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Course number: ANTH 2346
Course title: General Anthropology
Semester hours: 3
Briefly explain how this course meets each of the following requirements for inclusion in the core.
Foundational Component Area
1. The course “focuses on the application of empirical and scientific methods that contribute to the
understanding of what makes us human.”
The course describes anthropology as the scientific study of human beings, their ancestors and related
primates, and their cultural behaviors and institutions.
The course describes how anthropologists often use the scientific method when developing research
questions and engaging in the study of anthropological phenomena.
The course identifies early theorists in anthropology and compares/contrasts their associated theoretical
paradigms, such as the emergence of evolutionary thought.
The course explains anthropological research methods, including field observation, historical analysis,
and interviews.
The course explains the following concepts: theory, hypothesis, objectivity, and subjectivity.
Students will demonstrate, through tests, an essay, or research project, an understanding of scientific
inquiry and information gathering in order to explain elements of physical/biological anthropology,
linguistic anthropology, cultural anthropology, or archaeology.
2. The course “involves the exploration of behavior and interactions among individuals, groups,
institutions, and events, examining their impact on the individual, society, and culture.”
The course discusses seminal scientific discoveries and studies which have led to knowledge regarding
human evolution, behavior, and culture.
The course discusses the levels and types of culture: subculture, counterculture, regional culture,
national culture, and cultural changes evident or expected in a globalizing, interconnected world.
The function of and changes in key social institutions through time and space/place (family, economy,
political system, religion, and art) are discussed throughout the semester.
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Core Objectives
A. Critical Thinking – Aspect 2: “Students will demonstrate effective inquiry strategies.”
Students will develop an in-depth, integrated, meaningful understanding of the pre-human and human
experience throughout time and place.
Creative inquiry is encouraged as students in the class are challenged to understand complex,
controversial topics regarding evolution, pre-history, colonialism, and assimilation.
Students will develop effective inquiry strategies by writing a research paper (see Appendix B), designing
a neighborhood map to include anthropological concepts, writing an observation paper based on human
interactions, completing an assignment on the personal meaning of tattoos or colors, developing an
assignment describing people’s experiences with ghosts, or completing a cultural assignment in which
they describe their culture based on a variety of anthropological principles (see Appendix A).
B. Critical Thinking – Aspect 3: “Students will analyze information effectively.”
In addition to the above (Critical Thinking Aspect #2), students are encouraged to analyze and gain an
understanding of historical, biological, social, economic, political, and geographic dimensions
simultaneously involved in anthropological study throughout time and location.
Students will develop strategies for analyzing information by writing a research paper (see Appendix B),
designing a neighborhood map to include anthropological concepts, writing an observation paper based
on human interactions, completing an assignment on the personal meaning of tattoos or colors,
developing an assignment describing people’s experiences with ghosts, or completing a cultural
assignment in which they describe their culture based on a variety of anthropological principles (see
Appendix A).
C. Critical Thinking – Aspect 4: “Students will evaluate information effectively.”
In addition to the above (Critical Thinking Aspects #2 & #3), students are encouraged to evaluate the
quality and conclusions of the research to which they are exposed, which can simultaneously influence
one’s understanding of human thought, evolution, and history. Students also learn the strengths,
weaknesses, and importance of evaluating ideas from diverse anthropological perspectives.
Students will develop effective evaluation strategies by writing a research paper (see Appendix B),
designing a neighborhood map to include anthropological concepts, writing an observation paper based
on human interactions, completing an assignment on the personal meaning of tattoos or colors,
developing an assignment describing people’s experiences with ghosts, or completing a cultural
assignment in which they describe their culture based on a variety of anthropological principles (see
Appendix A).
D. Communication – Aspect 1: “Students will demonstrate effective development, interpretation, and
expression of ideas through written communication.”
The course includes tests, application exercises or discussions, and a written component in the form of
essay questions, a research paper, an oral presentation, or a visual research project.
This course also surveys the field of linguistic anthropology, which supplies students with a basic
understanding of the study of language and communication and its importance in society.
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Students will develop effective communication strategies by writing a research paper (see Appendix B),
designing a neighborhood map to include anthropological concepts, writing an observation paper based
on human interactions, completing an assignment on the personal meaning of tattoos or colors,
developing an assignment describing people’s experiences with ghosts, or completing a cultural
assignment in which they describe their culture based on a variety of anthropological principles (see
Appendix A).
E. Empirical and Quantitative Skills – Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
Numerical data, sometimes known as “thin description” in anthropology, is sparsely used. Instead, the
field favors “thick description”—focusing on integrated, descriptive, meaningful discoveries and
connections. However, the course teaches students that, when studying the past several million years,
there will be gaps in knowledge. The class attempts to piece together what has been anthropologically
learned through pre-history and recorded history, and test students on what is known at the time. However,
students are encouraged to question and critique the reliability and validity of data from various sources
and understand that “informed conclusions” have undergone changes through human history.
Students will demonstrate the ability to develop effective empirical and quantitative strategies by writing
a research paper (see Appendix B), designing a neighborhood map to include anthropological concepts,
writing an observation paper based on human interactions, completing an assignment on the personal
meaning of tattoos or colors, developing an assignment describing people’s experiences with ghosts, or
completing a cultural assignment in which they describe their culture based on a variety of
anthropological principles (see Appendix A).
F. Empirical and Quantitative Skills – Aspect 2: “Students will demonstrate effective analysis of
numerical data or observable facts.”
Numerical data, sometimes known as “thin description” in anthropology, is sparsely used. Instead, the
field favors “thick description”—focusing on integrated, descriptive, meaningful discoveries and
connections. However, the course teaches students that, when studying the past several million years,
there will be gaps in knowledge. The class attempts to piece together what has been anthropologically
learned through pre-history and recorded history, and test students on what is known at the time. However,
students are encouraged to question and critique the reliability and validity of data from various sources
and understand that “informed conclusions” have undergone changes through human history.
Students will develop effective empirical and quantitative strategies by writing a research paper (see
Appendix B), designing a neighborhood map to include anthropological concepts, writing an observation
paper based on human interactions, completing an assignment on the personal meaning of tattoos or
colors, developing an assignment describing people’s experiences with ghosts, or completing a cultural
assignment in which they describe their culture based on a variety of anthropological principles (see
Appendix A).
G. Empirical and Quantitative Skills – Aspect 3: “Students will demonstrate effective use of numerical
data or observable facts to reach informed conclusions.”
Numerical data, sometimes known as “thin description” in anthropology, is sparsely used. Instead, the
field favors “thick description”—focusing on integrated, descriptive, meaningful discoveries and
connections. However, the course teaches students that, when studying the past several million years,
there will be gaps in knowledge. The class attempts to piece together what has been anthropologically
learned through pre-history and recorded history, and test students on what is known at the time. However,
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students are encouraged to question and critique the reliability and validity of data from various sources
and understand that “informed conclusions” have undergone changes through human history.
Students will develop effective empirical and quantitative strategies by writing a research paper (see
Appendix B), designing a neighborhood map to include anthropological concepts, writing an observation
paper based on human interactions, completing an assignment on the personal meaning of tattoos or
colors, developing an assignment describing people’s experiences with ghosts, or completing a cultural
assignment in which they describe their culture based on a variety of anthropological principles (see
Appendix A).
H. Social Responsibility – Aspect 1: “Students with demonstrate intercultural competence.”
The course teaches, and students must demonstrate, an understanding of the concepts of culture,
multiculturalism, ethnocentrism, cultural relativism, ethnology, and ethnography as key concepts in
anthropology.
Students are tested on their understanding of the different levels of culture (subculture, local, regional,
national, global).
Students will develop intercultural competencies by writing a research paper (see Appendix B), designing
a neighborhood map to include anthropological concepts, writing an observation paper based on human
interactions, completing an assignment on the personal meaning of tattoos or colors, developing an
assignment describing people’s experiences with ghosts, or completing a cultural assignment in which
they describe their culture based on a variety of anthropological principles (see Appendix A).
I. Social Responsibility – Aspect 3: “Students will demonstrate the ability to engage effectively in
regional, national and global communities.”
In addition to Social Responsibility Aspect #1 above, students will be exposed to and analyze
anthropological research from around the world, as well as be introduced to and investigate a wide variety
of variables from different societies and cultures. The course teaches students, and tests them on, ethical
challenges and scenarios related to studying humans and interviewing people from different cultures.
The course teaches students to follow ever-changing patterns in physical/biological anthropology,
linguistic anthropology, cultural anthropology, and archaeology through time and space/place.
Students will develop multicultural competence by designing a neighborhood map to include
anthropological concepts, writing an observation paper based on human interactions, completing an
assignment on the personal meaning of tattoos or colors, developing an assignment describing people’s
experiences with ghosts, or completing a cultural assignment in which they describe their culture based on
a variety of anthropological principles (see Appendix A), or by writing a research paper on topics related
to engagement in regional, national, or global communities (see Appendix B).
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Appendix A
ANTHROPOLOGY RESEARCH PROJECTS
Through the semester, various research projects will be assigned and students will complete the research
projects listed below. The subjects will cover a variety of topics and will be related to the material
presented in class. Each assignment will vary in points, but the total points for the projects will cumulate
to approximately 225 points. These research projects may be assigned individually or by group. Class
time will be provided for the projects.
The projects are outlined below as well as the due dates. Since the student has plenty of time to conduct
the research projects, they are due on the date stated. No research projects will be accepted if late.
NEIGHBORHOOD MAP (AREA MAP). Describe a neighborhood (it does not have to be yours).
Draw a map of the area. Describe the houses, lawns, cars, ethnic make-up if known, cost of the houses
and cars, etc. Worth 50 points. Due January 29, 2013.
OBSERVATION PAPER: Watch two or more people interact. Describe their actions and discuss what
you think is happening. You must not be able to hear them talk. The assignment is for an hour and you
will discuss your findings in 15 minute increments (0-15; 15-30; 30-45; 45-60). Malls are an excellent
place to go. Worth 50 points. Due February 14, 2013.
TATTOO ASSIGNMENT: Describe the tattoos of 5 people and what the tattoo means to that person.
Be sure and list age and sex. Worth 25 points. Due March 7, 2013.
COLORS ASSIGNMENT: List the meanings of five colors (your choice) to an individual. Be sure and
list age and sex. Worth 25 points. Due March 28, 2013.
GHOST ASSIGNMENT: Describe 5 individuals’ experiences with ghosts. Be sure and list age and sex
of the informant. There is an example on reserve at the library. Worth 25 points. Due April 16, 2013.
CULTURE ASSIGNMENT: Provide at a minimum the following information for your tribe (nation).
Be sure and okay the tribe (nation) with your professor. Worth 50 points. Due April 30, 2013. There is an
example on reserve at the library.
Tribal name; Location – be pretty specific (do not say “Africa”); Political organization – chiefs, elders,
matrilineal, patrilineal (?); Kinship which includes marriage customs; Major economic activity (which
includes farming or hunting possibly); House types (be very descriptive) and do the people live in a
village, city, etc. Provide a drawing of the house and village if possible; Subsistence – what do they eat
and how do the acquire it; Religion – major deities, burial customs, beliefs about ghosts, their creation
myth (be very specific about this)
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Appendix B
Global Cultures
Guidelines for Research Paper
Due Date:
Minimum of 8 pages, double spaced
Minimum of 6 sources. 2 of these sources must be internet sources.
Write about any currently existing culture other than your own, or any subculture of any
culture.
If possible include the following:
Language and/or dialects
Marriage customs
Rites of passage
Religions
Death
Status of men, women, children, the elderly
Political structure
Attitudes of race and ethnicity
Economic system
Social organization
Start broad. Assume your reader knows nothing about the culture you have selected. Begin
with a brief history, then narrow your focus to your specific topic.
For assistance in writing and documenting your sources go to www.aaanet.org. This is the
website of the American Anthropological Association. When the site comes up look to your
left for “style guide”. You do not have to use this. You may use MLA or Chicago or any
other style you wish. But your paper must include all the items above. Don’t forget the
works cited page. A cover page is not required, but remember to put your name on the
paper.
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Appendix C
NORTH CENTRAL TEXAS COLLEGE
COURSE SYLLABUS
The North Central Texas College (NCTC) Course Syllabus provides the following as required by the Texas
Higher Education Coordinating Board (THECB): (1) a brief description of the course including each major
course requirement, assignment and examination; (2) the learning objectives for the course; (3) a general
description of the subject matter of each lecture or discussion; and (4) any required or recommended
readings. Contact information for the instructor is also provided. The Course Syllabus also provides
institutional information to indicate how this course supports NCTC’s purpose and mission. Information
specific to a particular section of the course will be included in the Class Syllabus and distributed to
enrolled students.
Course Title: General Anthropology
Course Prefix & Number: Anth 2346
Section Number:
Term Code:
Semester Credit Hours: 3
Lecture Hours: 3
Lab Hours:
Course Description: Study of human beings, their ancestors and related primates, and their cultural
behaviors and institutions. Covers the major sub-fields of Anthropology: physical and cultural
anthropology, archaeology and linguistics, ethnologies and ethnographies. Methods used will include
lecture, films, guest speakers, and class discussions.
Course Prerequisite(s): None
Course Type:
 - Academic General Education Course (from Academic Course Guide Manual but not in NCTC Core)
 - Academic NCTC Core Curriculum Course
 - WECM Course
Name of Instructor:
Campus/Office Location:
Telephone Number:
E-mail Address:
Name of Chair/Coordinator:
Leslie Kelley
Office Location:
Corinth Campus, Room 336
Telephone Number:
940-498-6424 (Email preferred)
E-mail Address:
LKelley@nctc.edu
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REQUIRED OR RECOMMENDED COURSE MATERIALS
The Essence of Anthropology, 2nd Edition. Haviland. Thomson/Wadsworth.
ISBN: 978-0-495-59981-4
COURSE REQUIREMENTS, EVALUATION METHODS AND GRADING CRITERIA
# of Graded Course
Elements
Graded Course Elements
Percentage or
Points Values
INSTITUTIONAL LEARNING GOALS

A quality general education curriculum in all associate degree programs.

Quality freshman and sophomore level courses in arts and sciences which parallel the lower
division offerings of four-year colleges and universities.

Quality technical programs leading directly to careers in semi-skilled and skilled occupations,
and quality technical education programs up to two years in length leading to certificates and
associate degrees.

Quality programs and services in support of adult literacy and basic skills development as a
mean of workforce enhancement and expanding access to higher education.
PROGRAM PURPOSE STATEMENT
NCTC seeks to implement its goal of offering quality general education curriculum in all associate
degrees by offering a core of general education courses designed to help students achieve academic,
career and lifelong goals. Acquiring knowledge, thinking critically, and utilizing the methodologies of
various disciplines exposed students to experiences that serve to advance their personal growth. The
chief focus of the General Education Core Curriculum at NCTC is to emphasize Exemplary Educational
Objectives and Basic Intellectual Competencies.
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DEPARTMENTAL PURPOSE STATEMENT
The NCTC Social Science Department provides students at NCTC a strong foundation in the liberal arts
that is essential for career success, leadership, global citizenship, and a lifetime of learning. The
department provides students with a broad knowledge and understanding of the world; significant
intellectual, critical thinking and practical skills; and a strong sense of civic responsibility for enriching
their lives and making a difference in society.
STATEMENT OF SKILLS AND KNOWLEDGE EXPECTED OF NCTC GRADUATES
NCTC seeks to implement its goal of offering a core of general education courses designed to help
students achieve academic, career and lifelong goals. The chief focus of the General Education Core
Courses at NCTC is to emphasize basic intellectual competencies and broad intellectual perspectives.
FOUNDATIONAL COMPONENT AREA: SOCIAL & BEHAVIORAL SCIENCES
Courses in this area focus on the application of empirical and scientific methods that contribute to the
understanding of what makes us human and involve the exploration of behavior and interactions among
individuals, groups, institutions, and events, examining their impact on the individual, society, and
culture.
STUDENT LEARNING OUTCOMES
Student Learning Outcome
1
Identify various research methods and their characteristics used in the scientific study
of psychology.
2
Describe the historical influences and early schools of thought that shaped the field of
psychology.
3
Describe some of the prominent perspectives and approaches used in the study of
psychology.
4
Use terminology unique to the study of psychology.
5
Describe accepted approaches and standards in psychological assessment and
evaluation.
6
Identify factors in physiological and psychological processes involved in human
behavior.
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CORE OBJECTIVES
A. Critical Thinking, Aspect 2: “Students will demonstrate effective inquiry strategies.”
B. Critical Thinking, Aspect 3: “Students will analyze information effectively.”
C. Critical Thinking, Aspect 4: “Students will evaluate information effectively.”
D. Communication, Aspect 1: “Students will demonstrate effective development, interpretation, and
expressions of ideas through written communication.”
E. Empirical and Quantitative Skills, Aspect 1: “Students will demonstrate effective manipulation of
numerical data or observable facts.”
F. Empirical and Quantitative Skills, Aspect 2: “Students will demonstrate effective analysis of numerical
data or observable facts.”
G. Empirical and Quantitative Skills, Aspect 3: “Students will demonstrate effective use of numerical data
or observable facts to reach informed conclusions.”
H. Social Responsibility, Aspect 1: “Students will demonstrate intercultural competence.”
I. Social Responsibility, Aspect 3: “Students will demonstrate the ability to engage effectively in regional,
national, and global communities.”
GENERAL DESCRIPTION OF SUBJECT MATTER FOR EACH LECTURE/DISCUSSION
Topic
General Description of Subject Matter
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Last day to Withdraw
For the November 2013 semester, the last day to withdraw from a course with
a “W” is November 16, 2013.
Student Rights &
Responsibilities
NCTC Board policy FLB (Local) Student Rights and Responsibilities states that
each student shall be charged with notice and knowledge of the contents and
provisions of the rules and regulations concerning student conduct. These
rules and regulations are published in the Student Handbook published in
conjunction with the College Catalog. All students shall obey the law, show
respect for properly constituted authority, and observe correct standards of
conduct.
Scholastic Integrity
Scholastic dishonesty shall constitute a violation of college rules and
regulations and is punishable as prescribed by Board policies.
Scholastic dishonesty shall include, but not be limited to cheating on a test,
plagiarism, and collusion.
STUDENT SUPPORT SERVICES
Disability
Accommodations
The Office for Students with Disabilities (OSD) provides accommodations for
students who have a documented disability. A disability is anything that can
interfere with learning, such as a learning disability, psychological challenge,
physical illness or injury. Accommodations may include extra time on tests,
tests in a distraction reduced environment, volunteer note taker in class, etc.
On the Corinth Campus, go to room 170 or call 940-498-6207. On the
Gainesville Campus, go to room 110 in the Administration (100) Building or call
940-668-4209. Students on the Bowie, Graham, Flower Mound, and online
campuses should call 940-668-4209 to arrange for an intake appointment with
OSD.
North Central Texas College is on record as being committed to both the spirit
and letter of federal equal opportunity legislation, including the Americans
with Disabilities Act (ADA) of 1990, ADA Amendments Act of 2009, and Section
504 of the Rehabilitation Act of 1973 (P.L. 93-112).
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Student Success Center
The Student Success Center is designed to help all students at NCTC develop
tools to achieve their academic goals. This program also links students to FREE
tutoring, including a Writing Center, a Math Lab, and free 24/7 online tutoring
and helps new students acclimate to college by providing computer lab
services for prospective students. All students are invited to visit the Student
Success Center on the Corinth Campus go to rooms 170, 182, or 188; on the
Gainesville Campus go to rooms 114 or 111; on the Flower Mound Campus go
to room 111, on the Bowie Campus go to room 124.
Financial Aid,
Scholarships, and
Veterans Services
The Financial Aid Office is responsible for administering a variety of programs
for students who need assistance in financing their education. The first step
for financial aid is to complete a FAFSA. For more information, please visit
your nearest Financial Aid Office.