College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: ANTH 100
2. Course Title: Essentials of Anthropology
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Updated/revised course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated?
No
Yes
Inactivation date:
Title of course to be inactivated:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
English 150 Co-requisite is being removed to allow more flexibility in scheduling. The course might now
be linked to an English 150 course, GS course, or other 100-level course as part of a learning
community.
5. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information
and proposed changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
OLD
NEW
Course Title
Catalog Description
(Please include complete text
of old and new catalog
descriptions.)
Grading Standard
Select
Select
Corequisites
English 150
none
Recommended
Preparation
none
English 350
Maximum Class Size
25
30
Total Units
Lecture Units
Lab Units
Prerequisites
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
Theme #5 added
Page 1of 7
May 29, 2016
College of the Redwoods
COURSE OUTLINE
1. DATE: 9/8/08
2. DIVISION: Arts, Languages, and Social Sciences
3. COURSE ID AND NUMBER: ANTH 100
4. COURSE TITLE (appears in catalog and schedule of classes): Essentials of Anthropology
5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Essentials of Anthropology
6. LOCAL ID (TOPS): 2202.00 (Taxonomy of Program codes
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
7. NATIONAL ID (CIP): 450201 (Classification of Instructional Program codes can be found in Appendix B of the TOPS code book
http://www.cccco.edu/Portals/4/AA/CP%20&%20CA3/TopTax6_rev_07.doc)
8. Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web address and paste
into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf] Course may fit more than one
discipline; identify all that apply): Anthropology
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Spring 2009
10. TOTAL UNITS: 3.0
TOTAL HOURS: 54
[Lecture Units: 3.0
Lab Units:
[Lecture Hours: 54 Lab Hours:
]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
]
11. MAXIMUM CLASS SIZE: 30
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course: No
Yes
Grade-Pass/No Pass Option
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
An introduction to the basic concepts and controversies in the four subfields of anthropology (cultural
anthropology, physical anthropology, archaeology, and linguistic anthropology). Students will be
encouraged to improve their reading, writing, and critical thinking skills through a series of classroom
activities and several writing assignments. This course is designed to provide the basic terminology and an
introduction to key controversies in anthropology that are covered in greater depth in other anthropology
courses.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
Page 2of 7
May 29, 2016
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): English 350
Rationale for Recommended Preparation:
The course includes library research, writing assignments, and essay questions on tests that require a student
to be at least English 150-ready. Ideally, ANTH 100 will be scheduled with a linked section of English 150,
GS150, or a similar course.
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of
taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify,
describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please
see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Define basic anthropological terms and offer specific examples to which they apply.
2. Describe the differences between, and similarities among, the four subfields of anthropology.
3. Provide oral and written summaries of authors’ main points and arguments.
4. Explain the relationship between the subdisciplines of anthropology, as well as the relationship between
anthropology and other social sciences.
5. Analyze primary and secondary sources in order to extract information relevant to an issue of concern in
cultural anthropology.
6. Apply anthropological concepts to real-world situations and problems, processing factual information
using anthropological concepts.
7. Create arguments based upon anthropological concepts and data.
8. Logically analyze issues in the fours subdisciplines of anthropology and how people have interpreted those
issues.
9. Sustain an argument through the use of evidence and logic in class discussions, essay exam questions, and
term papers.
COURSE CONTENT –This section describes what the course is “about”—i.e. what it covers and what knowledge students
will acquire Each item should be numbered.
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes?
1. Cultural relativism - Although cultures differ, they can not and should not be judged as better or worse
than each other.
2. Culture change - All cultures have changed, and will continue to change.
3. Reflexive theory and personal bias - The presence of the anthropologist, along with his or her own cultural
background, may influence the results of a given study.
4. Scientific method - In science, hypotheses are formulated and then tested in an effort to refute the
scientist's ideas. Approaches that construct stories or interpretations without such attempts at refutation are
not scientific.
5. Cultural constructs – Various broad and powerful ways of categorizing human beings which seem
“natural,” such as race and gender, are built from a variety of mutually reinforcing cultural ideas.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage?
1. Diversity in cultures - There is tremendous variability in the beliefs, values, traditions, and practices of the
cultures of the world. We should not expect others to follow our own culture's views.
2. Diversity in viewpoints - As each of us views the world from a slightly different perspective, our constructs
of reality and attitudes about individual circumstances will vary.
3. Genotype vs. Phenotype - Although our genotype dictates our genetic potential, cultural and
environmental factors are highly influential in shaping our phenotype, behaviors, actions, and beliefs;
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
Page 3of 7
May 29, 2016
humans are a product of "nature" and "nurture."
Themes: What motifs, if any, are threaded throughout the course?
1. Critical reading and thinking.
2. Argumentative writing.
3. The difference between scientific and non-scientific methods of study.
4. An understanding that variability exists within, as well as between, cultures.
5. Each anthropologist has her or his own biases based upon training, background, and goals; understanding
these biases is an important part of critically interpreting anthropological works.
6. The context of one's anthropological study is as significant as the subject of the study itself; the natural
and cultural features surrounding any human(s), human remains, or artifacts provide meaning.
7. While anthropologists study a variety of subjects and materials, the ultimate goal of anthropology is to
gain a better understanding of human beings.
Skills: What abilities must students have in order to demonstrate course outcomes? (e.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc.)
1.
2.
3.
4.
5.
6.
7.
8.
Comprehend unfamilar concepts by using outside resources to define and explain terms.
Critically read presentations of anthropological studies.
Produce argumentative and analytical writing on in-class tests and papers.
Carry out anthropological argumentation supported by data.
Apply class concepts to real-world examples and situations.
Participate in discussions of complex issues.
Write logically, clearly, and analytically.
Verbal analysis and an ability to participate in discussions of complex issues.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes..
1. Reading anthropological texts
2. Compiling lists and definitions of unfamiliar words encountered while reading anthropological texts.
3. Listening to lectures.
4. Participating in group and class discussions.
5. Analyzing written, oral, and visual presentations of cultural anthropology.
6. Responding verbally, and in writing, to questions about controversial topics in cultural anthropology.
7. Composing in-class essays and take-home papers.
8. Conducting independent real-world and library-based research in anthropology and presenting findings
and conclusions in formal papers.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes.
Representative assessment tasks (These are examples of assessments instructors could use):
1. Written homework involving notetaking and lists of unfamiliar words with their definitions.
2. Essay and objective test questions.
3. Written papers utilizing the student's own fieldwork.
4. Periodic assignments presented in class and in written forms.
Required assessments for all sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.): There will be at least one major writing assignment, as well as some essay questions on each test.
Students will be required to conduct their own fieldwork and library research as a part of the writing
assignment(s).
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
Page 4of 7
May 29, 2016
Author, Title, and Date Fields are required
Author Kirk
M. Endicott and Robert L. Welsch
Anthropology Date 2004
Author
Title
Date
Author
Title
Date
Author
Title
Date
Title
Taking Sides: Clashing Views on Controversial Issues in
Other Appropriate Readings:
COURSE TYPES
1.
Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s)
Restricted elective for degree (s)
Restricted electives are courses specifically listed (i.e. by name and number )as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number )as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
4.
Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
6.
VATEA Funded Course (applies to vocational and tech-prep courses only):
7.
Purpose: A Liberal Arts Sciences
8.
Accounting Method: W Weekly Census
9.
Disability Status: N Not a Special Class
yes
no
CURRENT TRANSFERABILITY STATUS
This course is currently transferable to
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
, Campus
Page 5of 7
May 29, 2016
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
PROPOSED CSU TRANSFERABILITY (If course is currently CSU transferable, go to the next section):
None
General Elective Credit
Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (If course is currently UC transferable, go to the next section):
None
General Elective Credit OR Specific Course Equivalent (see below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s) of one
or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
Page 6of 7
May 29, 2016
C. Arts, Literature, Philosophy, and Foreign
Language
D. Social, Political, and Economic Institutions
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Submitted by:
Justine M. Shaw
Same as above
Tel. Ext.
Division Chair/Director: Justine Shaw
4322
Date: 09/08/08
Review Date: 09/18/08
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Academic Senate Approval Date: 11/7/08
Board of Trustees Approval Date: 12/2/08
Curriculum Proposal (rev. 3.26.07, 4.18.08)
Senate Approved: 09.03.04
Yes
Date: 10.24.08
Page 7of 7
May 29, 2016