Results for ARCHLGY

This course is a general introduction to archaeology and world prehistory, with additional emphases on the logics, practices, methods and contemporary relevance of archaeological knowledge production. Topics will range from the earliest Homo sapiens to critical considerations of the archaeology of more contemporary contexts and the politics of the past and ancient environments - recognizing that the "past" is not just about the past.

Overview of the archaeology of Greece from the earliest times to today, with a focus on the first millennium BCE. Covers topics from farming and fighting to technology and art, asking why the material cultures created in Greece's archaic, classical, and Hellenistic periods have had a profound impact on the rest of the world.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in museum curation. Curatorial interns conduct focused object research in preparation for upcoming exhibitions to go on view at the Stanford Archaeology Center.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in museum collections management. Collections management interns learn how to care for museum collections, including re-housing, storage, cataloging, and managing the movement and inventory of collections.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in archival processing. Archival interns analyze, organize, describe, and digitize historic and current museum records, photographs, and related documents.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in provenance research. Provenance research interns look into early collectors and research when, where, and how objects in the collections were acquired.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in community outreach and museum education. Public outreach interns extend the Archaeology Collection's impact beyond campus by drafting social media posts and contributing to K-12 engagement and other community outreach initiatives.

Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.

Indigenous Ecological Knowledge refers to the Indigenous knowledge related to human beliefs, practices and experiences embedded in specific locations. There are multiple versions of such knowledge based on the unique relationships of individual communities with a focus on California Native Communities (Specifically the Muwekma Ohlone tribe). We will explore environmental justice movements, sacred lands and medicines, climate change adaptation, resiliency, the effects of colonization on Indigenous food systems and ecological restoration. We will examine the ways in which Native Peoples responded and adapted to settler colonialism, dispossession, cultural genocide, and the rise of the "Ranchosphere" in California. We will foreground the voices of Indigenous scholars and scientists. This course will allow students interested in working with the Muwekma Ohlone Tribe to engage in Community Based Participatory Research (CBPR) through (CEL) Community Engaged Learning. This CARDINAL COURSE draws from the knowledge and support provided by The HAAS Center. NOTE: Native Am 112 can be taken for up to 3 units and is not repeatable. Native Am 12 is a repeatable project-based lab that can be taken for 1-2 units. No more than 5 units of Native Am 12/112 can be counted toward the NAS major.

This course explores many aspects of food in human history from an archaeological perspective. We will discuss how the origins of agriculture helped to transform human society; how food and feasting played a prominent role in the emergence of social hierarchies and the development of civilization; and how various foodways influenced particular cultures. We will also conduct experimental studies to understand how certain methods of food procurement, preparation, and consumption can be recovered archaeologically.

This capstone seminar aims to provide an opportunity for students to experience and participate in research projects that bring together various aspects of the archaeology courses taken during the student's time at Stanford. The research projects will be tailored to the individual student's specific interests and will involve individualized and independent research. In some cases, the projects will grow out of honors theses, or out of fieldwork or internships undertaken. The faculty teacher will individually supervise the projects which will be designed to incorporate theory, method as well as particular information from particular regions and time periods. The projects will involve independent problem-solving and writing up of the results.

This course considers key themes in the historical archaeology of Latin America with an emphasis on the archaeology of Spanish and Portuguese colonialism in the region. The course examines key themes in in archaeology of the region, including urbanization, the consolidation of haciendas and plantations, the emergence of early capitalist industries, and the emergence of different classes within colonial society. Along the way, it considers whether and how the historical archaeology of Latin America might differ from historical archaeology in other world regions.

Connections among science, technology, society and culture by examining the design of a prehistoric hand axe, Egyptian pyramid, ancient Greek perfume jar, medieval castle, Wedgewood teapot, Edison's electric light bulb, computer mouse, Sony Walkman, supersonic aircraft, and BMW Mini. Interdisciplinary perspectives include archaeology, cultural anthropology, science studies, history and sociology of technology, cognitive science, and evolutionary psychology.

This class is intended to familiarize students with the material culture and experiences of ancient frontiers and borderlands. Among the questions that students will consider are: to what extent are frontiers real or abstract barriers? Who and what determines where and why borders are established? How do people cross them? Who can cross them? And how does material culture mediate, contribute to, and become entangled, in these processes and doings? To explore these questions, the class's main case study will be the frontiers and borderlands of the Roman Empire. Rather than simply being a historical overview, however, we will examine the archaeological evidence of Rome's periphery (the limes) through weekly thematic lenses. These themes include conceptions of boundaries, gender, violence, the role of military and police forces, transborder communities, connectivity, movement, and landscapes. While ancient Rome's frontiers are the main setting, this course also incorporates applicable readings from different spatial and temporal contexts, as well as pertinent theoretical approaches. This is to connect the patterns seen on the Empire's edge with other human experiences, draw attention to ancient Rome's influential conceptualization of borders, and, finally, to provide additional comparative evidence and interpretive frameworks.

This course will introduce students to the theories and methods that archaeologists use to study ceramic objects. Ceramic materials are ubiquitous at most archaeological sites, making their analysis critical for interpreting the past. This course applies an anthropological lens to consider not just the ceramics themselves, but the people for whom these objects were critical in daily life. As such, we will examine theory alongside method, so that students learn how these areas inform each other and what information can be gleaned through specific research questions and techniques. We will dedicate one day a week to discussing theory, while the other day will focus on methodological applications through hands-on labs. Students will be introduced to the physio-chemical methods for ceramic analysis (e.g., ICP-MS, petrography), with an emphasis on paste analysis using digital and polarized light microscopy. We will also consider the ethics of analysis¿for instance, we will weigh the merit of destructive techniques against knowledge gained and conservation concerns. This class is appropriate for anthropology, archaeology, classics, art history, and history majors, or anyone with an interest in material culture analysis.

This is a discussion-based seminar focused on archaeological theory as it has evolved since the 1970s. Together we will select symptomatic readings and subject them to commentary and critique. We will map a field of basic concepts for archaeology that will include things, making, presence, history, agency, power, society, culture, place, economy, status, cognition, affect, memory, experience, (im)materiality, and more. Throughout we will be interested in relationships of concepts to methodology, disciplinary pragmatics and politics. The purpose is NOT to compile a list of theories that have been claimed to feature in the recent history of the discipline (processual, post-processual, behavioral, cognitive, new materialist, symmetrical, post-humanist, techno-scientific, whatever). Seminar lead MS has been at the forefront of every shift in archaeological thought since the 80s - as proponent, critic, and practitioner. For the last decade he has presented an annual seminar at Stanford on cutting-edge thought in archaeology, and here he is taking the opportunity to review the overall state of the discipline and related fields, to assess archaeology's fitness to address matters of common and pressing contemporary concern. Seminar members should be prepared for a roller-coaster of challenging conversation that will embrace our different standpoints and interests.

Introduces processes of cultural evolution from the Paleolithic to the Three Dynasties in China. By examining archaeological remains, ancient inscriptions, and traditional texts, four major topics will be discussed: origins of modern humans, beginnings of agriculture, development of social stratification, and emergence of states and urbanism.

This course explores many aspects of food in human history from an archaeological perspective. We will discuss how the origins of agriculture helped to transform human society; how food and feasting played a prominent role in the emergence of social hierarchies and the development of civilization; and how various foodways influenced particular cultures. We will also conduct experimental studies to understand how certain methods of food procurement, preparation, and consumption can be recovered archaeologically.

This course considers key themes in the historical archaeology of Latin America with an emphasis on the archaeology of Spanish and Portuguese colonialism in the region. The course examines key themes in in archaeology of the region, including urbanization, the consolidation of haciendas and plantations, the emergence of early capitalist industries, and the emergence of different classes within colonial society. Along the way, it considers whether and how the historical archaeology of Latin America might differ from historical archaeology in other world regions.

This class is intended to familiarize students with the material culture and experiences of ancient frontiers and borderlands. Among the questions that students will consider are: to what extent are frontiers real or abstract barriers? Who and what determines where and why borders are established? How do people cross them? Who can cross them? And how does material culture mediate, contribute to, and become entangled, in these processes and doings? To explore these questions, the class's main case study will be the frontiers and borderlands of the Roman Empire. Rather than simply being a historical overview, however, we will examine the archaeological evidence of Rome's periphery (the limes) through weekly thematic lenses. These themes include conceptions of boundaries, gender, violence, the role of military and police forces, transborder communities, connectivity, movement, and landscapes. While ancient Rome's frontiers are the main setting, this course also incorporates applicable readings from different spatial and temporal contexts, as well as pertinent theoretical approaches. This is to connect the patterns seen on the Empire's edge with other human experiences, draw attention to ancient Rome's influential conceptualization of borders, and, finally, to provide additional comparative evidence and interpretive frameworks.

This course will introduce students to the theories and methods that archaeologists use to study ceramic objects. Ceramic materials are ubiquitous at most archaeological sites, making their analysis critical for interpreting the past. This course applies an anthropological lens to consider not just the ceramics themselves, but the people for whom these objects were critical in daily life. As such, we will examine theory alongside method, so that students learn how these areas inform each other and what information can be gleaned through specific research questions and techniques. We will dedicate one day a week to discussing theory, while the other day will focus on methodological applications through hands-on labs. Students will be introduced to the physio-chemical methods for ceramic analysis (e.g., ICP-MS, petrography), with an emphasis on paste analysis using digital and polarized light microscopy. We will also consider the ethics of analysis¿for instance, we will weigh the merit of destructive techniques against knowledge gained and conservation concerns. This class is appropriate for anthropology, archaeology, classics, art history, and history majors, or anyone with an interest in material culture analysis.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in museum curation. Curatorial interns conduct focused object research in preparation for upcoming exhibitions to go on view at the Stanford Archaeology Center.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in museum collections management. Collections management interns learn how to care for museum collections, including re-housing, storage, cataloging, and managing the movement and inventory of collections.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in archival processing. Archival interns analyze, organize, describe, and digitize historic and current museum records, photographs, and related documents.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in provenance research. Provenance research interns look into early collectors and research when, where, and how objects in the collections were acquired.

Opportunity for students to pursue an internship at the Stanford University Archaeology Collections (SUAC) and receive training and experience in community outreach and museum education. Public outreach interns extend the Archaeology Collection's impact beyond campus by drafting social media posts and contributing to K-12 engagement and other community outreach initiatives.

Independent Study/Research