IB Social & Cultural Anthropology HL2 2012-13
Mr. Summers
Room 2211
Phone: 703-228-6200
e-mail: robert_summers@apsva.us
Textbook: A History of Anthropological Theory 3rd Edition, by Erickson &
Murphy
Ethnographies: HL students are required to read a minimum of 4
ethnographies. We will read (or have read) four from the following six choices.
 The Harmless People, 1958 (1989 edition), Elizabeth Marshall Thomas
 Guests of the Sheik, 1965 (1989 edition), Elizabeth Warnock Fernea
 In Search of Respect: Selling Crack in El Barrio, 2001, Philippe Bourgois
 Sun Chief: The Autobiography of a Hopi Indian, 1963, Don C.
Talayesva/Leo Simmons
 The Riddle of Amish Culture, 2001, Donald Kraybill
 The Spirit Catches You And You Fall Down, 1997, Anne Fadiman
(Plus the Ethnography of your choice summer assignment)
Distinction between SL and HL
SL students are expected to demonstrate understanding of anthropological
concepts, apply them to ethnographic data, and produce sound analysis and
anthropological insight into cultural behavior.
HL students study an additional part of the syllabus-- theoretical perspectives in
anthropology. HL students are expected to incorporate a theoretical framework in
their responses to Paper 1 (questions 2 and 3), Paper 2 and Paper 3 questions
of the external assessment. HL students conduct and report a field study,
whereas SL students conduct, report and critique an observation. (pg. 12 IB
Anthropology Guide)
IB External Assessment: All students will be required to complete:
External assessments (written essay exams in the form of 4 papers):
 May 20: Paper one: (One hour) Three mandatory short answer/essay
questions responding to an anthropological excerpt (20%)
 May 21: Paper two : (Two hours) Two essays; each selected from a list
of ten broad questions. (35%)
 May 21: Paper three: (One hour) One essay selected from five prompts
based on theoretical approaches to Anthropology. (20%)
(Details to follow in class on all three of these requirements.)
IB Internal Assessment: Fieldwork (25%)
The internally assessed fieldwork component enables students to gain personal
experience of anthropological fieldwork and the methodology used. Going into
the field, and collecting and evaluating data, are essential complements to
classroom work. Fieldwork gives students an opportunity to:
• Use techniques and strategies in the generation of anthropological data
• Appreciate methodological and ethical issues involved in fieldwork
• Discover how to collect data and present data as an anthropological description
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• Derive conclusions from the fieldwork (IB Anthropology Guide pg. 52)
Curricular Components of HL Anthropology
I. Underlying Principles: The underlying principles focus on the nature,
strengths and problems of social/cultural anthropology as a distinct form of
inquiry.
A. Approaches to the analysis of society and culture: agency,
comparative, holistic, emic and etic, cultural relativism, ethnographic,
individual and society, ideas and behavior.
B. Key concepts: society, culture, community, structure, process,
institutions, function, meaning, symbolism, exchange, stratification, power,
identity, gender, reproduction and change.
C. Methods: fieldwork, participant observation, social relations, collection
and selection of data, ethical issues, qualitative and quantitative data
analysis, analysis and interpretations.
D. The construction of anthropological accounts: Our ethnographic
reading and writing will be done with the following in mind:
All groups are internally diverse and their boundaries are permeable.
Anthropologists may see and represent the same group differently.
Actors and observers always operate within a social context
Models and concepts are never neutral.
All anthropological accounts are produced for a particular audience.
E. Relevance of social and cultural anthropology: In exploring social
and cultural anthropology, we will consider:
The relationship between self and society
Current social, political and ethical issues
The role of anthropology in practical contexts
II. Themes: The eight themes below deal with aspects of human experience,
which are of major interest to social and cultural anthropologists. Each theme is
divided into elements, which represent more specific thematic groupings.
A. Theme 2.1: Individuals, groups and society
B. Theme 2.2: Societies and cultures in contact
C. Theme 2.3: Kinship as an organizing principle
D. Theme 2.4: Political Organization
E. Theme 2.5: Economic organization and the environment
F. Theme 2.6: Systems of knowledge
G. Theme 2.7 Belief systems and practices
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H. Theme 2.8: Moral Systems
III. Theoretical perspectives in anthropology
The teaching and learning of theory at HL should be based on theoretical,
perspectives in anthropology, their application to ethnographic materials and their
manifestation in particular historical contexts. The course of study should include
contemporary theoretical perspectives in anthropology. In anthropology, a theory
is an abstract framework that systematically organizes facts in order to make
sense of the world. Theoretical perspectives need to be linked to, and grounded
in, the study of ethnographic accounts to help students to:
• recognize how theory frames analysis
• appreciate the ways in which theory influences the selection,
presentation and interpretation of ethnographic materials
• appreciate how ethnography influences theory and its development
• identify and compare alternative theoretical interpretations of the same
ethnographic materials
• recognize that anthropologists incorporate multiple perspectives to
ethnographic material in their analyses and explanations.
Students need to be familiar with theoretical perspectives in anthropology and
their historical context, and be able to use them to evaluate ethnographic
material. (IB Anthropology Guide p. 28)
Grading Policy: “Student grades reflect student achievement and not
student behavior” (W-L Faculty Handbook, pg. 31)
1.
The following represents the categories and weights of each upon which
your grade will be determined:
Tests, projects and papers (essays):
50%
In-Class work:
15%
Homework:
15%
Participation (plus blog):
20%
2. The following percentage scale will be used in determining your grade:
90+ = A
87-89 = B+
80-86 = B
77-79 = C+
70-76 = C
67-69 = D+
60-66 = D
0-59 = E
3. Quarterly grades will be rounded up from .5
4. The W-L Honor pledge for academic integrity will be in effect on every
assignment. Please consult your student handbook for reference.
Grading/Attendance/Homework Policy
Your attendance and active participation is a critical component of this class.
The attendance policy for this class will conform to both the Arlington County
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Schools and W-L policies. Here are the essentials of these policies as they
directly relate to this class:

“Students are responsible for the work they missed, even if the absence is
unexcused. As per “APS PIP 25.—1.1 Attendance”, credit for make-up work
is only given when the absence is excused.” (Faculty Handbook, p.21)

“Teachers will assign zeroes for work assignments or tests missed during an
unexcused absence, not as punishment, but as an accurate evaluation of
student’s performance on that day.”
(W-L Faculty Handbook, p. 21)
Regarding this specific class in IB Social/Cultural Anthropology:

Any assignment due or test missed on the date of an excused absence is
expected to be turned in or completed on the day student returns to class.

It is the obligation of the student to obtain any notes missed during an
absence (excused or unexcused). See a fellow student first, before asking
your teacher for these notes.

To make up for any discussion- based activity missed during an excused
absence, the student is expected to turn in a one page word processed,
double-spaced paper (12 pt.) within two days upon returning to class. This
paper should consist of a brief summary, critique, and or analysis of the
material missed on that day. Topics related to that day’s activity may be
substituted with prior approval. Failure to turn this paper in will result in a
‘zero’ for that day’s work. Unexcused absences cannot be made up with the
above paper, and students receive a zero for an assignment and/or test
missed on that day. (Courtesy Dr. T. Schelstrate)
Final Note: Why take HL? Other than the utterly fantastic opportunity to
continue your high school study of Anthropology, the single best reason to do
well in HL is: COLLEGE CREDIT! Most US colleges and universities will give
you credit if you receive a score of 5 or higher in an HL IB course. This would
allow you to skip introductory level Anthropology and take a 200 level course
while a freshman. Also, specific only to this year’s course, is the opportunity for
you to set a goal to improve your SL test scores. You know what the first three
requirements of the test are like, therefore, in theory you SHOULD be able to put
in a “highly effective performance” on this years external assessments. Plus, I
need your help; it’s my first year teaching HL!
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