Departmental Syllabus
Introduction to Heritage Studies
I.
Course Catalog Description
This course provides an introduction to the concerns and issues involved in the studies of heritage, tradition, historic
preservation, public archaeology, and heritage tourism.
Course Overview: The course aims to provide participants with an engaging and informative introduction to some of
the key subjects in the field of heritage studies, such as archaeology, folklore, history, and preservation.
II.
Course Rationale:
Introducing heritage to students will enhance their knowledge of careers in heritage fields. Heritage is a central
concern in the conceptions of ethnic and national identities, a major resource for tourism, and a focal point of
legislation in most western countries. Exploring heritage academically better prepares students who may participate
or work in heritage related fields.
III.
Course Objectives
This course provides an anthropological overview of history by exploring the concept of heritage in the present. The
course contains information about the changing role of heritage in social relations, employs examples from around
the globe using an anthropological approach, and asks students to examine case studies in heritage.
IV.
Course Prerequisites
Fundamentals of Composition or a 19+ on the ACT (75+ on the COMPASS).
V.
Course Credits
Three
VI.
Required Texts and Materials
Alexander Stille, The Future of the Past (New York: Picador, 2002).
VII.
Supplementary (Optional) Texts and Materials
None
VIII.
Basis for Final Grade
Discussions: Students will answer a group discussion question/topic once a week. The discussion topic will be
posted on the discussion board. Discussions should be at least two paragraphs in length. Discussion responses are
due by 5:00 p.m. Each response will be worth 10 points. You will not be able to make up discussions points. No
exceptions!
Heritage Project: Students will conduct a heritage project throughout the course of the semester. The final project
will take the place of the final exam and is worth 100 points. Students may choose between writing a critique about
a heritage site or doing an oral history. The final written project should be between 5-10 pages.
Essays/Writing Assignments: An essay question will be posted under the assignment’s link each week. A new
question will appear on Monday at 5:00 p.m. You will type your assignment as a separate document and upload it to
the course website. If possible, save your document as a word file. You may also save it as a rich text file (rtf) if you
do not have access to Microsoft Word. Each response will be worth 20 points. You must also write your responses
using proper essay format. You will not be able to make up essay points. No exceptions.
Assessment
Discussions
Writing Assignments
Heritage Project
Points
120
240
100
Total
460
Grading Scale (%)
90-100
A
80 - 89
B
70 - 79
C
60 - 69
D
0 - 59
F
IX.
X.
Grade Dissemination
All coursework will be graded within a week of submission and/or completion. Students may access mid-tem and
final grades using Campus Connect on myANC. Please note mid-term grades are unofficial. If you need help
accessing myANC contact the ANC Helpdesk by email: ANChelp@smail.anc.edu.
Unit and Instructional Objectives with Schedule
Unit I
Rationale: The first half of this class examines the definition of heritage and the various bodies involved in protecting and
interpreting heritage. Students will read and analyze a number of cases involving heritage and the marketing of it to the
public. This will expose students to different careers available in heritage fields. For example, tourism is a major industry
worldwide, and heritage sites often top the list of tourist attractions.
Objectives: The student will be able to:
1)
Define heritage as a cultural concept.
2)
Apply cultural relativism to heritage issues.
3)
Understand the value of heritage both culturally and economically.
4)
Discuss the commoditization of heritage.
5)
Recognize the affects of globalization on the world heritage market.
Activities:
Read:
Alexander Stille, The Future of the Past.
Introduction
“The Sphinx- Virtual or Real” 3-39.
“The Culture of the Copy and the Disappearance of China’s Past” 40-70.
“Looting History” 71-95.
“The Ganges’ Next Life” 96-122.
“Saving Species in Madagascar” 123-154.
UNIT II
Rationale: The second half of this class is dedicated to the traditional ways people celebrate and commemorate heritage.
Heritage theory is a major component to understanding the importance of heritage studies. Students need to understand
the evolutionary nature of heritage and how it pertains to certain cultures. They also need to know how the interpretation
of heritage relates to class, race, and gender issues.
Objectives: The student will be able to:
1)
Display an understanding of some of the basic theories regarding heritage.
2)
Understand the process of choosing which heritage to commemorate.
3)
Recognize the difference between tangible and intangible heritage.
4)
Discuss the difference between heritage studies and the traditional study of history.
5)
Discuss the concepts of class, race, and gender as they relate to heritage issues.
Read:
“The Man Who Remembers” 155-181.
“War of Words: Oral Poetry, Writing, and Tape Cassettes in Somalia” 182-206.
“Living with a Dead Language” 207-245.
“The Return of the Vanished Library” 246-273.
“Are We Losing Our Memory? Or The Museum of Obsolete Technology” 299-310.
“Writing and the Creation of the Past” 311-339.
* Note: The Schedule is subject to revision
XI.
Disclaimer: This First Day Handout was prepared under certain limited assumptions. Therefore, if the students in
the class seem to "fit" the design for the course and if events occur as planned, the schedule, assignments, and
assessments will be followed. The instructor has the option, however, to eliminate or add assignments and/or
assessments if he/she feels it is in the best interest of the students.