“The first principle is that you must not fool yourself — and you are the easiest person to fool.”
~ Richard Feynman
Course Content
We discuss pseudoscientific claims about the human past, and we learn a little bit about scientific archaeology along the way. We learn to distinguish between science and pseudoscience (especially in archaeology), and we learn to think critically. Several lectures are devoted to the structure of scientific arguments, identifying logical fallacies, and learning why people are very usually quite irrational in forming their beliefs. We discuss the roles, popularity, and effects of pseudoscience in modern culture, and we learn how claims about the past have been used and abused in the service of social and political narratives. The goal of this course is not simply to teach you a list of fake artifacts or bogus claims, nor is it to have you memorize facts. I want you to leave this course with an understanding and appreciation of the scientific method, and with the skills necessary to think critically about supposed scientific claims you may read, hear, or see outside of the classroom.
Course Structure
We meet twice a week. Tuesday will be primarily lectures used to introduce topics and to supplement the readings. Thursdays will be primarily a mix of discussion and in-class activities. Readings consist of chapters from the textbook as well as selections of scholarly articles, popular articles, and pseudoscience writings. At minimum, textbook chapters should be completed by Tuesday, and the accompanying articles should be read by Thursday. During discussions, I expect you to be able to discuss the content of each week’s readings in a reasoned and intelligent manner.
Assignments & Grading
Your grade in this course will be based on participation, several written assignments, and three quizzes. Written assignments will be graded on structure and organization, content, clarity, and creativity. They should have a good structure: Introduction, thesis, discussion, and conclusion. Written assignments will be turned in via TurnItIn. Formatting guidelines are posted on Canvas.
Attendance
I will take attendance during each class period, but attendance does not factor directly in to your grade. Lecture slides will be posted on-line, but as you will discover: they will not substitute for attending class. I will not provide make-up lectures unless you have an excused absence. There will be unannounced “pop” quizzes and other instruments to gauge your completion of the readings throughout the semester.
Participation
You should arrive to class ready to discuss assigned readings in an insightful, thoughtful, and courteous manner. Beginning in Week 2 I will randomly ask 2–3 students to open discussion with a short summary of one (1) of the supplemental (i.e., not the textbook) readings. You should come to class ready to summarize the main point of the readings and with at least two (2) questions that you would ask about them. Just because I may not call on you on a particular day does not mean that you should not be prepared to discussion and debate the topic at hand. I expect that you will engage in thoughtful, critical, and respectful discussion with your fellow students. Participation will also be measured by completing occasional tasks outside of class to aid in in-class discussions. These will be announced in class and not posted on Canvas. If you need a primer for thinking about the readings, one is posted on Canvas.
Reaction Papers
Three reaction papers are due throughout the semester. These should provide a personal reaction or response to the distributed topic and should be roughly 750 words. No additional research will be needed, but you do need to demonstrate a mastery of the topic. The purpose of reaction papers is to show that you are thinking about and understanding the topics we’re discussing. Topics for the first two reaction papers will be posted on Canvas on Thursday after class and your responses are due on the following Tuesday by 5 PM. Because of Thanksgiving break, the third reaction paper will be due on Thursday by 5 PM.
Research Paper
You are expected to write a research paper for this class. You are free to select a topic for this paper, but it must relate to either (1) pseudoarchaeology, or (2) more broadly a pseudoscientific claim. A list of potential topics is provided on Canvas. You must meet with either me or your T.A. by Sep 14 at 5 PM to select a topic and discuss a preliminary plan. Various progress updates are due throughout the semester. Papers should be approximately 15 pages (total), follow consistent formatting guidelines (posted on Canvas), and include at least 5 major scholarly references to academic sources. You may cite readings used in this class, but you are expected to research the topic by finding and using other sources. I am available to help identify potential sources, to review drafts, and to generally provide guidance—but only if you take the initiative to come speak with me.
Your papers will be graded based on a rubric that focuses on mechanics, content, overall quality of argument, and sources.
Exams
There will be two (2) exams throughout the course, one prior to Fall Break, and one during the second-to-last week of classes. These will be a mixture of true/false, multiple-choice, fill-in-the-blank, short-answer, and essay questions. Exams will focus both on facts and terms discussed in class and the readings as well as on opportunities to apply critical-thinking skills. Exams will be administered during class time. If you require additional time to complete the exams, I will be available to do so.
Final Exam
There will be one (1) cumulative final exam. It will be a mixture of true/false, multiple-choice, fill-in-the-blank, and short-answer questions. The final is optional and will be used to substitute a grade on any of the previous exams.