Howard University 18140-110-03 and 10048-110-04
INTRODUCTION TO CULTURAL ANTHROPOLOGY (3 credits)
Spring 2010
Tuesdays and Thursdays
10048: 9:40- 11:00 am, DGH 239
18140: 2:10-3:30 pm
Professor:
Dr. Eleanor King
Office Hours: T/Th 9:00 – 9:30 am
11:10 am – 12:00 pm
3:40 – 4:10 pm
and by appointment
Telephone: 202-806-5255
Office: DGH 234
E-mail: emking@howard.edu
Course Overview:
Description:
We will explore the nature of human culture in its many manifestations
around the world. Through lectures, readings, videos, class discussions, and handson assignments we will look at similarities and differences in human lifeways and
their implications for contemporary life. Among the topics covered will be social
and political organization, economic practices, family living, religion, and language.
We will pay special attention to the development of an "anthropological
perspective," a way of looking at the world that helps us recognize the meanings we
impose on our own experiences and understand the points of view of others who do
not necessarily share the same beliefs and behaviors. We will also examine the
theory and methodology behind current anthropological practice and its historical
context.
NEW for Spring 2010:
This semester Introduction to Cultural Anthropology will be part of a group
of COAS classes involved in interdisciplinary research. We will be focusing on four
broad topics that we will explore through the perspective of anthropology and of
other disciplines: (1) global warming, climate change, and the environment; (2)
global population movements and their effect on individuals and society; (3) race,
ethnicity, and national identity; and (4) the effects of domestic policy on social,
economic, and/or cultural sub-groups among the citizenry. To help achieve an
interdisciplinary approach, we will be partnering with three sections of English 003
taught by Dr. Carolyn Shuttlesworth (10487-003-04, 10488-03-05, and 10595-0372). Students from all five sections (two in Anthropology, three in English) will
have the opportunity to partner together in four virtual learning communities, each
focused around one of the topics, to do both independent and group research.
Details follow within this syllabus.
Prerequisites: none
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Course Objectives:
1. To develop an appreciation of human cultural diversity and of the role of culture
in framing human experience.
2. To understand the insights anthropology can offer us into cultural change, ethnic
conflict, and other global and national issues in our increasingly interlinked world.
3. To be able to bring an anthropological perspective to daily life and everyday
activities.
4. To engage students in interdisciplinary ways of thinking critically about
research.
5. To empower students, through information literacy, to become self-directed lifelong learners.
6. To educate students to conduct, write about, and present research.
Required Reading:
(1) Bonvillain, Nancy, Cultural Anthropology (2nd edition).Upper Saddle River,
NJ: Pearson/Prentice Hall (2010). ISBN-13: 978-0-205-68509-7
(2) Holly Peters-Golden, Culture Sketches. Case Studies in Anthropology,
5th Edition. McGraw Hill (2009). ISBN: 978-0-07-340530-8
(3) Additional readings as assigned in the syllabus; you are required to take notes
on them.
Course Format:
Lectures: The 1 h 20' classes will include the presentation of materials
discussed in your text as well as the introduction of additional material
complementing the session's topic. Different formats will be used to present the
information, with videos and in-class exercises supplementing the lectures. The
lecture section will include time for informal discussion and questions.
Student-led Discussions: Formal class discussions on the readings
assigned and on in-class materials will be used on an average of once every 7-10
days to clear up any questions you might have about what you have read and to
allow you to explore how anthropological concepts are applied in real-life situations.
The objective of this learning format is to encourage you to come to class prepared
(i.e., do the readings before class time) and to think both broadly and critically
about the application of the anthropological perspective to a variety of issues. The
technique of student-led discussions will be explained in class.
Course Requirements:
General
This is an interactive course. That means that you are expected to be
present and to participate in classroom discussions and activities. Bear in mind, too,
that materials presented in class may not be in your text, and that films, exercises,
etc., will not be repeated. You are graded on participation and so attendance will be
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taken to see who is there, participating. If you arrive late, your presence will not be
recorded.
All assignments are due at the beginning of class on the day they are due.
That means that readings should be done by the date listed beside them. Some
days no readings are assigned. Pace yourself so you can keep up. All written
assignments should be typed and handed in as you walk into class, unless they
are notes to be used in class discussion. Notes include both those you will take for
the Darfur Project (see below) and for the two articles assigned in the Tentative
Schedule (Horace Miner and Robert Kohls). Electronic submissions are not
accepted, unless pre-arranged and no notes may be turned in late. Any
papers that come in late will be dropped a full grade (10 points) the first day and
one point every day thereafter. Note: It is better to turn in your assignment late
and get a lesser grade than not to turn it in at all and lose all those points.
However, no assignment will be accepted 10 days after its due date.
You must be present for all exams and oral presentations, particularly the
group reports at the end of the semester. If you see you will miss an exam or a
presentation, you must contact me beforehand. There are no provisions for
making up your exam or your group's presentation unless arranged ahead of time.
If something truly unexpected happens at the last minute, such as a serious illness
or a death in the family, you must bring a written excuse from the appropriate
authority (doctor, funeral director) indicating the problem.
Similarly, if you anticipate any problems completing any part of the
assignments or taking any of the exams in the allotted time due to a disability,
either suspected or documented, you must contact me ahead of time. Howard
University is committed to providing an educational environment that is accessible
to all students. In accordance with this policy, students in need of accommodations
due to a disability should contact the Office of the dean for Special Student Services
(201-238-2420 bwilliams@howard.edu) for verification and determination of
reasonable accommodations as soon as possible after admission and at the
beginning of each semester as needed. Failure to notify me of a disability will mean
that you will have to complete the assignments as required, no exceptions.
There may also be occasional in-class writing assignments to help you
monitor your own progress. These will not be graded.
Finally, syllabi, handouts, and important class announcements will be posted
in Blackboard. In an effort to decrease paper waste, only limited copies of these
materials will be available as handouts. It is your responsibility to ensure that you
have access to Blackboard to download them. Please make sure, too, that you have
registered the correct email address with the university to receive class emails for
reminders about assignments, etc.
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Specific
During the course of the semester, in addition to the readings and the
student-led discussions, you will be required to conduct research both individually
and in a group on one of the four interdisciplinary topics, which you will both write
up and present, participate in an in-class project on Darfur, and take four exams for
a total of 100 points (100%). Please remember that all written assignment must be
typed. They should also follow the Citation Guide posted on Blackboard and the
Writing Guide in this syllabus.
Interdisciplinary research: Linking concepts learned in class to critical
contemporary issues is key to your mastery of anthropology. Many of these issues,
however, are best approached through an interdisciplinary perspective. You will
therefore use both anthropology and other disciplines to approach one particular
topic of your choosing. Your interdisciplinary research will be broken down into
several components. As an individual, you will be required to research a topic, come
up with a hypothesis, write an abstract describing your research, and write that
research up in a short research paper. You will conduct these activities, however,
with the support of a learning community—a group of your fellow students with
whom you can exchange ideas and questions in specially set-up Blackboard groups.
Initially, you will belong to a larger group—a Learning Community—comprising
everyone interested in a specific topic. By mid-February you will be assigned to a
smaller “working group” with whom you will continue to work during the rest of the
semester. The group you belong to will be drawn from all five classes participating
in this overarching project (see class description for Spring 2010 above). Each
working group will continue to do interdisciplinary research on the topic under
investigation and may at any time continue to exchange ideas and information with
other working groups forming the larger Learning Community on this topic. On
Wednesday, March 31, we will have a Learning Community Summit, so that all
groups can exchange information on where they are at in their research. Finally, at
the end of the semester, working group members who are in the same section will
present a report on their research in class. Here is a breakdown of these various
research components:
1. Research review and hypothesis (5% of overall grade): During the
first few weeks of class, you will browse the information on the four different
topics posted on Blackboard and select the one that appeals to you the most.
Sign up for the Blackboard Discussion Group on that topic as soon as you
have decided. Spaces will be limited in each discussion group, so the sooner
you make your selection, the more likely you will be able to participate in
researching the topic that most interests you. If the Discussion Group is
already full, you must select another topic. You will then conduct research on
the topic you have signed up for, using both books and articles, including
newspaper articles from reputable national newspapers such as The
Washington Post, The New York Times, or the paper from your own
hometown, whether that be in the United States or abroad. You will write up
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a brief (2 pages) summary of that research and generate a hypothesis you
would like to test or a question you would like to explore (see “Research
Steps” handout posted on Blackboard). Here are some additional guidelines
for this assignment:
 Your paper must be at least two full pages, including the hypothesis,
and no more than three.
 You should use at least 6-8 sources for your research and these
should be contemporary (within the last 5 years, as the topics we are
considering have generated a lot of recent study). If you find an older
source you think is particularly valuable, you may use that, but justify
your decision in your annotation (see below).
 Electronic as well as paper media are allowed.
 Your 2-page paper should have a full bibliography attached, in proper
social science citation format (see Citation Guide on Blackboard). This
bibliography should be annotated, meaning that you must describe in
1-2 sentences beneath the citation what the article/book is about and
what information you found useful in it. The bibliography does not
count as part of your two pages.
 Any references in your summary to information found in one specific
source must be cited, using the proper in-text citation format for the
social sciences (see Citation Guide on Blackboard).
 Your hypothesis/question should be at least one full sentence and no
more than one paragraph. Again, it counts as part of your two pages.
 If you find the topic does not interest you as much as you thought, you
are allowed to change research topics once you have handed this
assignment in, depending on the room available in the on-line
discussion groups.
 This assignment is due on Thursday, January 21.
2. Research abstract and paper (10% of grade): Based on your research
hypothesis, you will conduct individual interdisciplinary research on the topic
you have chosen, with the help and support of the learning community you
join. You are required to use an anthropological perspective, to be discussed
in class, as one approach to the topic. You may also use an approach typical
of your own major, if it is not anthropology. You will then write up that
research in two stages. First, you will write an abstract suitable for
submission to the Undergraduate Research Symposium (URS), summarizing
the research you are conducting. For guidelines on how to write an abstract,
look at the College of Arts and Sciences webpage under “Undergraduate
Research Symposium.” Abstracts should be at least 100 words and no
more than 200. You are not required to participate in the URS. However,
those of you who would like to do so and would like me to sponsor them
should submit the proper forms to be signed along with their abstract. The
abstract is due on Tuesday, February 9. You will then write a paper
about your research, based on that abstract. This paper is due on
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Tuesday, March 9, and must be at least 6 full pages, and no more than
seven, not counting the bibliography. Your bibliography, as usual, should be
proper social science citation format (see Citation Guide on Blackboard) but
it need NOT be annotated. The abstract is worth 2% of your grade and the
research paper is worth 8%, for a total together of 8%. When you hand in
your abstract, you should indicate a preference, if any, for a working group
among the people you have been communicating on-line with (see no. 3
below).
3. Group report (12% of grade): Throughout the semester, as noted above,
you will participate in a Blackboard Discussion Group (BDG) focused around
one of the four interdisciplinary topics. As part of your group participation,
you will be required to engage actively with your on-line BDG by posting,
responding to posts, and completing specific activities. You will share your
research with your group and get ideas from other members. When you hand
in your abstracts (February 9), you may also express a preference for working
with specific members of the larger BDG group in a smaller “working group”
that will continue to work together during the course of the semester. Some
members of this group will be in your class; others will be in separate
sections. You will continue to “meet” virtually on-line, refining your ideas.
You will then do an in-class group presentation on the topic you have been
researching with other members of your working group who are in your
particular class and section at the end of the semester. Together, you may
elect to pursue the research topic one of you has engaged in or you may
combine research topics to give a more general overview of the issue you are
exploring. In other words, your individual paper should form the basis of
your contribution to the group interdisciplinary report, but you should also
expect to do additional research to create a coherent and comprehensive
presentation on the issue. Note that while the presentations perforce have to
be in the class you are attending, you may use information generated by
working group members in other sections, as long as you give them proper
credit. A detailed instruction sheet on the group report will be provided in
March. Here are additional guidelines for this assignment:
 You must write two postings of at least 100 words each to your
BDG and respond to two postings by your colleagues in at least 50
words by Tuesday, January 26.
 On Tuesday, February 9 you should hand in a list of people you
would prefer to work with from within the larger BDG along with
your abstract. On February 17 Dr. Shuttlesworth and I will post
the working groups.
 By Tuesday, March 2, you should have posted two more
postings of at least 100 words each, as well as two responses of
at least 50 words to your working group.
 By Tuesday, March 23, you must have completed a pre-summit
activity in your group on-line, to be posted.
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A Learning Community Summit will take place in the evening
(time to be determined) of Wednesday, March 31, so all groups
can see what the others are up to.
By Tuesday, April 6, you must have completed an evaluation your
research experience on-line. Details on this evaluation will be
forthcoming during the semester.
All on-line postings, responses, activities, and evaluations
must be printed out in hard copy and turned in on their
respective due dates.
All on-line communications must be written in proper
English, including full sentences, proper grammar and spelling,
etc. Points will be deducted for text-messaging or blogging style.
Group research reports will be scheduled for Tuesday, April 20,
and Thursday, April 22. Groups with graduating seniors should
expect to present on Tuesday and all graduating seniors should
notify me as soon as possible of their status.
The on-line postings and activities are worth 4% of your grade and
the group report is worth 8%, for a total of 12%.
Other activities: While the main focus of your assignments will be on
interdisciplinary research, other assignments will be focused more specifically on
anthropological knowledge and approaches. These include:
4. Darfur Project: Students will have the opportunity to learn about the
anthropological perspective and how to apply it by examining in depth an
issue critical to the role of the U.S. abroad: the current humanitarian crisis
in Darfur, a region of the Sudan. Work on the Darfur Project will take place
mostly in class, though you will also be required to do some background
research and turn in your notes. We will cover 5 topics, dealing in Darfur
with some of the anthropological issues we are covering in class. You must
be present for the five class discussions. Your grade on this project will be
based on your participation in the class discussions (1/2) and on your notes
(1/2); the Darfur Project counts as 15% of your total grade, so each of the 5
sessions counts for 3% (1.5% for notes, 1.5% for class participation). Notes
may not be turned in late. If you think you will be absent for one or more
of the 5 discussion sessions, please see me ahead of time to make
alternative arrangements. A rubric on the Darfur Project will be posted on
Blackboard by January 21. Darfur discussion days are tentatively scheduled
for January 28, February 2, February 16, February 23, and April 13.
5. Exams: There will be four partial (i.e., non-cumulative) exams over the
course the semester covering readings, films, lectures, and exercises done in
class. The tentative dates for these exams and the materials they will cover
are listed below. Please note that there is no final in this course. If we need
more class time, though, the last exam (4) will be given at the time scheduled
for the final, but you will only be given the equivalent of class time (1h 20’) to
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do it. Graduating seniors must take exam 4 by Tuesday, April 20, by
arrangement with the professor. Study guides will be given out prior to each
exam. If you know of a conflict ahead of time for any of the exams, let me
know as soon as possible so we can work out a makeup time. The format will
be a combination of short identifications, multiple choice, and short answers.
Each exam counts for 12% of your total grade and the 4 exams together count
for 48%.
Thursday, February 4: Exam 1
Readings: Bonvillain, Ch. 1-3 and Ch. 11, pp. 275-278 and 287-299; PetersGolden, Ch. 2 (Aztec), 5 (Hmong), and 14 (Trobriand Islanders); Robert Kohls
and Horace Miner articles
Thursday, February 25: Exam 2
Readings: Bonvillain, Ch. 4-7; Peters-Golden, Ch. 3 (Basseri) and 6
(Ju/’hoansi)
Films: American Tongues
Thursday, March 25: Exam 3
Readings: Bonvillain , Ch. 8-10; Ch. 11, pp. 278-287; Ch. 12; Peters-Golden,
cha. 8 (Minangkabau), 9 (Nuer), and 13 (Tiwi)
Films: Asante Market Women
Thursday, May 3 and May 4* (see Tentative Schedule below): Exam 4
Readings: Bonvillain, Chapters 13-15, Chapter 16, pp. 407-418 and pp. 428430; Chapter 17, pp. 433-443 and 447-457; Peters-Golden, Ch. 1 (Azande), 4
(Haiti), 7 (Kaluli), and 10 (Ojibwa),
* Except for graduating seniors who should plan to take it by Tuesday,
April 20.
Grading:
General
Grades will be based on a combination of the assignments and class
participation as outlined below. Please remember that you are responsible for all
the information presented in the course, with no exceptions, so if you find yourself
absent for whatever reason, you need to contact your classmates to find out what
was covered. If you know ahead of time that you will miss a class (e.g., compulsory
athletic event) or if some problem comes up regularly affecting your attendance,
please contact me so that we can deal with the situation BEFORE your grade
suffers. Remember that a great percentage of this class relies on your presence.
If you feel at any time that your grade needs help, please come to see me
during the course of the semester. DO NOT come in at the end of the term and try
to bargain for a grade.
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Extra credit: A few opportunities for extra credit will be offered during the course
of the semester. You may earn up to 3 points total of extra credit (or 3% to be added
to your final grade).
Breakdown of Final Grade:
Class discussions & exercises/weekly readings
Research summary and hypothesis
Abstract and research paper
Discussion board and group report
Darfur project
4 Exams @ 12.5% each
TOTAL
Grading Scheme:
90-100
A
80-89
B
70-79
C
60-69
> 60
10%
5%
10%
12%
15%
48%
100%
D
F
Writing Guide
Grammar and Vocabulary: a list of common problems
You should make certain you write complete sentences with a subject and a verb in
each. Be careful not to split infinitives. Contractions (“isn’t” instead of “is not,”
“can’t” instead of “cannot”) are not allowed in formal writing. Do not use them. If
you are unsure whether to write “its” (the possessive form of “it,” meaning
something belongs to “it”) or it’s, remember first that you cannot use a contraction,
and, second, that “it’s” with the apostrophe means “it is,” two separate words. On
the other hand, “cannot” is written as one word, not two. Finally, to “effect”
something means to cause to happen; to “affect” something is to influence it.
Citations
1. Plagiarism: It is both unethical and illegal to plagiarize, that is, to use someone
else’s work without citation, presenting it as your own. In ANY research that you
do you must take care to cite your sources. If you are merely synthesizing
information from a number of sources, you may list those sources at the end of a
paragraph or a page summarizing a set of ideas. For example, in your news
reviews, you may just list the articles in a separate bibliography, as the summary is
to be short and general. However, if you quote directly from a specific article, using
the exact same words, you MUST put those words in quotation marks and
immediately reference the article. Failure to cite the source(s) of your ideas
constitutes plagiarism and is serious academic offense. University regulations
stipulate that anyone caught plagiarizing can be expelled.
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2. Format for in-text citations and bibliography: See Citation Guide on
Blackboard.
OVERVIEW OF DUE DATES (N.B.: subject to change)
1/19
1/21
1/26
1/28
2/2
2/4
2/9
2/16
2/23
2/25
3/2
3/9
3/25
3/31
4/6
4/13
4/20-22
5/3 & 5/4
Article notes on Robert Kohls
Research summary and hypothesis
First of BDG postings and responses
Article notes on Horace Miner
Article notes for Darfur Project #1
Article notes for Darfur Project #2
Exam 1
Research abstract and group preference
Article notes for Darfur Project #3
Article notes for Darfur Project #4
Exam 2
Second of BDG postings and responses, to working group
Research paper
Exam 3
Learning Community Summit
On-line BDG evaluation
Article notes for Darfur Project #5
Group reports
Exam 4 for 10048-110-04 (5/3) & 18140-110-03 (5/4)*
* Except for graduating seniors, who must arrange to take it earlier
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Tentative Course Schedule and Assignments:
Please note that readings assigned in Bonvillain may not necessarily be
sequential; pay attention to chapter numbers and page numbers.
January 12-14
1/14
Readings:
What is Anthropology? Anthropology and
Interdisciplinary Research
THIS SYLLABUS! Please read information carefully
Bonvillain, Chapter, 1, “What Is Anthropology?”
Peters-Golden, Chapter 2, “The Aztecs”
January 19
1/19
Readings:
The Concept of Culture
January 21-26
1/21
Written work:
In-class:
Studying Culture
1/26
Readings:
Written work:
In class:
Jan. 28 – Feb. 2
1/28
Readings:
In class:
Bonvillain, Chapter 2, “The Nature of Culture”
Robert Kohls, “The Values Americans Live By”
http://www.uku.fi/~paganuzz/xcult/values/Amer_values.htm OR
just search on the author or article title and you will find a
number of internet listings
Reminder: You must bring your typed notes on the article to
class and turn them in. Do NOT hand in the article itself.
Research summary and hypothesis
Introduction to Darfur Project
Bonvillain, Chapter 3, “Studying Culture”
First of two postings and two responses on initial
Blackboard Discussion Group (BDG) due; remember to
print out and hand in
Horace Miner, “Body Ritual Among the Nacirema”
www.msu.edu/~jdowell/miner.html OR just search on the article
title and you will find a number of internet listings
Reminder: You must bring your typed notes on the article to
class and turn them in. Do NOT hand in the article itself.
Ethnicity and Race
Bonvillain, Chapter 11, “Equality and Inequality,” pp. 275-278
(from beginning up to but not including “Egalitarian Societies”)
and pp. 287-299 (From “Race and Ethnicity” to end of chapter)
Darfur Project. Discussion #1: human rights
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Reminder: You must bring your typed notes on two articles to
class and turn them in. Do NOT hand in the articles
themselves.
2/2
Readings:
In class:
Peters-Golden, Ch. 5, “The Hmong,” and Ch. 14, “The Trobriand
Islanders”
Darfur Project. Discussion #2: ethnicity and race
Reminder: You must bring your typed notes on two articles to
class and turn them in. Do NOT hand in the articles
themselves.
February 4
Exam 1
February 9-11
2/9
Readings:
Written work:
Language and Culture
2/11
Readings:
In class:
Bonvillain, Chapter 4, “Language and Culture”
Research abstract and group preference due
Peters-Golden, Ch. 3 “The Basseri,” and Ch. 6, “The Ju/’hoansi”
Film: American Tongues
February 16
2/16
Readings:
In class:
Enculturation
February 18-23
2/18
Readings:
The Economics of Everyday
2/23
Readings:
In class:
Bonvillain, Chapter 5, “Learning One’s Culture”
Darfur Project. Discussion #3: language
Reminder: You must bring your typed notes on two articles to
class and turn them in. Do NOT hand in the articles
themselves.
Bonvillain, Chapter 6, “Making a Living”
Bonvillain, Chapter 7, “Economic Systems”
Darfur Project. Discussion #4: adaptive strategies
Reminder: You must bring your typed notes on two articles to
class and turn them in. Do NOT hand in the articles
themselves.
February 25
Exam 2
March 2
Marriage, Family, and Domestic Life
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3/2
Readings:
Written work:
March 4
3/4
Readings:
In class:
March 9-11
3/9
Written work:
Bonvillain, Chapter 9, “Marriage and the Family”
Peters-Golden, Ch. 9, “The Nuer”
Second of two postings and two responses due, this time to
BDG working group; remember to print out and hand in
Kinship and Descent
Bonvillain, Chapter 8, “Kinship and Descent”
Peters-Golden, Ch. 8, “The Minangkabau,” and Ch. 13, “The
Tiwi”
Introduction to group projects
Gender
Research paper due
3/11
Readings:
In class:
Bonvillain, Chapter 10, “Gender”
Film: Asante Market Women
March 13-21
SPRING BREAK
March 23
3/23
Readings:
Power and Political Systems
Written work:
Bonvillain, Chapter 11, “Equality and Inequality,” pp. 278
(beginning with “Egalitarian Societies”) – 287; Chapter 12,
“Political Systems”
Pre-summit BDG activity on-line due; remember to print out
and hand in
March 25
Exam 3
March 30
3/30
Readings:
Conflict and Conflict Resolution
March 31
LEARNING COMMUNITY SUMMIT
April 1
4/1
Readings
Religion
Bonvillain, Chapter 13, “Conflict and Conflict Resolution”
Bonvillain, Chapter 14, “Religion”
Peters-Golden, Ch. 1, “The Azande,” and Ch. 10, "The Ojibwa”
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April 6
4/6
Readings:
Written work:
April 8-13
4/8
Readings:
4/13
Readings:
In class:
Art
Bonvillain, Chapter 15, “The Arts”
Peters-Golden, Ch. 7, “The Kaluli”
On-line BDG evaluation; remember to print out and hand in
The Modern World
Bonvillain, Chapter 16, “Colonialism and Cultural
Transformations,” pp. 407-418 (beginning up to but not
including “Agents of Directed Cultural Change”) and pp. 428230 (“Globalization in the Postcolonial Era” to end of chapter)
Bonvillain, Chapter 17, “Living in a Global World,” pp. 433-443
(beginning up to but not including “Culture Change. Impacts of
Indonesian State Expansion”) and pp. 447-457 (beginning with
“Cultural Minorities in a Global World”)
Peters-Golden, Chapter 4, “Haiti”
Darfur Project. Discussion #5: globalization
Reminder: You must bring your typed notes on two articles to
class and turn them in. Do NOT hand in the articles
themselves.
April 15
NO CLASS; work on group report
April 20-22
GROUP REPORTS; ATTENDANCE MANDATORY
[seniors should expect to present with their group on
April 20]
[April 20-21
Graduating seniors schedule Exam 4 with professor]
May 3
Exam 4 for non-graduating students in 10048-110-04, from
9:00 – 10:00 am
Exam 4 for non-graduating students in 18140-110-03, from
11:00 am – 12:00 pm
May 4
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