COURSE OUTLINE
Cultural Anthropology is the comparative study of human behavior and
societal organization. Our perspective will be worldwide, taking advantage of
the data provided by ethnographies of vastly different societies.
A focus of the course will be the concept of culture which will
serve as a paradigm to help explain the potential and limits of human social
adaptation. In doing this it is hoped to reduce the ethnocentrism
that we all possess and allow us to view our own culture in a true
cross-cultural perspective. We will apply this perspective not only to
the analysis of unusual ritual in exotic lands but also to the understanding of
such things as our "tribe on the hill" (in Washington, D.C.) or homelessness in
the United States. During the term we will try to make sense out of the amazing
spectrum of cultural variation through readings, class discussion/interactive
projects, power points and documentary films. Class discussion of this material
will be an important part of your learning experience and I encourage you
to intelligently challenge materials presented in the
readings and in class.
PLEASE NOTE THE FOLLOWING: 1. IN THE TEXT Humanity: An Introduction to
Cultural Anthropology, PAY SPECIAL ATTENTION TO THE SECTIONS: CONCEPT
REVIEW; A CLOSER LOOK AND
GLOBALIZATION INCLUDED IN MOST CHAPTERS; 2. IN THE SPRADLEY AND MCCURDY
READER YOU ARE RESPONSIBLE FOR THE INTRODUCTORY MATERIALS TO EACH OF THE
SECTIONS;
Attendance Policy: Attendance will be taken - DUE TO THE HIGH NUMBER OF
SPECIAL CLASS PRESENTATIONS IT WILL BE VERY UNLIKELY FOR A STUDENT TO GET A GOOD
GRADE IF MORE THAN A FEW CLASSES ARE MISSED. DO NOT PLAN ON GETTING MORE THAN
AN A-, IF YOU MISS MORE 4 OR MORE CLASSES. IF YOU MISS 6 CLASSES DO NOT
COUNT ON GETTING A GRADE HIGHER THAN B-. **H1N1
– given the issue of the H1NI flu during the fall I will be flexible here and if
you think you have the flu, see a doctor and do not come to class until you have
no fever for 24 hours without the aid of medication please see this site for
advice about the flu:
www.usf.edu/H1N1
S/U grading policy: College policy states that the S/U option must be agreed
to by the student and instructor during the first three weeks of the semester.
Incomplete grades: may be granted when, due to circumstances beyond the
control of the student, only a small portion of the required work remains undone
and the student is otherwise passing the course.
WITHDRAWAL DEADLINE (no refund/ "W"
grade assigned) Nov. 1, 2009.
Note
taking/taping of class lectures – students are allowed to tape the class.
BUT: you cannot sell this to anyone else. Doing so will fail you out of class.
Laptop
and Cell phone Policy: Before you sit down in class
please turn off cell phones, put away laptops, IPODS or other electronic
devices. The only exception for laptop use is for documented disabilities – see
me if you have concerns about this.
Religious observance absence policy. Suggested policy is as follows:
Students who anticipate the necessity of being absent from class due to the
observation of a major religious observance must provide notice of the date(s)
to the instructor, in writing, by the second class meeting.
Disability Policy: Any student with a disability should be
encouraged to meet with the instructor privately during the first week of class
to discuss accommodations (See Student responsibilities:
http://www.sds.usf.edu/Students.htm). Each student must bring a current
Memorandum of Accommodations from the Office of Student Disability.
Plagiarism: Taking the words of others without proper attribution and
other forms of cheating are serious matters and will result in an f for the
assignment/exam and a possible F grade for the class.
USE OF INTERNET: This class will also
take advantage of access to global information available on the internet. Some
of your assignments will include readings or visual materials from the web.
Access to the web is available on campus at the computer center and the library.
Most local libraries also allow you to get connected. The most important sites
will be: (1) Our web site for the class [www.stpt.usf.edu/~jsokolov/syl2410.htm]
– Note, the last part of the address is “/syl…” that is a lower case L
and not 1. At this site you will find the course outline and some important
links which I will be adding to during the semester:
For general anthropology information see the Wadsworth Anthropology Page,
www.wadsworth.com/anthropology_d/index.html and: Applying Anthropology:
http://thomsonedu.com/thomsonedu/disciplinesolutions.do?solId=2120&page=discipline
Other sites of note:
The American Anthropological Association
www.aaanet.org/ For ideas about careers in anthropology check out:
www.wadsworth.com/anthropology_d/special_features/anthro_careers.html
E-MAIL AND BLACKBOARD: I expect students to have an e-mail account
(they are free through the computer center) and be able to access the web. Send
me before the second class
- VIA THE BLACKBOARD "ASSIGNMENTS" menu (SEE BELOW) an answer to the focus
questions for the 2nd class – MAKE
SURE YOU ALSO PRINT AND BRING TO CLASS A COPY OF THESE ASSIGNMENTS.
USE OF BLACKBOARD:
If you haven’t already done so, you will need to
create a Net ID on Blackboard at:
https://una.acomp.usf.edu/ get to blackboard at
http://my.usf.edu The syllabus, assignments, course documents, periodic
announcements, and other materials will be posted there. Communications are made
to your official USF e-mail account.
If you use another e-mail address
you must
forward all USF e-mail messages to your other e-mail account (such as Yahoo,
AOL, or Hotmail).
**TO FORWARD E-MAIL:
Once you have your official usf email you sign, do the following: 1. Go
to
https://mail.usf.edu/ and log in with your NetID and password;
2. Go to your Inbox and click on Settings at the top of the page;
3. Click on the Forwarding and POP/IMAP tab.
4. Enter the forwarding address information, and click Save Changes at the
bottom.
**Sending focus Questions Via “Assignments” in Blackboard:
Important-for doing answers: (1) type answers in your word
processor, save the file in the format for “Word” (click on the “file,” menu,
then click the “save as” menu making sure you are saving as a word document).
NOTE: IF YOU CANNOT SAVE IN WORD, THEN SAVE AS A rtf file
NOT WPS FILES); and (2) highlight and copy the text of your answer into
the appropriate comment space of Blackboard Assignment (see below and then
submit it along with the file). All assignments are to
be sent through the Blackboard “Assignment” menu. When you access the course via
Blackboard, on the left of the page you will see a menu with the item “Assignments,”
Click on “Assignments,” and under each assignment you will see
underlined “View/Complete
Assignment”.
Click on this and then under item #2, “Assignment
Materials” you do two things before submitting:
(1) Just under the comment box to the right, click “Browse” to access the file
on your computer with the answers; (2) As a backup, copy and paste the text of
your answer in the "Comments" area. FINALLY - under # 3 Submit, click
“Submit” at the lower right of the page. TECH NOTE: Apparently
some versions of "Firefox" can have a problem with sending files via blackboard,
so you might want to access blackboard via internet explorer when sending focus
questions.
FOCUS QUESIONS: For most focus questions you will be required to send
answers via Blackboard the day before
the assigned class (by 11AM), in paragraph form. If you cannot send them
to me electronically, they should be
placed in my office door envelope by 11am
the day before the assigned class.
Each hour they are late you will get 1 point deducted. Answers to these
questions will be graded from 0-10 and counted as part of your class
participation grade. I will drop the lowest score on one of these for the
semester. Please contact me immediately if you are having trouble with
Blackboard.
DISCUSSION QUESTIONS: Sometimes I will give you questions to
specifically discuss at the beginning of class and while you will not have to
e-mail these to me, you should be ready to
answer them in class.
SLO
Student Learning Outcomes: ANT 2410:
Introduction to Cultural Anthropology
Gen Ed Related Outcomes and Course
Specific Outcomes: When you successfully complete this course, you will have
fulfilled 3 credit hours toward the GEN ED (general education) requirement for
Social Sciences. If you are an ANTHROPOLOGY MAJOR, and attain a grade of C or
better this will count as one of your 4 lower level core required classes.
Course Specific SLOs: At the
completion of this class you should be able to describe, explain, and discuss
methods, knowledge, and ethics central to the cultural anthropological
perspective as a social science.
SLOs
Student Learning Outcomes: Gen Ed related Outcomes and Course
Specific Outcomes: A list of
the SLOs are found below and at:
www.stpt.usf.edu/~jsokolov/syl2410.slos.htm and listed on Blackboard in
Course Documents. At the completion of this class you should be able to
describe, explain, and discuss methods, knowledge, and ethics central to the
anthropological perspective as a social science. In particular, you will be
able to describe, explain, and discuss: 1) Their knowledge of anthropological
research methods and theory discuss the conceptual framework of sociocultural
anthropology in terms of the concept of culture and basic issue of social
organization and institutions : A. Define key anthropological terms such as
anthropology, archaeology, biological anthropology, cultural anthropology,
linguistic anthropology, applied anthropology, culture, race, enculturation,
globalism; B. Identify and discuss the main research methods of cultural and
linguistic anthropology including participant observation, interviewing,
geneological method, life histories, cross-cultural ethnology, problem-oriented
ethnography. Demonstrate how these various methods contribute to our
understanding of living human behavior across the world.
2) Define and discuss applied anthropology and discuss the
role of anthropology in addressing several contemporary social issues and
problems..They will demonstrate awareness of the ethical dimensions human
behavior and understand the importance of cultural relativism and emic and etic
perspectives in recognition and respecting different cultural values and
religions.
3) Demonstrate knowledge about the role played by factors
such as language, art, gender, ethnicity, economic status, kinship, marriage,
and globalism in influencing human social interaction. Students in Cultural
Anthropology will identify different types of social organizations, marriage and
family patterns, and kinship and descent systems found around the world.
ASSESSMENT TASKS:
You will be asked to demonstrate the above outcomes through completing three
exams, a number of “Focus Question” essays and class participation. Your final
grade will be based on: exams - 80%, focus questions and class participation -
20%. The in-class exams will involve a combination of multiple choice,
identification/short essay questions focusing on basic concepts and attempting
to avoid minutia. IF YOU MISS AN EXAM
FOR A VALID REASON, YOU MUST GET IN TOUCH WITH THE INSTRUCTOR BY THE NEXT CLASS
PERIOD OR YOU
WILL RECEIVE AN F FOR THE EXAM.
Required Texts and Assignments:
#1. Humanity: An Introduction to Cultural Anthropology, by
James Peoples and Garrick Bailey, 8th edition Thompson/Wadsworth 2008
#2. Conformity and Conflict, by James Spradley and David McCurdy, 12th
edition, 2006 - Blackwell
HANDOUTS AND WEB ASSIGNMENTS AS
SPECIFIED BELOW
Assignments:
8/25 Topic: Introduction –What is Anthropology and what do anthropologists
do?
8/27 Topic: Anthropology is Global Exploration of the Human Species
Assignment: Book #1) Peoples and Bailey, CH 1 (also on Blackboard);
HANDOUT: "AGING, CULTURE AND THE OLD JABUIJABUI WOMAN"
(also on Blackboard)
Practice FOCUS QUESTION ASSIGNMENT - Due by 5PM 8/26 via
Blackboard “Assignments”: NOTE: for focus questions, even though
they are short paragraphs, make an effort to include some
substance in your answer. TELL ME THE TWO MOST IMPORTANT
THINGS OF SUBSTANCE
YOU LEARNED IN THE READINGS – you
must include something from the text reading. Note: Normally
such assignments will be due the day before the class at 11AM.
This one is worth 1 point and is given to get you prepared for the rest
of these. |
9/1 - Topic: It's All Relative; "Doing what comes unnaturally"
|
Assignment: 1) CH 2; 2) Spradley and McCurdy
reader article #23 (“Mixed Blood” – also on Blackboard): Web Readings:
(a) American Anthropological Association – Project on Race (http://www.understandingrace.org/
- At site read “Human Variation and “Lived Experience”; (b)Statement on
Race
www.aaanet.org/stmts/racepp.htm [(b) is also on Blackboard as Course
Document.
Blackboard Course Document Reading:
Anthropology in the News: "What is 'Goth'?"
NOTE:
If you are having a problem with any course material or need a reply
from me quickly please use my direct e-mail, “I had a problem with
Blackboard” will not be a valid excuse for not getting the focus
questions in. Blackboard FOCUS QUESTIONS
– DUE 8/31 at 11AM
1. Why is race a social and not a racial
construct?, (b) How does culture shape racial categories in the U.S.
versus Brazil?; 2. Using information in the web site, “What is Goth?”
and your other readings would an anthropologist call it a full culture,
like possessed by the Tiwi? Discussion Question: Do
you think western consumer culture will take over other cultures around
the world? Explain your answer (hint see Pp 26-27) |
9/03 Topic: You can apply Anthropology??? Video on Students Applying
Anthropology
|
Assignment: 1) complete Ch. 2; 18 (up to P. 418):
2) #36; At the following site look at the three short videos about
applying anthropology
www.wadsworth.com/anthropology_d/special_features/anthro_careers.html#
Discussion questions: According to David McCurdy, How is
ethnography being used to study businesses? What are some key issues
anthropology is being applied to? |
9/08 Models for Understanding Culture: “First Peoples” – Video – Children
of the Forest
|
Assignment: 1) Complete Ch 18;
Ch 4 – up to page 75; Blackboard Course Document Reading: The
Mbuti; Web reading: AFRICA: Who are the pygmies?
www.irinnews.org/InDepthMain.aspx?InDepthId=9&ReportId=58605
Blackboard Focus Question: (1) What are the
key differences between 19th and 20th/21st
century anthropological theory? (2) How would the differences you note
in focus question #1 cause anthropologists to view the Pygmies
differently in the 20th/21st century, than in the
19th century? Extra Credit – can you apply the reading
in Ch 18 to the situation of the Mbuti? |
9/10 Topic: Theories on Culture - Video on Franz Boas
|
Assignment: 1) Complete Ch 4 – Video on Franz
Boas; Discussion Questions: Why is Franz Boas considered so important to
modern anthropology?; What is the difference between humanistic versus
scientific models of culture?; How might “materialism” apply to
population: Web Link: Anthro Theorywww.indiana.edu/~wanthro/theory.htmn
pressure? |
9/15 Topic: Culture in Theory and Practice –Video: “Doing Field
Work Among the Yanomamo"
9/17 Topic: Doing Anthropology – Video Power Point - “Tears for
Tlaloc” Sokolovsky's Fieldwork in Mexico
|
Assignment: 1) Complete Ch 5; 2) 4; Blackboard
Course Document Reading: “Original Study: The Importance of Trobriand
Women” Discussion questions:
Why did Annette Weiner come up with different results in studying
the same place as Malinowski?: Why Does Gananath Obyesekere argue that
Europeans were wrong about Captain Cook and the Hawaiian?; How did Dr.
Sterk apply anthropology to the study of prostitution? |
9/22 Topic: Language and Culture - Video- "Koko the Gorilla Speaks"
|
Assignment: 1) CH 3; Handout:
“Language Renewal among the Northern Ute”; Blackboard Course Document
readings: (a) “The Great Ebonics Controversy:” (b) “Applied Anthropology
and Ebonics.” Web Reading: “Its Native Tongue Facing Extinction, Arapaho
Tribe Teaches the Young” DAN FROSCH, New York Times 10/16/08
www.nytimes.com/2008/10/17/us/17arapaho.html?_r=1&emc=eta1&pagewanted=all
Blackboard Focus Questions
(1) How did Anthropologist Bill Leap use anthropology to help the Ute
tribe regain its language? (2) What are the most important things you
learned in the two assigned Blackboard Readings in understanding the
Ebonics controversy; (3) Can you take anything you learned from focus
question #1 and use it to understand “The Ebonics Controversy:”
**Please in answering this I would expect you to make a real effort to
understand the material rather than just state what you think you
already know. Extra credit – based on the reading evaluate
the chances of the Arapaho regaining their language |
9/24 Topic: Topic: "What's that you say? "KenTimetz tica:" Video
- Language and Culture EXAM REVIEW (on blackboard) - available AFTER CLASS
9/24
|
Assignment: 1) Complete CH 3; Blackboard Course
Document reading: “Friending Ancient and Otherwise” 2) # 6, 7.
Discussion Questions: (1) How is your perception of the world shaped
by words? (2) How do you ask for a drink at a bar? (3) How is
communicating on Face Book different than traditional oral
communication? |
9/29 EXAM 1
10/01 Topic: Becoming Enculturated - Sex,
Gender and Identity – Class Tattoo Project
|
Assignment: 1) Ch 10 up to p. 218 (Life Course”);
2) # 8; Web reading: “Body Ritual Among the Nacirema”
www.msu.edu/~jdowell/miner.html Discussion Questions: 1.
How can the global study of childhood help us better care for our own
youth?; 2) How is body art used to communicate something about the self?
Class “Tattoo Project” |
10/06 Topic: Learning to see through cultural lenses; Video - Margaret
Mead
|
Assignment: 1) complete CH 10; Ch. 11 to Pp. 237:
Blackboard Course Documents: (a) The Mbuti Pygmies: Change and
Adaptation; (b) “Genderlects: Conversations between Men and Women” (also
on Blackboard); Discussion Questions: What are “genderlects”?
How do they relate to the growing up of children in our society? How do
the Aka and Mbuti enculturate children promote gender equality?; How is
Japan dealing with being the world oldest nation? |
10/08 Topic: The Global Importance of “First Peoples” Video - Food
Gathering
10/13 Topic: Making a Living – Food Collectors vs Food Producers
|
Assignment: 1) CH. 6; 2) #12 –make sure you read
the intro to part 3 of reader; Blackboard Reading “The Maasai of East
Africa: A Transhumant Pastoral Adaptation”; Web Assignment: 1.
Maasai Environmental Resource
Coalition
www.maasaierc.org/maasailegacy.html; “Environmental Justice
Case Study: Maasai Land Rights in Kenya and Tanzania By: Julie Narimatsu
www.umich.edu/~snre492/Jones/maasai.htm Discussion
Questions: 1. a. What are the key differences between the way
Pastoralism manages their ecosystem compared to agriculturalists? (b)
what are the current problems facing the Maasai?; (3) What are the
important shifts for humans when changing from food collection to
depending on food
production?
|
10/15 Topic: Earth Day Fails in the Amazon - VIDEO "STING AND THE
BODY SHOP IN THE AMAZON"
|
Assignment: 1) CH. 7 up to Market Exchange, P146;
review Pp. 418-426; 2) #34; Blackboard Course Document: Original Study:
”Gardens of the Mekranoti Kayapo” Discussion Questions: 1) a. What are
the secrets of the Kayapo Gardens; b. How were the Kayapo able to stop
one of the world’s biggest dam projects? 2) Why are drug companies so
interested in “primitive medicine”? |
10/20 Topic: Systems of Exchange Do you understand Christmas and the
Potlatch?
|
Assignment: 1) CH. 7, Ch 16 up to P 368; 2) # 13 Discussion Questions:
How are the modes of exchange called reciprocity, redistribution and
market exchange part of the North American ritual of Christmas? How
does the cultural experience and gift exchange compare with discussion
of anthropological ideas about gifts and exchanges (e.g. Potlatch, Kula)
taken from the Text and article #13 by Lee Cronk? How has
Globalization impacted the world’s market system? |
10/22 Topic: Peasants in
the Global Economy - The Little Village That Could - Video - Tears of Tlaloc, A
Mexican Village Engages the 21st century
|
Assignment: 1) CH 8, up to Polygyny Pp. 170; Ch 16 (review up to P.
368);
Blackboard Resource Document: Jay Sokolovsky
“A McDonald’s Nightmare” Web reading: “Globalization, Tourism &
Indigenous Peoples”
www.planeta.com/planeta/99/1199globalizationrt.html by Lee Pera and
Deborah McLaren (also on blackboard;
Blackboard Focus Question: 1. How has the village
of Amanalco been able to retain its traditional culture yet rapidly
modernize as a community? 2. If you went with me on my next trip to
Amanalco, how would you use the web reading to advise the community on
developing ecotourism?
Discussion – How is the family system of Amanalco different from the one
you are experiencing in the U.S. |
10/27 Topic: So You Want to Get Married; Video- "Marriage and Family"
10/29 Topic: Mates and
Mating. Video - "Arranged Marriage in Baltimore"
11/03 EXAM 2 - Exam review
available after class on 10/29 on blackboard
11/05 Topic: Global
Perspective on Gender
|
Assignment: 1. Ch. 9 (finish) Ch 11 Up to Gender
Crossing…P.245; 2) 19
Discussion Question: How do women in
patrilineal societies develop support and even power?; What is the
difference between sex and gender? |
11/10 Topic - Global Perspectives on Gender, transgender and Kinship
Video – Transgender and Culture. -
|
Assignment: 1) CH 11; 2) #21 Web Assignment:
Eggi's Village: Life Among the Minangkabau of Indonesia
www.sas.upenn.edu/~psanday/eggi2.html IMPORTANT: KEEP
ON CLICKING ON “MORE PICTURES…” AT BOTTOM RIGHT OF PAGE UNTIL
END.
Blackboard Focus question - NOTE
DUE 11/10, day of class at noon: 1 (a) what
do the Minangkabau mean when they refer to their social system as a
"matriarchate."? (b) what does this mean for such things as gender
relations, sharing power and mythology; 2) in what ways does this
information relate to Friedl’s argument in article #21. |
11/12 Topic: Topic: The World beyond Kin – Video on Voluntary
Associations
|
Assignment: 1) Ch. 17 (up to Responses to Ethnic
Conflict, P. 396); 2) # 31 Discussion Questions: Why did not the Nuer
refugees remain in the US city where they were first resettled? Why has
the US failed to establish a stable state in Iraq? |
11/17 Topic: Culture and Inequality Video:
Political Order in Cultural Context
|
Assignment: 1) Ch. 13; Ch 12 (up to p. 265,
“Chiefdoms”); 2) # 26 ; Discussion Question: According to Harris, how
do people in non-centralized political systems get people to follow
leaders? |
11/19 11/24 Topic: Band, Tribe…
|
Assignment: 1); CH 12 finish chapter 2) #
26 ; Blackboard Course Document Reading – Jack Weatherford “The Founding
Indian Fathers.” Discussion Question: According to Weatherford how did
Native American political traditions contribute to the creation of the
U.S constitution and organization of government? |
11/24 Topic: Chiefdom, State AND GODS
|
Assignment: 1) Ch. 14, 2) #24; How was murder
handled among the Cheyenne? Web Assignment: Read “Witches Cast
as the Neo-Pagans Next door” www.stpt.usf.edu/~jsokolov/wicca.htm
OPTIONAL focus questions:
You can do this if you missed more than one focus question or you
received a grade of C on an exam or a 7 or less on a focus question.
DUE 12/01 – Handed in during class: Using the data from
the web site AND the Text chapter on Religion discuss: (a) Is Wicca a
religion? If so, why; (b) Is the model of a revitalization movement as
discussed in the text and in article #30 appropriate for understanding
the development of Wicca? (c) According to the text, how is
globalization related to the rise of Fundamentalism? |
11/26 NO CLASS – THANKSGIVING
12/01 Topic: Getting the Spirit – What is religion?; What Kind of a
ritual is Thanksgiving? Video- "Comparative Religious Behavior"
–
|
Assignment: 1) CH 14, 14; P. 371-73; 2) #28; 30 – Do
the fieldwork for the Thanksgiving Project – see blackboard – the
completed project will be part of your final exam. |
12/03 – Study Day – I will be at the American Anthropological Association
Meetings.
12/08 FINAL EXAM/Exam 3 – This will
focus mostly on materials since the last exam, but there will be some
items from other parts of the semester. You will have in the Thanksgiving
project as part of the exam. I will be very specific about these on the exam
review sheet.
