Department of Anthropology
Introduction to Social and Cultural Anthropology
Anth 101-010
Spring 2010
Class Room: 004 Kirkbride
Class Time: 11:00am – 12:15pm
Instructor: Dr. Donna Budani
Office: 138 Munroe Hall
Office Hours:
Voice Mail: 831-1859
Email: budani@udel.edu
Web Page: www.udel.edu/anthro/budani
COURSE DESCRPTION
Most of you come to this course with little, if any, prior experience with the subject of
anthropology. Anthropology is a social science/humanities discipline with four sub
disciplines: Biological or Physical Anthropology, Archaeology, Cultural Anthropology,
and Anthropological Linguistics. Each of the four sub disciplines study a facet of what it
means to be human. This course is about cultural anthropology and will introduce you
to the way anthropologists’ study different cultures; you will learn the key concepts,
terms and methods used by anthropologists in their studies of cultures.
Our studies will focus on how culture shapes human behavior and meaning. This goal
implies the development of a working knowledge of the concept of culture and an
awareness of the significance of cultural variation in the world. Culture can best be
understood as a system of knowledge by which members of a culture interpret their
own behavior and the behavior of others so that their behavior makes sense.
Everywhere, cultural knowledge is used to interpret behavior and generate behavior
that makes sense to members of their own society/ culture. Through our class readings
and films scheduled for this course, students will learn about the cultural knowledge
system of different cultures. It is my aim that the course will enlighten students about
the cultural diversity found worldwide. This learning process involves a fascinating
experience in which our western ideas and assumptions are revealed to us and
challenged when we learn about the cultures in non-western societies.
LEARNING OBJECTIVES
1. To provide students with the opportunity to become aware of the relativity of
human values and the roles that culturally defined values play in affecting
the behavior and ideas of members of our own culture as well as members of
cultures different from our own
2. To provide students with the opportunity to think critically about your own
values, beliefs and assumptions that underlie your own cultural knowledge
system
3. To provide students with the opportunity to create a greater degree of cross-
cultural awareness by attempting to promote an understanding of and
appreciation for richness and diversity of human culture.
4. To provide students with the opportunity to correct their cultural biases and
ethnocentric assumptions concerning the superiority of one’s own culture, the
alleged biological basis of race and the existence of so called “primitive”
peoples.
5. To provide students with the opportunity to instill a fundamental respect for
peoples of other cultures, their ways of living and their ways of making sense
of their own experiences
REQUIRED BOOKS
1. Thinking Like An Anthropologist: A Practical Introduction to Cultural Anthropology.
John T. Omohumdro, author
2. Anthropology Matters! Shirley A. Fedorak, author
3. Half A Yellow Sun. Chimamanda Ngosi Adichie
4. Love and Honor in the Himalayas: Coming to Know Another Culture. Ernestine Mc
Hugh, author
5. Distant Mirrors: America As a Foreign Culture. Philip R. DeVita & James D.
Armstrong
PART I
USEFUL INFORMATION ABOUT THIS COURSE
IT’S A 101 COURSE SO IT’S EASY, RIGHT?
It is true that this is a 101 course which, my teaching experience tells me, most of you
think should not be a demanding course with a heavy work load. However, a 101
course does not mean that the course is not challenging and rigorous. This course
requires that you learn new terms, concepts and ideas —knowledge that is not like
anything you studied before. It begins with doing the assignments, learning key terms
and concepts and jotting down the most important point of what you read. Another
important task to do is write questions on the assigned readings—questions that you
want explained or clarified or about something that you come across in your reading.
Finally, this course requires that you think critically about the assigned readings
WHAT DO I DO WITH MY QUESTIONS AND COMMENTS?
I invite you to write questions based on the reading material, on the lectures and on the
films. Or write a question on anything you would like to know about. Bring your
questions to class. Leave them on the table in the front of the room. It you prefer, you do
not need to identify yourself. Just write a question or two I will begin class by
answering questions so there MUST BE QUESTIONS!!!
ANTHROPOLOGY MAY BE INTERESTING BUT WHAT USE IS IT?
Regardless of your major, the study of cultural anthropology is useful because, no
matter what your career, you will be dealing in a multi-cultural work environment
where knowledge of how to interact with people whose culture is different from your
own is invaluable. Doctor’s will have colleagues and patients from other cultures. The
same is true for nurses. In fact the same applies to just about every major at UDEL
including engineers, mathematicians, business, psychology, social work, early
education, teaching, criminal justice, international relations, marketing and just about
everything else. We live and make our living in a multi-cultural global universe. To
function in this universe, you need the skills anthropology teaches you.
SOMETHINGS YOU NEED TO KNOW.
A word about how you “feel” about this course. What you may feel about the course
and about me is not important to me. What you learn and how well you do in this
course is very important to me. Nearly all of you are taking this course because it fulfills
a requirement. Some, I hope, are taking this course because you are curious about
anthropology and think that anthropology may be interesting. Some of you think that
the learning experience must have an element of entertainment or else you will be
bored with me and with the course work. It is your job to develop and maintain an
interest in the course material so that you will do well in this course. I am responsible
for creating a learning environment.
COURSE WORKLOAD
You are a student in a university where you are expected to do university level work. I
am aware that the workload of this class is rigorous and demanding. The workload,
however, is not excessive for competent and serious students who want to learn. I do
not come to class to entertain you and you, I hope, do not come to be entertained. If you
are judgmental about everything I do, we will both have a boring semester. This is your
class. If the class does not suit you, drop the course. You will get out of this class
what you put into it. Remember—speak up in class. I do not mind being interrupted
TEACHING STRATEGIES
In this course, I integrate lecture, power point presentations and films. Please note: I
lecture very close to the texts assigned for this course. I use outlines of chapters
within the texts I made for some of my lectures. On the other hand, I might decide to
lecture extemporaneously.
My approach to teaching is shaped by my view of my students as independent active
learners and I expect that, for the most part, you will be self-learners as a result of
completing all assignments. My role is to introduce cultural anthropology as a new
subject and to enable your comprehension of how an anthropologist thinks and what
she or he does during fieldwork. Anthropology has a unique research tool called
participant observation. In other words, during fieldwork an anthropologist fully
immerses herself or himself in a foreign culture. On outcome of fieldwork is that the
anthropologist learns to think and do things as if he or she were native to that culture
At the end of the semester you will have the opportunity to evaluate the effectiveness of
my student-centered approach to teaching.
WILL I BE BORED? WHAT DO I DO IF I AM BORED?
Well that depends on you. I am an enthusiastic teacher and I take my teaching
effectiveness very seriously. But let’s face it; you are probably overworked by the
demands of your major, your job and the work demands of your other coursework. If
you find your mind drifting and wishing class was over, then you need to stop
drifting and force yourself to pay attention. The best way to deal with being bored is
to ask questions. Ask hard questions. Try to stump me. If, during the term, there is
something that does not suit you, please feel free to come to my office or contact me via
email and we can work together to improve your experience of the class. I care about
the experience students have in my class. It does not make sense for you to sit in class
having a negative experience and it is not fair to me to read your criticisms at the end of
the term when there is no opportunity to improve. I am very approachable and I listen
to what students have to say about course work, my teaching and any other issue
students may have regarding the course.
CAN YOU READ?
My question is serious. As most students, you are likely to be a passive readers—i.e.,
you listen to the voice in your head which is telling you something. If you think what
you hear is important, you reach for a highlighter and turn the printed page into a
yellow or blue page. You need to be Active and Critical Readers to do well in this
course. When you read, think of it as a conversation between you and the author. What
are your impressions of what you are reading? Always ask the question “WHY?” Ask
yourself what is it that the author is telling you about? Is it important? Why? Is this
something I should know? Annotate your text—write in the margins of your books
and photocopies or use post-it notes or keep a separate book for reading notes but do
not highlight the text. Highlighting a text is a passive activity. All you accomplish is
coloring the page. Before you reach for a highlight pen ask yourself: Is this section
important? Why? Then write about it in the margins. As with any conversation, you
will interrupt the author with questions and you want explanations. Write these kinds
of things in the margins and make them the basis of your reading critique. Ask yourself
what you know about the assigned reading. You will probably know very little. Use
this ignorance to devise a list of what you need to know so that you understand the
author’s point. Above all, the rhythm of reading should be read, annotate, reflect,
annotate and begin again with read. Go to my web page
www.udel.edu/anthro/budani and find the file How To Read Critically under the
heading Courses for Spring 2010. Read this file and incorporate the suggestions as you
read the various texts.
HOW DO I EARN AN “A” IN THIS COURSE?
Final grades are based on the total points you earn as a percentage of the total points
available. Total points available are based on the full value of all performance
requirements. Performance requirements are 1 cultural literary analysis valued at 100
points and an Ethnographic Analysis also valued at 100 points for a total of 200 points; 2
in class exams (multiple choice, true& false and short answer essay) valued at 100
points each for a total of 200 points; 10 Response Essays based on the text entitled
“Distant Mirrors: America As a Foreign Culture” valued at 30 points each for a total of
300 points; 5 Critical Reviews of assigned chapters in the text entitled “Anthropology
Matters” valued at 60 points for a total of 300 points; 9 Exercises valued at 40 points
each valued at a total of 360 points. Participation in the Public Anthropology Project is a
class requirement and valued at 15 points for completing all parts of the project. Total
points based on performance requirements are. Besides performance requirements,
your final grade is based on other evaluative categories, for example, attendance. There
is no final exam scheduled for finals week for this course.
POLICY CONCERNING MAKE-UP EXAMS
It is not my policy to give make-up exams or extensions for all hand-in assignments and
exercises. However, I do generally approve students’ request for a make-up in cases of
student severe illness (only with back-up documentation such as a note from an
Medical Doctor or Dentist or a copy of Doctor prescribed prescription), family
emergency, religious observance and for those students who are absent due to
university business provided that appropriate documentation is given to me. If given
permission to make-up quizzes or an extension for written work is limited to seven
days. No make-up exam or extension for assignment will be given after the 7th day.
However, do keep in mind that it is not my policy to grant permission for make-up
quizzes or extend dates for written work.
POLICY CONCERNING LATE SUBMISSION OF REQUIRED WORK
As a matter of strict policy, I do not accept work after the due date. If for legitimate
reasons—illness, family and university obligations, or having difficulty meeting
course requirements—students are unable to meet due date, you must speak to me
and obtain my permission for submitting your work late. NO WORK WILL BE
ACCEPTED LATE WITHOUT FIRST OBTAINING MY PERMISSION.
PART II
PERFORMANCE REQUIREMENTS
CULTURAL LITERARY ANALYSIS 100 POINTS
0ne cultural literary analyses, valued at 100 points each, (based on reading of Adichie’s
Half of a Yellow Sun) is required for this course. See my web page
www.udel.edu/anthro/budani for a file entitled Cultural Literary Analysis for
instructions about how to write a cultural literary analysis. If, after reading the
guidelines, you still are unsure about how you write a cultural literary analysis see me
during my office hours. I strongly suggest you search both JSTOR and PROJECT MUSE
(full text database available Morris Library DELCAT) for books reviews on Half of A
Yellow Sun before you write your analysis. It is important to know what others have to
say about the book you are analyzing.
Technical guidelines for Cultural Literary Analysis include one inch margins all around
and line spacing is 1.5. Use a font that is 12 point. No need for a cover sheet. Place your
name in the upper left corner of the page with the class designation, i.e., Anth101; drop
two spaces and write the title of your cultural literary analysis. The length of your
Cultural Literary Analysis should be no longer than 5 pages. Before you hand in a
paper copy, make sure you have staples all pages together. I will not accept a CLA if it
is without a staple. I WILL NOT ACCEPT THE CLA IF IT IS SUBMITTED AFTER THE
DUE DATE. See my policy for legitimate late submission of work Read the instructions
carefully so you know what I expect in a cultural literary analysis. If you have any
questions, see me during office hours or send me an email. Due Dates for the Cultural
Literary Analysis are listed on Course Schedule. An “A” cultural literary analysis
cannot be done in 24 hours before the due date. A Cultural Literary Analysis is neither a
book report nor a book review. It is concerned with the stylistic elements the author
uses to construct his or her story.
CRITICAL REVIEW OF ETHNOGRAPHY
100 points
A critical review of McHugh’s Love and Honor in the Himalayas) is required for the
course. See my web page www.udel.edu/anthro/budani
for a file entitled How to Write a Critical Book Review wherein you will find very specific
instructions about writing a critical analysis of ethnography. Ethnography is a written
account, description and analysis, of research conducted by an anthropologist or
ethnographer. Read my instructions carefully for a critical review of ethnography, A
Critical Review of Ethnography is neither a book report nor a book review. Rather, it is
an analysis of the major themes discussed by the anthropologist; It provides a basis for
comparing one’s own culture with the culture studied by the anthropologist. The length
of the Critical Review should not exceed 6 pages.
IN CLASS EXAMS 200 POINTS
Two in class exams composed of a combination of multiple choice, true & false
questions, match up and completion questions will be given during the semester. See
Course Schedule for Exam Dates. Exam questions are drawn from lecture material and
assigned readings in your text, Thinking Like an Anthropologist. Each exam is worth 100
points. I will inform you of the chapters from which questions are taken. Questions will
also be based on movies viewed in the time period the test covers.
“DISTANT MIRROR” ESSAY RESPONSE 300 POINTS
There are a total of 14 Distant Mirror Essay responses assigned. STUDENTS SELECT 10
OUT OF THE 14 CHAPTERS ASSIGNED TO COMPLETE. EACH “DISTANT
MIRROR” ESSAY REPONSE IS VALUED AT 30 POINTS FOR A TOTAL OF 300
POINTS Students are expected to write essay responses to the essay prompts discussed
below. The essays are based on assigned chapters in Distant Mirrors. All of the students
in this class have no sense how culture influences your way of being, believing that
your behavior has been the outcome of your own almost privately made decisions. Few
if any see their behavior as an outcome of their culture. The purpose of the essays is to
increase your awareness and realization that we live in a culturally constructed world
and our behavior and understanding of the world comes from embeddedness in a
cultural system. Second, I want you to appreciate the fact that culture influences the
way others are experienced, perceived and represented so that your experiences of
difference is less ethnocentric.
Instructions for Distant Mirror Essay Response
The essay response is composed of 4 prompts which are: What do you think is the
most significant point the anthropologist(s) makes about American Culture in the
assigned reading? What is your reaction to the observations and comments made by
the author? What changes (if any) does this insight have on the way you think about
American culture? How would you respond to the foreign anthropologist observations
and comments about Americans and American culture?
Technical Guidelines for Distant Mirror Essay Response
Each Essay Response is worth 60 points each. See Course Schedule for due dates for
essay responses. Essay Responses may be sent by email or you can print a paper copy of
your response. Either way make sure you keep a backup copy incase papers disappear.
Technical guidelines for paper submission or email are as follows: one inch margins all
around and use a 12 point font. Line spacing should be set at 1.5. No need for a cover
page. Place your name in the upper left corner accompanied by date and class
designation, i.e., Anth101-011. Length of your response to the prompt should be
between 1 ½ to 2 pages long. All essay responses are due in class on the date identified
on the Course Schedule. I WILL NOT ACCEPT AN ESSAY RESPONSE AFTER THE
DUE DATE. See my policies for legitimate late submission of work.
“ANTHROPOLOGY MATTERS” CRITICAL CHAPTER REVIEW 240POINTS
Six chapters from “Anthropology Matters” are assigned. However, students must
complete only 4 out of the six assigned chapters. A Critical Chapter Review is values at
60 points each for a total of 240 points.
.
INSTRUCTIONS FOR ANTHROPOLOGY MATTERS CRITICAL CHAPTER REVIEW
When writing a critical review, you are first and foremost concerned with the author’s
argument and evidence she gives to support her argument. . Write your critical review
using the following questions as your guide: Summarize the author’s point of view.
What is the author trying to persuade you to believe? Does she persuade you? Why?
Why not? Mention one critique of her argument(s) Describe the author’s evidence. Does
she use the evidence effectively? How? Is the evidence persuasive or can you offer a
criticism of the evidence? Mention one strong point and one weak point made by the
author? What is the author’s position on the subject of the chapter? Give an example of
new information you have as a result of reading the chapter. Are citations really
evidence of knowledge? Why? Why not? Why does anthropology matter in this
particular case? Finally, tell about the affect the chapter had on your thoughts about the
subject of the chapter. This may seem an easy straightforward assignment but that is
not the case. To do well, you must challenged your own thoughts about the essay and
question what you take for granted or common sense. Your own cultural bias is masked
by what you take for as “granted” and seems to you to be “common sense”. If you
read the chapter and believe you understand what the author has to say, you have not
given the chapter a thorough critical reading. Read the chapter again.
Technical guidelines include the following: use a 12 point font and use one inch margin
all around; set line spacing at 1.5. Keep a paper back-up copy of your essay in case your
email essay disappears. Whether you submit a paper copy of your critical review or
alternatively submit your critical review by email, place your name, date, Anth101-010
and “Critique Review” in the upper left corner of the page. Critical Chapter Reviews are
3 pages long. Center the title of the chapter for which you are writing a critical review
and drop two spaces and begin your critical review. Each critique is valued at 60 points.
I WILL NOT ACCEPT A CRITIQUE THAT IS SUBMITTED AFTER THE DUE DATE.
See my policy for legitimate late submission of work.
FIELDWORK EXERCISES
360 points
There are a total of 13 Exercises. Students are responsible for completing only 9
fieldwork exercises. Fieldwork Exercises are valued at 40 points each for a total of 360
points. Fieldwork exercises are assigned to provide students with experience of doing
cultural anthropology as an anthropologist would do in fieldwork. You will find
detailed examples of fieldwork projects at the end of chapters in your text, Thinking Like
An Anthropologist. All Projects Are Typed. Depending on the requirements of the exercise
you may email the project to me or submit a paper copy of the exercise. . For each
individual exercise, an A + plus sign indicates full credit and a – minus sign indicates
partial credit. The number of partial credits received will be noted on your copy of the
exercise. Check the Course Schedule for the assigned projects and due dates. .
The exercises I have selected are simple and straight forward. Each of them will require
some interaction with others or groups of people. Friends are usually the best core
group to work with. Another group of people who can be helpful depending on the
project is your family and your grandparents.
If a form is used to gather information, then you are required to submit all forms used
on any specific exercise. Technical guidelines include the following: one inch margins
all around and use 1.5 line spacing. Use no font larger than 12. Since forms are
involved, if possible submit them via an attachment to an email or hand in a paper copy
of the form. The summary is typed. The length of the summary is not to be longer than
1-2 pages and tells what you learned as a result of doing the exercise. Place your name
in the upper left corner of the page along with class designation i.e., Anth101-010/080.
Place the title of the Exercise in the center of the page, then drop two spaces and begin
your fieldwork report.
PUBLIC ANTHROPOLOGY PROJECT
15 POINTS
A description of the PUBLIC ANTHROPOLOGY PROJECT can be found on my web
page www.udel.edu/anthro/budani . To access the information, just click each of the
links under the caption Public Anthropology Project. PAP is given each semester and
there is little variation in format and tasks. Once I receive information for the Spring
2010 semester, I will post the information on my web page. It would be useful to you to
read the material/files on my web page so you have a more informed view of what is
expected from you.
Briefly, the project concerns the Yanomamo Indians of Brazil and their attempts to
retrieve blood samples taken for scientific studies. The Yanomamo believe that the dead
do not rest if they are buried and some part of their body is missing. The core issue is
that scientific agencies involved in the Yanomamo study have promised to return the
blood samples but to date, no blood samples have been return. For the project you are
expected to write a brief OP-ED piece where you take a position supporting the
Yanomamo and their quest to retrieve the blood samples of deceased family members
or you support a position that this is a matter that concerns the Yanomamo and
American college students should not be involved.
PART IV
COURSE BEHAVIOR POLICIES
COURSE ETIQUETTE
•
The University is a place for adults. I expect that you will act like responsible,
trustworthy, and reliable adults
•
All cell phones, pagers, PDA’s and other electronic devices must be turned off.
•
Sitting in class doing work for another class or sending and receiving text
messages WILL RESULT IN A LOSS OF 8 POINTS per incident FROM YOUR
FINAL GRADE.
•
Once class begins, I EXPECT QUIET AND YOUR ATTENTION. You may think
you are whispering but your whispering is loud and I can hear you. It is
distracting. If, during a class session, there is persistent chatter, or if your
attention is elsewhere—texting and doing work for another course—10 points
will be deducted from the scores of students who attend class on that particular
day
•
I expect that there will be no talking or chatting or social conversations during
class. Once the lecture begins, Class is not a social event for talking or
whispering.
•
Once you enter the classroom and take your seat I consider you committed to
staying for the full class. If you do not intend to stay for the entire class or the
entire film, please do not come to class
•
If you intend to leave class before the end of lecture, you must inform me before
class, sit in the back close to the door and leave class as quietly as possible. Be
sure not to slam the door.
•
Please do not come to class if you are not interested in the material or think that
coming to class is not worth your while. However, please be advised that 6points
will be deducted for each absence. Students are allowed 2 excused absences for
the entire semester.
•
Leaving class during lecture (one may leave and return) is both rude and
distracting whether I am facing the class or if my back is turned to the class. I am
offended by this rude behavior. Therefore, I expect, if not otherwise informed,
that if you come to class you intend to stay in class for the full lecture.
COURSE ATTENDANCE POLICY
Consistent consecutive attendance is required. Students are permitted two excused
absences. One or more unexcused absences will result in a deduction of 6 points for
each absence. Attendance will be taken regularly at each class session. You are required
to sign in on the attendance sheet. If your signature does not appear on the sign in sheet
and you do not my permission for your absence, I will assume that you are absent. It is
your responsibility to make sure that you sign the attendance list for each class. If your
car breaks down or doesn’t start, send me an email as soon as possible. Bottom line: you
must have my permission to miss class or you will be charged 6 points. An unexcused
absence is an absence for which you do not have my permission. For each unexcused
absence 6 points will be deducted from your total points earned An excused absence is
one that I have given permission for the absence to a particular student.. Absences due
to illness require a doctor’s note. Absences because of university related activity, for
example, sports events, require prior notice be given to me at least one week before the
expected absence. Students are required to notify me via email prior to class about their
absence. Notification after the absence is unacceptable. Absences due to religious
observance are considered excused absences. However, students absent for religious
observance are still required to inform me about their expected absence. In all other
cases, I will use discretion on a case by case basis.
MUTUAL RESPECT
Once class begins we become a community that has rules. The purpose of our gathering
is learning not entertainment, though there is no reason why learning can’t be fun. We
each have expectations of the other. You expect me to be prepared and to be a good
teacher. You expect to learn something about cultural anthropology. I expect you come
to class prepared, having completed all assignments scheduled for the day. I also expect
that you take some responsibility for you own learning ,by actively participating in
class ,by making comments and asking questions.
SPECIAL CIRCUMSTANCES
I assume that many of you work more than 20 hours a week, travel to school in cars that
break down or you have a demanding major or you have academic special
circumstances or you have obligations to your family or you may have children of your
own. Please make me aware of any special circumstance that has the potential to or will
impact on your performance in this course. I will do all I can to work with you so that
your chances of getting a good grade is supported
OFFICE HOURS
I refer you to the first page of this document where you will find the location of my
office and my office hours. I invite you to take advantage of my office hours. I
encourage all students to regularly consult with me concerning lecture material, i.e.
unclear or confusing notes, readings, any other matter affecting your performance in
this class. Or, just come in for a friendly chat. If you prefer, consultation may be
conducted via email. I promise a quick response to all emails.
COURSE GRADE
One Cultural Literary Analysis @ 100 Points each
One Critical Book Review
Two in-class exams @ 100 points each
10 Distant Mirror @ 30 points each
4 Anthropology Matters Critical Reviews @ 60 points each
9 Field Exercises @ 40 points each
Public Anthropology Project
Consistent Attendance
Total Points Available
Distribution of Grades
= 100 Points
= 100Points
= 200 Points
= 300 Points
=240 Points
=360 Points
= 15Points
= 15 Points
= 1,330 Points
A = 93% of 1,330
A- = 89% of 1,330
B+ = 86% of 1,330
B = 83% of 1,330
B- = 79% of 1,330
C = 74% of 1,330
C- = 70% of 1,330
D+ = 68% of 1,330
D = 64% of 1,330
D- = 60% of 1,330
F = 59% of 1,330 or below
COURSE SCHEDULE AND ASSIGNMENTS
INTRODUCTION TO SOCIAL AND CULTURAL ANTHROPOLOGY
ANTH101-010/080
SPRING 2010
*Please note: This schedule is subject to change or modification. Changes in the
syllabus will be announces in class and followed-up by an email to the class
Tuesday, February 9
Course and Syllabus Review
Assignments:
1. In Thinking Like an Anthropologist, read Introduction: Using this Book
2. Begin Reading “Half of a Yellow Sun”
Thursday, February 11
1. Lecture: Power Point Presentation (PPP) Chapter 1. What is Culture?
Assignments:
2. Read Chapter 1 in Thinking Like An Anthropologist , What is Culture?
3. Read in Distant Mirror, Chapter 1. One Hundred Percent American and Chapter
2. The American Cultural Configuration. Study Questions: What are some of
your own cultural behavior patterns that might appear strange or exotic to
someone from a foreign culture who is studying American behavior?
4. Due in class today, from Using this Book, in Thinking Like An Anthropologist,
Exercise 3. What you already know
**Remember that all exercises are to be handed in on the date stated in the
schedule must be type and emailed with attachment or hand in paper copy.
Tuesday, February 16
1. Lecture: PPP Chapter 2, How Do I Learn about Culture? The Naturalistic
Question
Assignments:
1. Read in Thinking Like an Anthropologist: Chapter 2 How Do I Learn about
Culture?
2. Due in Class today in Thinking Like An Anthropologist Chapter 2, Exercise 3:
Impact of the Observer, Version One Holding the Door (take notes in Version
1) and Phase 1 page 82 and 83
3. Due in Class today in Anthropology Matters, Critical Review, Chapter 1 “What
Are The Challenges in Ethnographic Fieldwork? See Syllabus for instructions.
Thursday, February 18
1. Lecture: PPP Chapter 3, What is the Context for this Practice or Idea? The
Holistic Question
Assignments:
2. Read in Thinking Like An Anthropologist Chapter 3
3. Due in Class today, in Thinking Like An Anthropologist page Chapter 3,
Exercise 3 Read Holistic Approaches to Joke. Study cartoon on 118. Read Your
Turn page 120. Select cartoon your cartoon for analysis and follow instructions
under Your Turn. Place selected cartoon on center- page and annotate under
cartoon (use cartoon on page 118 as a model—but do not draw balloons--also
annotate drawing using bulleted points under Your Turn page 120
4. Due in Class Today Distant Mirror Essay Response Chapter 4 and Chapter 5
Please see syllabus section on Distant Mirror Response Essay For instructions
on how to write an essay response.
Tuesday, February 23
1. Lecture: Continue Chapter 3: What is the Context for this Practice or Idea?
Assignments
2. Bring text Thinking Like An Anthropologist to class
3. Due in class today: Distant Mirror Essay Response Chapter 8.
4. Due in class today in Thinking Like An Anthropologist Exercise 5 in Chapter 3.
Steps 1-4. Complete what you can complete; we will finish the exercise in
class. Make sure you have completed some of Exercise 5, leave spaces to fill in
during class and be sure your paper contains your name and when completed
is ready to submit..
Thursday, February 25
Film: Maxed Out
Assignments:
1. Due in Class today Critical Review of Chapter 2 in Anthropology Matters
See syllabus Anthropology Matters for instructions to write critical review.
2. Due in Class today Distant Mirror Essay Response Chapter 12
Tuesday, March 2
Lecture: Cultural Literary Analysis Half of A Yellow Sun
Assignment:
1. Due in Class today Distant Mirror Essay Response Chapter 18
Thursday, March 4
Lecture: PPP Chapter Four, Do Other Societies Also Do This?
Assignments:
1. Read Chapter 4
2. Due in Class in Thinking Like An Anthropologist Chapter 4, Exercise 3: Emic
and Etic Perspective, Steps 1, 2, and 3
3. Due in Class Today Distant Mirror Essay Response Chapter 6 .
Tuesday, March 9
Lecture: PPP Chapter Four, Do Other Societies Also Do This?
Assignments:
1. Due in class today Cultural Literary Analysis “Half of A Yellow Sun”
2. In Chapter 4 in Thinking Like an Anthropologist, Start Exercise 5: Time
Management Yours and the Machiguenga Indians. Collect 5 days of data.
Complete Analysis by Thursday, March 18
Thursday, March 11
Lecture: In Thinking Like An Anthropologist, Chapter 5, What was This Practice or
Idea Like in the Past?
1. Read Chapter 5 in Thinking Like An Anthropologist
2. Due in Class today Distant Mirror Essay Response: Chapter 7
3. Due in Class today in Today Chapter 5 Exercise 1 page189, Part 1-The
Historical Pattern in Thinking Like An Anthropologist
4. Due in Class today Time Management Project. See March 9th
*Begin Reading: Love and Honor in the Himalayas. Review Instructions for
Critical Ethnography Review on my web page www.udel.edu/anthro/budani
.
Tuesday, March 16
First In Class Exam
Material covered on exam Thinking Like An Anthropologist Chapters 1-5
Thursday, March 18
Film: Maxed Out
1. Due in Class today In Anthropology Matters! Critical Review of Chapter 11,
How Do Anthropologists View Same Sex Marriage and Changing Family
Structures? How Do We (Anthropologists) Define Marriage?
2. In Thinking Like An Anthopologist, Chapter 4 Exercise 5 complete.
Tuesday, March 23
Lecture: PPP Thinking Like An Anthropologist Chapter 6, How are Human Biology,
Culture and the Environment Interacting?
Assignments:
1. Read Chapter 6
2. Start Thinking Like An Anthropologist Chapter 6, Exercise #2 Student
Dietary Patterns. Work with one other person besides yourself.
3. Due in Class today, Distant Mirror Essay Response, Chapter 15
Thursday, March 25
Movie:
Assignments:
1. Due in Class today in Anthropology Matters! Critical Review of Chapter 2
“What is Culture Shock and How does it affect us Living, Studying and
Working Abroad?”
2. Due in Class Today Results of Student Dietary Patterns
SPRING BREAK
Tuesday, April 6
Film: Maasai Women VHS 2423
Thursday, April 8
Lecture: In Thinking Like An Anthropologist Chapter 7, What Are the Groups and
Relationships?
Assignments:
1. Read In Thinking Like An Anthropologist Chapter 7, What Are the Groups and
Relationships?
2. Due in Class Today Distant Mirror Essay Response Chapter 10
Tuesday, April 13
Lecture: Ethnographic Analysis “Love and Honor in the H
See Ethnographic Review Outline on Web page—www.udel.edu/anthro/budani
Thursday, April 15
Lecture
1. Due in Class, In Distant Mirror Essay Responses Chapter 14
2. Due in Class, Thinking like An Anthropologist Chapter 7, Exercise 5:
Relationships in Social Structures Roommates, Questions 1&2
Tuesday, April 20
Lecture: In Thinking Like An Anthropologist Chapter 8, What Does it Mean?
Assignments:
1. Due in Class In Anthropology Matters! Critical Review, Chapter 10, Is The
Practice of Purdah and Wearing the Hijab Oppressive to Women or an
Expression of Their Identity?
2. Bring Thinking Like An Anthropologist to class. Review Exercise 2: Ego
Centered social Networks
Thursday, April 22
Movie: Journey of the Red fridge DVD 5306
Due in Class Ethnographic Analysis on “Love and Honor in the Himalayas”
Tuesday, April 27
Lecture: In Thinking Like An Anthropologist PPP Chapter 8, What Does It Mean?
Assignments
1. Read In Thinking Like An Anthropologist Chapter 8
2. Anthropology Matters! Critical Review Chapter 8 What Does It Mean to Grow
Old?
3. Due in Class Thinking Like An Anthropologist Chapter 8 Exercise 1 Steps 1-5
Thursday, April 29
Lecture: Thinking Like An Anthropologist PPP Chapter 9 What Is My Perspective?
Assignments
1. Read Chapter 9 What Is My Perspective?
2. Exercise 1 in Thinking Like Anthropology. Use “Love and Honor in the
Himalayas” as your ethnography. Answer questions 6 questions
3. Due in Class today Distant Mirror Essay Response Chapter 9
Tuesday, May 4
Lecture: Thinking Like An Anthropologist PPP Chapter 10
Assignments:
1. Due in Class Distant Mirror Essay Responses Chapter 16
Thursday, May 6
Lecture Topic: Correcting in China
Film: Heart of the Dragon Series Episode 5 Correcting. 57 minutes explains the basis of
the Chinese legal system as a desire to restore social harmony, rather than to punish
the criminal or to protect society
Tuesday, May 11
Second Exam in Class
Thursday, May 13
Film: View from a Grain of Sand: Three Women, Three Wars, Stories of Survival from
Afghanistan
Tuesday, May 18
Last Day of Class
GENERAL STATEMENT OF POLICIES AND PROCEDURES
FOR STUDENTS IN ANTHROPOLOGY
The University of Delaware's Board of Trustees, Administration, Faculty and Students have
together developed a set of policies and procedures governing the rights and responsibilities of
those engaged in the education process. Certain of these policies and procedures apply to the
conduct of classes and are clearly explained in the annual STUDENT GUIDE TO
UNIVERSITY POLICIES prepared by the Office of Campus Life. It is a responsibility of both
students and faculty that they be knowledgeable about the content of this document which can be
accessed at http://www.udel.edu/stuguide/07-08/code.html. Students in anthropology classes will
be held responsible for understanding and adhering to the Statement of Academic Policy.
Plagiarism (http://www.english.udel.edu/wc/student/handouts/plagiarism.html) and other forms
of cheating will be handled through the University's judicial process. If you have doubts about
correct practice, you should seek the advice of your instructor before completing assignments.
For those anthropology courses that require written, out of class papers, the Department strongly
advises, and in some courses may require, the use of A Manual for Writers of Term Papers,
Theses, and Dissertations, Sixth Edition, by Kate L. Turabian. It is available in the University
Bookstore.
The Department of Anthropology subscribes to University Policies and seeks to remain in
conformity with them; it will expect of students that they do the same. It is your
responsibility to familiarize yourself with the University’s Code of Conduct.
As a Department we are especially concerned that students be aware of their rights as well as
their responsibilities. Since we expect to hold you to your responsibilities we expect to be held
to ours. As members of a faculty and as anthropologists we have both an institutional and
disciplinary commitment to just and equitable regard for human differences; differences of
gender, race, ethnicity, religion, age, physical condition and sexual preference. Humor or
disparagement directed at individuals or groups merely by virtue of their inclusion in such a
category is unacceptable. Where patterns of such humor or disparagement are recognized, they
should be called to the attention of the faculty member or to the Department Chairperson (Dr.
Karen Rosenberg, 135 Munroe Hall, krr@udel.edu ). All communication with the Chairperson
will be held in strict confidence.
While policies regarding disruptive behavior are clearly presented in the STUDENT GUIDE,
those regarding courtesy are less clear. Courtesy is essential to the unrestricted flow of
information and we regard it as a responsibility owed to all parties in the education process:
student to teacher, teacher to student, and student to student. Private conversations carried on
during class are both discourteous and disruptive, as are early and unannounced exits from class.
While individual faculty may establish attendance policies for classes, students are expected to
remain in classes they attend unless they are taken ill during class or have indicated at the
beginning of class that they will need to leave early. Students who have reason to exit early
should find seats as close to the exit as possible.