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DRAFT SYLLABUS; 8/2/2018Great Discoveries in Archaeology

ANTH 7a, FALL 2018Monday/Wednesday/Thursday 10:00 AM - 10:50

Professor Charles GoldenOffice Hours: M-W, 11am – 12pm, and by appointment, Brown 206

Email: cgolden@brandeis.edu Telephone: 781-736-2217

This course delves into the origins of world civilizations – some deeply ancient, some quite recent – providing a basis for understanding for how those cultures set the stage for the world as we know it today. We will explore the history and prehistory of politics, culture, economy, warfare, art, literature, and science through the lens of archaeological discoveries.

Through a series of case studies, this course explores major transitions in the human condition over time. We begin with the earliest semi-sedentary hunter-gatherer communities at the end of the Pleistocene period. Anatomically modern humans spent nearly 200,000 years living a largely mobile, hunter-gatherer lifestyle. As we moved out of Africa in the past 100,000 years and spread across the continents, we intermingled with and replaced older human populations, and began to settle down into villages with dramatic implications for our social organization, health, and technological development. Our reliance on wild plants and animals gave way to a complex relationship with domesticates, the advent of agriculture, pastoralism, and eventually the growth of political hierarchies and urbanism from Mesopotamia to Egypt, China to Africa, and across the Americas.

Stonehenge, Troy, Great Zimbabwe, the fort at Jamestown, Inka Cusco, and Aztec Tenochtitlan among other sites will give us insights into past cultures, archaeological practice and the uses and mis-uses that people today make of the past.

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Course Goals and OutcomesThroughout this course, I will lecture on the history of archaeological discoveries and we will discuss their impact on our knowledge of the past. Because of this, I expect you will come to class prepared to engage the material in a thoughtful manner, and complete all assignments on time.

My goals for this course are to provide all students an overview of premodern human history through the lens of archaeology, and to offer an introductory course for students interested in pursuing further archaeological or anthropological coursework. Intended outcomes include:

A broad background knowledge of general trends in human prehistory and history since about 10,000 BC.

Understand how past cultures and archaeological discoveries have shaped our present world and our understanding of the human past.

Develop critical thinking skills by exploring complex concepts through classroomdiscussions, daily questions, midterm exams, and two analytical essays.

Achieve a general, fundamental familiarity with archaeological field and lab practices. Compare social and technological developments in the human past cross-culturally in

pursuit of understanding commonalities and idiosyncrasies. Understanding the ethical implications of archaeological research and the use of that

research in popular culture and political practice.

Course TextsAll readings for this class other than the required text below are available through the course website.

Required:Price, T. Douglas, and Gary Feinman, 2012, Images of the Past. McGraw-Hill. 7th edition.ISBN-13: 978-0078034978

Course GradingCourse grades will be determined by four main components; (1) class participation; (2) a midterm exam; (3) two response essays; and (4) a final exam.

Class participation 15%Midterm Exam 1 25%"Archaeology in the News" essay 15% "Archaeology in Popular Culture" essay 20% Midterm Exam 2 25%

CLASS PARTICIPATION counts towards 15% of the final class grade. Class participation includes:

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(1) Attendance: Barring emergencies or other conflicts discussed with the professor or TA beforehand, I expect you to attend every class meeting. After two class absences, each additional absence results in the loss of a letter grade from the attendance component. (2) Completion of reading assignments and online questions: You should arrive prepared to discuss the assigned reading on the day it is due and must complete the online questions before each class period.(3) Thoughtful contribution to class discussions: This includes discussions of class readings, active engagement with small-group work, and completion of any in-class exercises.

TWO MIDTERM EXAMS (10/22 and 11/29) account for 25% of the grade each. You will complete these exams in class.

TWO RESPONSE ESSAYS:

"Archaeology in the News" essay (15%; DUE MONDAY 10/15): For this essay, you will conduct research to find an archaeological discovery made within the last three years. You will then write a 3–5 page essay describing the discovery, who is credited with the discovery, and incorporating peer-reviewed research discuss if and how the work changes our understanding of the past.

"Archaeology in Popular Culture" essay (20%; DUE MONDAY 12/10): For this essay, you will need to locate an example of archaeological practice and/or archaeological subject matter in contemporary popular culture. Your example should come from film, television, theater, toys/games, or some other medium you have discussed with Van or me prior to the completion of your essay. You will engage with your chosen piece of popular culture and then draw on peer-reviewed research to write a 3–5 page essay critiquing the representation of archaeology in your example. What does it "get right" about archaeology? What does it "get wrong"? What would someone who knows nothing about the archaeological subject matter learn about it from your example?

GRADINGSuccess in this four- credit course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, discussion sections, preparation for exams, etc.).

A grade of “A” means “excellent” - the work is of superior quality on an exam and represents insightful, well-considered, and well-written/produced research & write-up. A grade of “A” typically represents a great deal of effort, but effort alone does not guarantee an “A.” A grade of “B” means “good” - the work fulfills all of the assignment instructions and adequately presents well-written, well-researched work. “C” means “average” - the work submitted fulfills the letter of the assignment, but lacks sufficient quality of research and/or presentation that would warrant a higher grade. A grade of “D” represents work that is unsatisfactory and has not fulfilled the stated goals of the assignment, while an “E” is a failing grade resulting from work that is incomplete, incoherent, or otherwise unacceptable given the guidelines for the assignment.

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I will grade papers using the following rubric:Content: The essay has a well-developed thesis (relating to issues posed by the assignment) and is properly supported throughout the narrative of the essay view longer description

Full Marks: 20.0 ptsIntegration of Sources: Thoughtfully integrated material from appropriate peer-reviewed literature.

Full Marks: 10.0 ptsStyle/Proper use of citation style: Prepared a well-organized, thoughtful essay and correctly used the Chicago parenthetical citation style.

Full Marks: 10.0 ptsSpelling/Grammar/Formatting: Correct spelling and grammar; adherence to guidelines for paper writing in the syllabus; font size, margins, page length, etc.

Full Marks: 10.0 pts

Extensions on papers will only be given if your professor is notified ahead of time of an existing conflict, or you provide proof of an emergency. No extensions or make-ups will be given because of conflicts with assignments or exams in other classes. Papers turned in late without permission of the instructor will be discounted one letter grade per day.

If you are a student with a documented disability on record at Brandeis University and wish to have a reasonable accommodation made for you in this class, please see me immediately. Letters of accommodations should be presented at the start of the semester to ensure provision of accommodations. Accommodations cannot be granted retroactively.

Laptop PolicyComputers use in class, even to take notes, can be distracting to you, the students around you (and to me!). There is significant evidence that it can impede long-term learning in the classroom, which you can read about here:https://seii.mit.edu/research/study/the-impact-of-computer-usage-on-academic-performance-evidence-from-a-randomized-trial-at-the-united-states-military-academy/

http://www.sciencedirect.com/science/article/pii/S0360131512002254

http://journals.sagepub.com/doi/abs/10.1177/0956797614524581

If you feel that your personal learning needs require access to your laptop for note-taking or other legitimate purposes, please speak to me. Otherwise, keep your laptop and phone off desks and unused during class.

Plagiarism Policy

Students are expected to follow community standards of behavior and of academic integrity detailed in the current “Rights and Responsibilities” handbook: http://www.brandeis.edu/studentlife/srcs/index.html

Schedule of Course Meetings (DRAFT 8/2/2018; READINGS WILL CHANGE)

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Readings should be prepared prior to the first class meeting of each unit. Any additional assigned readings with be posted on our course website and announced well in advance.

W 8/29 Introduction - What is Archaeology?Course description, requirements, and expectations; Definition and goals of archaeology; History of Archaeology; Culture, context.

Reading: Images of the Past 7th ed.: pp. 1–7

TH 8/30 Principles and PracticeStratigraphy and association; Doing archaeology: survey, excavation, analysis; Publication, dissemination, and the public interest.

Reading: Images of the Past, 7th ed.: pp. 8–33, 137-138.

M 9/3 NO CLASS – LABOR DAYW 9/6 Principles and Practice

Stratigraphy and association; Doing archaeology: survey, excavation, analysis; Publication, dissemination, and the public interest.

Reading: Images of the Past, 7th ed.: pp. 8–33, 137-138.

TH 9/7 Neolithic “Revolution” in the Fertile CrescentThe transition from the Final (Epi-)paleolithic to the early Neolithic: villages at Jericho and Abu Hureyra. The first domestication of plants and animals. The Neolithic town of Çatal Hüyük.

Reading: Images of the Past, 7th ed.: pp. 179-224. Curry, Andrew. (2008). Gobekli Tepe: The World's First Temple? Smithsonian

Magazine, Nov. 2008: http://www.smithsonianmag.com/history/gobekli-tepe-the-worlds-first-temple-83613665/

Dietrich, Oliver, et al. (2012) The role of cult and feasting in the emergence of Neolithic communities. New evidence from Gobekli Tepe, south-eastern Turkey. Antiquity86(333): 674 – 695.

M 9/10 ROSH HASHANAH; No ClassW 9/12 Neolithic “Revolution” in the Fertile Crescent

The transition from the Final (Epi-)paleolithic to the early Neolithic: villages at Jericho and Abu Hureyra. The first domestication of plants and animals. The Neolithic town of Çatal Hüyük.Reading:

Images of the Past, 7th ed.: pp. 179-224.

TH 9/13 Agriculture in the Americas and Early Moundbuilders Moundbuilders of Poverty Point; Domestication of Maize; Tehúacan Valley; Guila Naquitz.

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Reading: Images of the Past, 7th ed.: 225-247

M 9/17 The Myth of the Moundbuilders and the Societies of the Southwest Early controversies over the origin of the earthen mounds of eastern North America; Cahokia; regional centers in the Southwest.

Reading: Images of the Past, 7th ed.: 248-300 Thomas, Cyrus (1894) Report on the mound explorations of the Bureau of ethnology

(pp. 595 – 613; read to end if desired). Washington, DC: Smithsonian Institution. Mann, Rob (2005) Intruding on the Past: The Reuse of Ancient Earthen Mounds by

Native Americans. Southeastern Archaeology 24(1):1-10. Graham Hancock blog: https://grahamhancock.com/invitation-for-comments-and-

suggestions-re-my-planned-next-book/

W 9/19 NO CLASS; Yom KippurTH 9/20 Who Owns the Past?: NAGPRA and Indigenous Rights

Video: Who Owns the Past? (Mins. 22 – 56)

https://brandeis.kanopystreaming.com/video/who-owns-past

CBS Sunday Morning - Unraveling the Mysteries of Kennewick Man:https://www.youtube.com/watch?v=S0BJL4MXDcM

Reading: Images of the Past, 7th ed.: 549-554 NAGPRA

http://uscode.house.gov/view.xhtml?req=granuleid%3AUSC-prelim-title25-chapter32&saved=%7CKHRpdGxlOjI1IHNlY3Rpb246MzAwMSBlZGl0aW9uOnByZWxpbSkgT1IgKGdyYW51bGVpZDpVU0MtcHJlbGltLXRpdGxlMjUtc2VjdGlvbjMwMDEp%7CdHJlZXNvcnQ=%7C%7C0%7Cfalse%7Cprelim&edition=prelim

DNA Proves Kennewick Man is Native Americanhttps://www.cbsnews.com/news/dna-analysis-proves-kennewick-man-is-native-american/

Over 9,000 Years Later, Kennewick Man Will Be Given a Native American Burialhttp://www.smithsonianmag.com/smart-news/over-9000-years-later-kennewick-man-will-be-given-native-american-burial-180958947/#xIG4dgridq4GIu7T.99

M 9/24 Sukkot; No ClassT 9/25 (BRANDEIS MONDAY) Who Owns the Past?: NAGPRA and Indigenous Rights

Video: Who Owns the Past? (Mins. 22 – 56)

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https://brandeis.kanopystreaming.com/video/who-owns-past

CBS Sunday Morning - Unraveling the Mysteries of Kennewick Man:https://www.youtube.com/watch?v=S0BJL4MXDcM

Reading: Images of the Past, 7th ed.: 549-554 NAGPRA

http://uscode.house.gov/view.xhtml?req=granuleid%3AUSC-prelim-title25-chapter32&saved=%7CKHRpdGxlOjI1IHNlY3Rpb246MzAwMSBlZGl0aW9uOnByZWxpbSkgT1IgKGdyYW51bGVpZDpVU0MtcHJlbGltLXRpdGxlMjUtc2VjdGlvbjMwMDEp%7CdHJlZXNvcnQ=%7C%7C0%7Cfalse%7Cprelim&edition=prelim

DNA Proves Kennewick Man is Native Americanhttps://www.cbsnews.com/news/dna-analysis-proves-kennewick-man-is-native-american/

Over 9,000 Years Later, Kennewick Man Will Be Given a Native American Burialhttp://www.smithsonianmag.com/smart-news/over-9000-years-later-kennewick-man-will-be-given-native-american-burial-180958947/#xIG4dgridq4GIu7T.99

W 9/26 The Societies of the Southwest; Hopewell Interactions Sphere; Cahokia and the Mississippian.

Reading:Images of the Past, 7th ed.: 248-300

TH 9/27 The Societies of the Southwest; Hopewell Interactions Sphere; Cahokia and the Mississippian.

Reading:Images of the Past, 7th ed.: 248-300

M 10/1 Shmini Atzeret; No ClassW 10/3 Banging Rocks Together?!: Experimental archaeology and what we can learn from stone

toolsNote: we will be outdoors, location TBD

Video: https://www.youtube.com/watch?v=qLPkKWRRjTA https://www.youtube.com/watch?v=vJYVPPjCxRE

Reading: Andrefsky, William, Jr. (2006) “Getting Started in Lithic Analysis” from Lithics:

Macroscopic Approaches to Analysis. Cambridge: Cambridge University Press.

TH 10/4 The First States of the Americas

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The rise of the first major centers and monuments in Mesoamerica; the Olmec, Monte Alban, El Mirador; San Bartolo

Reading: Images of the Past, 7th ed.: 303-329

M 10/8 Teotihuacan: The First Metropolis of the AmericasMonumental pyramids along the “Street of the Dead” and apartment compounds; Mesoamerican ballgame

Reading: Images of the Past, 7th ed.: 329-338 Smith, Michael E. 2017. The Teotihuacan Anomaly: The HistoricalTrajectory of Urban Design in Ancient Central Mexico. Open Archaeology 3: 175–193 A Secret Tunnel Found in Mexico May Finally Solve the Mysteries of Teotihuacán

http://www.smithsonianmag.com/history/discovery-secret-tunnel-mexico-solve-mysteries-teotihuacan-180959070/

W 10/10 The Classic Maya: Reading ancient texts Carving kingdoms out of the jungle; contacts across Mesoamerica

Video: Cracking the Maya Code

http://www.pbs.org/wgbh/nova/ancient/cracking-maya-code.html

Reading: Images of the Past, 7th ed.: 338-359 Coe, M. D., and M. Van Stone. 2001. Chapters 1 and 2 from Reading the Maya Glyphs.

New York: Thames and Hudson. In Search of the Lost Empire of the Maya

http://www.nationalgeographic.com/magazine/2016/09/maya-empire-snake-kings-dynasty-mesoamerica/

TH 10/11 The Classic Maya: Questioning collapse.

Reading: Images of the Past, 7th ed.: 338-359 Huag, Gerald H. et al. (2003). Climate and the collapse of Maya civilization. Science

299 (5613): 1731–1735. Tainter, Joseph A. (2014). Collapse and sustainability: Rome, the Maya, and the

modern world. Archaeological Papers of the American Anthropological Association 24(1): 201–214.

M 10/15 The Aztecs and the SpanishThe Aztec Empire of central Mexico and their capital of Tenochtitlán: the “Venice” of the Americas. Encounters the Spaniards under Hernan Cortes; Human sacrifice

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Reading: Images of the Past, 7th ed.: 360-370 Bernal Diaz del Castillo, “The Stay in Mexico” from “The Conquest of New Spain” “The Story of the Conquest as Told by the Anonymous Authors of Tlateloco,” from

“Broken Spears.”

W 10/17 Early Civilization in South AmericaGiant mounds of the “Norte Chico civilization,” Sipán and Moché pyramids on Peru’s north coast, huge raised fields of the Tiwanaku culture located around Lake Titicaca, over 12,000 feet ASL.

Reading: Images of the Past, 7th ed.: 372-400

TH 10/18 Early Civilization in South AmericaGiant mounds of the “Norte Chico civilization,” Sipán and Moché pyramids on Peru’s north coast, huge raised fields of the Tiwanaku culture located around Lake Titicaca, over 12,000 feet ASL.

Reading: Images of the Past, 7th ed.: 372-400

M 10/22 MIDTERM 1W 10/24 Chan Chan; The Inka and Machu Picchu

Coastal rivals of the Inka. One of the world’s greatest empires and its collapse due to internecine conflict and invasion. The sites of Cuzco and Machu Picchu.

Reading: Images of the Past, 7th ed.: 401-417 Andrushko, Valerie A. and Elva C. Torres. (2011). Skeletal evidence for Inca warfare

from the Cuzco region of Peru. American Journal of Physical Anthropology 146 (3): 361–372.

Radthorne, Daniel. (2011). Poverty, pots, and golden peanuts. Prospect n.p.

TH 10/25 Chan Chan; The Inka and Machu PicchuCoastal rivals of the Inka. One of the world’s greatest empires and its collapse due to internecine conflict and invasion. The sites of Cuzco and Machu Picchu.

Reading: Images of the Past, 7th ed.: 401-417

M 10/29 Mesopotamia: The First CitiesEmergence of civilization/complex societies. The "urban revolution." The Sumerians of Mesopotamia. Sir Leonard Woolley and the Royal Cemetery at Ur.

Reading:

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Images of the Past, 7th ed.: 419-435. Baadsgaard, Aubrey, Janet Monge, Samantha Cox, and Richard L. Zettler. (2011).

Human sacrifice and intentional corpse preservation in the Royal Cemetery of Ur. Antiquity 85 (327): 27–42.

W 10/31 Babylon and Tenochtitlan: On laws and money

Reading: TBD

TH 11/1 Early Civilization in South AsiaThe rise of civilization in the Indus Valley and the great cities of Harappa and Mohenjodaro.

Reading: Images of the Past, 7th ed.: 436-443 Schug, Gwen Robbins et al. (2013). Infection, disease, and biosocial processes at the

end of the Indus Civilization. PLoS ONE 8(12): 1–20.

M 11/5 Pyramid Power: Egypt of the PharoahsRise of civilization and the emergence of kingship in Egypt; Egyptian society and history

Reading: Images of the Past, 7th ed.: 444-456 New generation of archaeologists takes ancient Egypt into 21st century." The

Guardian: http://www.theguardian.com/world/2014/oct/23/egypt- archaeology-restoration-pyramids

Wynn, L. L. (2008). Shape shifting lizard people, Israelite slaves, and other theories of pyramid building: Notes on labor, nationalism, and archaeology in Egypt. Journal of Social Archaeology 8(2): 272–295.

W 11/7 The Early Dynasties in ChinaThe late Shang capital at Anyang; the burial of the emperor Qin and the terra cotta army in Xian.

Reading: Images of the Past, 7th ed.: 457-469 One World Archaeology Series. Walnut Creek: Left Coast Press. "Terra-Cotta Army:

True Colors." National Geographic (2012):http://ngm.nationalgeographic.com/2012/06/terra-cotta- warriors/larmer-text

TH 11/8 Ancient Metropolis in Southeast Asia: Angkor and the Khmer Civilization.“Lost” cities in the jungle of Southeast Asia; Who Owns the Past? Pt. 2 – Returning a stolen statue

Reading: Images of the Past, 7th ed.: 470-473

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M 11/12 Urban Centers of Trade in AfricaJenné-jeno in West Africa Great Zimbabwe and Karanga Empire; Queen of Sheba stories and explorers.

Reading: Images of the Past, 7th ed.: 474-488 Murimbika, McEdward and Bhekinkosi Moyo (2008). Archaeology and Donor Aid in

'Developing Countries': The Case for Local Heritage in Zimbabwe. In Managing Archaeological Resources: Global Context, National Programs, and Local Actions, edited by Frank McManamon, Andy Stout and Jodi Barnes, pp. 87–106.

W 11/14 Urban Centers of Trade in AfricaJenné-jeno in West Africa Great Zimbabwe and Karanga Empire; Queen of Sheba stories and explorers.

Reading: Images of the Past, 7th ed.: 474-488

TH 11/15 Megalithic EuropeAgriculture spreads to Europe; Stonehenge and the Megaliths; Ötzi the Iceman; the Lake-dwellers

Reading: Images of the Past, 7th ed.: pp. 489-513 website: www.english-heritage.org.uk/stonehenge (click on “HISTORY”) Stonehenge road tunnel plan: some say victory, others say disaster." The Guardian:

http://www.theguardian.com/politics/2014/dec/01/stonehenge- tunnel-plan-divided-reaction-victory-disaster-world-heritage-site

Gaffney, Chris et al. (2012). The Stonehenge Hidden Landscapes Project. Archaeological Prospection 19: 147–155.

M 11/19 Searching for the Age of Heroes: Schliemann and Evans in Greece The Minoans and Sir Arthur Evans; Heinrich Schliemann and Homer's Troy; The Mycenaeans and the Greek Bronze Age.

Reading: Images of the Past, 7th ed.: 514-536 Tsonis, A. A. et al. (2010). Climate change and the demise of Minoan civilization.

Climate of the Past 6: 525–530.

W 11/21 NO CLASS – THANKSGIVINGTH 11/21 NO CLASS – THANKSGIVINGM 11/26 Why Even Pompeii is not a Pompeii: Pompeii, Herculaneum, and Joya de Ceren

A typical bustling Roman harbor and an elite town of the early Empire come to a swift and violent end in A.D. 79. Joya de Ceren was a small village in what is today El Salvador, buried in AD 590. What can they tell us about archaeological sites more generally?

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Watch: Pompeii: The Mystery of the People Frozen in Time. 2015. BBC (Kanopy Streaming

Video). https://brandeis.kanopystreaming.com/video/pompeii-mystery-people-frozen-time

Reading: Joya de Cerén: An Intimate Portrait of the Ancient Maya

http://popular-archaeology.com/issue/winter-2015-2016/article/joya-de-ceren-an-intimate-portrait-of-the-ancient-maya

Binford, Lewis R. 1981. Behavioral Archaeology and the 'Pompeii Premise". Journal of Anthropological Research 37:195-208.

Schiffer, Michael B. 1985. Is There a 'Pompeii Premise' in Archaeology. Journal of Anthropological Research 41:19-41.

W 11/28 Who Owns the Past? Pt. 3 – The Elgin Marbles and other Treasures

Reading: Images of the Past, 7th ed.: pp. 543 - 554; Reading: British Museum: What are the Elgin marbles?

http://www.britishmuseum.org/explore/highlights/articles/w/what_are_the_elgin_marbles.aspx

"Amid sanctions, British Museum lends Russia controversial Elgin Marble" CNN: http://www.cnn.com/2014/12/05/world/europe/uk-elgin- marbles-russia/

"Greece unveils museum meant for "stolen" scultures." NPR: http://www.npr.org/templates/story/story.php?storyId=1138 89188

TH 11/29 MIDTERM 2M 12/3 Archaeology at the US – Mexico Border: Material Evidence of Dangerous Crossings

Reading: Gokee, C. and J. De León. 2014. Sites of Contention: Archaeological Classification and

Political Discourse in the US–Mexico Borderlands. Journal of Contemporary Archaeology 1(1): 133 – 163..

De León, J. 2013. Undocumented migration, use wear, and the materiality of habitual suffering in the Sonoran Desert. Journal of Material Culture 18(24): 321 – 345.

W 12/5 The Garbology Project – What We Do and What we Say We Do

Reading: Selections from Rathje, W. R. and C. Murphy. 1992. Rubbish! The Archaeology of

Garbage. Tucson: University of Arizona Press.

TH 12/6 Archaeology of the Recent Past; Cultural Patrimony and PseudoarchaeologyDefining an archaeology of the recent past. The colonies of Roanoke and Jamestown. Contemporary archaeology and political activism. ”Kennewick Man,” NAGPRA, and issues of looting. Pseudoscientific views of the past, including Atlantis, ancient astronauts, crop circles, and pop culture.Reading:

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Images of the Past pgs. 550–553 Ortiz, George (2006). Overview and assessment after fifty years of collecting in a

changing world. In Eleanor Robson, Luke Treadwell, and Chris Gosden, eds., Who Owns Objects? The Ethics and Politics of Collecting Cultural Objects. Oxford: Oxbow Books, pp. 15-30.

Warren, Karen (1989). Introduction: Philosophical Perspective on the Ethics and Resolution of Cultural Properties Issues. In The Ethics of Collecting: Whose Culture? Whose Property?, edited by

P. M. Messenger. Albuquerque: University of New Mexico Press, pp. 1-25. Holtorf, Cornelius (2005). Beyond crusades: How (not) to engage with alternative

archaeologies. World Archaeology 37(4): 544– 551. Jordan, Alexis. (2013). Dealing with electric pandas: Why it's worth trying to explain

the difference between archaeology & pseudoarchaeology. Field Notes 5(1): 66–75.Mon 12/10