INTRODUCTION TO CULTURAL ANTHROPOLOGY

ANT 103-080 - a “self-paced course”

Spring 2005 COURSE OUTLINE and SYLLABUS

INSTRUCTOR: Matthew Krystal, Ph.D.
E-mail: mbkrystal@noctrl.edu

OFFICE HOURS:
Thursdays, 1:00-3:00 p.m.
Educational Technology Resource Center (E.R.T.C.) AT Building

REQUIRED TEXT:

Bailey, G. and J. Peoples
1999       Introduction to Cultural Anthropology. Belmont, CA: Wadsworth Publishing Company.

TABLE OF CONTENTS

WELCOME TO ANTHROPOLOGY

I am pleased that you have selected this course in cultural anthropology, a field of study that will expand your perspective on humanity.  Anthropology is the scientific study of our species, Homo sapiens, in the broadest sense.  Cultural anthropologists focus on the behaviors and beliefs of specific human societies today or in the recent past.  American cultural anthropology is concerned most with culture as a system of meaning by which human beings construct, interpret, and understand the physical and social environment. 

A relatively late addition to the community of academic disciplines, anthropology utilizes theory and methodology from a wide array of sciences—physical, chemical, biological, psychological, and social.  As a result, the anthropological perspective is holistic, emphasizing how all aspects of human existence are interrelated.

There are many ways to be human.  Each society through a particular history develops a unique cultural pattern.  While it is the goal of anthropology to say something general about the species and human existence, much of cultural anthropology in practice is ethnography, or the intensive investigation and description of a particular society or community.   Moreover, ethnography often focuses on a particular aspect of a specific society such as the division of labor by sex or religious beliefs. 

It is clear that the human species is part of a biological continuum and is most closely tied to chimpanzees and the other apes.   Like all species, homo Sapiens is a product of adaptation to meet the basic biological needs of food, shelter, and water.  However, human adaptation is marked by its heavy reliance on a highly-developed capacity for symbolic thought.  Language and other communicative forms allow us to benefit from the knowledge of previous generations and other societies.  At times people create new strategies for survival and adaptation.  More often, however, we rely on knowledge passed from generation to generation and between societies.  Over time and through the above processes of invention, tradition, drift, and diffusion, a society assembles an imperfectly integrated system of language, relationships of kinship, gender roles, marriage and family customs, political and economic systems, and beliefs in the supernatural.  These beliefs, practices, and knowledge are organized and repeated to create feelings of stability, continuity, and belonging.  Both social and nonsocial knowledge are passed on to the next generation using language. This socially transmitted knowledge that is shared by a particular group is what anthropologists call culture.

In this self-paced course you will use a variety of methods to examine the basic concepts of cultural anthropology, including a personal project.  Please let me know how I can assist you, either by phone, email, or in person during my office hours.  If you do call and I am not in the office, please leave a message on my voice mail.  Speak slowly and clearly, leaving your name, your phone number, and your message.  Email communication and use of the bulletin board on the course web page are especially encouraged.

I hope you will find this subject matter as interesting and useful as I do.

Dr. Matthew Krystal, Adjunct Instructor
Behavioral Sciences Department
School of Arts & Sciences
Triton College, River Grove, IL 60171
Email: mbkrystal@noctrl.edu

INSTRUCTOR

A native of Chicago, Dr. Krystal attended Washington University in St. Louis, earning a B.A. in Anthropology and International Studies.   Dr. Krystal continued his studies at The Graduate School of Tulane University where he earned an M.A. and Ph.D. in Sociocultural Anthropology.

Subject Areas of Interest:

Culture and Change, Ethnicity and Ethnic Conflict, Semiotics, Immigration and Immigrant Issues, Ritual and Performance

Dissertation Abstract:

Dr. Krystal’s dissertation considers a particular sociocultural institution, The Dance of the Conquest, as it is manifested in and around the department of Totonicapán, Guatemala.  As much a play as a dance, La Conquista is considered "the national dance of Guatemala" and belongs to a larger genre of popular ritual theater known as traditional dance.  The narrative of the play relates the events surrounding the 1524 defeat of the K'iche' Maya at the hands of Pedro de Alvarado and his army.  The dancer/actors are indigenous Maya, and the study primarily concerns ethnic conflict as it is expressed in performance.  The author argues that ethnicity is not created in isolation but is profoundly embedded in larger sociocultural systems.  The dance itself and the way that it presents ethnicity are products of many influences, Pre-Columbian, colonial, and postcolonial.  The movement to revive Maya culture in the aftermath of recent violent internal conflict is the latest lens through which participants understand the play.  Additionally, in consideration of symbolic ethnic conflict the author endeavors to advance the understanding of the real strife that has been a predominant feature of the history of Guatemala.

To conduct research, Dr. Krystal apprenticed the Morería Nima' K'iche', one of the shops that prepares and rents the masks, costumes, and props necessary for the presentation of traditional dance.  Cultural activists are responsible for the very existence of this particular morería, and these circumstances shaped the research in two important ways.  First, and by design, the costumes, the props, and particularly the masks used in The Dance of the Conquest receive the most investigative attention.  Second, and by happenstance, the researcher was influenced by (and in a small way participated in) a project to rescue an important part of a community's cultural patrimony.

GENERAL COURSE DESCRIPTION

Triton College Catalogue Description:

ANT 103, 3 credits. The nature of culture encompassing social organization, technology, religion, and language, as these are seen among contemporary, primitive, and preliterate people.

An introductory course is designed to help students achieve an understanding of the basic concepts in a particular discipline.  Through “intro.” courses, students acquire new perspectives and apply their expanded knowledge and skills in all areas of life: academic, professional, and personal.

In traditional introductory college courses:

1. Classes meet for analysis through lecture, discussion, laboratory, or fieldwork.
2. Students read the literature and complete appropriate assignments, including research.
3. Professors are available for tutorials, advising, and evaluation.
4. Students review the course content, complete requirements, submit research and complete examinations, including a comprehensive final examination.
5. Students develop a capacity to evaluate and make judgments based on evidence.

Anthropology 103 080 is self-paced course, and, consequently, has no lecture or scheduled group discussion.  Accordingly, item 1 from the above list does not apply.  However, Anthropology 103 080 will feature the other main characteristics of a traditional college course.  You will read, research, and analyze, though you will do so independently.  Furthermore, Triton holds an extensive selection of videos that will provide examples of anthropological concepts as they are employed in the analysis of societies throughout the world.  Audio links listed below connect students to relevant discussions of anthropological topics. Moreover, the instructor is available for tutorials and advising by phone, through e-mail, on campus during scheduled office hours (or by appointment), or through the bulletin board on the course web page.

Discussion is an important aspect of any course, something that successful students always do.  In a self-paced course, in which students have no regular classroom contact with the instructor, conversation about course content is vital.  Studying on a regular schedule helps immensely, but it is not enough.  In addition, you will need to discuss your studies and ideas with family members, friends, or other students.  You need to practice what your are learning.  Discussion allows you to evaluate your own thoughts and apply your new knowledge to various situations.  After conversation, take time to write out the basic concepts.  Reading makes us full, conversation makes us ready, and writing makes us exact.

It will also be helpful as you work through this material to find ways to apply it in your life.  The Chicago area is an area rich in cultural diversity, and there are many cultural anthropologists at work studying its immigrant communities.  The Triton College enrollment includes students from dozens of countries.  Anthropology provides skills and knowledge that will help you to better understand the world around you and yourself.

It is best to think of learning as hard play.  It is fun, but it also requires time and effort.  You will find this course much more rewarding if you take the time to digest, understand, and begin to apply the materials.   Successful students increase their knowledge base in a new course and use that knowledge in the future.  Remember that learning is cumulative— when you do well on chapter one, mastery of chapter two should be easier.  We remember both correct and incorrect information and we often learn by making mistakes.  Accordingly, it is crucial that you take the time to evaluate your studies and correct your errors.

COURSE STRUCTURE

This course is comprised of four units, a personal project, and a comprehensive final exam.  Each unit is unified by a central theme.  This theme is explored in two or four chapters in the Bailey and Peoples text and in a number of videos and audio link discussions. (To listen to the audio links you will need to download and install Real One Player (for p.c. users) or Real One Player (for mac users).  Each unit is followed by an exam comprised of 30 objective multiple-choice questions.

PLEASE NOTE: IF YOU DECIDE TO SUBMIT A ROUGH DRAFT OF THE PERSONAL PROJECT, YOU MUST DO SO BEFORE THE E.R.T.C. CLOSES ON APRIL 6. 

PLEASE NOTE: THE PERSONAL PROJECT IS DUE MAY 2, BEFORE THE E.R.T.C. CLOSES. THERE WILL BE A SIGNIFICANT PENALTY FOR LATE SUBMITTAL Personal project options are described in detail below.

The course ends with a comprehensive final examination.  The final examination MUST be completed by May 12. (Please feel free to take the exam earlier, if you are prepared.)  The exam, a survey of the entire course, includes 60 objective multiple-choice items and two essays.  It is my belief that your final grade should reflect your competency on the last day of the course.  The comprehensive final examination is an opportunity to “show off,” particularly by writing good, well-organized responses to the essay prompts.  I am likely to take significant improvement demonstrated by performance on the final exam into consideration in assigning your final grade.  Learning is cumulative, and so is erring. Correct your errors and learn from the exams. 

COURSE GRADING

Final grades will reflect student performance in the following areas:

Rough Draft: Students submitting a COMPLETE rough draft on time receive 25 extra credit points.

All course work is assessed according to these criteria:

Students are responsible for observing Triton College policies.  I suggest that you take the time to read the Triton College Catalogue.

Be sure to complete all the written work.  Adhere closely to the format for the personal project described below.

Incomplete Grades: “If a student is passing and misses the final examination (with the authorization of the appropriate dean) or fails to complete a major course assignment, the instructor may assign a grade of “I”—incomplete.” (Triton College Catalogue).

Withdrawals: “Students are responsible for official withdrawal from course.” (TC Catalogue).

EDUCATIONAL TECHNOLOGY RESOURCE CENTER (Formerly the Independent Learning Lab)

All of the functions formerly served by the Independent Learning Lab (I.L.L.) are now served by the Educational Technology Resource Center (E.T.R.C.) located in AT 142. Accordingly, you will complete examinations, view the Faces of Culture videos (other videos are located in the library), and submit your project (and optional rough draft) through the (E.R.T.C.).  You will be allowed to use the facility only when you present a valid photo ID and your current Triton College registration.  Be sure to ask for current hours of operation, including weekends.  Remember that all examinations including the final exam essays are completed on paper provided and without references of any kind.  I suggest that you plan extra time to complete your activities at the E.T.R.C. The E.T.R.C. can be reached at 708 456-0300 ext. 3265.

PARTICIPATION

There are several ways in which students can earn participation points.  Sending the instructor e-mail messages with questions or comments; talking with the instructor on the phone about course materials; posting a question or comment on the course bulletin board; and visiting the instructor during office hours to discuss the personal project are a few examples of course participation.  

PERSONAL PROJECT

THE PERSONAL PROJECT IS DUE BEFORE THE E.T.R.C. CLOSES ON MONDAY, MAY 2.

There are two options for completing the personal project.  Cultural anthropologists collect information primarily through interview and observation.  However, reading is also important. 

ROUGH DRAFT: Students may submit a complete rough draft of the personal project to the E.T.R.C. on or before April 6.  (Early submissions are welcome.)  Be sure that your rough draft includes all parts and sections as described below of the project option that you select.  Include the phrase "rough draft" on the first page of your submission.  Please include instructions (or a stamped, self-addressed envelope) on how you would like your draft returned. If you leave no instructions, I will leave your draft at the E.R.T.C. (to be mailed to your address according to Triton records). When completing your final draft be sure to correct any errors in spelling, punctuation, grammar, citation style, typing, etc. that I note. Also be sure to address my comments concerning content. Students who submit a rough draft will receive 25 extra credit points.  Furthermore, all final draft submissions will be graded according to the same standards. Accordingly, submitting a rough draft is highly beneficial for the student.

Be sure to adhere to the requirements and include all information specified.  Staple the pages together or enclose them in a plastic cover or in a folder.  Please do not submit anything larger than a standard letter-sized folder. Please submit your project in the ILL.  Be sure to keep a copy of your project.  Projects are due May 2, and early submissions are welcome.

If you would like me to return your project after I have finished grading it, provide an appropriately stamped, self-addressed envelope with your submission.

Be sure that you...

• use standard English,
• precisely follow the format specified,
• indicate the beginning of each section,
• adhere to the length for each section of the assignment,
• use the appropriate references specified,
• include all content that is required,
• use at east one citation for each reference,
• have someone proofread your paper, and

OPTION ONE
ETHNOGRAPHY REVIEW

Ethnography is the written description of culture and is the primary product of research in cultural anthropology.  For this project, you will select, read, and write about one of the ethnographies listed below.  (You must choose from the list below.  Submissions concerning books not listed below will not be accepted.)  The Triton Library does not have copies of all of the listed ethnographies and does not hold multiple copies of any of the books. Accordingly, you may have to obtain your ethnography from another source. If you cannot locate the ethnography you wish to review in the Triton collection, there are three basic ways to obtain a book:

1. Triton students are entitled to borrow books from libraries at a wide array of Illinois public institutions of higher learning. Check with the librarian to find out which libraries are available to you as a Triton student. Be sure that you are properly registered with the Triton library. (Your i.d. alone will not be sufficient to check out books of other libraries.)
2. Consult the librarian about interlibrary loans. You may be able to have a book sent to Triton from another library.
3. Consider buying a copy of the ethnography you would like to review. The internet is the easiest and fastest way to find and purchase a book. I recommend www.abebooks.com. or www.amazon.com.

If you choose Ethnography Review for your project, be sure to get started early in the semester; allow yourself time to obtain and closely read the book. 

List of Ethnographies

Veiled Sentiments: Honor and Poetry in a Bedouin Society by Lila Abu-Lughod

The Hold Life Has: Coca and Cultural Identity in an Andean Community by Catherine Allen

The Aztecs of Central Mexico: An Imperial Society by Frances F. Berdan

Weaving Identities: Construction of Dress and Self in a Highland Guatemala Town by Carol Hendrickson

Argonauts of the Western Pacific by Bronislaw Malinowski

Coming of Age in Samoa by Margaret Mead

Number Our Days by Barbara Myerhoff

The Folk Culture of Yucatan by Robert Redfield

Nisa: The Life and Words of a !Kung Woman by Marjorie Shostak

The Forest People: A Study of the Pygmies of the Congo by Colin Turnbull

The Ethnography Review project comprises three sections.

Section One (1 page)

At the top of the page, include your name, the course number, and the title and author of the book that you have selected.  Next, present a few paragraphs concerning the background of the ethnography.  Be sure that your includes answers to the following questions:

1. What is the name of the people about whom the anthropologist writes?  Where do they live?
2. What is the research methodology used by the anthropologist?
3. When did the research take place?
4. What is (are) the central question(s) that the author attempts to answer?

Double space this page and use one-inch margins.

Section Two (2-3 pages)

In this section write a summary of the ethnography.  Be sure to:

1. Describe the organization of the book.  For example, “in the first section of book the author relates the Pre-Columbian history of the K’iche’ Maya.” 
2. Discuss the author’s major findings.  In other words how does the anthropologist answer the questions you discussed in Section One.
3. Cover all of the major arguments, themes, and findings presented in the ethnography.   However, remember to keep your discussion general; do not dedicate to much attention to specific details or one aspect of the ethnography.   If you find something of particular interest, feel free to discuss it in Section Three. 

Double space these pages and use one-inch margins.

Section Three (2-3 pages)

The last section of this project is your critical response to the ethnography.  Use the following questions as a guide:

1. Was the book interesting to read?
2. Was the ethnography well organized, written?
3. Did the anthropologist present clear and strong arguments and support them well with data?
4. What did you learn by reading the book?  Was this information useful to you?
5. Did reading the ethnography change your perception of humanity, of yourself?
6. Was there one part of the book, a theme, or finding that you found particularly interesting? If so, why? 

In Section Three, you are free to express your opinions, but should be able to defend and support them. Double space these pages and use one-inch margins.

OPTION TWO
LIFE HISTORY INTERVIEW AND ORAL TRANSCRIPTION

For this project, you will conduct and tape record two or more life history interviews of someone to whom you are NOT related by blood or marriage. If you have difficulty finding a consultant, consider posting a message on the course bulletin board. Another student may be willing to exchange interviews with you.

This project relates most closely to Chapter 12, “Personality Formation and the Life Cycle,” in Bailey and Peoples.  The purpose of a life history is to tie together two or more of the life cycle stages described in Chapter 12 in the experience of one consultant. (Interview only one consultant. You will not receive additional credit for including the life history of a second person.)

A good anthropological interview is different than a typical journalistic interview.  Your goal, particularly in the first interview, is to get out of the way and allow your consultant to construct his or her own narrative.  Ask open questions that do not lead your consultant in too specific a direction.  For example “tell me about your life as a child.”  The interview should reflect what is important to the consultant, not to the researcher.  Avoid interrupting the consultant’s speech unless necessary.  Wait until he or she stops and then ask for clarification or move on to another topic.

Your second interview will likely be shorter than the first.   Begin with a quick review to help your consultant fill in some gaps, provide corrections, and recall or clarify other information.  Later interviews also present you the opportunity to ask specific, prepared questions. 

Complete projects will include the following three sections and a cassette recording of your interviews.

Section One (1 page)

On this cover page include your name, the course number, date of submission and “Life History Project.”  In a paragraph or two briefly describe your methodology.  Be sure to address the following questions:

1. How many interviews did you conduct?
2. How much time did your interviews take?
3. How did you select your consultant?
4. Did you prepare a list of questions before beginning the interview(s)?  If so, how did you select your questions?

Single space this page and use one-inch margins.

Section Two (3-5 pages)

In this section summarize and analyze your data.  First present a summary of your consultant’s life history as constructed in the interviews.   Second, relate your consultant’s life history to the life cycle stages presented in Chapter 12.  Include a detailed summary of the life history cycle outlined by Bailey and Peoples and a clear definition of rites of passage. Relate your consultant's life history to the structure presented by Bailey and Peoples. Be sure to discuss specific rites of passage and the transitions they represent in your consultant's life history.

Double space these pages and use one-inch margins.

Section Three (number of pages determined by interview)

Language and culture are closely related, and language often receives a great deal of anthropological attention.  In order to represent language to a reader, the anthropologist must convert oral to written.  In this section you will transcribe 30 minutes of your interview(s).

Each time a person begins to speak write his or her name at the beginning of a new line.  Follow the name with a colon.  When the next person begins to speak, start a new line with his or her name followed by a colon. Continue in the same way until you have recorded 30 minutes of speech. Write down every word spoken in the conversation and represent pauses, laughing, and all the sounds the speaker produces.  Do not attempt to correct grammar or pronunciation.

Sample Transcript

Joe: Hey Mary.  How's it going?

Mary: I'm good.  How are you?

Joe:  I'm fine.  Ah, Tell me about your childhood.  What was it like? 

Mary: Well, you know, I was born in Chicago in 1939.  It was the depression then.  We didn’t have very much.  My older… I had one older brother (coughs) and two younger brothers and one older sister.  Anyways my older brother was in the army.

Single space these pages and use one-inch margins.

CITATION GUIDE

From the American Anthropological Association Style Guide

CITATION WITHIN THE TEXT

Each quotation or statement specific enough to need a reference requires a citation with author, year, and page number.  The citation is included directly in the text as shown in the examples below.

Referenced statements:

But as many critics have argued, class analysis, or what Ortner (1984:22) refers to as the capitalism-centered view, often devotes too little attention to human agency.

Short quotes:

As she points out, "A society, even a village, has its own structure and history" (Smith 1984:143).

Block quotes (indent ½” at both margins):

Each bonfire of the effigy of Paine served to light up, in an unintended way, the difference between the constitution of the gentry and the rights of the people. "Church and king" actions signify less the blind pogrom of prejudice against an outgroup and more a skirmish in a political civil war. [Smith 1963:113]

Statements referenced to multiple authors:

Works by the same author should be separated by commas (Smith 1990:42, 1991:12, 1992:259).

Semicolons separate works by different authors (Smith 1990:44, 1992:261; Thomas 1992:121; Wilson 1993:19).

Always place author names in alphabetical, not chronological, order.

For more than three authors, use the first author's name followed by "et al.": (Manning et al. 1970:21–22).  If the author of a quotation is clear from the text, then just the year of publication and the page numbers may follow the quote.  Check carefully that the page numbers cited in text fall within the page span listed in references cited.  All text citations must have a matching entry in the Reference Cited section.

REFERENCES CITED SECTION

The References Cited section includes only publications cited in the text; the list is not a bibliography.   Normally, References Cited follows the text of a paper.  Entries must be listed alphabetically by last name of senior author, and chronologically for two or more titles by the same author(s). In listing an unusual reference, include all information needed to enable a reader to identify and locate the source; when in doubt, include details.

For works in foreign languages, titles should be lowercased.  For foreign publications, the city name is anglicized, but the publisher is not.

Please ensure that all author names and titles have been spelled correctly and consistently. Include proper accents in foreign names and article or book titles.  Only capitalization should be changed from the original.  Do not change anything else, even spelling or punctuation.  Also check carefully that all references have been cited in the text and vice versa.  Below are examples of how various types of publications are to be included in the References Cited section.  If you are uncertain about proper citation, the course web page includes a link to an electronic version of the American Anthropological Association Style Guide.

Single-author book:

Geertz, Clifford
1973     The Interpretation of Cultures. New York: Basic Books.

Coauthored book:

Colby, Benjamin N. and Pierre L. van den Berghe
1969      Ixil Country: A Plural Society in Highland Guatemala.  Berkeley: University of California Press.

Author, with others:

Bonacich, Edna, with Mark Smith and Kathy Hunt
1980     The Economic Basis of Ethnic Solidarity: Small Business in the Japanese American Community. Berkeley: University of California Press.

Editor as author:

Morales-Santos, Francisco, ed.
1981      El Baile de la Conquista.  Guatemala City: Asociacion Tikal.

Book in a series:

Edmonson, Munro
1997     Quiché Dramas and Divinatory Calendars.  Middle American Research Institute, 66.
             New Orleans: Tulane University.

One volume in a multi-volume work:

Weber, Max
1968      Economy and Society, vol. 1.  New York: Bedminster Press.

Reprint/translation of Book:

Wachtel, Nathan
[1971]1977  The Vision of the Vanquished.  Sussex: Harvester Press.

Subsequent edition of book:

Tedlock, Barbara
1982       Time and the Highland Maya.  Revised edition.  Albuquerque: University of New Mexico Press.

Chapter in book with editor(s):

Otzoy, Irma

1996      Maya Clothing and Identity. In Maya Cultural Activism in Guatemala. Edward F. Fischer and R. McKenna               Brown, eds. Pp. 141-155.  Austin: University of Texas Press.

Article in journal:

Nash, June
1967      The Passion Play in Maya Indian Communities.  Comparative Studies in Society and History 10:318-327.

Internet sources:

Mueller, Charles
2003      The Traditional Artisan and E-commerce. Electronic Document. http://www.econanthro.org/articles/volume3/.

JOURNALS HELD BY TRITON COLLEGE

STUDY GUIDE

Required Text:
Bailey, G. and J. Peoples
1999     Introduction to Cultural Anthropology. Belmont, CA: Wadsworth Publishing Company.

Supplemental Materials: Videos held by Triton College.

Essential Vocabulary

The basic history, method, and theory of a discipline are the main topics of an introductory course.  Understanding these topics begins with a mastery of the central concepts of the field.   A detailed study outline begins on the next page.  The study outline includes a list of key terms for each chapter.  To succeed in this course, you must be able to write a complete definition of each term without referring to the text or your notes.  Moreover, you will need to understand how these terms relate to one another and to the field as a whole.

(Note: in this course, "ethnology" always refers to “the comparative study of human cultures.”  Do not use "ethnology” as a synonym for "cultural anthropology.”)

Reading and Digesting Course Materials

You cannot be efficient in this course by taking in big gulps: a few chapters, a few videos.  Master a chapter by using the part-whole method.  The cover page for chapter lists “Contents” in bold type.  Headings in bold type represent chapter sections. 

Suggested Study Method

• Read each chapter one section at a time.
• After completing each section, read the summary for the entire chapter.
• Review the key terms in the section you have read.
• Complete each chapter, section-by-section, always reading the entire summary and reviewing key terms following each section.
• One summary item from each chapter is listed as an essay option.
• After you have completed your study of the entire unit, practice writing for the final exam essay section.

Remember, you do not have to complete an entire chapter in one sitting.  You don’t need an hour of uninterrupted time to make progress and improve your understanding.  In a10-20 minute period of free time, you can read and review one section and learn a great deal.  It’s not a very big book, carry it along.  I recommend that you complete the reading assignments for the entire unit before you use any videos.  When you feel comfortable with the chapter content, relax and watch the videos.  Simply make a note when you recognize a concept from the text.  Make a note of the examples you observed in the video. Also, do any key terms come to mind that you did not recognize in the video?

Following is an outline of each unit including key terms, suggested videos, practice true/false questions, and practice essay prompts.  This outline is designed to help you monitor your progress.  If you follow it closely and honestly, you will gain the basic understanding of cultural anthropology requisite to pass this course.

UNIT ONE STUDY OUTLINE

CULTURAL ANTHROPOLOGY  (Chapters 1, 2, 3, & 4)

CHAPTER ONE

1. Summary
Read each chapter summary carefully.  Are there any concepts you do not recall or fully understand?  If so, review.

2. Key Terms
Write the definitions of these key terms without referring to the text or your notes.

• physical anthropology
• ethnology
• holistic perspective
• human variation
• fieldwork
• comparative perspective
• archaeology
• linguistics
• cultural relativism
• cultural anthropology
• applied anthropology
• ethnocentrism

CHAPTER TWO

1. Summary
Read each chapter summary carefully.  Are there any concepts that you do not recall or fully understand?  If so, review.   Summary item #1 on page 25, “The Culture Concept,” will help you prepare for the essay section of the final exam.

2 Key Terms: Write the definitions of these key terms without referring to the text or your notes.