespan in women. Nature 428:178-181
d.
Penn DJ and Smith
KR. 2007. Differential fitness costs of reproduction between the sexes. PNAS.
104:553-558.
e.
f.
Lemonick MD. 2007. Babies vs Chimps:
Who’s Smarter? Times, Sept 6, 2007.
g.
Gravlee CL.
Genetic ancestry, social classification, and racial inequalities in blood
pressure, submitted