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Final
Examination
The final
examination in this course is optional. That means that you can
take it or not, as you see fit. If you do not take the final, you will
get the grade you have up to that point (i.e., a calculation from your
other grades, not counting the final examination one way or another). We
will try to give you an estimate of your grade after all other
assignments are turned in, no later than March 7. If you turn in
the final examination, it will count one way or another (i.e., the grade
on the final can hurt your average as well as help it).
For the final
examination, you will answer the questions given below, making sure to
follow the directions as they are shown. You can turn in the final any
time up to 12.00 noon on Friday, March 9. You can turn in the exam in
class or drop it off in my office, 365 Dulles Hall. Do NOT turn
the examination in at the Department office, please. Graduating seniors
must turn in the examination by 5:00PM, Tuesday, March 6.
You can use
your notes, readings, and assigned Internet resources.
You are expected to make use of all that material (i.e.,
everything assigned on the Internet version of the syllabus plus the
“lectures” that are part of the class website), but you don’t need
to bring in any additional information.
You should plan
to write as much in this examination as you normally would in a regular
2-hour exam. Thus, you can probably answer Part A in 1-2 pages,
single-spaced, while your essays will probably require 2-3 pages
(double-spaced) each.
Part A.
Short Answers. (40 points). Answer
all of the following with a few words or a few sentences, as
appropriate. Make sure that
you make your answer clear and that you answer the question in the
context of this course (i.e., don’t just supply a “dictionary
definition” that has nothing to do with what we have been doing in
this class). You will see
that some of these questions require you to make use of the readings,
since they may not have been covered completely in class; other topics
may have been explored in class but are not in the readings.
1.
Name one example of “pseudo-archaeology” and explain why it has
attracted popular attention.
2.
Give one example of how classical archaeology has been used for
political purposes in the 20th century.
3.
Describe two of the buildings in the immediate area of the Forum Romanum
(Roman Forum).
4.
What, if any, did early Christian builders and architects borrow from
the classical past?
5.
What does GIS mean and how is it used in archaeology?
6.
Why do Roman buildings look as though they are made out of bricks?
7.
How do the goals of survey archaeology differ from those of excavation?
Give an example of one specific survey project and its goals.
8.
Explain briefly one ethical dilemma in classical archaeology.
9.
If you were conducting an excavation on a Neolithic site, and came
across different-sized foundations, a few human figurines, and a
fortification wall in the middle of the site, how would you interpret
these three discoveries?
10.
What are the characteristics of a Roman atrium house?
Part B.
Major Essays (60 points).
Answer TWO of the following questions with good, well-organized essays.
Make sure you answer the question as it is asked and that you support
your points with examples and specific data: do not try to write an
essay without any real information! Provide a general answer, but
support it with real data! Make
sure you bring in data and examples from the readings and the Internet
sites.
1.
Discuss
how the "New Archaeology" is different from the "Old
Archaeology." Do you think the New Archaeology has lived
up to its promise? Why or why not?
2.
Explain
the process of lifting the monochrome mosaic in the Roman Bath at
Isthmia. Why did this have to be done and what techniques were
used?
3.
What
do you think the study of classical archaeology has to
"teach" the modern world? Be specific and realistic.
Do not simply say that archaeology can teach us about the classical
orders or about old buildings. Why do we want to know about
these things and what importance does their study have?
Don’t just say that we have to remember the past: why do we
need to look at the past?
4.
Which
of the sites we have studied this quarter seemed most interesting to
you? (Do not use the
site you discussed in your “site report”.)
Explain why you found the site interesting and provide some
information about the buildings and other features of the site.
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