| LESSONS FROM THE ARCHAEOLOGY OF ANCIENT
ENVIRONMENTS ANG 6930
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University of Florida, Spring Semester 2004
Tuesday (9 – 12:00)
Classroom Bldg 105, Rm 324
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| In the ancient jungles of Central America, dense
city populations were fed for thousands of years by sophisticated
agriculturalists. Modern practices in those same jungles have
left them infertile, denuded, and eroded. On the other side
of the globe, overuse of the specialized irrigation systems
of ancient Mesopotamia may have caused agricultural failure
and cultural disintegration.
What can we learn from the environmental successes and failures
of ancient peoples? Lessons from the Archaeology of Ancient
Environments explores the archaeological past and the
lessons it holds for the future. Environmental archaeology
combines information about ancient soils, plants, animals,
and peoples, to reconstruct patterns of past and present environmental
management and abuse. Does the archaeology of ancient environments
chart an endless cycle of environmental use, overuse, and
collapse? Or do ancient techniques of environmental management
represent one of the few resources remaining to a modern world
on the brink of environmental disaster?
This is a discussion course in which we debate current arguments
about ancient environmental use and abuse, and the potential
for application of ancient methods for modern sustainable
practices. Students are expected to lead and contribute to
discussions, and to present substantial research on specific
issues pertinent to these debates.
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CONTACT INFORMATION: Dr. Kitty F. Emery
Curator of Environmental Archaeology,
Florida Museum of Natural History
Office: Dickinson Hall Rm. 114
Telephone: 392-1721x237
E-mail: kemery@flmnh.ufl.edu
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| CLASS FORMAT |
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Lessons from Ancient Environments is a discussion-based
class. Each session is focused on a debate topic that can be
defended or refuted from several positions. You will be expected
to work with classmates to defend one side of an argument for
each topic.
In preparation for each class, you will: 1. Make sure you
understood the debate topic for the day and are prepared to
discuss the issue; 2. Do the required readings (everyone will
do all required [*] readings each week); and 3. Do your specific
readings [•] noting for each article how the author
or data either supports or opposes the issue at hand.
NOTE: A full course commitment requires three hours of class
time over 16 weeks for three credits. This course is designed
for four hours per week over 12 weeks to run only until the
end of March. Expect your out-of-class time to approximate
an additional 4 hours per week at minimum.
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| ASSIGNMENTS AND GRADES |
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| Participation (40%): |
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This is a highly participatory course that will require co-operation
by all class members in discussions, presentations, and debates.
As all discussions will be based on the assigned required readings,
you must read them in advance and be prepared to discuss them
in class. Failure to do so will result in grade reductions. |
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| Symposium on the Maya Collapse (20%):
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You will be expected to plan and organize a symposium on
the Maya collapse which will include presentations by each of
you, and by invited researchers from the UF community. More
details on this will follow. |
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| Research Paper (40%): |
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You will be expected to write a research paper or annotated
bibliography on one or more of the topics covered during our
class discussions. The paper/bibliography may be oriented to
suit your specific research interests. Discuss your choice with
me before you proceed. The paper is a should be between 20-30
pages in length, must include an extensive list of literature,
and must follow protocols for formal writing style. The annotated
bibliography must include at least 30 substantial references
(from recent publications or of historical significance to the
argument, not including references discussed in class). You
may provide less substantial references, but these are in addition
to the core papers. Late submissions will receive a zero grade. |
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| COURSE OUTLINE |
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| Week 1: |
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January 6/8: Introductions |
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theoretical parameters, ethical issues, and solutions from
archaeology |
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| Week 2: |
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January 13/15: Sources of Information for Ancient
Environmental Lessons |
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| Week 3: |
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January 20: Using Zooarchaeology to Evaluate Impacts
on Biodiversity: Do we have real evidence for anthropogenic
biodiversity loss? |
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zooarchaeology methods (bones and shells, microfauna, biomolecules) |
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why save biodiversity? |
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first impacts on environments – evidence for extinction
of animal species |
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management for biodiversity maintenance – the case of
the Kayapo |
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January 27: Using Archaeobotany to Define Deforestation:
Is deforestation a global and historical problem? |
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archaeobotany methods (macro and microbotanicals, distribution
patterning) |
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dangers of deforestation |
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case studies in deforestation on Easter Island, Hawaii, Cahokia,
and the Southwest |
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solutions in agroforestry from Mexico |
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February 3: Geoarchaeological Reconstructions
of Soil Erosion: Is Soil Erosion An Inevitable Result of Agriculture? |
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geoarchaeology methods (landscapes, soils, and prospecting) |
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impact of soil erosion |
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soil erosion in the Mediterranean and Maya worlds |
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counteracting with terraces – evidence from the Southwest
and Peru |
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February 10: Fragile Environments:
Wetlands: Can wetlands be safely used with raised bed agriculture? |
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risks of the use of wetlands |
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raised field use in ancient Mesoamerica and Peru |
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failure in application of chinampas in Mexico; success in
application of raised beds in Peru |
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Dry lands and Water Management: Water is, and
always was, freely available to rich and poor. |
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possibilities and dangers of irrigation |
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irrigation, complex management, and Mesopotamia |
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water control in the ancient Maya world (northern and southern
lowlands) |
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February 17: Complexity and Economic/Political
Decision-Making |
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irrigation, complex management, and Mesopotamia |
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the Greenland example and distant management |
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extractive economics |
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| Week 8: |
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February 24: Risk management and the Impact of
Climate Change |
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response variability in low and high complexity economics |
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| Weeks 9/11: |
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March 2/16: What caused the Maya collapse?? |
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| Week 10: |
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March 9 (MARCH BREAK, NO CLASSES) |
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| Week 12: |
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March 23: Reviewing the lessons: what can we learn? |
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| CLASSES OVER – PAPER DUE APRIL 5 |
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