ARCHAEOLOGY
(ANTH 202)
T-Th, Spring 2005
Course
Syllabus
Dr. Barbara Borg
My Office: #88
Wentworth, Room 101 (cream-colored brick building on corner of Wentworth and
St. Philip. Office hours:
3:15-4:15 p.m. T-Th with many additional MWF hours available by individual
appointment.
Phone: 953-5408 (my office & answering machine) or 953-5738
(Sociology/Anthropology secretary).
e-mail: borgb@cofc.edu;
_____________________________________________________________________________________________
What
is the study of Archaeology?
Archaeology
means the Ôstudy ofÕ the ÔoldÕ (from the Greek ÔarkhaiosÕ + ÔlogosÕ). It is part of the broader field of anthropology
which is the study of human beings in all times and in all places. Archaeologists interpret the material
record of patterned human behavior in the past. An archaeologist does not study ÒfossilsÓ such as sharksÕ
teeth or dinosaur bones, although one special kind of archaeologist--the human
paleontologist--excavates and studies the remains of our human ÒfossilÓ
ancestors and their development over a 4-5 million year span. Prehistoric archaeology deals
with the material remains of ancient human cultures worldwide for which no
historical (written) records are available. This includes about 99% of human history. While the popular view of
archaeologists is that they ÒdigÓ to recover ancient artifacts, archaeologists
are primarily interested in collecting information about past human behavior. Portable artifacts such as
pottery or projectile points. non-movable
features such as burials, walls, and ancient agricultural fields, and environmental
ecofacts (ecological clues that are not man-made or man-modified) such as
plant parts, snail shells, or ancient pollen are just several of many different
kinds of data collected. It is the
vertical and horizontal relationships among all material remains found
in an archaeological site that yield the vital information which takes us
beyond the artifacts themselves.
Archaeologists systematically measure, record, and photograph all of
this information which together forms the archaeological context. It is this ÒcontextÓ (ultimately,
interpretation) which is lost when looters focus only upon the objects and not
on the relationships among them.
In addition to excavation, archaeologists today utilize many
sophisticated scientific methods to learn about archaeological sites. The popular view of archaeology
presented in films like the Indiana Jones series, while entertaining, is very
misleading. Archaeology is a
fascinating scientific pursuit, but it virtually never resembles such thrilling
and dangerous treasure hunts. Few
archaeologists look for or find gold, jewels, tombs, or mummies. Many do discover a wealth of
fascinating information about the cultures they study. Only 25% of
archaeology is fieldwork (site location and excavation): 75% is laboratory
research and writing.
Historical
archaeology is the other branch of archaeology which deals with more recent
sites for which some kind of written record exists to aid in the
interpretation of past human activities. These written records include such
documents as early travelersÕ accounts, maps, letters, trading records, tax,
census, and other administrative documents, missionary accounts, and written histories. Historical archaeologists must often
master some of the skills of the historian (documents, often in foreign
languages), the architectural historian (early building techniques and
structure styles), and the ceramic specialist (site dating using historically
documented ceramics), and they must also know how to combine these with
appropriate techniques from prehistoric archaeology. Much of the archaeology done here in
Charleston is colonial period historical archaeology, which provides
data for the reconstruction and public interpretation of historic houses,
structures like the Old Powder Magazine, the Old Courthouse reconstruction, the
Civil War submarine Hunley, the historic plantations, and the history of
African Americans and other ethnic groups. The Charleston Museum employs two full-time historical
archaeologists. In addition,
preservation organizations, private consulting companies, and government agencies
also employ archaeologists in our region.
The Charleston area is just one focus of historical archaeology across
our nation and, of course, throughout the world. When you think of archaeology you may be most familiar with
the ancient Egyptians or the Maya of Central America who built pyramids and
developed high civilizations. Both
of these cultures had forms of writing, however, which assists archaeologists
in their study. Because such early
writing provides only a partial record of elite behavior, prehistoric
archaeological techniques are also employed to reconstruct the nature of the entire
society--part of the holistic approach of the broader field of
anthropology.
Underlying
the historical past of the Ònon-nativesÓof Charleston and the rest of the
Western Hemisphere is the Native American past. Most Native Americans (except the Mayas
of Central America) had no written language, and there were no historical
accounts written about them until the arrival of Europeans. In this respect Native Americans are
like many other peoples worldwide whose past sites, behaviors, and cultures
must be studied largely in the absence of written records. While this course will include some
comparative examples of Old World archaeology, emphasis is placed upon New
World archaeology, and upon the methods archaeologists use to locate, examine,
and excavate archaeological sites, and to analyze and interpret the material
remains of past cultures. Integral
to this course are eight videos produced by the authors of your textbook
which illustrate the scientific methods discussed in your text as they
are applied to answer specific questions in important archaeological sites.
Borg, Archaeology, Sp05, T-Th
Syllabus, p.2
________________________________________________________________________________________________________
Reading Assignments (Please read by the class time listed.) General
Topic from your readings**
________________________________________________________________________________________________________
**Lecture
topics may differ and may include new material not in your texts.
PART
I: WHAT IS ARCHAEOLOGY?
TH 1/13 No
Assignment CLASS
ORIENTATION
T 1/18 READ
TEXT Ch. 1: Intro to Anthro.& Arch., pp.1-23 How do we know
about the past? Goals DO
STUDY GUIDE, Ch. 1 of
Archaeology; Culture & Environment.
TH 1/20 READ
TEXT Ch. 2: Development of Anthropology History
of Archaeology
and
Archaeology, pp. 24-66.
DO
STUDY GUIDE, Ch. 2
PART
II: DOING ARCHAEOLOGY
T 1/25 READ
TEXT Ch. 3: The Case of the Cop‡n Maya, Cop‡n
Maya project; Environmental studies;
pp.
67-109. Excavations;
Experimental archaeology;
DO
STUDY GUIDE, Ch. 3 Culture
History: dating, writing, symbols.
TH 1/27 READ
TEXT Ch. 4: Archaeological
Methods, Phase
1: research design; Phase 2:
fieldwork;
pp.
110 -145. Phase
3: materials analysis; Phase 4: data DO
STUDY GUIDE, Ch. 4 analysis; and Phase 5: Interpretation
T 2/1 READ
TEXT Ch. 5: Conceptual Framework, Concept
of Culture; Biological and Cultural pp.
146-186. Evolution;
Political Integration; Cultural DO
STUDY GUIDE, Ch. 5 Ecology;
Cultures as Systems.
IN
CLASS: INTEGRATED VIDEO #1--CULTURAL EVOLUTION
IN
CLASS: HAND OUT CRITICAL QUESTION # 1
TH 2/3 READ
TEXT Ch. 6: Human Habitats, Ecology
and energy; Food procurement and pp.187-216.
technology;
Cultural evolution settings;
DO
STUDY GUIDE, Ch. 6 Technology
and resource procurement
DUE
TODAY: CRITICAL QUESTION #1
________________________________________________________________________________________________________
T 2/8 EXAM
#1 over TEXT chapters 1-6,
all lectures, integrated video #1, and Critical Questions #1.
Bring
your Study Guide to the exam for your first of three grades.
________________________________________________________________________________________________________
PART
III: RECONSTRUCTING THE PAST
TH 2/10 BEGIN
TEXT Ch. 7: Family and Household, Family
and household; Dwelling functions;
Community,
and Society, pp. 218-234. House
excavation and reconstruction; BEGIN
STUDY GUIDE, Ch. 7 Community
characterization
IN
CLASS: STONE TOOL LAB
T 2/15 FINISH
TEXT Ch. 7: Family and Household, Settlement
hierarchy and Political Integration;
Community,
and Society, pp. 235-251. House
and household (egalitarian and FINISH
STUDY GUIDE, Ch. 7 non-egalitarian);
Cultural organization.
DUE
TODAY: STONE TOOL LAB WRITE-UP
IN
CLASS: INTEGRATED VIDEO #2--HEARTH AND FAMILY
IN
CLASS: HAND OUT CRITICAL QUESTION # 2
TH 2/17 BEGIN
TEXT Ch. 8: Artisans and Traders, Archaeological
approaches to specialization pp.
252-270. and
distribution; Economic specialization and BEGIN
STUDY GUIDE, Ch. 8 distribution;
Non-industrial complex societies.
DUE
TODAY: CRITICAL QUESTION #2
IN
CLASS: CERAMICS LAB
Borg, Archaeology, Sp05, T-Th
Syllabus, p.3
________________________________________________________________________________________________________
Reading Assignments (Please read by class time listed.) General
Topic from your readings**
________________________________________________________________________________________________________
**Lecture
topics may differ and may include new material not in your texts.
T 2/22 FINISH
TEXT Ch. 8: Artisans and Traders, Investigating
specialization, exchange, and pp.
270-288. trade:
the archaeological record; Teotihuac‡n
FINISH
STUDY GUIDE, Ch. 8 and
Cop‡n.
DUE
TODAY: CERAMICS LAB WRITE-UP
IN
CLASS: INTEGRATED VIDEO
#3--OCCUPATIONAL SPECIALIZATION
IN
CLASS: HAND OUT CRITICAL QUESTION #3
TH 2/24 BEGIN
TEXT Ch. 9: Signs and Symbols, Signs
or symbols? Symbol functions;
pp.
289-311. Types
of symbolic systems
BEGIN
STUDY GUIDE, Ch. 9
DUE
TODAY: CRITICAL QUESTION #3
T 3/1 FINISH
TEXT Ch. 9: Signs and Symbols, Classic
Maya symbolic systems;
pp.
311-323. The
significance of Cop‡n symbols.
FINISH
STUDY GUIDE, Ch. 9 IN
CLASS: INTEGRATED VIDEO #4--SYMBOLIC COMMUNICATION
IN
CLASS: HAND OUT CRITICAL QUESTION #4
TH 3/3 BEGIN
TEXT Ch. 10: Power, Prestige, Politics,
government., and political systems;
and
Wealth, pp. 324-340. Ranked
societies; Stratification andthe State; BEGIN
STUDY GUIDE, Ch. 10 Processes
of political evolution.
DUE
TODAY: CRITICAL QUESTION #4
IN
CLASS: HAND OUT INTERPRETIVE EXERCISE (due 3/22)
________________________________________________________________________________________________________
T 3/8 AND TH
3/10
SPRING BREAK NO CLASS !
! !
ENJOY (But work on your interpretive exercise!) ________________________________________________________________________________________________________
T 3/15 FINISIH
TEXT Ch. 10: Power, Prestige, Ethnohistory
and archaeology of political
and
Wealth, pp.340-355. evolution; Archaeological reconstruction:
FINISH
STUDY GUIDE, Ch. 10 Classic
Cop‡n Maya politics.
IN
CLASS: INTEGRATED VIDEO #5--POLITICAL SYSTEMS IN
CLASS: HAND OUT CRITICAL QUESTION #5
TH 3/17 BEGIN
TEXT Ch. 11: Realms, Recon.
political systems; Political interaction
pp.
356-372.
BEGIN
STUDY GUIDE, Ch. 11
DUE
TODAY: CRITICAL QUESTION #5
T 3/22 FINISH
TEXT Ch. 11: Realms, Classic
Maya sites and politics; The Inca empire.
pp.
372-386.
FINISH
STUDY GUIDE, Ch. 11
DUE
TODAY: INTERPRETIVE EXERCISE (due at beginning of class)
IN
CLASS: INTEGRATED VIDEO #6--ANCIENT KINGDOMS
IN
CLASS: HAND OUT CRITICAL QUESTION #6
TH 3/24 BEGIN
TEXT Ch. 12: Spirit World: Religion Cultural
evolution and belief systems; Religion and and
Ideology, pp. 387-395. ideology:
Traditional and industrial societies;
BEGIN
STUDY GUIDE, Ch. 12 Adaptive
dimensions; Reconstructing religion.
DUE
TODAY: CRITICAL QUESTION #6
________________________________________________________________________________________________________
T 3/29 EXAM
#2 over
TEXT chapters 7-11 (Note that ch. 12 will be on Exam #3), lectures, videotapes
#s 2-6, and Critical
Questions #s2-6. Hand in Study
Guide at beginning of exam for your second of three grades.
________________________________________________________________________________________________________
Borg,
Archaeology, Sp05, T-Th Syllabus,
p.4
________________________________________________________________________________________________________
Reading Assignments (Please read by class time listed.) General
Topic from your readings**
________________________________________________________________________________________________________
**Lecture
topics may differ and may include new material not in your texts.
TH 3/31 FINISH
TEXT Ch. 12: Spirit World: Religion Ethnographic
analogs; Religion in egalitarian and
Ideology, pp. 395-412. farming
societies; Mesoamerican cultural
FINISH
STUDY GUIDE, Ch. 12 evolution;
Limits. IN
CLASS: INTEGRATED VIDEO #7--THE SPIRITUAL WORLD
IN
CLASS: HAND OUT CRITICAL QUESTION #7
PART
IV: ARCHAEOLOGY OF ANCIENT CIVILIZATIONS
________________________________________________________________________________________________________
[NOTE: CHAPTER 13 WILL NOT BE COVERED IN CLASS OR ON EXAM #3; YOU MAY CHOOSE TO PREPARE A TAKE-HOME
ASSIGNMENT OVER THIS CHAPTER FOR
EXTRA CREDIT.] TEXT Ch. 13: Rise
of Civilization in the Primary and secondary civilizations; Old World, pp.
413-462. Mesopotamia; Egypt; Harappan civilization in the Indus Valley; China;
O.W. early civilization.
________________________________________________________________________________________________________
T 4/5 TEXT
Ch. 14: Rise of Civilization in the New
World civilization: general evolution; New
World, pp. 463-511. Archaeological
approaches; Mesoamerica;
DO
STUDY GUIDE, Ch. 14 Olmecs
thru Teotihuac‡n and the Classic DUE
TODAY: CRITICAL QUESTION #7 Maya
and Central Andean civilizations.
PART V: EXPLAINING THE PAST
TH 4/7 TEXT
Ch. 15: Fall of Civs; Maya Collapse Collapsing
civs.; Classic Maya collapse;
(Cop‡n),
pp. 513-537. Explanations
of Maya collapse; New views
DO
STUDY GUIDE, Ch. 15 on
the collapse from Cop‡n; Scientific arch.
TEXT
Ch. 16: Explanation and Archaeology, Explanatory
models: population through
pp.
539-63. technological; information systems through
DO
STUDY GUIDE, Ch. 16 system-ecological;
Past Lessons; Future IN
CLASS: INTEGRATED VIDEO #8--THE COLLAPSE Prospects.
IN
CLASS: HAND OUT CRITICAL QUESTION #8
________________________________________________________________________________________________________
T 4/12 EXAM
#3 over TEXT chapters 12, 14, 15, & 16 (not Ch. 13), lectures,
videotapes #s 7& 8, and Critical Questions
#s 7 & 8. Bring your Study
Guide to the exam for your third of three grades.
DUE
TODAY: CRITICAL QUESTION #8
IN
CLASS: HAND OUT KOSTER BOOK STUDY GUIDE
________________________________________________________________________________________________________
Borg,
Archaeology, Sp05, T-Th Syllabus,
p.5
________________________________________________________________________________________________________
Reading Assignments (Must be read by class time listed.) General
Topic from your readings**
________________________________________________________________________________________________________
**Lecture
topics may differ and may include new material not in your texts.
TH 4/14 READ
KOSTER CASE STUDY, pp. 3-10 Secret
in the Cornfield, ÒSome Day You
Ought BEGIN
KOSTER STUDY GUIDE to
Dig ThereÓ, The ÒArkiesÓ, We Encounter an IN
CLASS: KOSTER SITE SLIDES Early
Human and His Best Friend. The
Kingdom IN
CLASS: BEGIN KOSTER DISCUSSION of
Lowilva, ÒThe Big HoleÓ, Mary and Teed. The New
Archaeology,What Was Climate Like in
7500
B.C.?
T 4/19 READ
KOSTER CASE STUDY, pp. 105-183 Reading
the Past Environment From Mussel DO
KOSTER STUDY GUIDE for pp. 105-183 Shells,
Early Organization Man, N.Am.Õs Earliest IN
CLASS: KOSTER SITE SLIDES Permanent
Houses. TheÒKromebar PeopleÓ, IN
CLASS: CONTINUE KOSTER DISCUSSION Keeping
Track of Trash, Burial of the Dead.
TH 4/21 READ
KOSTER CASE STUDY, pp.184-249 There
Were No Invaders, A 1,400-Year-Old Skirt
DO
KOSTER STUDY GUIDE, pp. 184-249 Koster
Rewrites History, A Day at Koster in
IN CLASS: END
KOSTER DISCUSSION 3500
B.C., Appendix: Changes Needed in
IN CLASS:
ARCH. FIELD SCHOOL SLIDES Archaeology.
Th 12/2 QUIZ
OVER KOSTER CASE STUDY
DUE
TODAY: KOSTER STUDY GUIDE (to be
graded)
________________________________________________________________________________________________________
THERE WILL BE NO COMPREHENSIVE EXAM DURING FINAL EXAM WEEK. YOU ARE DONE!
________________________________________________________________________________________________________
GENERAL
COURSE INFORMATION
REQUIRED TEXTS (available at the College Bookstore
and University Books on King Street):
Webster, David L., Evans, Susan T., and Sanders, William T.
1993 Out
of the Past: An Introduction to Archaeology. Mountain View, California: Mayfield Publishing
Company (hardcover).
Gonlin, Nancy, Evans, Susan T., and Webster, David L.
1993 Study
Guide to accompany Out of the Past: An Introduction to Archaeology. Mountain View,California: Mayfield Publishing Company
(paperback).
Struever, Stuart and Felicia Antonelli Holton.
1979 Koster:
Americans in Search of Their Prehistoric Past. Prospect Heights, Ill.: Waveland Press
(a
2000 reissue).
*********
VIDEOTAPES/SLIDES: These are considered very important, and are designed to
broaden your knowledge of
anthropological archaeology. The
videotapes have been designed by your textbook authors to accompany your text
and to illustrate the topics in that chapter. There will be critical study questions due over them as well
as questions on the major exams which refer to the content of the videotapes. A
videotape day is NOT a day to miss.
Rather, you should be sure you have read the chapter covered so that you
will better understand the material presented in the video.
MAJOR EXAMS:
There are 3 major exams over the primary text. Each major exam is worth 100 points for a total of 300
points. Your 300 point unit exam
total will comprise 60% of your final grade. The 4th exam in the course is a quiz over the Koster
Case Study, worth 5 % of your final grade. Exams may be a combination of matching, multiple choice, and
essay, at the discretion of the professor. The College of Charleston's Honor
Code will be observed. There will be no make-up exams given except under
extraordinary and well documented circumstances. Students who must miss an exam need to notify the professor
BEFORE the exam is given. Call
953-5408 (my answering machine), or 953-5738 to leave a message with the department
secretary. If you miss an exam,
you will be asked to go to the Office of the Associate Dean of Undergraduate
Studies in Randolph Hall with appropriate documentation (letter from your
doctor, obituary of a close family member or friend, etc.). [ADVICE: My experience has shown that
students who keep current and take their exams on time usually do much better
than those who take make-up exams.] The form of a make-up exam is at the
discretion of your professor, and it may be all essay. In certain cases you may arrange to
take an exam or quiz early.
Borg, Archaeology, Sp05, T-Th
Syllabus, p.6
REQUIRED STUDY GUIDE: For each segment of the course you will hand in the required
completed study guide segment for a grade at the beginning of each exam (2/8,
3/29, 4/12, and Koster Quiz on 4/26).
CONSTRUCTION OF STUDY GUIDE: Because the published study guide for your major text does
not leave you sufficient room to write, please construct a loose leaf version
with your answers and simply add to it as you progress through the course. You
are responsible for all terms and questions up to and including the essays in
the published Study Guide. The essays may usually be answered in a few
sentences or partial sentences. Hand in ONLY THE ANSWERS for the segment covered
by each exam, in your own handwriting, and stapled together, and make
sure your name is on your work. Clearly label the chapters and the question
sections.
CALCULATION OF STUDY GUIDE GRADE: Study Guide grades will comprise up to
15% of your final grade. Failure
to turn in a Study Guide will result in a zero for that segment (15% of the
final grade). Because I will assume that a thorough job done on the study guide
should be reflected in better exam grades the amount of Study Guide
credit you receive will be tied to your exam grades. I will take the average of your three major exams, multiply
this average by the percent awarded for your study guide, and add this figure
to your exam total. [For
example, if the average of your three major exams is 80%, and you did a great
job on your study guide and got the maximum credit of 15%, I will multiply 80 by .15 for a total of 12%
added to your exam average, which in this case would then be 92. (This 92 then still represents 70% of
your final grade.)]. The
Koster bookÕs Study Guide will be treated similarly when we get to it at the
end of the semester.
OTHER GRADED/RECORDED WRITTEN EXERCISES: The remaining 15% of your final grade
will consist of a Koster case study quiz (5%), the Koster Study Guide (up to
5%, tied to your quiz score), and the remaining written work (15%) which
includes 1 interpretive exercise, 2 labs, and possible additional announced or
unannounced quizzes to be given at the discretion of your professor. Eight critical questions will be handed
out during the course of the semester.
These will form the basis for any essay questions asked on exams. You must complete these questions, but
they will not be indivudually graded.
Instead I will log them in as completed and received, and hand them back
to you for study. Quizzes given at the beginning of class, if missed, cannot be
made up. If you have an excused
absence you may request to take a quiz early. If you arrive in class too late to complete a graded
activity with the rest of the class you may not be allowed to begin the
activity and will have to take a zero for that assignment.
EXTRA CREDIT: There are two opportunities to earn extra credit in this
course: (1) completion of a take-home question over textbook chapter 13 on Old
World Archaeological Civilizations (a maximum of 2% will be added to your major
exam average), and (2) attendance at two archaeological lectures during the
semester (Charleston Chapter of the Archaeolocial Society of SC, and the
Archaeological Institute of America).
Each lecture is worth 1 % (up to a maximum of 2%) added to your major
exam average). Awarding of all extra credit points shall be totally at the
discretion of your professor.
ATTENDANCE:
Attendance will be taken regularly. If you arrive after roll has been taken it is your
responsibility to see that I record your attendance at the end of class. Students are expected to attend class
regularly, and much required work will be done in class. Four unexcused absences may result in
withdrawal from this course without further notice with a grade of 'WA",
which is a failing grade. I must
have written communication from your doctor or the Undergraduate Dean (in
Randolph Hall) to consider excusing an absence. (Please note that going to see the dean does not
automatically excuse you). Missing
class due to a work schedule or personal
travel is counted as an unexcused absence.
GRADE DISTRIBUTION:
60%:
average of your three major exams
15% (up to 15 % for completion of published Study Guide--see
above; failure to complete it is a
zero worth 15%.)
10%:
Koster case study quiz (5%), and study guide (up to 5%; failure to complete it
results in a zero worth 5%).
15%:
Other Written Work: 2 labs, 1 short interpretive exercise, the logged-in
Critical Questions, other quizzes.
Any
extra credit will be calculated in at the end of the semester (see above).
GRADE SCALE:
100
- 90 = A
(Superior)
76 -
70 = C (Acceptable)
89 - 87 = B+ (Very good) 69
- 60 = D (Barely acceptable, but passing)
86 - 80 = B (Good)
59 - 0 = F (Failing)
79 - 77 = C+ (Fair)
********
SUMMER ARCHAEOLOGICAL FIELD SCHOOL: Every other summer the College of
Charleston offers an extensive 7-week archaeological field school for
interested students (all day, M-F, mid-May through about July 4) in conjunction
with The Charleston Museum and its professional archaeology staff. The next
CofC archaeological field school will be offered during Summer 2005 for 8
semester hours of credit. ANTH 202
is the prerequisite for this advanced course. A special application procedure (a short form and a personal
interview) occurs at the end of the Spring semester, and is required before
students will be allowed to register for the course (which thus appears as
ÒclosedÓ in the computer system).
Once accepted, our department will register participating students. If you begin to be seriously interested
in archaeology as the result of this introductory course, and are interested in
learning more about this (or other) field school(s), contact Dr. Borg for more
information.
Borg, Archaeology, Sp05, T-Th
Syllabus, p.7
CLASSROOM COMPORTMENT: You may be unaware that many ÓrelaxedÓ habits into
which you are tempted to slip as a student are simply not acceptable adult
behavior in a university level classroom.
A university education is a privilege, not a right. In some universities
students are not admitted to classes if they are not wearing an academic
robe! While this may seem
excessive, it does underscore that the academic enterprise is a challenging and
interesting one, and worthy of your respect while you are attending
classes. Take pride in your
opportunities and accomplishments, and please be aware of the following:
*** Arriving
late and walking between the professor and a group of students who are already
at work is rude and inconsiderate. The classroom is neither your living
room nor a movie theater! It is a
place to work.
*** Bringing
food and drink into class is unnecessary, creates a disturbance (and often a
mess that others have to clean
up), and keeps you from
concentrating on the job at hand (listening, note taking, participating in
class discussion,
taking quizzes and exams). I
do not wish to see food and drink brought into class.
*** Leaving
class early is also clearly disruptive, as is fidgeting in your seat because your watch is set 5 minutes
faster than
that of your professor. Be assured
that I will do everything in my power to end class on time. Your cooperation
will help assure that I am able do so.
*** Visiting
and whispering in private conversation while class is in session is not
behavior respectful of the educational
process or others who are in the
classroom to learn. It also
reveals that you are not paying attention.
*** Wearing
caps and hats in class which hide your eyes and face is also not
acceptable. Hats are a wonderful
means of
self expression! However, an old
fashioned piece of etiquette (and certainly part of Southern tradition) requires
that gentlemen remove their hats upon entering a building! Although unfair, womenÕs hats are
generally excluded
from this rule. However,
students (men and women alike)
will be asked to remove such impediments to
eye contact during exams and quizzes.
*** Leaving
class in the middle of an exam or
quiz is not permitted unless you are prepared to turn in your completed exam
before you depart. You will not be
allowed to return to the classroom and continue writing. Plan ahead!
RULES ARE NECESSARY TO ASSURE FAIRNESS TO THE MAJORITY OF STUDENTS
WHO DO NOT TAKE UNFAIR ADVANTAGE. THESE RULES PROTECT YOUR INTERESTS AS WELL AS
MINE!
That being said . . .
WELCOME !
! ! I AM LOOKING
FORWARD TO HAVING EACH OF YOU IN CLASS!