Anthropology 1: Introduction to Biological Anthropology
Syllabus for Fall 2009 Sections 62719, 62720, 62723 and 64580 (Honors)
FOR A COPY OF THE SECOND EXAM (MULTIPLE CHOICE WITH CORRECT ANSWERS MARKED) (Non-Human Primates) CLICK HERE. FOR A COPY OF WHAT I CONSIDER TO BE THE MOST CORRECT ANSWERS (DRAWN FROM STUDENT ANSWERS) TO THE ESSAY QUESTIONS CLICK HERE.
Instructor Information
Instructor: Chuck Smith. Office: 430A. Office
Phone: 831.477.5211.
Office Hours: M through Th, 9:30am - 11:00am; or by appointment.
Email: crsmith@cabrillo.edu. I get a lot of junk email. If I don't recognize
the sender's name, I delete the message without opening it. Therefore, if you
send me an email be sure to put in the subject box your FULL name, class name
AND section number. And keep in mind that I check my email ONLY between 8 am
and 3 pm Monday through Thursday (and never on Friday, Saturday or Sunday).
General Course Information
This course deals with the historical and comparative bio-anthropology of humans,
looking at humans as members of the animal kingdom, focusing on the attributes
shared with our primate relatives, and the origins of uniquely human attributes.
Using the approaches of biological anthropology and archaeology, we will trace
human physical and cultural development from its earliest beginning, more than
five million years ago, to about 15,000 years ago, just before the beginnings
of plant and animal domestication and the rise of complex societies. In particular,
biological anthropology seeks to answer the following questions:
My goal in teaching this class is to provide you with the intellectual tools and information that will help you appreciate how a knowledge of yourself as a biological organism with a deep evolutionary past is relevant to your own life, whether as a student at Cabrillo today, as a future parent, dotcom CEO, or as a consumer.
Text and Readings
Reading assignments are given at the beginning and end of each
class week. If you are absent on either or both of those days, please contact
a classmate for the assigned reading(s).
Text(s).
Internet Readings and Video Viewings. In addition to the text(s), students in ALL SECTIONS are required to read a number of articles (and occasionally watch videos) available only via the Internet. See the list at the end of the syllabus.
Biological Anthropology Tutorials. Beginning with the second week of the semester, please start reading the various Tutorials created by Dr. Dennis O'Neil of the Behavioral Sciences Department, Palomar College, San Marcos, California. Use the tutorials in conjunction with the readings from your textbook and the Internet Readings and Video Viewings. Dr. O'Neil's tutorials are a wonderful resource and provide an alternative to your textbook. There are tutorials on all aspects of biological anthropology and each tutorial contains, in addition to text, flash cards, glossary, and practice quizzes.
PowerPoint Presentations. Several of the lectures are accompanied by PowerPoint Presentations (available on the web via the class homepage) and I strongly suggest that you make use of them.
Course Organization
The course is divided into three parts. We begin with a survey
of the principles of evolution and biological inheritance, so
that we can understand how human evolution has come about. In
the second part of the course we will take a look at the anatomy
and behavior of our nearest relatives, the primates (especially
the chimpanzees, bonobos, and gorillas), and in so doing we may
find clues to our own behavioral origins. In the third part we
will examine the human fossil and archaeological record, which
is made up of the physical remains of our ancestors and the traces
of their behavior. We will look at the earliest hominids (the
australopithecines) as well as trace the evolution of the genus
Homo, with particular emphasis on the origin(s) of modern Homo
sapiens.
Caveat Lector: The basic format for this class is lecturing, supplemented with in class activities and videos. However, my lectures are NOT oral recitations of what is in your assigned readings; instead, lectures introduce new material not in print, summarize material from multiple sources, clarify difficult concepts, and help you identify what is important in your readings. Some of my lectures are expository (explain what, why, who, when, where, how, etc.), others I hope you find provocative (challenge and question assumptions - both mine and yours), and a few include demonstrations (how to). Therefore, if you are to succeed in this class it is critically important that you read the assigned material.
It is a good idea to take notes because material is presented in class that is not covered in the textbook and handouts. Should you miss a class, please do NOT come and ask me at the next class meeting if you missed anything important. Rather, contact a class member and ask for copies of her/his notes.
WARNING! ANTHR1 fulfills the Natural Science requirements for graduation. Its level of difficulty (in terms of time and energy) is equivalent to other natural science lecture courses (e.g. Chemistry, Zoology or Physics). Like all disciplines, biological anthropology has its own special language, or vocabulary. To succeed in the class you will need to become fairly fluent in the language. To that end, you will need to learn the majority of words listed in the GLOSSARY of the required text. And from time to time, I will introduce additional vocabulary. Although I will define any new terms, you should also look them up in a medical dictionary and/or anthropology dictionary (both are available in the Cabrillo Library's Reference section) or try a search on the Internet.
THE GOOD NEWS! You can pass this class with a minimum of work. By attending class, listening, participating, completing all library, homework, reading and video assignments, and getting at least a "C" grade on the quizzes / exams you will pass. However, some students consistently complain that this class is far too much work, while other students seem to take this workload in stride as almost half the class consistently receives A's and B's.
This class fulfills the requirements for the following General Education programs:
Evaluation of Student Competency
Your semester grade is based upon the total number of points you accumulate
through exams (300 points possible), homework, and extra credit (20 points possible).
You do NOT receive points for your homework; rather, if you do NOT DO
your homework I deduct points (15 per homework assignment) from your end-of-semester
total. FOREWARNED IS FOREARMED. To receive a grade of A one
must accumulate at least 270 points; for a B, 240 points; for a C, 210 points;
and for a D, 180 points.
Exams: Three, each worth 100 points, will be given. Exams are written to test your understanding of course concepts (given through lectures, readings, classroom discussions and videos). Each exam consists of a number of multiple choice questions plus several essay questions that are designed to assess your analytical and explanatory skills. It's important that you attend class to be successful on the exams. The final exam will be cumulative, but will emphasize material covered since the second exam. Do NOT COME LATE to the exams, or miss an exam. In the case of the former, you will not be allowed to take the exam, and in the case of the latter, I do NOT allow make-ups (EXCEPTION: verifiable medical and/or legal reasons).
Exam Study Guides: Available via the Internet (see links at the end of the syllabus). If you do not have access to a computer at your home or place of business, both the Cabrillo library and the Student Computing Center have numerous computers available for your use. Hard copies are NOT distributed in class. In general, each exam is based almost entirely on the material contained in the study guide. However, since the online study guides are a compilation from prior semesters, and there's always something new discussed every semester, there are always a few questions on each exam which were not on the study guide. The final exam will be cumulative, but will emphasize material covered since the second exam. USE THE STUDY GUIDES and PRACTICE EXAMS, they will make a difference in your exam performance. I strongly suggest that you take the practice exam about one week before the exam, then bring the exam to my office so we can go over it together. Forewarned is forearmed.
Homework: Over the course of the semester you will be given homework assignments (at least three – possibly more). These will be announced in class.
Extra Credit: Everyone is given a chance to earn extra credit points, both during classroom discussions as well as in other non-classroom settings. The maximum number of extra credit points one can accrue is 20. Also, ALL extra credit options end the week before finals. Extra credit opportunities include the following:
Miscellaneous Comments About This Class
Concerning Evolution.
Please understand that this class is about human evolution. I am not asking
you to believe in evolution; rather, I am asking that you understand its concepts
and how they apply to human beings. Thus, it will not do for you to say you
will not answer questions because you do not believe in evolution. Please read
Up From The Apes, an article
which details the remarkable new evidence which is filling in the story of how
we became human, and Between Darwin And God.
Also, know the difference between how the word "theory" is used in
popular culture and in science. Popularly, theory means a mere conjecture, or
guess. In science, however, a theory is a well-substantiated explanation of
some aspect of the natural world.
Students with Disabilities. Accommodations for this class are made to comply with the American Disabilities Act. So that appropriate arrangements may be made, I would like to hear from anyone who has a disability, including 'invisible' disabilities such as chronic diseases, learning disorders, and psychological disabilities, which may require some modification of seating, testing, or other class requirements. Please see me during office hours, or after class, or contact me by email and explain your needs and appropriate accommodations. Please bring a verification of your disability from the Disabled Student Services offices and a counselor or specialist's recommendations for accommodating your needs.
Contacting the Instructor. Email is the most reliable way to contact me. If you would like to speak with me in person you should see me during office hours (see above). If you need to talk to me outside of my office hours call my voice mail (477-5211). Follow the instructions and leave a message with a phone number where I can reach you. I check that voice mail each day Monday through Thursday between 9:30 a.m. and 11 a.m. So if you call on Friday, Saturday or Sunday, you most likely will get my response on Monday after 9:30 am. Plan your calls accordingly. I will return your call once. If you are not present or there is no voice mail you will have to call me again.
Cautionary Note Regarding Cell Phones / Beepers. If you carry a cell phone or beeper, PLEASE keep the ringer/buzzer "off" while you are in class. If your beeper or cell phone is heard while lecture is going on, points will be deducted (10 points per occurrence) from your final class score!
Attendance. I have this "thing" about punctuality. Arriving late disrupts the class in session and is disrespectful to the other students and me. Therefore, you are expected to be in class on time. Regular attendance and punctuality are important for both your success and that of the class as a whole. As much of the course material will be presented in lecture, attendance is critical. Attendance is taken (Students are responsible for documenting their presence by signing the attendance sheet) to encourage your exposure to the material available only in class and to encourage your participation and support in class discussions. You are expected to attend all lectures, although I will allow two EXCUSED absences over the course of the semester. They must be for verifiable medical and/or legal reasons. More than two absences and I reserve the right to reduce your semester grade one complete level. Absences on the day of exams are not excused. Whether or not you attend class, you are responsible for material presented in class, what assignments were made, etc., and you will take responsibility for making up missed work. NOTE: I will not reteach class during office hours. You should arrange with someone in the class to share his/her notes with you if you will not be in class. It is not my job to take notes for you.
Making this class interesting depends on your constructive participation and respect for one another. This includes arriving on time, not getting ready to go until the class is over, and listening to each other. It means joining into discussions, responding to each other rather than only to me. If you participate thoughtfully everyone can gain from this class.
Videos and Internet Assignments. Much of the material presented in class is enhanced by the use of videos (some shown in class, others assigned to be viewed via the Internet), readings available via the Internet, and the occasional PowerPoint presentation. You will also be responsible for the information contained in these. Many of the videos belong to the instructor or other faculty members and are NOT available for viewing in the library if you miss them the first time around. I do not loan out ANY videos. The various films and videos included as part of this course are a vital component of the material under study. They are not included as time fillers or for the purpose of entertainment. You are encouraged to take notes during or after each film, and there will be questions about them on the exams.
Withdrawals / Drops / Incompletes. Should you find it necessary to withdraw from or drop the class, it is your responsibility to fill out the necessary paperwork and submit it to Admissions and Records. See class schedule for withdraw and drop dates. I do NOT give incompletes except for the most extreme, and verifiable, reasons.
Student Feedback. Feel free to make suggestions or to offer constructive criticisms during the class. I'm always open to possibilities so long as core learning goals are being met. Any student complaints or concerns about this course should first be brought to my attention. I will make every effort to resolve the matter to our mutual satisfaction. Should that not happen, the matter may be taken to Nancy Brown, Dean, Human Arts and Sciences Division.
NOTE: When reading these articles and/or watching videos, try and extract the relevant information - I don't expect you to memorize everything. For example, in the article on chimpanzees "naming" certain food items, you only need to remember that chimps can "name" and how that relates to other "symbolic' behaviors, such as leaf-clipping. WARNING: These are NOT just fillers-of-your-time. They contain information necessary to your understanding of the class's subject matter. In addition, your exams will draw on material from these readings and web sites.
Assignments for Weeks 1 through 5
Students enrolled in ALL four sections are responsible for the following materials. For students enrolled in Section 64580 (Honors) see the NOTE at the end of this section of assignments.
Biological Anthropology Textbook. Chapters 1 through 5.
Biological Anthropology Tutorials. This is an online tutorial created by Dr. Dennis O'Neil of the Behavioral Sciences Department, Palomar College, San Marcos, California. Use the various tutorials in conjunction with the readings from your textbook. The tutorials are a wonderful resource and provide an alternative to your textbook. There are tutorials on all aspects of biological anthropology and each tutorial contains, in addition to text, flash cards, glossary, and practice quizzes.
Isn't Evolution Just A Theory? This is NOT a word document but a Web site. Visit it no later than the end of the first week of the semester and watch Video 1. Then before the end of the second week of the semester, watch Video 2 and Video 3.
Darwin's Enduring Legacy Download the instructions and carry out the assignment before the end of the second week of the semester.
Natural Selection In A Nutshell Read between first and second week of the semester.
Accidents of Creation. This is a video that will be shown in class (probably during week 3). However, in case you are absent the day it is shown, a copy is on reserve in the College's Library. Go to the Reserve Desk and ask for V00 505 Accidents of Creation Part 1. THERE IS A HOMEWORK ASSIGNMENT ASSOCIATED WITH THIS VIDEO. Download the instructions BEFORE week three and bring them to class: Accidents of Creation. Also, as a companion piece to this video, I want you to read the article DNA Study: Diversity Low Among Seals which talks about "bottlenecking," a form of GENETIC DRIFT, which is one of the four ways by which evolution occurs (the other three are natural selection, mutation, and gene flow).
Bacteria Evolve. This is a WORD document that will download to your computer desktop. The article relates amodern example of the interaction of mutation and natural selection.
Lew-Port's Biology Place. This is NOT a word document but a really great WEBSITE with easy to follow animations that explain some difficult biological concepts. You are to watch the animations on mitosis, meiosis, DNA replication, and protein synthesis and then be prepared to discuss these concepts on your first exam.
NOTE: In addition to the above, students enrolled in Section 64580 (Honors) also will read: Human Evolution Coloring Book: Plates 1-1 and 2, 1-10 through 14, 1-17, 2-1 through 5, 6-13 through 15.
Assignments for Weeks 6 through 11
Students enrolled in ALL four sections are responsible for the following materials. For students enrolled in Section 64580 (Honors) see the NOTE at the end of this section of assignments.Biological Anthropology Textbook. Chapters 6 through 9.
Life In The Trees. This video will be shown the week following the first exam. If you miss the class screening, you can watch it in the college library. Go to the Reserve Desk and ask for video V00 516, Life In The Trees. For a copy of my viewing notes on this video, click HERE. The notes will download as a WORD document onto your desktop. You will be expected to glean some basic information about the primates from this video.
First Primates. Go to the NOVA: Science Now web page entitled FIRST PRIMATES. (The web address is http://www.pbs.org/wgbh/nova/sciencenow/0303/02.html.) Once there, click on either the picture of the rodent-like animal or the link Play Video. Watch the video, then return and watch Video Extra (What do opposable thumbs, color vision, and a big brain have in common?) AND Meet Your Ancestors. Your 2nd exam will contain questions based on these three videos, so be prepared. You MUST do this assignment during week six.
Possible "stem" Primate Fossil Found. Described as the “most complete fossil primate ever discovered,” the specimen is a juvenile female the size of a small monkey. Only the left lower limb is missing, and the preservation is so remarkable that impressions of fur and the soft body outline are still clear. The animal’s last meal, of fruit and leaves, remained in the stomach cavity. (This article will download as a WORD.doc). You MUST do this assignment during week six.
What Makes A Primate A Primate. You are to visit this site (no later than the seventh week of class) and learn what specific skeletal traits, evolutionary trends, and behavioral traits define an animal as a primate. NOTE: The primate features given on this web site are not the only traits that define primates. For example, nearly all primates have excellent color vision. (In the evolution of the primates, what would have been the adaptive advantage of color vision?) ALSO, after viewing this site I want you to look at the Palomar College Anthropology Department's Web Tutorial on the Primates, which can be found in their larger web site Biological Anthropology Tutorials.
Monkeys, Apes and Other Primates. You are to read this document (no later than the seventh week of class) The primates share a constellation of characteristics (frequently referred to as evolutionary trends) that differentiate them from other animals. This WORD document is a compilation of my lecture notes about those evolutionary trends. You will be expected to know these trends and talk about them on an exam.
Telling The Primates Apart. You are to read this document (no later than the seventh week of class). This document (which will download as a WORD.doc to your computer) is a compilation of my lecture notes concerning those features that primatologists use when classifying the various species of primates. On your next exam you will be expected to list some of these defining features.
In The Wild: Lemurs, with John Cleese. This video will be shown the week following the first exam. If you miss the class screening, you can watch it online at In The Wild: Lemurs with John Cleese. For a copy of my viewing notes on this video, click HERE. The notes will download as a WORD document onto your desktop.
What Is A Lemur. You are to visit - and learn from - this Web site. (no later than the seventh week of class). There WILL be questions on your second exam drawn from this web site. Forewarned is forearmed.
Spider Monkeys of the Americas. This 3-page WORD document describes spider monkeys, arboreal monkeys of tropical America characterized by long slender legs and long prehensile tail. We will also watch a short video about spider monkeys. During the video you are to take notes regarding both these monkeys' mode of locomotion as well as the role(s) they play in the ecology of the rainforest. There WILL be questions on your second exam drawn from this web site. Forewarned is forearmed.
Hanuman Langurs: Sacred Monkeys of India. This Web Page introduces you to the Hanuman Langurs of India. They are a good representative of one of the Old World's (i.e., Africa, Asia, Europe) two major monkey groups: the leaf-eating monkeys. (The other group are the cheek-pouched monkeys.) There WILL be questions on your second exam drawn from this web page. Forewarned is forearmed. We also will watch a video about these monkeys. During the video you are to take notes and answer some basic questions about the monkeys depicted in the video. For the questions click HERE. This will download onto your computer as a WORD document. Print it out and bring it to class.
The "Monkey Whisperer" Learns the Secrets of Primate Economics. Read between sixth and eighth week of the semester.
Morality in Primates. Read between sixth and eighth week of the semester.
Primate Cultural Behavior: Monkeys. This site contains links to a number of video clips on monkey learned behavior, including capuchin use of hammer-and-anvil techniques and Japanese snow monkeys washing of sweet potatoes and winnowing of rice. There WILL be questions on your second exam drawn from this web page. Forewarned is forearmed. Make sure you watch these clips no later than the tenth week of the semester.
Capuchin Monkeys Choose The Right Tool For The Nut. This is NOT a word document but an article to read on the Internet. Please do read it as there will be questions on your second, and possibly final, exam related to the use of tools by capuchin monkeys. After reading this, look at this video Capuchin Use of Hammer-and-Anvil Techniques (it's about 4 and one-half minutes long). Another video on captive capuchin tool manufacture and use that you might find interesting is Capuchin Tool Usage: Flint Knife and Probe. Make sure you watch these clips no later than the tenth week of the semester.
Cultured Monkeys: Stone Handling Among Macaques. This article will download as a pdf document. Sixty years ago, the notion that animals could have culture was unthinkable to most behavioral scientists. Today, evidence for innovation, transmission, acquisition, long-term maintenance, and intergroup variation of behavior exists throughout the animal kingdom. What can the longitudinal and comparative study of monkeys handling stones tell us about how culture evolved in humans? Now in its 30th year, the systematic study of stone-handling behavior in multiple troops of Japanese macaques has shown that socially mediated learning is essential to explain the spread, persistence, and transformation of individual behavioral innovations among group members. The integrative research paradigm presented here can be applied to the study of various candidate behavioral traditions in other species. Make sure you read this document no later than the eleventh week of the semester.First Observation of Tool Use in Wild Gorillas. This is NOT a word document but an article to read on the Internet. Please do read it as there will be questions on your second, and possibly final, exam related to the use of tools by free-ranging gorillas. Make sure you read this document no later than the eleventh week of the semester.
Chimps Make Spears, Hunt Bushbabies. This is NOT a word document but an article to read on the Internet. Please do read it as there will be questions on your second, and possibly final, exam related to the use of tools in hunting by free-ranging chimpanzees. Make sure you read this document no later than the eleventh week of the semester.
Non-Human Primates Use Of Medicine Plants. Read between sixth and eighth week of the semester.
Chimpanzee Name Food. This article (which will download as a WORD.doc to your computer) discusses chimpanzee use of distinctive word-like calls for specific things, especially food. While you read it think about how in the film The New Chimpanzees one group of chimps changed the symbolic meaning attached to "leaf clipping." Make sure you read this document no later than the eleventh week of the semester.
Do Chimps Have Culture? Chimpanzees are renowned for their transmission of behavior by non genetic means. This is most clearly seen in their use of tools to solve a variety of problems. Some scientists call the chimps' non genetic transmission of behavior culture. However, other scientists call the chimps' use of tools socially learned traditions, reserving the word culture for behaviors that are not only transmitted by non genetic means (i.e., through learning and active teaching) but also have symbolic meanings attached to them. In fact, many anthropologists define culture as a shared and negotiated system of meaning informed by knowledge that is learned and put into practice by interpreting experience and generating behavior. Read this article (plus Chimpanzee Cultural Learning and Toolmaking Among The Apes) and then ask yourself the question, "What can we learn from the fact that chimps can teach each other?" Make sure you read this document no later than the eleventh week of the semester.
Dim Forest, Bright Chimps. This article will download as a pdf to your computer's desktop. I expect you to read the article, paying particular attention to the discussion of chimp's technical intelligence by which I mean their ability to use cognitive skills to extract food and other resources from their natural environment by modifying that environment. Make sure you read this document no later than the eleventh week of the semester.
Chimpanzee Cultural Learning. This article (which will download as a WORD.doc to your computer) discusses how chimpanzees can pass knowledge from one individual to the next with nearly perfect accuracy through several "generations" of teacher and learner. While you read it think about how the mother chimpanzee in the film The New Chimpanzees corrected her young child's attempts at cracking nuts. Make sure you read this document no later than the eleventh week of the semester.
Toolmaking Among The Apes. This article will download as a WORD.doc to your computer's desktop. I expect you to read this article and extract from it examples of tool using and toolmaking which you will then use in formulating a model of the possible behavior of the Last Common Ancestor (LCA) of Pan and the hominids and/or the possible behavior of the first hominids. Make sure you read this document no later than the eleventh week of the semester.
Primate Trading Cards. These are the guidelines for those of you wishing to earn extra credit points.
NOTE: In addition to the above, students enrolled in Section 64580 (Honors) also will read:
Students enrolled in ALL four sections are responsible for the following materials. For students enrolled in Section 64580 (Honors) see the NOTE at the end of this section of assignments.
Biological Anthropology Textbook. Chapters 10 through 15.
The Human Story. This is a PowerPoint Presentation I use during class lectures on human evolution.
HOMEWORK: Mysteries of Mankind. This is NOT a word document but a VIDEO to watch on the Internet. View BEFORE the eleventh week of the semester!!! This video attempts to answer two of the three questions we’ve been examining this semester, "Who are we and where did we come from?" Through eyewitness journalism, award-winning photography, and scientific research from around the world, it explores a trail of ash-entombed footprints, razor-sharp stone tools of ancient ancestors, and fossilized skeletons that date back several million years or more to reveal new facts about humanity's origin. I expect you to watch this video (it also is available at the Cabrillo Library Reserve ITEM # V00 470 as well as via the Internet at Google’s videoplay siteMysteries of Mankind ). To make sure that you focus on those aspects of the video that I consider to be of most importance, you are to download the Mysteries of Mankind document (it will download as a WORD.doc to your computer's desktop) and answer a number of questions about the content. Bring your completed form to class on the first class day following the second exam. I will collect and assess your form .
The Great Mysteries of Human Evolution. After reading this article (which will download as a WORD.doc) you should be able to summarize what the author believes to be the EIGHT GREAT MYSTERIES (and the solution to those mysteries) of human evolution.
Fossil Hominids: The Evidence for Human Evolution. This very useful web site presents an overview of human evolution and has good descriptions of the currently accepted fossil evidence. What I want you to specifically explore are two links found under the Table of Contents heading: Hominid Species and Hominid Fossils. While there are numerous fossils hominid species described, I want you to concentrate on Australopithecus afarensis, the two robust australopithecines (A. robustus; A. boisei), Homo habilis, Homo georgicus, Homo erectus, Homo ergaster, Homo neanderthalensis and Homo sapiens. Don't try and memorize everything there is about each of these species, but get a general feel for when and where they lived, what they looked like, how they may have lived, and what their place is (or isn't) in human evolution.
The Origins of Habitual Upright Bipedalism (a WORD.doc), Arboreal Bipedalism in Wild Chimpanzees: Implications for the Evolution of Hominid Posture and Locomotion (a pdf document), Origins of Obligate Bipedalism in Hominins (a pdf document), and The Whats and Whys of Habitual Upright Bipedalism (a WORD.doc). Read before the eleventh week of the semester!!! Be able to summarize, in a few well written sentences, the various theories as to the origins and evolution of habitual upright bipedalism as well as the anatomical changes in the generalized ape skeleton that accompanied the shift from generalized quadrupedalism to habitual bipedalism.
Human Ancestors May Have Interbred With Chimpanzees
The Earliest Possible Hominids
The Origin and Evolution of the Genus Homo
Homo georgicus As of 2009, H. georgicus represents the earliest known hominids outside of Africa (this article will download as a WORD.doc).
Europe's Oldest Known Human Ancestor Fossil
Evolution of Cultural Behavior
Neandertals: An Overview. The Neandertals dominated Eurasia for the better part of 200,000 years. They were superb large game hunters, had evolved a biology well-adapted to surviving some of the harshest climatic conditions humans have ever had to face, and yet by 30,000 years ago they were gone forever.
HOMEWORK: Neandertals. In 1848 a strange skull was discovered on the military outpost of Gibraltar. It was undoubtedly human, but also had some of the heavy features of an ape... distinct brow ridges, and a forward projecting face. Just what was this ancient creature? And when had it lived? As more remains were discovered one thing became clear, these humans had once lived right across Europe. The remains were named Homo neanderthalensis (Neanderthal man), an ancient and archaic form of human. Over the next century and a half, the accumulating archaeological evidence showed that the Neanderthals were a distinctive group of hominids who occupied Europe and Western Asia beginning about 200,000 years ago. But then, about 30,000 years ago, they disappeared... just at the time when the first modern humans appear in Europe. The story has it that our ancestors, modern humans with better brains and more sophisticated tools, spread out of Africa about 100,000 years ago and as they moved into Neanderthal territory, they simply out-competed their more archaic cousins. But was Neanderthal really the brutish ape-man of legend, or an effective rival to our own species? And how exactly had they been driven to extinction? You will attempt to answer these (and several other) questions by watching, online, a video which discusses these issues. WORD OF WARNING: before beginning this assignment make sure you've read the preceding article (Neandertals: An Overview). For a complete description of what is expected of you for this HOMEWORK assignment click on this link: HORIZON: Neandertals.
Neandertals Sophisticated and Fearless Hunters. Although it's been known for some time that Neandertals routinely hunted large game animals, the exact methods have remained unclear. This article (which will download as a WORD.doc onto your computer's desktop) discusses recent research into how the Neandertals varied their hunting techniques depending on environmental contexts. (While reading this recall how chimpanzees change their hunting strategies relative to the specific environment in which their prey lives.)
Oldest Manufactured Beads A team of archaeologists has uncovered some of the world’s earliest shell ornaments, dating back to more than 110,000 years ago, in a limestone cave in Eastern Morocco (this article will download as a WORD.doc).
NOTE: In addition to the above, students enrolled in Section 64580 (Honors) also will read: Human Evolution Coloring Book: Plates 5-3 and 4, 5-12 through 20, 5-23 through 5-29.
Study guides and practice exams are formatted as Word documents. When you click on the link the document will automatically download to your computer's desktop. Please keep in mind that the study guides and practice exams are based on previous semesters' class. Thus, they may contain references to material not covered in this semester's classes. Also, it's sometimes the case that these study guides and exams do not reference material discussed in the current semester's classes. Forewarned is forearmed.
FIRST EXAM