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| Unit name |
Early Human Origins |
| Unit code |
ARCH33010 |
| Credit points |
10 |
| Level of study |
H/6
|
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12)
|
| Unit director |
Professor. Kate Robson Brown |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
Department of Anthropology and Archaeology |
| Faculty |
Faculty of Arts |
Description including Unit Aims
The premise that "to understand human evolution we need to know what makes us human" structures this unit. Basic human traits such as bipedalism, large brain size, tool dependency and the use of symbols are explores from an evolutionary perspective. This unit introduces students to the main elements used in model building including hunter-gatherer ethnography, genetics, physiology, primate studies, taphonomy and archaeology. The time span covered includes the evolution of australopithecines between 5 - 7 million years ago to the arrival of modern humans in the New World about 20,000 BC.
This unit aims to give students a sophisticated understanding of the pattern of human evolution from the australopithecines to the appearance of modern humans, with emphasis on the development of complex behavioural repertoires:
- To provide students with an in depth understanding of the palaeontological, archaeological, environmental, molecular, and geological evidence for the pattern of human evolution, which will permit them to assess the relative importance of these categories of information in different contexts.
- To enable students to assess the importance of an evolutionary perspective as applied to the human sciences, and to our perception of 'humanness' in general.
Intended Learning Outcomes
Successful completion of this unit will provide the students with a sophisticated understanding of early human evolution and the development of material culture. Students will learn to integrate data from a wide range of disciplines and be able to undertake comparative analyses. Critical analysis skills will be developed further by assessing theories of interpretation in the context of written essays, practical observations, and examinations.
At the end of this unit students should be able to:
- Explain the central tenets of evolutionary theory and various methods of historical reconstruction as they apply to the human case.
- Define the taxonomic basis of the term 'Primate' , describe the general structure of primate phylogeny, and explain how humans and our extinct hominid cousins fit into this broad phylogenetic framework.
- Explain the role of studies of modern primate social structures and anatomy in the interpretation of human evolution.
- Discuss all aspects of palaeoanthropological investigative procedure.
- Summarise the key stages in the pattern and temp of human evolution, both in terms of physical changes and cultural changes, as they are currently understood.
- Summarise the geographical location of major sites and finds, and name them.
- Compare and contrast the information about human evolution generated through the study of fossils, comparative anatomy and archaeology.
- Assess how successful palaeoanthropologists have been at explaining the development of human morphology, behavour and the human mind.
Teaching Information
10 x 2 hour lectures, 10 x 1 hour seminar/tutorials.
Assessment Information
Reading and References
- Aiello, L. and Dean, C. 1990 an Introducton to Human Evolutionary Anatomy, London Academic Press.
- Klein, R. 1999 (2nd Ed). The Human Career. Chicago: UCP.
- Tattersall, I. 1998. Becoming Human.OUP.
- Cartwright (2000) Evolution and Human Behaviour
