Dana A. Cope


Students interested in a career in any area of biological anthropology should have a strong background in the biological sciences. All of our sudents who have been successful in gaining admission to good graduate programs have had this background. Most double-majored in anthropology and biology or geology.  Some students are surprised to find that this also includes those interested in primate behavior or forensic anthropology.

For those students who do not plan a career in biological anthropology, we nevertheless offer a range of courses of interest, in keeping with our program's philosophy of a holistic approach with exposure to all subfields within anthropology and related disciplines. Some background in biological anthropology is particularly important to students primarily interested in archaeology.  Anthropology 203 is required of all anthropology majors.

Introduction to Anthropology (4-field course), Introduction to Biological Anthropology,  Human Evolution, Primate Behavior and Evolution, Human Adaptation and Variation, History of Anthropological Theory, Human Osteology and Identification, Vertebrate Paleontology, Field School in Vertebrate Paleontology, Tutorial on Paleogene Mammals, Independant Studies in Skeletal Biology and Morphometrics.

Hunter-Gatherer Seminar, Primate Behavioral Observation, Evolution of Human Behavior

Sample Syllabi:


ANTH 203-001 Introduction to Biological Anthropology   FALL 99
Professor:  Dana  A. Cope, Ph.D.  Office:  Wentworth 88, #204
Phone:  953-1353                   Dept. Phone: 953-5738
Time:  MWF 11-11:50 am      Classroom:   Education Center 107
Office hrs: TW  9-10:am,  (or by appointment)
e-mail: COPED@CofC.edu

Texts: John Relethford,  2000. The Human Species.   4th Ed. (pages or chapters=R)
 Adrianne Zihlman, 1982. The Human Evolution Coloring Book. (plates=Z)
(used copies are often available at University Books of Charleston,
360 King Street.  They often give significantly better buy-back rates as well)
Supplemental materials:  Hand-outs and Study Outlines will also be distributed.
 Copies of Old Exams will be available at SAS-E-INK,79 Wentworth Street.

Course Schedule (subject to change)
 Date         Topic                                                                           Reading
Aug. 25     Intro., What is science?                                                     R Ch.1
 27,30        History of Evolutionary Theory.                                       R Ch.1
Sept. 1,3    Darwinism.                                                                       R Ch. 1; Z 11-18
 6              Biochemical and Cellular Genetics.                                   R Ch.2;  Z 19-37
 8,10         Film:  "The Race for the Double Helix"
 13            Discussion:  DNA Technology and Society
 15,17       Evolutionary Theory today.                                               R Chs.3,5, pp 260-277
  20           Introduction to the Order Primates.                                   R Chs.7,8; Z 43-45, 48,50,51,53,73, 77-82
  22          Test #1, Genetics and Evolutionary Theory
  24,27      Primate behavior: General Principles                                 R Chs.7,8
  29,1        Primate behavior: baboons, chimps, humans                      R Chs.7,8,9
Oct. 4       Discussion:  Human Evolution-culture, biology and behavior
  6,8          Early Primate Evolution                                                     R Ch. 11
  11           Australopithecines                                                             R Ch. 12
  13          Test #2, Primate Evolution, Systematics, Anatomy & Behavior
  15           Australopithecines                                                             R Ch. 12
  18          FALL BREAK!
  20           early Homo                                                                     R pp 339-356
  22           Discussion:  Early hominid behavior and ecology?
  25          Homo erectus                                                                   R pp 339-356
  27,29      "Archaic" Homo sapiens.                                                   R pp 356-369; Z 107-108
Nov. 1,3    Origin of "modern" Homo sapiens                                    R ch. 14
  5             Discussion: How did modern humans arise?
  8             Human polymorphisms.                                                    R Ch. 5
  10           Demography and Disease                                                  R Ch. 15, 16
  12           Human Growth and Development                                      R pp 48-50, 242-247, 416-418
  15          TEST #3,  Hominid Evolution
  17           Human variation: Quantitative (polygenic) traits                R Ch 4, 6
  19           Human adaptability.                                                           R Ch. 4,6
  22,24       microevolution, variation, population histories                   R Ch. 5
  26          Thanksgiving break NO CLASS!
  29           Race as a biological concept                                               R Ch. 13
Dec.1        Discussion: Biology, Culture and Race
Dec. 10     Friday, FINAL EXAM.  8:00-11:00 am,   Human variation and  Adaptation, Not Comprehensive

EXAMINATIONS:  Exams generally include both multiple choice and short answer (1-10 sentence response) questions.  There will be some genetics problems to solve on the first exam only.  Study Outlines will be distributed prior to each exam.  These will suggest topics and questions to help the students focus their efforts in preparing for exams.  The examinations focus on material that is covered in lectures, labs and in the readings.  The study outline for the final exam includes specific topics to review from previous sections of the course.

NOTE:  Students will, of course, be expected to conduct themselves professionally and according the college honor code at all times.

 1.  test 1 (15%), test 2 (20%), test 2 (20%) Lab Work (25%) and the final (20%)  Leader discussion groups will recieve up to 5% extra credit for their
       presentations (see below) or have 2% deducted from their final course grade for failure to participate.

After calculating the final numerical grade, 90-100=A, 87-89.9=B+, 80-86.9=B, 77-79.9=C+, 70-76.9=C, 60-69.9=D and below 60=F.  Makeups of exams, Quizzes or Lab assignments are generally not given except for compelling reasons.  Makeups are never given if the student fails to contact me before or on the day of the exam.  Students must submit documentation of illness, family deaths, etc. to the Office of the Dean of Undergraduate Studies, who then checks this information and sends me a note stating that the excuse has been verified.  There are no exceptions to this policy.

DISCUSSION GROUPS:  Each class member will be randomly assigned to a four-member discussion group.  Two groups will be randomly choosen to lead discussions during one of the five scheduled discussion sessions.  They should meet before the scheduled discussion and work up a list of relevant points (based on evidence, readings, informed opinions, etc.) concerning the assigned topics.  The two groups will more or less be assigned to take opposing viewpoints or perspectives on the issue(s).  Each group will present their points for 10 minutes and then the discussion will be opened up to the rest of the class, with the groups answering or asking questions, defending their views, etc.  Each member of the group will explain, make points or in some way contribute verbally to the presentation/discussion.  The group should organize its presentation to make sure this happens. The group will hand in a legible list of talking points and all members who actually participated in the group work will sign it.  Remember, the Honor code requires you not to allow someone who has not participated to sign.  This is not intended to be some major stressful project but rather a way to stimulate interesting and fun conversation on topics in biological anthropology.  In the past, I have held totally open discussion and found that some went OK and others bombed as the room descended into total silence. This assignment should insure that that does not happen. I will happy to help your group in any way possible.  Presentations will be evaluated in terms of effort, logic and the connection between evidence and opinions/conclusions.

LECTURES:  These will be given under the assumption that the student has read the days assignment prior to coming to class.  Attendance is taken on random occasions throughout the semester. Students can earn a small amount of extra credit  (a maximum of just under 3% of their total semester grade) for good attendance based on this sample.  Grades in this class have historically been closely related to student's attendance performance.  The vast majority of Fs and Ds come from students who don't attend class or do not do the assigned readings.


COURSE GOALS:  To give you a basic understanding of human biology from an evolutionary perspective.   To get an overview of most areas of biological anthropology and a feel for what biological anthropologists do.   To provide an overview of human origins, evolution and variation. To understand the important relationships between between human biology and culture.  There are many ways of contemplating the nature of humanity and our place in the world.  It is hoped that this course will give you an additional perspective on what it means to be human.


ANTH 203-L01 Biological Anthropology Laboratory     FALL 99
Professor:  Dana  A. Cope, Ph.D.                   Office:  88 Wentworth, #204
Phone:  953-1353                                   Dept. Phone:  953-5738
Time:  M 2:25-5:25 pm                                     Room:   Education Center 107
Office hrs: TW 9-10 am (or by appointment)    e-mail: COPED@CofC.edu

Texts: John Relethford,  2000. The Human Species.   4th Ed. (pages or chapters=R)
 Adrianne Zihlman, 1982. The Human Evolution Coloring Book. (plates=Z)
(used copies are more often available at University Books of Charleston,
360 King Street.  They often give significantly better buy-back rates as well)

Supplemental materials: Lab Workbook will be available at SAS-E-INK,79 Wentworth Street.

Laboratory Schedule (subject to change)
 Week         Topic/Assignment                                                                  Reading
Aug. 23      No laboratory
Sept. 30      DNA structure, mutation and phylogenetics Exer. 1*                  R Ch. 2; Z 19-28
  6               Mendelian genetics:  punnett squares. Exer. 2*                           R Ch. 2; Z 29-37
  13             Modeling the evolution of populations.  Exer. 3*                        R Ch. 3
  20          Quiz #1(genetics), Primate Anatomy Lab. 4*                              R Ch. 7, Z 44, 48 49, R. Appendix 4
  27             Primate Anatomy Lab. 5*                                                            R Ch. 8;  45, 50,53, 58,73, 80,81
Oct.  4        Primate Evolution Lab. 6*                                                            R Ch. 11; Z 63, 67-70, 74, 83-85
  11          Quiz #2 (primate anatomy and evolution)
  18             Fall Break! No Lab!
  25             Australopithecine Lab. 7*                                                             R Ch.12,  pp 234-241; Z 55, 88-90,99-105
Nov.  1       early Homo Lab. 8*                                                                      R Ch. pp 339-351; Z 106-108
    8             Evolution of Homo Lab 9*                                                           R Ch. 12-13
  15            Quiz #3 (hominid evolution and functional anatomy)
  22             Anthroposcopy Lab. 10* (simple Mendelian traits)                      R pp 64-67
  29             Anthropometry Lab. 11* (measurement & statistical analyses of quantitative traits)
Dec. 6         lab 11 due.

* Asterisk above indicates Lab writeup due one week later at the beginning of lab unless otherwise notified.


NOTE:  Students will, of course, be expected to conduct themselves professionally and according the college honor code at all times.

QUIZZES:  These are closed book/notes and may include genetics problems, short answer (1-10 sentence response) questions, identifications of anatomical features and landmarks and taxonomic identifications of specimens based on anatomical characters.  These should be taken as scheduled and, if missed, are subject to the same policies regarding missed examinations in the lecture section (see lecture syllabus).  Because the lab is held in a high-use classroom, it is a major inconvenience for the professor to set up a makeup quiz (it would probably have to be done on a

weekend), so your excuse would have to be extremely compelling.  Each quiz is worth the equivalent of two assignments in determining your laboratory grade (see below).  Unlike a lab assignment, quiz scores cannot be dropped in determining your grade.  Together, they constitute
approximately 40% of your lab grade.  Therefore, they should recieve the same attention and preparation as a lecture exam.  Students who simply copy assignments or exert little effort on understanding lab assignments always do very poorly on lab quizzes.  Questions on lab quizzes come directly from the material covered in the assignments.

ASSIGNMENTS:  These are included in the packet purchased at SAS-E-INK.  Some involve genetic or statistical problems, others involve filling in blanks with anatomical observations you are asked to make on individual osteological specimens or observations made while comparing different specimens.   Everyone can miss one lab assignment for whatever reason, since the lowest lab assignment score is dropped before calculating your semester's lab grade.  Additional missed labs will have the average score on the completed assignments/quizzes substituted for the missing lab(s), if there is a valid excuse for missing the lab (see policy in lecture syllabus for proceedures required to obtain an excused absence from a test).  Note that substituting an average for a missing score applies only to assignments not quizzes, which fall under exactly the same policies as missed lecture examinations.

GRADING:  Assignments are each worth 25 points, while quizzes are worth 50 points.  This means a quiz is the equivalent of 2 assignments.  Since there are 11 assignments and 3 quizzes,  and the lowest assignment grade is dropped, this means the lab grade is based on an average of the equivalent of 16 assignments worth 25 pts. each.  Thus, to calculate your lab grade, simply add up all your quizzes and ten highest assignment scores, divide by 16 and you have the laboratory component of your course grade (25 pts possible, worth 25% of you overall grade for ANTH 203).  If you are interested, then the following averages would be equivalent to the given letter grade in lab (which, again, has a 25% impact on your overall grade):
22.5=A;  21.75=B+;  20=B;  19.25=C+;  17.5=C;  15=D;  < 15=F

THE LABORATORY COMPONENT OF THIS COURSE IS IMPORTANT:  These labs have been designed to be as closely integrated with the content of the lecture part of the course as possible.  Since the course content is essentially that of a natural science class, these labs are vitally important to understanding the material for lecture exams, in addition to the effect your lab grade has on your overall course grade.  Students who do not make an honest effort to benefit from the laboratory sessions and exercises tend to do poorly on the lecture examinations.  The assignments are actually quite easy to do well on, since they are open book and you are free to ask questions about them either within a lab session or afterward. The quizzes provide important feedback on whether you are actually learning the material.  A strong, honest effort will result in a good lab grade that will have a beneficial result on your overall grade.  The pedogolocial intent of the laboratory activities is to help you do better in the entire course, not sort out students into different grade catagories.  Sorting out grades is intended to be done through the lecture examinations.  Laboratory exercises are available ahead of time so that students can read them ahead of time, come to lab knowing what to expect, have time to review relevant readings and diagrams in the texts and show up prepared to go to work!

LAB GOALS:  To give you a basic understanding of the materials and methods by which physical anthropologists study human and nonhuman primate biology from an evolutionary perspective.  First, many students have a phobia regarding genetic principles, which are so vital to understanding the evolutionary processes that constitute the central, unifying theme of this course.  The lab sessions and exercises describing and modeling these principles and processes will give us the time to examine the concepts step-by-step and enable you to see the logic and interconnections of genetic principles that makes the problems not only easy, but fun.  You will also get "hands-on" experience with the kind of data biological anthropologists use to draw conclusions about evolutionary relationships, make taxonomic distinctions, understand a few of the basic functional (and thus behavioral) implications of anatomy in fossil and recent primates.  Since you are a primate, you are a visual and tactile oriented organism. Seeing and touching is crucial to how primates like yourself learn.  Thus, being able to examine bones and casts of fossil and recent specimens is invaluable in understanding primatology and paleoanthropology.  Being able to actually make observations and measurements on live humans and do simple analyses of these data will help you to understand the nature of modern human biological variation and how it is studied.

Use of Lab Outside of Regular Class Hours:
 In scheduling courses in the new lab we have deliberately left blocks of time open so that you can study independently or with your classmates.  You are also free to use these times to meet with classmates to say, study for a lecture exam (in this class or others), as long as you take care not to disturb others who are working with lab materials.*

TIMES AVAILABLE FOR INDEPENDENT STUDY IN ROOM 107 WILL BE ANNOUNCED NEXT WEEK (These time slots will include putting up specimens, you should be ready to exit room before another class starts coming in):

*Any lab use extending beyond 5pm (except when TAs are present) requires prior arrangement with Dr. Cope.

Teaching assistants will be present at the following times to be announced:

For times when no faculty or TA are present, a key must be checked out from Dr. Cope and returned by the following day as soon as possible. The individual checking out the key is responsible for it.  Do not check out a key and then not show up.  Others may be depending on you to get into the lab during the same time interval.  Missing specimens, losing the key, failing to return it promptly, or failure to lock door upon leaving will result in the loss of key privileges.  Serious or consistent problems will result in greater restrictions on lab use for all  students.  Thus all students have an interest and responsibility to their colleagues in maintaining proper lab use and security.

ANTH 210-001:  History of Anthropological Theory-Spring 2003

Professor: Dana  A. Cope                                       Office: 88 Wentworth, #204 (on the porch)
Time:  TR 9:25-10:40am                                          Classroom: LIB 001
Office hrs: M 10-11, M 2-3, R 2-3                          Office Phone: 953-1353
Dept. Phone: 953-5738                                            e-mail:  COPED@CofC.edu

Texts: Garbarino, M.S.  1977. Sociocultural Theory in Anthropology: A Short History. Waveland Press. [=G below]

 McGee, R.J. & R.L. Warms.  2000.  Anthropological Theory: An Introductory History.   Mayfield  [=M below]

Readings from Course Packet at SAS-E INK, 79 Wentwork Street [=R]:
note: your page numbers (if reprints) may not match those of the original citations below.

[#1] Boaz, F. 1896.  Limitations of the comparative method.  Science, vol. 4, no. 103.

[#2] Barnouw, V.  1979.  Margaret Mead's from the South Seas. Chapter 5 in: Culture and Personality, 3rd ed.  The Dorsey Press.

[#3] Evans-Pritchard, E.E. 1950.  Social anthropology: past and present.  Man. No. 198, pp 118-124.

[#4] Rosenau, P.M.  1992. Post-Modernism and the Social Sciences. Princeton University Press.  Chapters 1,5 & pp 176-181.

[#5] Clifford, J. & G.E. Marcus.  1986. Writing Culture: The Poetics and Politics of Ethnography.  University of California Press.  Clifford, pp 2-19;
Tyler, pp 122-140.

Tentative Course Schedule (subject to change):
 Dates         Topic(s)                                                        Assigned Reading to be completed before coming to class this day
Jan. 9            Introduction.
 14                 How do we know things?                                  G chs. 1-2; M Introduction
 16-21            In the Beginning, Evolutionism                         G ch. 3; M chs. 1-3
 23                 Marx and Engels                                               M ch. 4
  28-30           Durkheim and Weber                                        M. chs. 6-9; G ch. 4
Feb.4-6         Early 20th century, Historical Particularism        G ch. 4; M chs. 10-12; R #1
 11-13           Functionalism.                                                    M chs. 13-15
Feb. 18         Tuesday, Exam #1.
 20-25           Mid 20th century, Psychological approaches       G ch. 5; M chs. 16-17; R #2
 27                 Back toward History, Reassessment                    R #3
 11                 Ethnoscience and Cognitive Anthropology         G ch. 6; M chs. 28-29
 13-18            Structuralism                                                      M ch. 24-27
 20-25             Symbolic and Interpretive Anthropology           M. 35-37
Mar. 27         Thursday, Exam #2
Apr. 1-3         Cultural Ecology, Neoevolutionism                     M ch. 18-20
  8-10             Ecological & Cultural Materialism                      M ch. 21-24
 15-17            Post-Modernism & its influences                      R #4-#5; M 38-40
 2                    Where are we?  How did we get here?              G ch. 7; R #6
Apr. 29         Tuesday, Final Exam

Note:  Students will, of course, be expected to conduct themselves professionally and according to the college honor code at all times.

Of your first two exams, the lowest score will count 10% of your final grade, while the other will count 20%.  The Final Exam will count 30% of your course grade. Tests will consist of matching, and identify/short answer questions.  In addition, exams #1 and #2 will include a short, concise essay.  The essay for The Final Exam will be longer, partly because you will have more time to write it.  Also, this essay should be better organized and written, and exhibit even greater clarity of thought.  This is because it is being included in lieu of a term paper and by this point in the course you should be able to express and critique theoretical ideas effectively.  Obviously, the test #1 and #2 essays should also exhibit these qualities but, to a greater extent, I must take into consideration the time constraints under which you are writing.  Short, 5-10 minute, unannounced quizzes on the assigned readings make up 20% of your grade.  These are not intended to sort out grades but rather to provide easy points for those who keep up with the readings.

The class will also periodically be broken up into small discussion groups during the period and given a topic to discuss for about 30 minutes.  They will make a concise list/outline of their discussion and use it to summarize their discussion for the rest of the class and turn it in to me for grading.  These discussion exercises during class together will make up 10% of your final course grade.  We will periodically change group composition.  The other students in each group will anonymously assess the contribution of each individual member of the group in these discussions and those assessments will figure in that individual's final discussion exercise grade  I will consider these evaluations when determining each students exercise grade.  This evaluation must be a fair and honest opinion.  Remember the Honor Code when doing these assessments.

The other 10% of your grade will be based on participation and performance in a 3 to 5 person discussion leading panel on part of that day's assigned readings.  Membership and the scheduled dates of presentation for these groups will be randomly selected.  You will be notified of your group composition and presentation date by January 22nd. Tentative dates for these presentations are Jan. 29, Feb 12, Mar. 14, Apr. 2 and Apr. 16.  No readings outside those assigned for class are required, although outside readings are not forbidden.  I'll be available to meet with panel members to discuss the relevant readings. Often, you will have to review previous readings and read ahead a bit.  Below are the requirements and criteria for grading the panel's work:

1) Each panel will give a 15-20 minute presentation to the class.  Each panel member must speak
 to part of the following:
 a.  Outline the theoretical perspectives of the school(s) of thought we are currently studying.
 b.  Discuss what aspects of culture, social structure, etc. these approaches best explain.
 c.  Compare, contrast and/or draw connections between the current theoretical perspective(s)
      we are studying and those of earlier, contemporary or later theoreticians.
 d.  How did this person/approach further our growing knowledge of sociocultural phenomena?
 e.  State opinions, based on knowledge of the readings, about the strengths and weakness of
      the current approach(es) we are studying.  Different panel members may disagree, which
      can be very interesting and intellectually stimulating.

2) The panels will then open up and lead discussion by the entire class, ask them relevant
       questions, do everything possible (except the use of weapons) to keep the rest of the class
       engaged in an intelligent discussion of the material.

3)  Each panel member will turn into me a short outline reflecting their part of the
 presentation. It should not include all the notes they use in their presentation.  This confidential
 document will be signed by the participant and state whether or not each member of their group
 did their fair share in preparing for the assignment.

Summary of grade components:  Tests #1 and #2 - 30%; Final Exam - 30%; Pop Quizzes -  20%; In Class Discussions - 10%; Panel Presentation - 10%.

Final course grading scale. After calculating the final percentage grade: 90-100=A,
87-89.9=B+, 80-86.9=B, 77-79.9=C+, 70-76.9=C, 60-69.9=D and below 60=F.

 Missed tests/quizzes/presentations:  Missed tests are generally not made up except for compelling, well documented reasons (such as being in a coma at the time of the exam).  Make-ups are never given if the student fails to contact me on or before the day of an exam (unless, of course, you really were in a coma). Students must submit documentation of illness, family deaths, etc. to the Office of the Dean of Undergraduate Studies, who then checks this information and sends me a note stating that the excuse has been verified.  There are no exceptions to this policy!  Quizzes also can not generally be made up.  Everyone for whatever reason can miss one quiz and substitute their average score for all the other quizzes in its place.  After that, unless you have compelling and well documented reasons (see exam policy above) for all your missing quizzes, a zero will be entered in my grade book.  Any excused additional misses will also have the average score substituted for the missing score. Students who take all quizzes will drop their lowest two scores and have a perfect score substituted for them in calculating the quiz portion of their grade.  Keeping up with reading assignments is absolutely essential for success in this course and the resulting higher quiz scores will significantly improve the student's final grade and also should provide a strong incentive for attending all classes.  The quizzes are intended to be easy if you have done the readings.  They are not intended as a device for sorting out grades.  Students should read the assignments while keeping the criteria listed above for the presentations in mind, as well as looking at how these apply to the particular selection assigned. Persons with excused absences from presentations or discussion groups (see exam policy above) will be assigned to another panel or be assigned to lead an additional class discussion by themselves, at the discretion of the professor.

Participation in class discussions is also critical for success in this course. This course will have substantial seminar style components. It is not just a lecture course. Participation helps you enjoy the course more and it helps you practice articulating the ideas over which you will be tested.  Being able to express theoretical ideas and assessments clearly is crucial to success on the exams.  During discussions, I will sometimes ask you to try to say something in a more precise or technical way.  Please don't be embarassed by this or even take it as criticism.  It generally means I think you are on the right track but need to say something more clearly or make an important connection between ideas/theoreticians.  Discussing ideas is fun and our undergraduate students do just as well as graduate students when they have kept up with the readings.  The other kind of neat and unusual thing about this course is that if you have done the readings carefully, your informed opinion is just as valid as that of the professor.

Course goals:
1)  To understand the nature of theories and paradigms, how they are useful in our quest for anthropological knowledge and how to evaluate their strengths and weaknesses critically.  This is definitely a course focusing on critical thinking.

2)   To familiarize the student with the history of anthropology, to know the names of some of its
major theoreticians and to be able to associate those people (by name) with the ideas they promoted and used in their research.

3)  To gain an understanding of the historical and sociocultural contexts that influence paradigms, theories and conclusions relating to anthropological questions; not only influences within the discipline but also those from the societies in which anthropologists have lived.

4)  To gain an understanding of anthropology today by understanding its history, so that the student can appreciate the tensions threatening the holistic tradition that has heretofore held the discipline together.


ANTH 335    Primate Behavior and Evolution   Spring 98

Instructor:  Dr. Dana  A. Cope                Office: Education Center 124
Time:  MWF 11-11:50am                        Room:  Education Center 118
Office Phone: 953-1353                 Dept. Phone: 953-5738
Office hrs: M/T 1:30-2:30pm, R 11 am -12 pm,  (or by appt.).

Required Texts:  Smuts, B. et al.  1987. Primate Societies. U of Chicago Press (=S below)
 Jolly, A., 1985. The Evolution of Primate Behavior.  Macmillan (=J below)

OPTIONAL:  Fleagle, J. 1988.  Primate Adaptation and Evolution.  Academic Press.
 This can be found at the College bookstore and University Books of Charleston, 360 King Street.  You need not buy this book but if you have an ongoing interest in primatology, it is an invaluable reference book for a number of upper division and graduate courses in physical anthropology that you might want to have on your shelf.  Since it has a summary chapter on every taxonomic group of primates we will be studying, it would be very useful for this course, but is not essential.

It also would be useful to have an introductory physical anthropology text to use as a reference.   Most any text will do.

Prerequisite:  ANTH 101 or Bio 102/112 or Psych. 103 or permission of instructor.

Course Schedule (subject to change):
Date          Topic                                                                                 Reading
                PART I PRIMATE BIOLOGY.
Jan. 12     Introduction
 14           review of evolutionary theory
16,19       Systematics of the Primates                                                     J Ch.1; S pp499-505
 21,23      Primate Evolution                                                                    S&R Ch.15
 26           video:  "Life in the Trees"                                                       J Ch.2-3,5
 28,30      Basic Ecological Principles                                                     J. Ch. 6-8
Feb. 2,4   Natural Selection and Behavior                                               J. Ch.9; S Ch.21-23
 6          TEST #1.

Feb.  9     Introduction to ethological methods                                          handouts, S Ch. 1
 11           Solitary Foraging Prosimians                                                    S Ch. 2
 12           Lemuriformes                                                                            S Ch. 3
 14           Saturday 8-5, observation of Macaques at Sinica City
 16           video:  "Spirits of the Forest"
 18           Guenons, Colobines                                                                  S Chs. 8,9,11
 20           video:  "Masked Monkeys" (observation write-up due)
 23           Baboons                                                                                    S Chs. 10,11
 25           videos: "Bleeding Heart Monkeys" and "Baboons of Gombe".
 27           Baboon "friendships".
   9           Macaques                                                                                 S Ch. 11
11           more Macaques
 3            video: "Cayo Santiago Macaques"
16           Hylobatids                                                                                 S chap. 12
18,20      Chimpanzees and Orangutans                                                    S chaps.13,15
 23          video: "Chimpanzee politics".
 25          Gorillas                                                                                      S chap. 14
 27          Test #2

 30           Kinship, cooperation, and conflict                                             S Chs. 24,26,33
Apr.1,3   Aggression and Dominance                                                       J Ch.12; S Chs. 32,34
  6           Sex                                                                                            J Ch.13; S 30,31
  8           Ontogeny                                                                                   J Chs.14-15; S Ch. 29
 10          Video:  Vervet Ethology.
 13          To be announced
 15,17     Communication and Language                                                   S Ch 36; J Chs.10,20

Apr.19-20 or 19-21, Fri/Sat., Preparation and field trip to LABS Island facility, (observation write-up due one week from trip)
 20-24     Intelligence and Cognition                                                        J Chs. 16-18; S 37
 28 Tuesday, FINAL EXAM  8-11 AM

COURSE GRADING:  Pop Quizzes-5%; Behavioral observations and write-ups-20%; test #1-  20%; test #2-25%; and Final Exam-30%.

Pop Quizzes:  These are short, multiple-choice quizzes (covering the assigned readings) given at the beginning of class on unannounced, random occasions.  Students who arrive late (after I have finished handing them out) will not receive a quiz and cannot make it up.  For those who have read the assigned readings carefully, the quiz should be an easy one.  The students will have 7 minutes to complete 5 questions.

Behavioral Observations and write-ups:  Plans have been made for two visits to a primate breeding and research facility for behavioral observation field trip/exercises.  The written part of these assignments will be relatively short but it will take a full days work to collect the data (For the second trip, we will camp out overnight on an Island with 5,000 macaques).  Time will also be spent in class preparing for this exercise.  Students who cannot spend a Saturday doing observations can fulfill this requirement by alternate means, by spending a total of 16 hours  watching squirrels on the C of C campus, and writing up the results of your observations.  This alternative is not recomended unless absolutely necessary, since the more structured, supervised opportunity to observe functioning social groups of primates cannot be approximated by these alternative means.  So start making arrangments now to have the three weekends indicated free for participation in the two fieldtrips.  In addition, participation is contingent on providing me with written proof of a negative TB test, as well as proof of measles and polio vaccinations.  This should be done as soon as possible.  Since this is for the protection of the animals, there will be no exceptions to this policy.

Tests:  Exams will consist of matching, short answer/identify and essay questions.  A study outline will be given out prior to each exam that suggests specific topics for study and potential essay questions. Each exam is cumulative in the sense that it builds on materials and concepts covered in previous exams.

Letter grades are assigned according to the following scale: 90-100=A, 87-89.9=B+, 80-86.9=B, 77-79.9=C+, 70-76.9=C, 60-69.9=D and, Below 60=F.

MAKEUP TESTS:  Missed tests are generally not made up except for compelling, well documented reasons (such as a note from a doctor stating you were in a coma at the time of the exam).  Makeup's are never given if the student fails to contact me before or on the day of the exam (unless, of course, you really were in a coma).  Students must submit documentation to the Dean of Undergraduate Studies, who then checks this information and sends me a note stating that the excuse has been verified.  According to University policy, it is then up to me to decide what alternate arrangements can be made.  Missed quizzes cannot be made up.  A missed quiz means your quiz grade will be calculated based on a smaller total number of quizzes.  Since there will be at least 10 pop quizzes, missing all of them would mean such a poor class attendance/on-time rate that an overall quiz grade of zero is warranted.

NOTE:  Students will, of course, be expected to conduct themselves professionally and according to the college honor code at all times.

NO TERM PAPER IS REQUIRED FOR THIS COURSE:  This is in sharp contrast to most 300-level courses in anthropology.  In exchange for this break, students will keep up with the assigned readings, which are sometimes substantial.  The pop quizzes are intended to provide an added incentive to keep up with the readings.  As a result, the student will show up for class prepared for the lectures, which are given under the assumption that the reading assignment for that day has been completed prior to coming to class. Thus, the student will ultimately be prepared to discuss and assess the methods, taxonomy, data and theories that are essential to understanding primate evolution and behavior and will perform well on the examinations.

IN CLASS VIDEOS:   The videos we will see this semester are very important, don't miss them.  At other institutions, when I have taught this class, the students spent a number of hours watching primates at a colony or zoo and recording their observations.  Since we do not have regular access to live animals, the videos will be your main opportunity to actually watch the animals behave.  Some of the narration on these films is good and some is ridiculously anthropocentric and bad.  These videos have been chosen not for the narration, but because they show the animals and behaviors we are discussing in class.  It is important to come to these videos prepared, having read the assignments and thought about the previous lectures, so you can appreciate what you are seeing in the videos.  Most of these are my own personal copies and I do not loan them out!

COURSE GOALS:  To give the student an evolutionary perspective on primate systematics, ecology and behavior, with special emphasis on wild primates in their natural habitats.  To consider theoretical explanations of the origin of specific types of social groups in terms of evolutionary adaptation in the context of male and/or female "reproductive strategies".  To provide an appreciation of the problems involved in the study of captive and free ranging primate populations and the methods used to overcome those problems.  Many students, in a variety of disciplines, will encounter research using primates as models for human or ancestral human behavior and biology.  Our non anthropocentric focus will hopefully provide a useful perspective for evaluating such studies (and many of them are quite useful).  It is also hoped that you will gain an appreciation of the fact that non human primates are biologically and behaviorally interesting animals in their own right and on their own terms.

Other Educational Opportunities for Students:

Students interested in biological anthropology, primatology and vertebrate paleontology have also participated in a number of internships, independant study projects, presentations of research and field schools, both in association with the College and overseas. For examples, see Noteworthy Publications, Presentations page.


Noteworthy Publications, Presentations

Research, Fieldwork

Laboratory Facilities