2. Know all the morphological characteristics of Homo erectus.

3. Know what the WT 15000 Homo erectus fossil from Nariokotome, West Turkana represents, morphologically (especially the skull and pelvis), in terms of evolution, and any outstanding features of it; understand Stephen Jay Gould’s assessment of this fossil.

4. Be able to compare and contrast the Dmanisi fossils in eastern Europe, discussed in the textbook, with the Homo erectus fossils in East Africa in terms of relative age, morphology, cranial capacity, and stone tool technology.

5. This is a comparative question about Homo erectus at different geographical locations; know physical features, where they evolved and relative age, what traits they shared with other hominids.

6. Read the textbook carefully on social and cultural trends (especially the tool traditions in different regions) associated with Homo erectus, its geographic distribution, migration, and adaptive strategy.

7. Be sure to understand the names proposed by some researchers—Homo erectus and Homo ergaster—what would these represent and on what basis would separate terms be applied?

8. Know the tool industry associated with Homo erectus.

CH. 12
9. Know exactly what is meant by "Archaic Homo sapiens," as they were referred to in lecture or “premodern humans” as the textbook refers to them—their geographic distribution, general characteristics, and phylogenetic relationships.

10. This question covers the fossils covered in your textbook as Homo heidelbergensis. What was their relationship to later hominids, such as Neandertals and modern humans? Understand their geographic distribution. Know the sites where the most important of these fossils came from.

11. Know the geographic distribution of Classic Neandertals, and which glaciation they are associated with; also be familiar with their classification and morphology.

12. Know what factors contributed to Classic Neandertal morphology and their relationship to that of modern humans.

13. Know the specific characteristics of classic Neandertal morphology.
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14. Understand the results of studies on Neandertal DNA and what they imply about their relationship to modern humans.

15. Know about Neandertal culture as discussed in lecture and the textbook—how they survived, their tools, their cultural practices.

16. Know about the Levallois technique of the Mousterian tool industry, the cultural period it is associated with and what tools were involved.

17. Know the different kinds of evidence (fossil, genetic, dating) for the fate of the Neandertals discussed in lecture and what they appear to demonstrate about the relationship of Neandertals and modern humans.

18. Know the significance of the Neandertal named "Moshe" at Kebara Cave in Israel, as discussed in lecture; also understand its relationship to Qafzeh. Also think about the evolution of modern humans in different geographic regions where Neandertals were present.

19. Know characteristics, capabilities, and behaviors of Neanderthals illustrated in the video "Dawn of Humankind."

20. What point was made in the video "Dawn of Humankind," on Neandertals in the Middle East and their relationship to modern humans?

21. Understand very well the two theories presented in "Dawn of Humankind" (Out of Africa, Multiregional).

22. From the video “Neanderthals on Trial” understand the alternative views on the fate of the Neanderthals of Ian Tattersall and Eric Trinkaus; also be familiar with the fossils of the child found at Lisbon, Portugal and ideas about cultural change from Neanderthals to modern Homo sapiens.

23. Have a thorough understanding of the message in this video about interpretation, issues of scientific objectivity, typology, and be familiar with the Fontechevade cave site.

24. This question concerns experiments and conclusions drawn about the occipital torus of Neanderthals in the film “Neanderthals on Trial.’

25. In lecture four hypotheses (unilineal, polyphyletic, pre-Neandertal, pre-sapiens) on Pleistocene evolution were presented--these are not available in the textbook. Understand the basic ideas behind each of these and how the each of the specific species fit into each of the models (you will need to know names and which are ancestral to others).

CH. 13
26. Read chapter 13 carefully for the dating, significance, and morphology of the newly discovered fossil Homo sapiens idaltu.

27. Read the textbook carefully for the earliest discoveries of modern humans, and know both the actual date ranges and the geographic locations.

28. Know the tenets of the Out of Africa ("Replacement") theory.

29. Know the tenets of the Multiregional Continuity theory.

30. Carefully study the modern human archaeological sites and evidence from the regions of Central Europe, Western Europe, the Near East, and Asia and how these sites relate geographically and in time to Neandertal sites.

31. Know precisely how mitochondrial DNA (mtDNA) has been used to interpret evolution and what it indicates.

32. Know what Cro-Magnon represents, what tool tradition it is associated with, its relationship to other fossils.

33. Know the position of Chris Stringer from the video "In Search of Human Origins: The Creative Revolution" (Part III); understand what he was arguing about the fossils and what theory he supports. It would also be wise to think about how he used the fossil evidence.

34. Know what the video meant by "The Creative Revolution" and who it is attributed to.

35. This question asks about the technique for creating the Upper Paleolithic cave paintings, as illustrated in the video

36. About the Upper Paleolithic, know which hominids were living then, with what glaciation it is associated, know about the tool technology and survival strategies, and other cultural practices.

37. This is a question on the atlatl.

38. In class, we took a virtual tour of Upper Paleolithic cave sites. Be familiar with the nature of the art at the Chauvet cave site, its dating, and relationship to Upper Paleolithic populations.

39. Read the section in your textbook "Are We Still Evolving?" (p. 468). Pay very careful attention to the points made.

40. There will be one wild card question from another part of the course--one that everyone should be able to answer.

There will be a 25 point quiz on the book Lucy: The Beginnings of Humankind. Consult the web link for a study guide on this quiz. There will be 15 multiple choice questions. The open-ended questions are provided in advance on the web page; you will need to prepare your answers before the exam. As you prepare your response to these questions, keep in mind that the Lucy book discusses two hominids, not just A. afarensis.