Unit convenor and teaching staff |
Unit convenor and teaching staff
Paul Mason
Greg Downey
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Credit points |
Credit points
10
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Prerequisites |
Prerequisites
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit explores the evolution of our species, what makes humans distinct, and how we have developed the biological, cultural and technological diversity we now see around us. The unit examines new research, highlighting the most recent discoveries and theoretical breakthroughs, encouraging students to learn more about the major debates, key discoveries, and important theories in the study of human evolution. Specifically, the unit provides students with a background in evolutionary theory, genetics, anthropology, paleoarchaeology, and comparative primatology in order to address a number of topics: the development of the human brain; bipedalism; language; families; social life; sexuality; reproduction; hunting; diet; art; stone tools and technology; language; domesticated plants and animals; cities; and the first civilisations. The unit also demonstrates how an evolutionary perspective offers new insights into modern human diversity, including both cultural and biological differences among us. The unit does not require a background in the biological or evolutionary sciences. It provides an excellent foundation for understanding and evaluating important contemporary issues.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Unless a Special Consideration request has been submitted and approved, a 5% penalty (of the total possible mark) will be applied each day a written assessment is not submitted, up until the 7th day (including weekends). After the 7th day, a mark of ‘0’ (zero) will be awarded even if the assessment is submitted. Submission time for all non-timed written assessments (incl essays, reports, posters, portfolios, journals, recordings etc) is set at 11.55pm. A 1-hour grace period is provided to students who experience a technical issue. Late submission of time sensitive tasks (such as tests/exams/quizzes, performance assessments/presentations, scheduled practical assessments/labs etc) will only be addressed by the unit convenor in a Special consideration application. Special Consideration outcome may result in a new question or topic.
Name | Weighting | Hurdle | Due |
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Discussion questions | 10% | No | Weekly throughout semester |
Literature Review | 20% | No | 12/4/2024 |
Weekly online quizzes | 20% | No | Each quiz is available until just before the next lecture |
Argument Outline | 25% | No | 24/5/2024 |
Final online exam | 25% | No | 3/6/2024 |
Assessment Type 1: Participatory task
Indicative Time on Task 2: 6 hours
Due: Weekly throughout semester
Weighting: 10%
Each week, students will be set a series of tasks, including a participatory task depending upon the material for that week.
Assessment Type 1: Literature review
Indicative Time on Task 2: 10 hours
Due: 12/4/2024
Weighting: 20%
The literature review is a library-based assignment that can be conducted online, especially using the Macquarie University Library’s extensive database and journal collection. Students find a recent article in a scientific journal, referred to as the 'target article' (peer reviewed and published in the last five years). They find five additional sources linked to this article, either because they are cited in the target article's References or because they cite the target article (or in the References of one of the articles CITING the target article). Students write short (<200 word descriptions of each articles).
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 6 hours
Due: Each quiz is available until just before the next lecture
Weighting: 20%
Starting in Week 2, students will be expected to take a weekly quiz online based on the unit content. The quiz will close in the following week.
Assessment Type 1: Essay
Indicative Time on Task 2: 12 hours
Due: 24/5/2024
Weighting: 25%
The argument outline consists of an introduction (approximately one page), an outline of evidence and how the argument would be structured (citing the sources), conclusion which discusses the implications, reservations and importance of the argument and a 'references cited' list (only articles cited in the outline). The whole document should be less than four pages.
Assessment Type 1: Quiz/Test
Indicative Time on Task 2: 2 hours
Due: 3/6/2024
Weighting: 25%
The final exam is cumulative and multiple choice, conducted online during the exam period.
1 If you need help with your assignment, please contact:
2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation
Anth1051 is primarily a lecture and tutorial class, with hands-on examination of facsimile human remains and other lab-based activities conducted in tutorials.
Technology used and required:
Students will need to have access to the iLearn section, as handouts, FAQs, video links, and a host of other resources will be available through iLearn. The online discussion sections for Anth 1051 historically have been very active as students help each other to understand key concepts. The unit convenor makes extensive use of online slides, videos, Prezis, and other resources.
Readings
All readings for the unit will be available through the iLearn space for the units. Students will not be able to complete the unit without these materials. Students will also find the weekly review sheets for key concepts and additional information about assessment tasks in each weekly section of iLearn.
Lecture times
Please refer to the university timetable for lecture and tutorial times and locations. Students are strongly encouraged to attend lectures, but if scheduling or unforeseen circumstances are an issue, all lectures are taped through Echo 360, and slide shows (including video links and other materials), available through iLearn. A copy of old slides is provided on iLearn for study purposes with students encouraged to take notes during the lecture either in person or from the recording.
Teaching and Learning Strategy
The course as a whole is designed to convey the excitement, theoretical innovation, and new discoveries emerging in the study of human evolution. A clearer understanding of evolutionary processes allows students to appreciate the role of evolution in shaping humans and other organisms and to better evaluate contemporary arguments that make use of evolutionary theory or research. By the end of the unit, students should have a greater appreciation of the diversity of methods used to study human evolution, some of the most important debates within the field, and the distinctiveness of human beings among animals.
The course provides an excellent foundation for further, more specialized study in anthropology at the 200-level, but it also provides a robust understanding of human evolution that might contribute to students’ continued study of such fields as health, psychology, politics, Aboriginal studies, and a host of other specialties. Although each week focuses roughly on a different time period in human evolution, the issues brought up in each will be extended to contemporary human life.
For example, although the discussion of Technology in Week Eight focuses on the emergence of complex stone tools, especially the contrast between Neandertal material culture and the technology of comparable archaic Homo sapiens, we will also discussing how technological innovation affects the evolutionary development of humans up until the present. By examining how we came to be as a species, our ancestors and nearest relatives, we come to a deeper understanding of human nature itself, including the variation that exists within our species—both biological and cultural.
Evolutionary theory is one of the most powerful explanatory mechanisms for understanding all life, but it is also prone to being abused; the thorough background provided in this unit may lead students to be more sceptical around certain types of evolutionary arguments without repudiating evolutionary theory itself. In addition, this unit on evolution and diversity provides a foundation for thinking about the relationship of culture to biology, of nature to nurture, and of psychology to social life.
The questions posed by the origins of humanity are too big and difficult to solve with only half the evidence at our disposal, so we will become better practiced at understanding human holistically, one of the most important characteristics of anthropology. Students will do best if they realise that, to some degree, many of the key issues in the evolutionary history of our species and in the nature of our species' diversity are still subject to debate, although anthropologists and other scientists may agree on the broader outlines.
Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
The Writing Centre provides resources to develop your English language proficiency, academic writing, and communication skills.
The Library provides online and face to face support to help you find and use relevant information resources.
Macquarie University offers a range of Student Support Services including:
Got a question? Ask us via the Service Connect Portal, or contact Service Connect.
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Unit information based on version 2024.02 of the Handbook