Anthropology,
Univ. of Toronto
ANT
4038H5 F -
ARCHAEOLOGY of
URBANISM
Fall 2005
Course Web Page: http://www.utm.utoronto.ca/~w3hmlmil/4038F2005.htm
Mondays 1-3, 560A
Sid Smith
Building, St. George
Office: 208 North Building,
UTM or
269S Monk
Centre, St. George
Phone: UTM:
905-828-3741 (can leave message)
St. George:
Email: hmiller@utm.utoronto.ca
Office Hours at St. George (269S
Monk Centre): Mondays or Fridays by
appointment
Course
Description
The
course on Archaeology of Urbanism will focus on a variety of
archaeological and anthropological topics related to the study of
cities in the
past, both prehistoric and historic. Topics
include the development of archaeological and
anthropological thought about cities, the relationship between the
existence of
cities and states, the development of cities, social systems in cities,
relations between cities and rural communities, city typologies, and
cross-cultural comparison of cities. We
will not focus on archaeological (excavation &
survey) methods for the study of cities, although we can include this
if
students desire. The exact topics
will be chosen with the participants, to fit student interests and
world areas.
Readings
Required: Download readings
available through
electronic journals at U of T (marked with a *).
Other
articles or book sections will be available in the photocopy room at
St.
George. If you take anything to
copy, please leave a note indicating when you will return it so others
can plan.
You are responsible
for acquiring
the book for your book review either from U of T library or
Interlibrary Loan,
so do not wait too late!
Recommended: Many of the books in
the bibliography are
key background references for this class, your research, and future
teaching on
the subject. If you can buy them
now, do so. Otherwise, plan for
the future. Note: If you are
having trouble buying books, the UTM bookstore will order the book at
cost (no
shipping charge) if you pay at the time of ordering.
Course
Requirements and Grading
[1]
10%: Verbal Participation in
class. This includes class
attendance,
critical discussion of readings, and the book report presentation. Students may be assigned as discussion
leaders for particular classes/articles.
[2]
25%: 'Position Papers'
written for each class.
These are short statements (1 page
single-spaced, 12 pt. font) summarizing the main point of each of the
readings
for that class, and indicating how they fit with each other and/or with
the
theme(s) for the day.
[3]
20%: Written Book Report.
Each student will chose a book in consultation with the
instructor, either from the list of suggested books or from suggestions
by the
student. The due date for the book
reports will depend on the book chosen, as students will have to
verbally
present the book report in class (see [1] above) on a day when a
similar topic
is under discussion.
Written
Report: Actively
and critically read your assigned book, taking detailed notes. Prepare an 800-1000 word (typed
double-spaced) review, using the format specified on the "Book Report Format"
sheet.
Your
review will be assessed for completeness, conciseness, and
originality of thought,
Verbal
Presentation: This will count
as part of the Verbal Participation in class mark(above).
In
about
15-20 minutes, present a summary of the book's contents, thoughtfully
emphasizing those parts that relate to the general topic for the day,
and
comparing them to the day's class readings. You will be graded
according
to how well you are able to communicate to the class the book's main
points and
discuss them in relationship to our course materials, particularly the
topic
for the day. Though you will certainly use your written critical
review
as a guide in preparing your presentation, be aware that your
presentation
should not be identical to your written review, because it serves a
somewhat
different purpose.
NOTE:
the book report verbal presentation may NOT be a Powerpoint
presentation,
although you may use the chalkboard to list an outline or key points if
you
like.
[4] Paper.
45%
total (5% +
40%): Each student will do an
individual paper on a topic of their choice relating to urbanism,
subject to
prior approval by the instructor.
This will be submitted in two parts:
Topic
Statement and Bibliography
5%
Due
Oct. 17
Written
Paper
40%
Due Dec. 12
The
topic statement should provide a clear and precise summary of the topic
of the
paper, an initial statement of your thesis and argument, and a general
outline
of the paper's expected contents.
(These may change as you do more research.)
I expect this topic statement to be about 1 single-spaced or
2 double-spaced pages long, at least.
You must also submit of list of references found to date, in
proper
bibliographic format (preferably Current Anthropology or American
Antiquity format).
The
final paper should be clearly written and well-structured, with no
spelling or
grammatical errors. It
should have an initial statement of thesis and argument, and a clear
summing up
of these at the end. Paper length
is flexible and depends on the topic, but I expect about a 20 page
paper
(double-spaced, 12 point font).
Some topics can be well-presented in less space; some will
require
more.
This
paper should be seen as an opportunity to work on your writing skills,
as well
as an opportunity to improve your intellectual grasp of the topic, and
to hone
your ability to present an argument.
I will give you feedback on these points for your topic
statement and
your final paper. I highly recommend
consulting the Writing Centre for advice if your writing needs
improvement.
Class
Schedule
Date |
Topics & Readings |
Sept. 12 |
Introduction Selection of Class Topics Initial discussion of book reports and paper topics |
Sept. 19 |
Summaries of
Ideas about Urbanism Cowgill, George L.
2004. Origins and Development of Urbanism: Archaeological Perspectives.
Annual Review of Anthropology 33: 525-549. Blanton, R. E. 1976.
Anthropological studies of cities. Annual Review of Anthropology 5: 249-264. Trigger, Bruce G.
2003. Ch. 7: Urbanism. Understanding
Early Civilizations. Cambridge: Cambridge
Univ. Press. Pp. 120-141. Stein, Gil. 1998.
Heterogeneity, Power, and Political Economy: Some Current Research
Issues in the Archaeology of Old World Complex Societies. Journal of
Archaeological Research 6(1): 1-44. (Read pp. 1-16 for this class, the rest if it
fits your interests.) |
Sept. 26 |
Some Early
Classics in the Archaeology/Anthropology of Urbanism (1950s - 1960s) Childe, V. G. 1950. The Urban Revolution. Town Planning Review Vol. 21(1): 3-22. Adams, R. M. 1966. The Evolution of Urban Society. Early Mesopotamia and Prehistoric Mexico. Chicago: Aldine
Press. [Read Ch. 1 (pp. 1-37);
Intro & Conclusions of other chapters: pp. 38-39, 76-78 / 79-80,
117-119 / 120-123, 166-169; and Ch. 5 (pp. 170-175).] Selected
papers from: Ucko, P. J., R.
Tringham, and G. W. Dimbleby (eds). 1972. Man, Settlement and
Urbanism, Cambridge: Duckworth and Co. This volume is from a conference held in
1970, reflecting the culmination of research and thinking in the 1960s
and earlier. --Smith, M.G. Complexity, Size and urbanization. Pp. 567-574 --Trigger, Bruce. Determinants of urban growth in pre-industrial
societies. Pp. 575-599. --Wheatley, Paul.
The concept of urbanism. Pp. 601-637. |
Oct. 3 |
The Heyday of the
Archaeology/Anthropology of Urbanism (1970s) Fox, Richard G.
1977. Urban anthropology : cities in their cultural settings.
Englewood Cliffs, N.J.: Prentice-Hall. [ Read Ch. 1,
Anthropology and the City, pp. 1-16.] Redman, Charles. 1978. The Rise
of Civilization. San Francisco: W. H.
Freeman and Co. [Read Ch. 7, The Origins of Urban Society, pp. 215-243.] Review Blanton 1976
(see Sept. 19) Eames, Edwin &
Judith G. Goode. 1977.
The Anthropology of the City. An
Introduction to Urban Anthropology.
Englewood Cliffs, NJ: Prentice-Hall, Inc.
[Read Ch. 1, The Development of Anthropology & Ch 2,
The Meaning of Urban in Urban Studies & Urban Anthropology, pp.
3-69.] (We
will read other classics from this decade in later classes, for
particular topics.) |
Oct. 10 |
Thanksgiving -
no class |
Oct. 17 |
TOPIC
STATEMENTS DUE THIS WEEK! Early Influences
from History & Sociology on the Archaeology/Anthropology of Urbanism
(influences from other disciplines will be covered in
later classes) History (several approaches
summarized by various authors given in): Benton, John F.
(ed.) 1968. Town Origins.
The Evidence from Medieval England.
Problems in European Civilization series.
Boston: D.C. Heath & Co. --Benton, John F. Introduction. Pp.
ix-xviii. &
Suggestions for Additional Reading. Pp. 107-108. --Pirenne, Henri
(reprint) Commerce Creates Towns. Pp. 1-7 --Mumford, Lewis
(reprint) Towns Create Commerce. Pp. 7-11 --Ennen, Edith
(reprint, translated) The Variety of Urban Development. Pp. 11-18 Sociology: Review first part
of Blanton 1976 (see Sept. 19) and Eames & Goode 1977 (see Oct. 3). Martindale, D. 1958. Prefactory
remarks: The theory of the city. In D.
Martindale & G. NeuwirthÕs translation of Max WeberÕs
The City. New York: Free Press. Pp. 9-62. |
Oct. 24 |
Reconfiguring
Comparative (Diachronic & Synchronic) Approaches
(1990s-2000s) Review Stein 1998
(plus also read Conclusion) and Cowgill 2004 (see Sept. 19) Trigger, Bruce G.
2003. Preface and Ch. 2: Comparative
Studies. Understanding Early
Civilizations. Cambridge: Cambridge Univ. Press. Pp. ix-x; 15-39. Southhall, Aidan. 1998. The City
in Time and Space. Cambridge: Cambridge Univ.
Press. [Read the first half of Ch. 1, ÔWriting the city under
crisisÕ, pp. 3-13.] |
Oct. 31 |
What is a City? Definitions and Classifications of Cities Review Blanton's
1976 and Cowgill's 2004 definitions (see Sept. 19), Wheatley's 1972
definitions (see Sept. 26), and Redman's 1978 definitions (see Oct. 3). Review Trigger's
2003 & 1972 (see Sept. 19 and Sept. 26) definition & discussion
of classifications. Eames, Edwin &
Judith G. Goode. 1977.
The Anthropology of the City. An
Introduction to Urban Anthropology.
Englewood Cliffs, NJ: Prentice-Hall. [Read
Ch. 3, The Role of Cities, pp. 73-113] Fox, Richard G.
1977. Urban anthropology : cities in their cultural settings.
Englewood Cliffs, N.J.: Prentice-Hall. [ Read Ch. 2,
Cities and Societies, pp. 17-38.] Southhall, Aidan. 1998. The City
in Time and Space. Cambridge: Cambridge Univ.
Press. [Read the second half of Ch. 1, "Writing the city under crisis",
pp. 14-22.] |
Nov. 7 |
Cities &
States (more definitions and classifications) Smith, Monica L. 2003. Introduction:
The Social Construction of Ancient Cities. In
M.L. Smith, The Social Construction of Cities.
Washington DC: Smithsonian Institution Press.
Pp. 1-36. Marcus, Joyce and
Gary M. Feinman. 1998. Introduction. In G.M. Feinman and J. Marcus (eds.), Archaic
States. Santa Fe, NM: School of
American Research Press. Pp. 3-13. Yoffee, Norman. 2005. Myths of
the Archaic State. Evolution of the
Earliest Cities, States, and Civilizations.
Cambridge: Cambridge
University Press. [Read Introduction and
Ch. 1, The Evolution of a Factoid (pp. 1-21); Ch. 3, The Meaning of
Cities in the Earliest States & Civilizations (pp. 42-90); Ch. 8,
New Rules of the Game (pp. 180-195); and ÔEvolutionary Histories
of the Earliest Cities, States, and CivilizationsÕ (pp.
228-232).] Review Trigger 2003
and Stein 1998 and Cowgill 2004 (see Sept. 19). |
Nov. 14 |
Spatial Studies:
City Structure, Space & Place Review Cowgill 2004
(see Sept. 19). Smith, Adam T. 2003. The political landscape : constellations of
authority in early complex polities. Berkeley:
University of California Press. [Read Ch.
5, Regimes, pp. 184-231.] Keith, Kathryn. 2003. The Spatial
Patterns of Everyday Life in Old Babylonian Neighborhoods.
In Monica L. Smith, The Social Construction of Cities.
Washington DC: Smithsonian Institution Press.
Pp. 56-80. Basso, Keith H. 1996. Wisdom Sits in Places:
landscape and language among the Western Apache. Albuquerque: Univ.
of New Mexico Press. [Read Preface and Ch.
1. Quoting the Ancestors, pp. xiii-xviii, 3-35.] |
Nov. 21 |
Spatial Studies:
City & Region Review Blanton 1976
(see Sept. 19) Selected
papers from: Schwartz, Glenn M.
and Steven E. Falconer (eds.). 1994. Archaeological Views from the
Countryside: Village communities in early complex societies. Washington DC:
Smithsonian Institution Press. --Schwartz, Glenn M.
and Steven E. Falconer. Rural Approaches to Social Complexity. Pp. 1-9. --Kramer, Carol. Scale, Organization, and Function in Village
and Town. Pp. 207-212. --Hayden, Brian. Village Approaches to Complex Societies. Pp. 198-206. Yaeger, Jason. 2003. Untangling
the Ties that Bind: The City, the Countryside, and the Nature of Maya
Urbanism at Xunantunich, Belize. In Monica
L. Smith, The Social Construction of Cities.
Washington DC: Smithsonian Institution Press.
Pp. 121-155. |
Nov. 28 |
Ethnicity /
Cultural Identity, Population Diversity in Cities Review Cowgill 2004
(see Sept. 19) Attarian,
Christopher J. 2003. Cities
as a Place of Ethnogenesis: Urban Growth and Centralization in the
Chicama Valley, Peru. In Monica L. Smith, The
Social Construction of Cities.
Washington DC: Smithsonian Institution Press.
Pp. 184-211. Eames, Edwin &
Judith G. Goode. 1977.
The Anthropology of the City. An
Introduction to Urban Anthropology.
Englewood Cliffs, NJ: Prentice-Hall. [Read
Summary of Ch. 4, Primary Units; Ch. 5, Major Urban components:
Neighborhood, Ethnic Group, and Occupation; and Summary of Ch. 6, Units
of Integration, pp. 157-215, 252-254] One more
article to be announced |
Dec. 5 |
Process of
Urbanization (and Political Economy?) Review A. Smith 2003
(see Nov. 14) and Attarian 2003 (see Nov. 28) Falconer, Steven and
S. Savage. 1995. Heartlands and Hinterlands: Alternative trajectories
of early urbanization in Mesopotamia and the southern Levant. American Antiquity 60: 37-58. Wenke, Robert J. 1997. City-States,
Nation-States, and Territorial States: The Problem of Egypt. In D.L. Nichols and T.H. Charlton The
Archaeology of City States: Cross-Cultural Approaches.
Washington DC: Smithsonian Institution Press. Pp. 27-49. (Does
not include bibliography) Kolata, Alan. 1997. Of Kings
and Capitals: Principles of Authority and the Nature of Cities in the
Native Andean State. In D.L. Nichols and
T.H. Charlton The Archaeology of City States: Cross-Cultural
Approaches. Washington DC:
Smithsonian Institution Press. Pp. 245-254. (Does not include bibliography) Possibly
another article to be substituted for one of the above Ð to be
announced PAPER DUE by Dec. 12 (Monday) |
BOOK REVIEW FORMAT, CONTENT, & WRITING
TIPS
(with thanks to Roger Lohmann)
I.
FORMAT.
Title
of the Book.
Author's Name.
City: Press,
year.
YOUR
NAME
University
of Toronto
The
text of your review. Direct quotes must be
in "quotation marks" (p.1). References to specific sections or
paraphrases of particular ideas of the author must also be cited with
page
number in parentheses at the end of the sentence (p.2).
II.
CONTENT. Your review should
include the following:
1.
An introduction, in
which you begin
with a striking statement that is interesting and perhaps little-known,
to
excite and draw in the reader (not something obvious, gratuitous, or
inaccurate
like "since the beginning of time, humans have wondered about the
stars"), foreshadow the content of your review, and end with your
thesis
regarding this book.
2.
A summary of the book, including the book's:
a) topic
(the general area of inquiry--what the book is about)
b) issue
(the tension between two or more ideas that may be in conflict on which
the
author takes a stand)
c)
question (that which the author sets out to answer in writing the book)
d) thesis
(the authorÕs main point or assertion)
e)
evidence (the facts that the author mentions to support his or her
thesis)
f)
argument (the way the author links the evidence together to convince
the reader
that his or her thesis is correct).
3.
Your analysis of the book, including an argument
and evidence in support of YOUR thesis.
a) A
fuller exploration of your thesis statement that presents your
evaluation and
opinion of the book. This thesis should take a stand that is more
developed than a simple declaration of whether you "liked" the book
or not.
b)
Specific evidence (possibly including short quotations) from the book which illustrate your points about its
strengths and weaknesses.
Basically,
your analysis examines the assumptions or
presuppositions of the book's argument; evaluates its validity,
strengths and
weaknesses; and makes clear your position in relation to the
authorÕs.
You will need to ask yourself some of the following questions as you
think
about the book: What values and beliefs come through in the book?
What
assumptions about the world or humans does the author make? Do
you agree
with those assumptions? Why or why not? How does the truth
or
falsity of the assumptions affect the validity of the argument?
Where is
the argument weakest, and where is it strongest? Does the
conclusion
logically follow from the argument? Does the author have any
"blind
spots" or commit any oversights?
Keep
in mind that you can like a writerÕs basic
argument and still be critical of parts of it. Likewise, you can
disagree
with a writerÕs conclusions, but admire his or her
argument. In such a
case, make clear why you agree with some parts and disagree with
others.
Working out exactly what you like and dislike, what you agree and
disagree with
in a book puts you in a dialogue with its author and establishes you as
an
authority in your own right. You have the power to agree,
disagree, or
tackle what the author says just as you would in a conversation with
friends. The most important thing to remember for this assignment
is
this: your argument about the book will be the most important and
interesting
part of your paper.
4.
A conclusion, in which you sum up your position
and end with an interesting point.
III.
TIPS on READING and WRITING
Q:
What is the thesis of a piece of writing?
The
thesis of a book or a paper is the central point to which all of the
facts and
opinions are appended to convince the reader to agree with the
author. A
thesis is a proposition that is maintained by argument and
evidence.
Books and articles may not state their theses explicitly, or may have
several
related theses. To find the thesis you as the reader need to
think about
what the piece as a whole is saying in the most general way, and state
it in
your own words in a sentence or two.
Any
essay you write at university, including this book
review, needs a thesis. Your paper needs to go somewhere, it must
not
just be a list of facts. The facts that you do include need to be
there
for a reason: they provide evidence for your thesis. An important
part of
revising early drafts of your paper is searching for sentences and
paragraphs
that are tangential, and which are not relevant to your thesis.
Cut them
out. If there is a hole left behind, you need to find relevant
evidence
to fill in your argument. Never hand in first or second drafts
that you
have not meticulously revised for accuracy, logical consistency, and
errors of
spelling and grammar. Catching errors is easier if you read your
paper
aloud to yourself or a friend.
Q:
How can I figure out what my thesis is?
Having
done your reading, you may have a thesis in mind from the start.
In this
case, write your thesis first, and then proceed to build your paper
around
it. Sometimes your thesis will not be completely clear to you
until you
have spent some time writing and thinking your way along through your
first
draft. Then, summarizing your own paper can help you find your
thesis.
By looking over your rough draft, you can see what general point seems
to
underlie what you are writing. You may find more than one, or see
that
the point you were trying to make doesn't hold up. In this case
you need
to remove some parts of your essay or think about a better way to focus
your
paper. In a way all writing is summarizing--deciding what to
include or
exclude. Part of this decision depends on your purpose, your
audience,
and how much space you have. Your thesis is, in a sense, the most
boiled
down summary of your paper that is possible, and will usually be one
sentence
(but no longer than a paragraph) in length.
Q:
What is meant by "argument" in
writing?
An argument consists of
facts or statements put forth as evidence--a reason to accept the
writer's
thesis. All papers must have an argument, but this does not mean
that you
are necessarily attacking the work of others; rather you are presenting
a
flowing, logical stream of information to back up your thesis. An
argument is a course of reasoning aimed at demonstrating truth or
falsehood. It is the connections drawn between the bits of
evidence that
demonstrate your thesis. Connections are many, and the one you
are
interested in may not be obvious. A successful argument
identifies
relevant bits of evidence and those elements that are indicative, and
connects
these with each other for your reader. Just as math professors
ask you to
show your work, in writing you need to show your reader the course of
your
thinking that led you to your conclusions. Don't assume that your
audience is thinking the same way you are--you have to lead them by the
hand
without being patronizing.