ANSC 410: Paleoanthropology (WI)
Prerequisite: ANSC 201 and ANSC 302
Credit Hours: (3)
Reviews the fossil evidence for human evolution, with an emphasis on past and present
scientific principles governing the study of human origins and the interaction of
culture and biology in human evolutionary development. The archaeological record as
it pertains to our human past is also explored. Students will critically examine major
controversies in human evolution from a biocultural perspective.
Note(s): Scientific and Quantitative Reasoning designated course. Students cannot receive
credit for both ANTH 410 and ANSC 410.Detailed Description of Content of Course
I. A review of the methodological approaches to studying the human fossil record,
focusing on how we know what we know about human origins
A. The process of fossilization--taphonomy (the laws of burial)
B. Identification and curation of human fossils
C. Dating sites of early humans
D. Classification of human fossils (e.g., cladistics)
II. A historical review of major developments in the field of human paleontology
A. The first human fossils--how and where they were found and how they
were interpreted by scientists throughout history
B. A critical analysis of how historical, social, and scientific atmospheres
have shaped interpretations (and misinterpretations) of human fossils
III. An examination of modern paleontological theory as it specifically applies to
the human fossil record
A. The mechanisms of evolution: natural selection, genetic drift, migration,
mutation, non-random mating
B. Competing theories of evolution: punctuated equilibrium and phyletic
gradualism
C. Processes of evolution: speciation, extinction
IV. A survey of the hominid fossil record from 5 million years ago to present, including
A. The first hominids (Plio-Pleistocene hominids)
B. Homo erectus
C. Neandertals
D. Early modern Homo sapiens
This unit will consist of identification of major human fossils (with the help of
slides and fossil casts) and a study of their distinct morphological features in a
functional context. Changes in this morphology through time will be used to establish
major trends in human evolution (such as increased brain size, decreased posterior
tooth size).
V. These major trends in human evolution will be examined in an adaptive, biocultural
context. Thus, the interaction between biology and culture over five million years
of hominid prehistory will be greatly emphasized in this course.
VI. A detailed analysis of current controversies concerning the human fossil record:
why they occur, what they involve, and how they might be resolved.
Detailed Description of Conduct of Course
This course will entail a traditional lecture format in addition to more innovative
approaches to learning course material. For example, a minimum of three self-paced
laboratory exercises (conducted at the Human Osteology and Archaeology Laboratory
at Radford) will be required involving students鈥� hands-on study of human fossil casts
and slides and interpretation of evolutionary morphology from them. Regular and frequent
group and individual class presentations will be required which critique both popular
and scientific literature dealing with human origins. Students will also be encouraged
to write more formal analyses of this literature, as well as explore one topic in
human origins in greater detail as their semester research project. Finally, three
examinations (mostly essay and short answer) will be given. Guest speakers and field
trips may be scheduled, if possible.
Goals and Objectives of the Course
This course is designated as R (Scientific and Quantitative Reasoning) Area for the
REAL Curriculum and fulfills the learning goal: To apply scientific and quantitative
reasoning to questions about the natural world, mathematics, or related areas. Students
will fulfill the learning outcomes in this area: apply scientific and quantitative
information to test problems and draw conclusions and evaluate the quality of data,
methods, or inferences used to generate scientific and quantitative knowledge.
This course may be applied to the REAL Studies Minor in Scientific/Quantitative Reasoning.
Having successfully completed this course, a student will be able to
l. Trace the historical development of the field of human paleontology
2. Understand how interpretations ( and misinterpretations) of human origins have
correlated with the social and scientific context of the day
3. Understand modern paleontological theories and methodological approaches as they
pertain to the human fossil record
4. Trace the human fossil record from 5 million years to present
5. Understand the major trends in human evolution and how and how they occurred
6. Understand the complex interrelationships between culture and biology in shaping
human origins
7. Read, understand, discuss (orally ) and critique both popular and scientific literature
on human origins
8. Analyze and understand current controversies in human evolution
9. Examine one aspect of human origins in detail
Assessment Measures
Three examinations (mostly essay and short identification) will be required, as well
as a minimum of three self-paced laboratory exercises. Weekly summaries of readings
(of text books as well as outside literary sources) will be formally written and randomly
presented orally to the class. Finally, a research project of the students鈥� choosing
(either individual or group) will entail a detailed investigation of some topic relating
to human origins.
Other Course Information
None
Review and Approval
2013
September, 2001
December, 2009
August, 2021