ANTHROPOLOGY 125 GWORLD CULTURESSYLLABUSJanuary - May 2011 Instructor: Peter L. Eidenbach, Professor of Anthropology and New Mexico History

Lectures: Monday and Wednesday: 7:00 - 8:15 PM - CB 703Office Hours: Mon/Wed.: 5:30 - 6:45 PM or by appointmenthome phone: 682-2010e-mail: tiopete@zianet.com

1. PURPOSE and SCOPE

This course will introduce the student to the ethnic and cultural diversity in the modern world. The social, economic, political, and religious thought and behavior of a variety of world cultures will be examined and several critical topics in global social relations will be analyzed. Other topics examined will include: the roots of prejudice, discrimination, and ethnic conflict; global population and resources; modern terrorism; and war.

A wide variety of study materials will introduce traditional, modern, and post modern cultures from around the world. These include: recorded music, the Millennium video series, texts of selected short ethnographic sketches, longer ethnographies (in-depth, descriptive studies of individual cultures), topical lectures, and critical essays from contemporary journals. Students will be encourages to explore their own ethnic backgrounds and share their personal discoveries with the class.

2. STUDENT LEARNING OUTCOMES

Students completing Introduction to World Cultures will be familiar with: the terminology of Anthropology; the diversity of contemporary and past societies; the nature and mechanisms of cultural evolution; the general content and significance of the archaeological and ethnographic records; the variety of human language, religion, social structure, art; and nature of culture. The central concept of “Culture” will provide the primary focus of the class.

Learning experiences which will foster this knowledge include traditional lecture and audio-visual presentations; reading and abstract preparation of ethnographic monographs chosen by the student; numerous home projects to foster observation and description; a midterm poster research project; library and internet research; and class discussion.

Because the idea of “culture” is central to anthropology learning outcomes will be assessed by a pre- and post-written definition of the concept. which will not contribute to individual grades.

3. CONTENT

The course will include: 12 class lectures; 13 videos; 2 class discussions; 5 short home study projects;

textbook creation for 4 ethnic groups; textbook study;

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1 monograph reading, with written abstract; approx. 6 magazine article readings;

4. MATERIALS - digital textbook created individually by students (separate handout)

- optional supplementary texts: "Cultural Sketches" Holly Peters-Golden “Traditional Cultures” Glenn King

- reprint articles: distributed in class- required monograph: chosen from the Spindler series

"Case Studies in Cultural Anthropology" (NMSU-A library)- handouts: most lecture material not covered in text will be summarized in printed handouts. The student is responsible for obtaining any handouts missed due to non-attendance.

5. EDUCATIONAL PHILOSOPHY

Effective education depends on three things: interaction between the student and instructor; mastery of new intellectual tools; and integration of new knowledge with old. This course will stress comprehension and understanding, not rote memory. Class discussion and questions are encouraged. The secret of success in this course is to complete all the assigned work on schedule and to the best of your ability. Read all the text material, do all the home projects, and read the monographs early in the semester. The sequence and timing of assignments is designed to help you get the maximum return from the course. Failure to complete assignments on time results in more than poor grades—it decreases your comprehension of the lectures and your overall understanding of the subject matter.

6. EXAMS, PROJECTS, GRADES

Grades will be based on: % of grade due:- home projects (Satisf. or Unsatisf.) 20% @ bi-weekly - monograph abstract (S or U) 10% Feb. 16- take-home poster midterm 20% Mar. 7- textbook creation 20% Apr. 13- final exam 30% May 4, 7:00 pm

Course grades are based on three components:

1. short Home Projects - practical exercises and "thought experiments" which help you to "think like an anthropologist." If you put in the effort to complete the task (usually an hour or so) and turn in an adequate report, you will receive a grade of "Satisfactory." If you fail to complete and turn in the assignment, you will get an "Unsatisfactory" grade. If time allows, you may resubmit a new report for any "Unsatisfactory" assignment. Almost all students who have done poorly or failed this course have done so by not completing these Home Projects. Once these have been returned, you should retain them, in case of a clerical grading error.

2. One assigned monograph reading is required. The monograph must be chosen by the student from an extensive series available in the library. The series, titled "Case Studies in Cultural Anthropology", edited by George and Louise Spindler, includes more than 90 titles in paperback covering virtually every type of culture known throughout the world. If you have

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trouble finding the series inquire at the desk. The titles are often filed by geographic area, and thus are somewhat scattered in the stacks. If you continue to have problems, ask me.

Note that these monographs are not the titles listed in the supplementary readings. Please do not substitute supplementary readings for the monograph assignments. To receive credit for the monograph reading you must submit a one page typed "abstract" in outline or narrative form. The abstract should include brief information on "Who, What, Where, When, Why, How" for that culture. This abstract may be duplicated for distribution to other members of the class. Think of your abstract as if it were the study notes you would prepare to refresh you memory about that culture just prior to an exam. This abstract is also graded "Satisfactory" (ie. you clearly read the book), and "Unsatisfactory" (you apparently did not read the book).

3. Two exams form the third part of the course grade. The midterm is a take-home poster/essay project. The final is a take-home or in-class, open-book essay exam. Since there are no "right" answers, both are graded on how well you present your topic (Thesis), how well you explain it (Argument), and how thoroughly you document your argument with sources (Research). The poster midterm also has a grading component for clarity of presentation. Clarity of presentation does not mean artistic merit—no artistic ability is required—but does include organization, neatness, etc. Letter grades are assigned on a curve based on how well the class as a whole responds. Remember, if you fail to turn in the work, you will do poorly.

7. ATTENDANCE

Attendance is your responsibility. An attendance sheet will be maintained to document attendance for purposes of benefits, but will not affect your grades. Past experience in this course has shown that students who don't attend regularly do poorly, or flunk exams.

8. CHEATING AND PLAGIARISM

Cheating, plagiarism or copying on projects, term paper or exam will result in loss of credit for the first offense, and a failing grade for the second offense. The instructor's decision is final, subject to written appeal to the college administration and student senate.

Unsure about Plariarism? Check these sites:http://lib.nmsu.edu/instruction/handouts/citations&plagiarism.PDFhttp://studentorgs.vanderbilt.edu/HonorCouncil/infostud.phphttp://www.princeton.edu/pr/pub/integrity/08/intro/index.htmhttp://www.indiana.edu/~wts/pamphlets/plagiarism.pdf

This does not mean you cannot consult with other students. Collaboration is the lifeblood of intellectual inquiry and is encouraged in this class. Your interpretations and written assignments, however, must be your own. When you collaborate or use the insights, analyses, or data of others be sure to cite your source by author, year, title, etc. If you have questions about when and how to cite sources—ask!

9. PRIVACY

If you object to the release of personal information related to attendance at NMSUA, review page 5 of the class schedule bulletin and return the “no release” form to Student Services by January 28. If you have questions concerning privacy issues in this course, please consult with the instructor.

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10. CLASS BEHAVIOR

Honesty, courtesy, and respect for other students, faculty, and staff is a basic requirement for participation in a college program. Questions during lectures are welcomed as part of the necessary interaction between students and instructor. Disruptive, abusive, or rude behavior will not be tolerated. Individuals whose behavior interferes with the class will be asked to leave the class for the remainder of the period. If such behavior persists, the problem will be referred to administrative and student authorities for disciplinary action.

Racial, ethnic or sexual sarcasm, discrimination, or harassment will not be tolerated, and are grounds for expulsion and course failure. Students subjected to these types of behavior should report the incident immediately to the instructor or to student services. Your privacy will be respected and completely protected. Tolerance of such behavior is encouragement—don't grin and bear it, report it.

11. A BRIEF NOTE ON POLITICAL CORRECTNESS

The First Amendment in the Bill of Rights guarantees all Americans the right to express their thoughts and ideas, no matter how unpopular. Only one limit has been set by the courts—speech which constitutes “a clear and present danger” to life and safety is prohibited. The classic example is shouting “FIRE!” inside a crowded movie theater.

Recently, increasing sensitivity to minority sensibilities and the subtle but real discriminatory effect of stereotyped speech has led to the excess of “political correctness” which poses the principal modern threat to free speech. Politically correct speech may be admirable in many cases, but cannot be compulsory without jeopardizing First Amendment rights. Sensitivity to others’ feelings is important but cannot be allowed to interfere with the free expression of ideas. As a people, we cannot accept the legislation of our legitimate speech by our listeners without opening the door to objections to any statement by anyone who chooses to allege prejudice and discrimination.

The solution, to me, is the constant exercise of respect and empathy. If we express our ideas without them, our audience is not likely to hear what we say. If we wish to communicate successfully we must remain aware of our audience. But no one has the right to suppress our ideas, no matter how objectionable.

In many cases, terms which appear to be politically incorrect may, in fact, be most appropriate. For example, the term “red indian” may be accurate for describing traditional stereotypes, but not correct for describing living Native American people.

If we adhere closely to these behavioral standards, we should have no problem in protecting both free expression and others’ feelings. After all, we cannot resolve or solve our social conflicts if we cannot discuss them.

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12. LECTURE TOPIC SCHEDULE (tentative, subject to change at instructor’s discretion)

Jan. 19 (Wed) Course Introduction24 (Mon) video—Millennium: The Shock of the Other26 (Wed) instructions: preparing your Digital Textbook31 (Mon) Diversity: Cultural, Ethnic, Religious, Linguistic

Feb. 2 (Wed) Culture, Population, and Environment 7 (Mon) video: Sapmi - the Sami People of Norway 9 (Wed) The Anthropological Perspective—Holism & Relativism14 (Mon) video—Millennium: Strange Relations************* turn in Digital Textbook card ***************16 (Wed) Multiple Worlds: 1st, 2nd, 3rd, 4th, etc.************** begin take-home midterm ****************21 (Mon) video—Millennium: Mistaken Identity

23 (Wed) Cultural Change: Revolution, Revitalization, Conquest . 28 (Mon) video—Millennium: An Ecology of Mind

Mar. 2 (Wed) Cultural and Biological Ecology 7 (Mon) video—Millennium: The Art of Living ************** mid-term project due **********************

(March 8 last day to drop with “W”) 9 (Wed) Art, Myth, Religion; the Sacred and Profane

14 (Mon) video: The Power of Myth—the First Storytellers 16 (Wed) Politics, Economics & Ideology

class discussion—the personal meaning of ethnicity 28 (Mon) video—Millennium: Touching the Timeless

30 (Wed) video—Millennium: A Poor Man Shames Us All

Apr 4 (Mon) discussion: local, national, and international ethnic conflict 6 (Wed) video—Millennium: Inventing Reality 11 (Mon) video—Race - the Power of an Illusion

13 (Wed) video—Race - the Power of an Illusion II************* Digital Textbook Summary due ***************18 (Mon) The End of Progress

20 (Wed) video—Millennium: The Tightness of Power 25 (Mon) Jihad v. MacWorld

27 (Wed) video—Millennium: At the Threshold

May 4 (Wed) FINAL EXAM 7:00 - 9:00 pm

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Anthropology 125World CulturesHome Projects

These short home projects will help you develop an anthropological perspective and supplement your understanding of ethnic and cultural diversity throughout the world.

Read the suggested project carefully, then decide how you plan to proceed. Write down an explicit, but succinct statement of what you plan to do, and how you will do it. Then carry out you plan, keeping notes of your observations. Once your project is complete, try and interpret the results, and why those results are important.

Detailed notes on how each project or exercise was conducted, results, and interpretations should be hand written or typed on 81/2 x 11 inch paper. Each page should include investigator's name, date, project number, page number, etc.

Each project you hand in should include:1. Brief introduction. What are you investigating?2. Method. How did you investigate?3. Results. What did you observe?4. Interpretation. What does it all mean?

These projects are open-ended. How you design the details, and how complex you make the project are up to you. Above all, use your imagination. Remember, in the field an anthropologist faces an unknown situation almost all of the time. Successful field research depends on what you can capture from moment to moment as observational opportunities present themselves.

Projects should be turned in at regular intervals indicated by the schedule. Grades will be "Satisfactory" ie. full credit, or "Unsatisfactory" - no credit. You may redo any project graded with "U" for resubmission and full credit. Projects will be returned at regular intervals. Keep your returned projects in case I make a clerical error in my grades. Each successfully completed project earns 4 points toward a semester total of 100 for the course grade. The principal reason for low grades in this course is failure to complete these projects. If you have any questions, just ask!

PROJECT SCHEDULE

1. Whoʼs Who? due: Jan. 312. Back To the Future Feb. 143. Totems, Logos, Trademarks=Identity Mar. 144. Modern Mythology Mar. 305. A Family Affair Apr. 11

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1. Whoʼs Who

Despite the implication underlying mainstream history as usually taught in public schools, there is more than one accurate history. Gradual realization of this fact has led to development of ethnic studies programs throughout the American educational establishment. Multiple histories and historical perspectives can democratize society, but can also lead to conflict if we fail to accept the fact that history is always selective, and that each identifiable ethnic polity constructs its history from those events which are important to it.

Here are some famous individuals who rarely figure in mainstream “American” history but are of great importance to other ethnic and social groups—and a few who tend to be left out of the mainstream because their significance has yet to be recognized. See if you can find out who they are and why they are important.

Angela DavisJohn LockeLao TseJomo KenyattaHandsome LakeChe GuevaraMarshall McLuhan

2. Back To The Future

Author C. Owen Papke commented that:“Those who cannot foresee the future are condemned to live it.”and“In predicting the future, everyone has amateur standing.”

Review the Futurist article “The Highly Probable Future” ( handout) and select one of the 83 assumptions discussed which you either agree or disagree with strongly.

Write a short paragraph explaining why you agree or disagree, supporting your argument from your general knowledge or readily available sources.

You might want to look at the September 1995 issue of Scientific American, a special issue devoted to “Key Technologies for the 21st Century.”

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3. Totems, Logos, Trademarks & Identity

In its most general sense a totem is an exterior symbol of collective identity which is venerated, particularly during sacred social rituals. Specific taboos or ritual prohibitions are often associated with particular totems, and often are associated with myths and stories which serve to explain why things are the way they are. In aboriginal tribal societies totems often take the persona of a sacred animal, whose consumption is forbidden except during sacred ritual. (Remember, not all sacred activities or rituals are religious in the modern sense of that word).

We are most familiar with the totem poles from the northwest coast of north america, and the animal spirits from Asia, Africa, etc. But we take our own totems for granted. Try and identify some of these totems in our society, particularly those you, yourself share an identity with. Look for these key characteristics: collective (or group) identity; symbolic abstraction; personification; veneration and ritual.

What is the difference between a totem and a logo or trade symbol? Do trade logos ever become totems? Why? Where and how are totems displayed in our society?

#4 Modern Mythology

Joseph Campbell has pointed out that the post-industrial “first world” lacks its own mythology and has called for new myths to empower, legitimate, and rationalize the modern human experience. Who but ourselves will be the authors?

Choose a peak personal experience which taught you an important lesson and try to generalize it into a new myth. Pattern it on older myths you are familiar with and try to develop modern symbols to create an effiective context. Keep your myth short and direct, about one page in length.

#5 A Family Affair

The nature of the family is a recurring topic in our society, particularly in political rhetoric. What is the “traditional American family?” Examine your family across several generations and consider some of these factors:

a. residence patterns—who lives with who?b. family size—how many people constitute the family?c. economic patterns—how do residential members contribute to family economy?d. duration—how permanent is the residential family group?e. ethnicity—are ethnic or traditional values involved in defining the family?f. kin relationships—how and to whom is the core family related to other individuals and groups who are considered to be relatives?

Can you identify changes from one generation to the next? Explain why such changes are necessary? For example, how does geographic mobility affect family?

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