ࡱ> pro'` 5bjbj .~-HHHHHHH\x l\t8 !! !8888888.:h<8H},!!},},8HH .8000},H H 80},800:5,HHu6 mi;4.6 8D80t8#6R.=a/.=u6u6b.=H6@!NG%\0')!!!88y0!!!t8},},},},\\\ \\\ \\\HHHHHH ANTH2501 Principles of Archaeology M. 3:00- 5:20 PM Rhode Island Hall 008 Prof. Stephen D. Houston Office hours: T Th 3:30-5:00 Dept. of Anthropology Tel: 401-270-6195 (until 9:00 pm) Office: Metcalf Anthro lab, 3rd floor Archaeology is the means by which we relate material things to human behavior, to the concepts underlying it, and to their changes over time. It can, but does not always, involve digging: the more accurate focus is on examining the means which the material world can be coaxed to answer a wide variety of questions, thoughtfully posed, about the shifting circumstances of human existence, whether in relation to social, physical, mental conditions of the past and present. All data and approaches are potentially relevant to those questions, from texts of any sort to images, analogy from comparable settings, philosophy, and ecological reconstruction. There is little that archaeology does not use in pursuit of answers: it is wondrously eclectic, as varied as the peoples we study through the things they made and left behind. This seminar consists of a set of weekly guided discussions, with heavy input from students, into the history, nature, and promise of archaeology from an anthropological vantage. It takes places at both a promising and difficult time in the discipline, of uneasy relation to its host field, anthropology, of increasing communication, even blurring with other disciplines, and of some disconnection from current concerns in anthropology as a whole. Most students in the seminar will not be archaeologists, but, rather, those embarking on careers in social, cultural, medical or applied anthropology. The mundane target is to prepare participants for a comprehensive examination to be given by the department at the end of this semester. This is a matter of credentialing, of shaping students into professionals. These days, few of you will be called to teach the subject, outside of those in a small department. But you may have archaeological colleagues whose subject you should understand out of collegial interest and because they may contribute to your research. To use archaeological evidence at all compels an understanding of its circumstances of recovery. More important is the broader challenge, of asking, perhaps answering, the bald questions, is archaeology pertinent to me, and, if so, how? Some archaeologists feel the correct path to scholarly relevance, especially within anthropology departments, is to undertake a presentist perspective, firmly fixed on how people use or think about the past, of how we, as present-day specialists, bring our own set of assumptions to the interpretation and presentation of results. Others, in partial reaction to the self-reflexive disposition of presentism, view archaeology as properly poised in a scientific, even Darwinian orientation. Yet others wish to look at meaning or intention in the past, the tissues of understanding that correspond to Geertzian notions of culture. Careful practice undergirds the field and, beyond that, a positivism that makes claims for the progression of knowledge. Yet, outside such shared technique and sense of craft is a diversity of intent and viewpoint that brings vigor to the field along with an increasing disagreement about what archaeologists should do and why. By the end of the semester, students should grasp the following: Archaeology involves numerous techniques and practices of a practical sort. What are the methods of archaeology, which are appropriate for which questions, under what circumstances? Archaeology is famously destructive, often killing its informants through removal of context. What are the ethical obligations of the field, the mindful way of doing archaeology as a professional steward of the past? People have dug up old things for a long time, and thought about what they mean. What is the intellectual history of archaeology, its relation to broader trends, academic, political or social? People of many constituencies care about what archaeologists find. Who cares about the past, and why? How do, should, these concerned people influence interpretation and the field investigation behind it? Archaeology operates within certain models of human behavior and of why societies change. How do scholars go from a deposit or set of patterned artifacts, a pattern of buildings, to an elucidation of behaviors that led to such patterns? The material world is inescapable to anthropologists. What can the study of things contribute to social and cultural anthropology? How are studies of material culture relatable to ethnoarchaeology, the teasing of connection between things and people? The material world and the landscapes occupied by humans have a variety of meanings attached to them. Can we effectively extract ancient meaning or imputation, or collective memories linked to them? Some believe that historical texts alter interpretation by a magnitude. What is prehistory, and how does it differ from settings viewed through the prism of texts? Much archaeology is concerned within a colonial and colonialist world. How do such complex processes operate, and how do they influence archaeology today? Modus Operandi The assumption is that you do not, at this stage, need to be guided page-by-page through the readings. But books will be brought up during the course of the seminar, and their contents discussed. I) There will be no term papers but, rather, short position papers that distill the arc of a single, important archaeologists mind (not career) or a particular conceptual approach or a particular body of work. For each student, there will be about four such sessions in each seminar. The student will select a relevant article, which will be scanned and placed on web at least a week before the class. The presentations should be given in fluid, unread manner, with suitable illustrative materials and bibliography. Expect frequent interruptions! This is not intended to be a monologue but a prompt for questions from me or other students. The resulting essays will be about 5 pp. in length, double-spaced, to be submitted after the session for review and comment by the instructor. II) A second, continuing theme will be one presentation per week on a technique or method, to be reviewed critically by one student. Again, c. 5 pp. in length, double-spaced, to be submitted after the session for review and comment by the instructor. Grading The course is designed with a very specific goal for students to achieve a High Pass or Pass in the comprehensive exam to be given at the end of the semester. Those not in this category will need to do short essays and sit a final exam. I estimate (depending on class size and how many students can be accommodated) a sum of: c. 4 presentations each But: those who are not 1st year graduate students in Anthropology will avoid the exam. Yet justice awaits they will prepare a term-paper option, in addition to the short position papers. Textbooks Alcock, Susan E. 2002. Archaeologies of the Greek Past: Landscape, Monuments, and Memories. Cambridge: Cambridge U Press. ISBN 0-521-89000-4 -- a brilliant study of the connection between memory and memorials. (Brown- professor) Bahn, Paul, and Colin Renfrew 2004. Archaeology: Theories, Methods, and Practice. 5th ed. London: Thames and Hudson. ISBN 0-500-28713-2 -- the basic text on archaeology; detailed and diverse Gosden, Chris 2004 Prehistory: A Very Short Introduction. Oxford: Oxford U Press. ISBN: 0192803433 -- a very short discussion of prehistory as a distinct sub-field 2004 Archaeology and Colonialism: Cultural Contact from 5000 BC to the Present. Cambridge: Cambridge U Press. ISBN 0-521-78795-5 -- a distinctive take on one archaeology offers for studies of global, colonialized interaction Joyce, Rosemary 2009 Ancient Bodies, Ancient Lives: Sex, Gender, and Archaeology. London: Thames and Hudson. ISBN 0-500-28727-9 -- a recent work on gender and archaeology Rathje, William, and Cullen Murphy 2001 Rubbish: The Archaeology of Garbage Tucson: University of Arizona Press. ISBN 0-816-52143-3 -- how material culture matters, in the form of human residue, its management and meanings Shennan, S. J. 2002. Genes, Memes, and Human History. New York: Thames and Hudson. ISBN 0-5000-5118-6 -- a well-written discussion of Darwinian approaches to archaeology Trigger, Bruce. 2006 A History of Archaeological Thought. 2nd ed. Cambridge: Cambridge U Press. ISBN 0-521-60049 -- the basic intellectual history of archaeology; a thorough (though not thrilling) read Woodward, Ian 2007 Understanding Material Culture. London: Sage. ISBN 0-761-94226-2 -- an introduction to the relationship between objects and people and ways of studying them in tandem Schedule 1. History and Methods Sept. 14 (M) - Introduction Reading: Gosden, Prehistory Sept. 21 (M) - History, Part 1 Reading: Trigger, 1-313; Renfrew and Bahn, 21-50 Assignments: V. G. Childe, J. G. D. Clark, L. Binford, G. Willey Method or Approach: Harris Matrix and stratigraphy Sept. 28 (M) - History, Part 2 Reading: Trigger, 314-548 Assignments: Richard Bradley, I. Hodder, T. Ingold Concrete Example: Self-presentation in archaeology Oct. 5 (M) - Survey, digging, dating Reading: Renfrew and Bahn, 51-174 Assignments: Tree-rings, AMS C-14, obsidian hydration Concrete Example: Remote sensing in the Near-East or Angkor Oct. 12 (M) - Environment, Subsistence, Diet, Exchange Reading: Renfrew and Bahn, 231-316, 357-390 Assignments: exotics and value; neutron activation analysis, Paleolithic DNA Concrete Example: Isotopes and Maya Oct. 19 (M) - Landscape archaeology: order, cosmology, memory Reading: Alcock, all, Renfrew and Bahn, 391-428 Assignments: Wheatley and Islamic cities; Basso and memory; totalitarian architecture; Imperial road systems Concrete example: Neolithic landscapes in Great Britain Oct. 26 (M) - Material Culture Studies, I Reading: Woodward, all Assignments: Appadurais impact, the UCL school, Dietler and drink Concrete example: spolia, past, present Nov. 2 (M) - Material Culture Studies, II Reading: Rathje and Cullen, all Assignments: students should select an object and report from a Material Cultural Vantage Concrete example: Bruno Latour and Iconoclash Nov. 9 (M) - Analogy and Ethnoarchaeology Reading: Renfrew and Bahn, 317-356 Assignments: Gould on Ethnoarchaeology, Linda Brown and Maya Ceremonialism, Luo pottery Concrete example: Upper Paleolithic France and the chane opratoire III. Theories and Attitudes Nov. 16 (M) - Darwinian approaches (will need to reschedule because of conference) Reading: Shennan, all Assignments: Mithen and singing neanderthals, genetic history, Concrete example: Grandmother theory in Utah Nov. 23 (M) - Social Archaeology and Colonialism Reading: Gosden, Colonialism, pp.1-81; Joyce, all Assignments: life-story approaches, diasporic Archaeology, visual culture and representation as archaeological mode Concrete example: Fertility figurines and mother goddesses Nov. 30 (M) - Nationalisms, ownership, identity Reading: Gosden, Colonialism, pp. 82-159 Assignments: Watkins and ambivalences, Nazi archaeology, South African archaeology in post-Apartheid setting Concrete example: Nadia Abu el-Haj Dec. 7 (M) - Research question, research program   #$%5JKLMdehuwǶyky`yUyJhd)OJQJ\^JhyUOJQJ\^Jh'OJQJ\^Jheh@ OJQJ\^Jh{h@ OJQJ\^J&hh76CJOJQJ\^JaJhhCJOJQJaJh:QCJOJQJaJ h@ 6CJ OJQJ\^JaJ &h@ h@ 6CJ OJQJ\^JaJ h@ OJQJ\^Jh-OJQJ\^JhhOJQJ\^J $KL0 1 67~57 & F gd;: ^gd;: & F gdT gd@ $ a$gd@ $ a$gd75  , 9 F d % ( ^ b | - . 9 E T [ b ] ^ (OW`erv):CGOh;:OJQJ\^JhOJQJ\^Jh|vOJQJ\^Jh]hOJQJ\^JhTOJQJ\^JhHOJQJ\^Jh6\OJQJ\^Jh:QOJQJ\^Jh{h@ OJQJ\^Jhd)OJQJ\^Jhd)hd)H*OJQJ\^J2Oktu$%+ln ^!"dek!(5=>bios~457z޽ȲޗhT6OJQJ\^JhThT6OJQJ\^Jh-OJQJ\^JhfOJQJ\^Jh]hOJQJ\^JhOJQJ\^Jh|vOJQJ\^JhTOJQJ\^JhHOJQJ\^Jh;:OJQJ\^J4lm gd@  gd*a gdW gd( gd^d & F gdT ^gd;: & F gd;: gd-Cefh"mw²štdTDDh^dh^d6OJQJ\^Jh|vh|v6OJQJ\^Jh|vh;:6OJQJ\^Jh;:h|v6OJQJ\^Jh;:OJQJ\^Jh^dOJQJ\^Jh|vOJQJ\^JhT6OJQJ\^JhThT6OJQJ\^JhTOJQJ\^Jh(OJQJ\^Jh-OJQJ\^Jh(6OJQJ\^Jh-h-6OJQJ\^J"jkl8:[{ncSF6F6h*ah*a6OJQJ\^Jh*a6OJQJ\^Jh*ahW6OJQJ\^JhWOJQJ\^JhW6OJQJ\^JhT6OJQJ\^JhfhT6OJQJ\^JhfOJQJ\^Jhf6OJQJ\^Jhfhf6OJQJ\^Jh(OJQJ\^Jh(h(6OJQJ\^Jh-OJQJ\^Jh^dOJQJ\^Jh^dh|vOJQJ\^J[Pmoøxj_xxTxTxTxC!h5;hT56OJQJ\^Jhm.OJQJ\^Jh]hOJQJ\^JhThTOJQJ\^JhTOJQJ\^JhT6OJQJ\^JhH6OJQJ\^JhThT6OJQJ\^Jh5;OJQJ\^JhyIOJQJ\^JhHOJQJ\^JhTOJQJ\^Jh|vOJQJ\^Jhfh*a6OJQJ\^Jh*aOJQJ\^J !!!!&#'#####$o$$$$%Y%m%%%%gd8gd/ 1$7$8$H$gd39 gd@  = C 8!9!@!C!H!!!!!!!!!!####㽭shXHhm.h%f5OJQJ\^Jhm.hm.5OJQJ\^Jhm.OJQJ\^Jh*a6OJQJ\^Jh6\6OJQJ\^Jh*ah6\6OJQJ\^Jh*ah]h6OJQJ\^Jh*ahT6OJQJ\^Jh*ah*a6OJQJ\^Jh]hOJQJ\^JhTOJQJ\^Jh*aOJQJ\^J!h5;h*a56OJQJ\^J#%#'#*#@#B#i###########P$Q$o$p$$$$%2%4%5%O%P%Y%Z%g%ɹɮɮ堕xmfbfbfb^fVfRfbfbfh5;h/h/6hyh/ h/h/h39h39B*phh{c{6OJQJ\^JhTh{c{6OJQJ\^Jh6\OJQJ\^Jh*ah*aOJQJ\^Jhm.OJQJ\^JhyIhyIH*OJQJ\^JhyIOJQJ\^J!hm.hyI56OJQJ\^Jh*aOJQJ\^Jh%fh%f5OJQJ\^J g%m%p%%%%%%%%%%% &&O&P&T&V&&&&&&&5'6'L'''''''''''''''' (((0(2(3(ɿ|| h|t6 h|th`[ h|th|th|th|th`[6h`[h39B*phh39h39B*phh39h396B*phh396B*phh!fh39B*phh39h/h/0Jh/h/6 h/h/hgh/h8h5;0%% &O&P&&6'7'G''''(l(((()2)v)x))))F*G*U*gd`[ 1$7$8$H$gd39gd39gd/3(Y(](^(_(`(c(d(i(j(k(l(((((())1)2)u)v)))))))))))))*(***>*?*D*E*F*T*U*Y*x******+ÿϴϴ֘ꉅh\h|th|t5 h|th`[h|th`[6h7h39hTh|th|tH*h5; h/hyhyh/h/h/6 h/h/h`[h/B*phh|tB*phh|th|tB*ph h|th|th|t4U**++ ++%+&+B+c+d+e+f+g++% /p@ P !$`'`^``gd@ $ /p@ P !$`'a$gd@  /p@ P !$`'gd@  gd@ gd`[dhgd|t+++ + ++&+,+.+0+1+5+A+B+T+b+c+d+g+m+o+q+r+t+u+++Ǽwl^SwCh}9]h@ 5OJQJ\^Jhm.OJQJ\^Jh{hTOJQJ\^JhgOJQJ\^JhTOJQJ\^Jh@ OJQJ\^JhOJQJ\^Jh%"OJQJ\^Jh\OJQJ\^Jh{h@ OJQJ\^JhlOJQJ\^Jh{c{OJQJ\^JhThy6OJQJ\^Jhy6OJQJ\^Jh/6OJQJ\^Jh`[++++++++++++++++++,0,1,7,9,;,<,@,P,S,[,\,e,h,i,l,m,o,吶zoڶdh SOJQJ\^Jh%"OJQJ\^Jh\OJQJ\^JhyIOJQJ\^Jh g.OJQJ\^Jh~OJQJ\^JhlhT6OJQJ\^Jh@ OJQJ\^Jh{h@ OJQJ\^JhOJQJ\^Jh9KOJQJ\^JhTOJQJ\^Jhlh@ 6OJQJ\^J#+++0,1,Q,m,,,,{ /p@ P !$`'gd S /p@ P !$`'gd@ ! /p@ P !$`'^gdT% /p@ P !$`'^`gd@ o,p,z,},,,,,,,,,,,,,,,,,,,,--տմթ՜ՑxmbWbGbh_^h@ 5OJQJ\^Jh%"OJQJ\^Jh@ OJQJ\^Jh\OJQJ\^Jh{hTOJQJ\^JhifOJQJ\^JhiOJQJ\^Jhl6OJQJ\^Jh SOJQJ\^JhtOJQJ\^Jh~OJQJ\^JhOJQJ\^JhTOJQJ\^JhlhT6OJQJ\^Jhlh S6OJQJ\^J,-(-b----.D.V..uuuW /p@ P !$`'gdE! /p@ P !$`'`gd@  /p@ P !$`'gd@ $ ,p@ P !$`'p^p`gdl% /p@ P !$`'^`gd@ - - ---#-$-(-*-+-6-8-9-:-D-E-a-d-t-v----------տʞ~seeZOeh\OJQJ\^JhOJQJ\^Jh{h@ OJQJ\^JhyIOJQJ\^Jhlhl6OJQJ\^JhlhT6OJQJ\^JhlOJQJ\^JhTOJQJ\^Jh@ OJQJ\^JhgOJQJ\^Jh~OJQJ\^Jh SOJQJ\^Jhlh S6OJQJ\^Jhlh@ 6OJQJ\^J--------.....(.../.0.C.E.T.U.V.h.k.t.}.~......²ЧЗЌЁЁtЌi[Ph\OJQJ\^Jh{hEOJQJ\^JhifOJQJ\^Jhl6OJQJ\^JhtOJQJ\^JhEOJQJ\^Jhlhl6OJQJ\^Jh~OJQJ\^Jhlh@ 6OJQJ\^Jhlh@ OJQJ\^JhlOJQJ\^Jh{h@ OJQJ\^Jh@ OJQJ\^Jh%"OJQJ\^J....c////qK% /p@ P !$`'`^``gd@ % /p@ P !$`'`^``gdi$ ,p@ P !$`'^`gdi% /p@ P !$`'^`gdi /p@ P !$`'gdE......./3/M/b/c/e/u/////////////////'0)090;0ͽͽͲͽ͎xhxͽ[h"}`6OJQJ\^JhcU6hi5OJQJ\^JhpOJQJ\^Jh\OJQJ\^JhlOJQJ\^JhJrhiOJQJ\^JhyIOJQJ\^Jh"}`OJQJ\^JhJrhi6OJQJ\^JhiOJQJ\^Jh{hiOJQJ\^Jh{h@ OJQJ\^Jh%"OJQJ\^J!//'0S0T0000 1<1>1ggggg% /p@ P !$`'`^``gd"}`% /p@ P !$`'`^``gd@ % /p@ P !$`'`^``gdi% /p@ P !$`'^`gdi ;0A0Q0R0T0`0~0000000001 1<1E1F1G1I1j1r11111112%2̖}}oo__R_hyI6OJQJ\^JhJrhp6OJQJ\^Jh{hpOJQJ\^JhyIOJQJ\^JhphpOJQJ\^Jhp6OJQJ\^Jhphp6OJQJ\^Jh{h@ OJQJ\^JhpOJQJ\^Jh"}`OJQJ\^Jh{hiOJQJ\^JhiOJQJ\^Jh)>hi6OJQJ\^J>1h11118292:2;2kkk% /p@ P !$`'^`gd@ % /p@ P !$`'^`gd@ ! /p@ P !$`'^gdp% /p@ P !$`'`^``gdp%2'2)262728292;2H2V2W2Y2^2`2b2c2g2{22222222{k[PChJr6OJQJ\^JhgOJQJ\^Jhlh@ 6OJQJ\^Jh&Eh@ 5OJQJ\^Jh%"OJQJ\^Jh\OJQJ\^Jh@ OJQJ\^Jh{h@ OJQJ\^Jh4LOJQJ\^JhyIOJQJ\^JhlOJQJ\^Jhl5OJQJ\^JhpOJQJ\^Jhp6OJQJ\^Jh)>hp6OJQJ\^J;2W2Y22235363k3eeeeG /p@ P !$`'gd)>($ /p@ P !$`'^`a$gd@ ($ /p@ P !$`'`^``a$gd@ ! /p@ P !$`'`gd@ % /p@ P !$`'^`gdl2222233333435363;3=3?3@3D3X3j3k3m3t3v3پvk`P@hJrh@ 6OJQJ\^Jhh@ 5OJQJ\^JhgOJQJ\^JhyUOJQJ\^Jh\OJQJ\^Jh{hyIOJQJ\^Jh@ OJQJ\^Jh{h@ OJQJ\^JhyIOJQJ\^JhlOJQJ\^JhJrhl6OJQJ\^Jh)>OJQJ\^JhJrOJQJ\^JhJr6OJQJ\^JhJrhJrOJQJ\^Jv3w333333333444!42444_4a4h4j4l4m4o4p444Ƚ޲ޥӊti^PhAhlOJQJ\^Jh<OJQJ\^JhyUOJQJ\^Jh\OJQJ\^JhlOJQJ\^Jh1OJQJ\^JhJrhJr6OJQJ\^JhyI6OJQJ\^JhOJQJ\^Jh WOJQJ\^JhPJOJQJ\^JhJrOJQJ\^JhyIOJQJ\^JhgOJQJ\^Jh4LOJQJ\^Jk3334b4c444475a5b555% /p@ P !$`'`^``gd@  /p@ P !$`'gd}# /p@ P !$`'gdl /p@ P !$`'gd)> 44444444657595L5^5b5g5h5i5j5k5l5555źӬӺti^iPiPPBhlh}#OJQJ\^JhAh}#OJQJ\^Jh\OJQJ\^Jh}#OJQJ\^J#hlh@ OJQJ\^JmH sH #hifhlOJQJ\^JmH sH &hifhl6OJQJ\^JmH sH hPJhlOJQJ\^JhlOJQJ\^JhShlOJQJ\^JhJrhl6OJQJ\^Jhl5OJQJ\^JhAhl5OJQJ\^J55555hlhJrOJQJ\^Jhlh@ OJQJ\^Jhlh/OJQJ\^Jhlh}#OJQJ\]^J5555 /p@ P !$`'gd@ ,1h/ =!"#$% L@L @ Normal1$7$8$H$CJ_HaJmH sH tH DA@D Default Paragraph FontRiR  Table Normal4 l4a (k(No List*W@* /Strong5\4U@4 :Q Hyperlink >*ph4O4 :Qfieldlabeltext-~ $KL016 7 ~  57lm&'oYm OP67G l !2!v!x!!!!F"G"U""## ##%#&#B#c#d#e#f#g####0$1$Q$m$$$$%(%b%%%%&D&V&&&&&c''''''(S(T(((( )<)>)h))))8*9*:*;*W*Y***+5+6+k+++,b,c,,,,7-a-b------000000000000000000 00 00 00 00 00 00 00 00 000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000000@000000@0000000000@0000000000000000000000000000000KP67G !!F"G"U"#&&&c'''''(S(T(((>)h)))),,7---Z00<{00|{00{00K00h0000K000 0 ,TK00h0 00 0 0 0 0 0 0 0 0 00 0 0 0 [W0 00 000 00Z0 000 |U0000Z0 000 @߅0000X0 0Z0 00 0!0 0 0"0 0 0 0 00 0 0!00 0 Z0 0 Z0 0Z0 00 00O[#g%3(++o,--.;0%22v3455!"#%&')+,.013579:<=%U*+,./>1;2k355 $(*-/2468;>58@0(  B S  ? OLE_LINK1#---<xyz{6|}t~|7\\<:;9t=d4D56D^T#D!\:e$h D| D4LF,; ID4^  fK| |$\SC4$D55Q\\<PP3 ; ; I !!!!!z"z"D#D###S$S$$%%%%%''''((j)j)**/+/+m+m+,,-      !"#$%&'()*+,-./0123456789:;AAZeeBVV9 E P P !!!!!!""K#K###Z$Z$$ % %%%%''''((q)q)**3+3+t+t+,,-  !"#$%&'()*+,-./0123456789:;B*urn:schemas-microsoft-com:office:smarttagscountry-region9<*urn:schemas-microsoft-com:office:smarttagsplace=9*urn:schemas-microsoft-com:office:smarttags PlaceName=8*urn:schemas-microsoft-com:office:smarttags PlaceType87*urn:schemas-microsoft-com:office:smarttagsCity9;*urn:schemas-microsoft-com:office:smarttagsState  <;<9877<77<77<7<77<778<9;7<7<77<<7<7<7<<7<<7<<7<77<7<;<<77<y{  Vf( N#T######$/$$$$$%%%%&&&&''((;(A(((#)))/)9)W)g)))))))%*+*,*6*******w+}+++,,9-\--psPao r 5!6!!!U"y""" ((**%+++++9-`--3333333333333333 57hop4<Y k !1!!!##&#D#g##1$S$$%''T((((()))--Aa*N"J}܊<^`o( ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`OJPJQJ^Jo(hHn^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHJ}Aa*Dl         LS        p8 *a7 H+%3Pa7@QU%3P@QUk eJI/~irTPJi:CgAr"}#d) g.395;)>E9K Sn UyU W6\"}`*a^d%fifJr|t|v{c{p1H\y7(4L'-<#<7m.t!f%"8f:QW;yI`[WT;:@ '-llT]h@-P@UnknownGz Times New Roman5Symbol3& z ArialOz Times New Roman CYR7Georgia;Wingdings?5 z Courier New"qhmmتȆ&R&R!24d-- 2QHX)?@ 2Principles of ArchaeologyStephen HoustonStephen Houstor  Oh+'0 (4 T ` l xPrinciples of ArchaeologyStephen HoustonNormalStephen Houstor3Microsoft Office Word@F#@(@#4@#4&՜.+,0 hp  Brown UniversityR-' Principles of Archaeology Title  !"#$%&'()*+,-./0123456789:;<=>?ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^`abcdefhijklmnqRoot Entry Fk;4s1Table@B=WordDocument.~SummaryInformation(_DocumentSummaryInformation8gCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q