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ANTH 280: Of Trowels and Trenches: Introduction to Archaeology (Professor Schwartz)

Anthropology 280: Group Research Paper

Description and Goals

Archaeology is a field that deals not only with studying the materials produced and valued by past peoples, but the increasingly complicated ways that the past relates to modern politics of identity and representation. Therefore, for this group research project, each group will be assigned a theme relating to a contemporary issue, controversy, debate, or reality within the discipline of archaeology and expected to research this theme in various places throughout the world. Each theme is designed to touch upon ethical aspects relating to the sharing and safeguarding of the archaeological record, as well as address questions such as: who is responsible for this, how should it be done, and ultimately, who “owns” the past? The goals of this project are for you to explore more about the complexities confronted by archaeologists today (not only in regard to ethical research practices, but issues of engaging with policymakers and stakeholders, and how this varies around the world). Additionally, the project is an opportunity for you to develop more refined research and writing skills, as well as work collaboratively with your peers to arrive at a consensus, distribute duties, and communicate to achieve a shared task by producing a collective research product. Remember, archaeologists are not lone-researchers and always work as a team.

Please consult Cougar Courses for full assignment guidelines.

Due April 12, 2023: Assignment #2 

Group: Group-prepared ‘Introduction’ and ‘Discussion’ sections should be drafted. The introductory statement should expand upon the 1st assignment and address more comprehensively the complexity of the theme/sub-theme (as well as maintain all definitions of relevant terms). The intro must also keep the brief descriptions of each country to be researched by each group member, however, not be an exhaustive summary of each setting. The ‘Discussion’ section should begin to articulate the initial similarities and differences amongst all of the individual contributions. This is expected to be ~2.5-3 pages and submitted to Canvas by one group member.

Individual: Each member will submit a ‘rough draft’ of their individual contribution, thus far. This is not required to be a complete version of your research paper, however, at least 3-5 pages of formal analysis, making use of appropriate text-based sources, is the allowable minimum. A properly formatted list of sources is expected. This will be submitted to Canvas. Note: if a sub-theme or country has changed since the 1st Assignment, a new abstract paragraph must also be prepared, along with the draft of the research paper.

Due May 5, 2023: Final Paper

As a group, you must turn in the following:

  1. Cover page that includes: Names of Project Members Title of Project Date
  2. ‘Introduction’, ‘Discussion’ and ‘Conclusion’ Sections: These sections need to be written together as a group and highlight the recurring themes of the project (as well as represent updated versions from the 1st and 2nd assignments). Again, be sure it is clear: which sub-theme and individual countries your group has chosen, definition(s) for specific terms (‘Intro’ ~1.5-2 pgs. in length); an analysis of comparisons describing similar observations and a discussion of variations amongst all of the collective research results (all for ‘Discussion’ ~2-3 pgs. in length); and a concluding statement that contemplates the larger ethical issues and relevancy regarding the controversy or reality of your group theme/subtheme, and offers possible solutions for how to address ongoing problems and thoughts for the future (all for ‘Conclusion’ ~ 1.5-2 pgs. in length). This will be submitted to Canvas by one group member
  3. Individual Research Papers and Bibliography:  Each student is responsible for preparing a standalone, research paper of their investigations, which should be 5-6 pages, 10-12 font, with page numbers. This paper will summarize the information you researched, what ideas it has generated for you, and how it relates to both the class and the overall group theme/sub-theme. At the end of your paper, include a properly prepared Reference Cited/Bibliography (refer to formatting guidelines handout for citation/referencing expectations).

Requirements for Research Sources for Papers

Each student must use a minimum of four (4) sources— at least three (3) must be peer-reviewed sources. The ratio of only 1 non-peer-reviewed/scholarly/internet sources for every 3 peer-reviewed sources must be maintained. Wikipedia is not an acceptable source of information. Also, you must get my permission to use any .com sources, as these can be heavily biased. On the other hand, .gov, .edu, and .org sites are generally acceptable. Print media sources include books, academic journal articles, periodicals, and so forth. If it is merely an electronic version of a print document (i.e., Archaeologies journal accessed online), it counts as print and must be listed properly as such. If you are unsure of your sources, ask Professor Schwartz or Librarian Lalitha Nataraj.

Please consult Cougar Courses for full assignment guidelines.

  1. What does my group’s theme and chosen sub-theme look like in my chosen country? How would you describe it?
  2. Who are the primary entities involved and impacted (think about policymakers and stakeholders – the government, wealthy investors, local communities, indigenous/descendants, the global community, archaeologists…?)
  3. How do issues of politics, history, ideology, social policy, and economics of the modern country factor in?
  4. How long has your groups theme and sub-theme been in issue? What is the outlook for it being resolved?
  5. What can be done to address the negative impacts of your theme/sub-theme? What has worked and why? Could successful solutions in one setting really work in another?
  6. How does the theme/sub-theme relate to ethics in archaeology and the concept of stewardship?
  7. How does this relate to the future of archaeology? What role do/should archaeologists or scholars play in the debate?
  8. What roles should local governments, community members, descendant/culturally affiliated groups, and the international community play in helping to address and resolve the controversial theme/sub-theme?
  9. Why does the theme/sub-theme matter? Why should the world know more about it? How could this education happen? 
  10. Who decides what actions should take place and how it happens? What could happen if no action is taken?
  11. Who “owns” or is allowed to speak/make decisions on behalf of the past?
  12. How does your theme/sub-theme relate to codes of ethics or goals for educating students about archaeology?