Claire Novotny

Today, people increasingly live in highly industrialized and urban civilizations. But how long have humans had "civilization?" What is "civilization" and how can it be recognized? This course addresses these questions through looking at the basic elements of archaeology and its place in anthropology. Topics covered include the history of archaeology, fundamental aspects of fieldwork and analysis, and the prehistoric record from the first humans to the origins of civilization. This foundation course is required for upper-level work in archaeology courses. No prerequisite. Offered every semester.

Humans often take for granted the spaces and places that frame our everyday lives. In this course, we make the familiar strange by asking: Why do most Americans live in square spaces? What would it be like to live in a cave? Can houses be spiritual places? In order to address these and other questions, we explore how human habitats provide the very foundations of cultural practice and reproduction. This course takes a long-term perspective of humans and their habitats by starting our investigation in prehistory. We explore social landscapes, dwellings and environments across different cultures, times and places. Our survey includes contemporary habitats as well as ancient dwellings and a consideration of sacred structures such as shrines and temples. This course emphasizes the form and meaning of architecture and its role in cultural formation processes, and explores long-term changes in how humans relate to their habitats and dwellings. As the material manifestations of culture and the building blocks of societies, our dwellings recursively make us human while shaping us into bearers of culture. This counts toward an upper-level elective for the major. No prerequisite. Offered every fall semester.

Archaeologists often grapple with how their interpretations affect contemporary communities, some of whom are descended from the ancient populations whose material remains we excavate. In recent years, archaeologists have started to reframe their practice as a means by which to benefit living people, including descendant and local non-descendant groups. How and why should archaeologists interact with local people or descendant communities? Can archaeology contribute to social justice and social change? How can archaeologists effectively communicate with students and the public? This class addresses these and other questions through an examination of recent efforts by archaeologists around the world to decolonize the discipline and involve stakeholders in archaeological research. Students put these ideas into practice by designing and implementing archaeology education activities at Science and Play Intersect, a science education nonprofit in Mount Vernon, Ohio. This counts toward the upper-level archaeology or cultural anthropology requirement. Prerequisite: ANTH 112. Offered every fall semester.

What makes a good leader? Do the powerful manipulate ritual? How did social inequality start? This course addresses these and other questions through an examination of ancient civilizations in Mesoamerica. Mesoamerica refers to a geographical area — spanning present-day southern Mexico and northern Central America — occupied by a variety of ancient cultures that shared religions, art, architecture and technology. We analyze the rise of complex society in this diverse and vibrant region, from the domestication of corn and other agricultural staples to the seeds of social inequality and the rise of powerful leaders. In particular, we focus on how ideology and ritual both sanctioned and fostered political and ritual economies throughout Mesoamerica. Drawing on examples from the Olmec, Zapotec, Maya and Aztec cultural groups, we analyze the relationship between ideology and power and how it affected the lived experience of Mesoamerican peoples. We consider topics such as social and political organization, economy, trade, gender and everyday life. The final days of the course examine contemporary Indigenous issues in the region, linking archaeology and heritage to language revitalization, land-rights struggles and political autonomy. More than just a cultural overview of a geographic region, students come away with the ability to critically evaluate ideological strategies and a distinct appreciation for the material heritage of Mesoamerican descendant communities. This counts toward the upper-level archaeology requirement for the major. Prerequisite: ANTH 112. Offered every other spring semester.

Beginning with the Age of Discovery, developing through the periods of conquest and colonization, and continuing into the present, anthropology has embodied as well as defined the Western world's experience with "other" peoples and cultures. Within this broad historical context, this course investigates the emergence and definition of anthropology as a discipline by focusing on significant theoretical issues and "schools" of thought (e.g., evolutionism, functionalism, materialism and structuralism); biographical and intellectual portraits of several major figures who were instrumental in formulating these issues; and continuing controversies in the elucidation of certain fundamental principles (e.g., "culture," "relativism" and "the primitive"). This capstone course is required for the major and is in addition to the six required upper-level courses for the major. No prerequisite. Senior standing. Offered every year.

The department reserves individual study for those students who are unusually motivated in an area of the field and who we believe are responsible enough to handle the challenge of working independently. Such courses might be research-oriented (e.g., students returning from off-campus study programs with data) but are more commonly reading-oriented courses allowing students to explore in greater depth topics that interest them or that overlap with their major course of study. To arrange for individual study, a student must consult with a faculty member during the semester before the independent work is to be undertaken. The individual-study course may be designed exclusively by the faculty member or it may be designed in consultation with the student. For reading courses, a bibliography is created and the student reads those works, meeting periodically (weekly or bi-weekly) with the faculty member to discuss them. Faculty directing the individual study will set the terms of course evaluation, which typically involve either a research paper or an extensive annotated bibliography with a short explanatory essay tying the entries together and situating the debates that they represent. Another option is for the student to write one- to two-page assessments of each book or reading at intervals throughout the semester. The faculty member comments on these assessments and may request periodic reassessments. The course culminates with a synthetic paper that pulls together all the readings. Because students must enroll for individual studies by the end of the seventh class day of each semester, they are expected to begin discussion of the proposed individual study preferably the semester before, so that there is time to devise the proposal and seek the departmental approval before the established deadline. This course counts toward the major or minor.

This course provides students with the opportunity to conduct significant independent research on a topic of their choice. Typically, a student proposes a research focus in consultation with a member of the faculty who agrees to serve as the project advisor. Late in the student's junior year or early in the senior year, a brief description of the honors project is submitted to the department. This synopsis outlines the central question being addressed, what methods will be used in conducting the study and how the thesis will be organized. All anthropology faculty not on leave at the time of the proposal's submission review the document and decide whether it will be approved or declined based on the proposal's intellectual merit and feasibility as well as the student's past classroom performance, demonstrated motivation in pursuit of excellence, and organizational skills. After the project is approved, the student builds an honors committee consisting of the advisor and one other faculty member, who need not be an anthropologist. The student's senior year is spent conducting the research and writing the honors thesis, although both processes may well have begun in previous years. The thesis is read by the two members of the honors committee as well as a third person, who is an expert in the field addressed by the thesis but is not a part of the Kenyon faculty. An oral thesis defense, involving the student and the three readers, takes place near the end of the spring semester. The readers then determine whether to award no honors, Honors, High Honors or Highest Honors to the thesis based on the written document and the student's defense of the work. A cumulative GPA of 3.33 and major GPA of 3.5 are required. Permission of instructor and department chair required.