Daily Content Guide - Anthro1

DAILY CONTENT GUIDE Subject: ANTHRO 1
Week 1
Day 1-5
1 Term-1 Sem 2011
st
st
Week 1
Day 1-5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I. Objectives: To align the students personal vision with the schools vision. To acquire knowledge on the school policies, rules and regulations. To identify the Social Science Program Educational Objectives. To acquaint with the students and foster harmonious relationships inside the classroom. II. Main Topic: UM Vision, Mission, and Goals and its Objectives Subtopics: 1. Introduction of UM VMG and Social Science Objectives 2. Presentation of School Policies, Rules and Regulations 3. Self-Introduction Vision UM Tagum College envisions to be recognized as responsive, integrative, and innovative non-sectarian educational powerhouse geared towards a culture of excellence proactive to the demands of the global community. Mission To provide quality instruction, research and extension services relevant to the needs of time embracing the holistic development of human resources imbued with knowledge, abilities, skills, habits, and values underpinning the dynamism of educational standards. Goals Guided by its mission, the UM Tagum College commits itself. a) To offer academic programs that meet international standards. b) To enhance instructional and community development through research activities and utilization. c) To strengthen extension services that will uplift the quality of life of the community. d) To establish partnerships and linkages congruent to the local, national and international development goals. e) To empower individuals with transformational competencies and ethical values adaptive to the needs of the global community. f) To harness the peculiarity of every member of the learning community through optimal exposure to relevant activities that reinforce their talents and skills.
g) To develop dedicated service-oriented human resources responsive to the finest pursuit of quality services. h) To integrate into the curriculum diversified activities to foster new learning experience that defines the uniqueness of the various academic programs. Social Science Discipline Educational Objectives 1. Provide excellent learning spaces which are opportunities for intellectual growth and excitement. 2. Create a dynamic educational environment where faculty, students, administrators and staff cooperate in preparing individuals for successful careers. 3. Educate students as responsible, thoughtful and enterprising citizens which have deep understanding of ethical principles, moral values, political theories, aesthetics and economics. 4. Utilize modern facilities and technology that support achievement of the vision. 5. Develop and cultivate research programs which are responsive to the needs of society and government. 6. Promote a living-learning community that fosters innovation, critical thinking, creativity, scholarship, professional, competence, responsible citizenship and leadership. 7. Develop new initiatives targeting leading programs that address issues on Mindanao culture and arts. III. Procedures / Activities An elevated speech on the importance of the VMG Self-introduction of students Learning Concepts / Abstraction Focus on the Vision, Mission, and Goal of UM Include the governing rules by the university and classroom policies IV. Assessment / Evaluation Open Forum Oral Recitation V. Assignment Memorize the UMTC VMG VI. Textbook / References UMTC Students Handbook
Week 2
Day 1
1 Term-1 Sem 2011
st
st
Week 2
Day 1
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I. Objectives: At the end of the lesson, the students should be able to:
Gain knowledge on the definition and importance of Anthropology. Discuss the four subdisciplines of anthropology and analyze what unites them into a single discipline and what makes them different from each other. o
II. Main Topic: The Nature of Understanding Anthropology

Anthropology is the scientific and humanistic study of the human species. It is the exploration of human diversity in time and space.
Subtopics:
The academic discipline of anthropology, also known as general anthropology or four-field anthropology, includes four main subdisciplines or subfields sociocultural, archaeological, biological and linguistic anthropology. o Cultural Anthropology the study of human society and culture, the subfield that describes, analyzes, interprets, and explains social and cultural similarities and differences. - To study and interpret cultural diversity, cultural anthropologists engage in two kinds of activities: ethnography (provides an account of a particular community, society or culture) and ethnology (examines, interprets, analyzes, and compares the results of ethnography the data gathered in different societies). o Archaeology reconstructs, describes, and interprets past human behaviour and cultural patterns through material remains. - At sites where people live or have lived, archaeologists find artifacts, material items that humans have made or modified, such as tools, weapons, camp sites, and buildings. o Biological/Physical Anthropology the subject matter is human biological diversity in time and space. - The focus on biological variation unites five special interests within biological anthropology: 1. Human evolution as revealed by the fossil record (paleoanthropology), 2. Human genetics, 3. Human growth and development, 4. Human biological plasticity (the bodys ability to change as it copes
with stresses, such as heat, cold and altitude), 5. The biology, evolution, behaviour and social life of monkeys, apes, and other nonhuman primates. Linguistic Anthropology studies language in its social and cultural context, across space and over time. - Some linguistic anthropologists make inferences about universal features of language, linked perhaps to uniformities in the human brain. Others reconstruct ancient languages by comparing their contemporary descendants and in so doing make discoveries about history. Still others study linguistic differences to discover varied perceptions and patterns of thought in different cultures.
III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction

Anthropology explores the origins of and changes in human biology and culture. The four subfields of general anthropology are sociocultural, archaeological, biological, and linguistic anthropology. All share an interest in variation in time and space and in adaptation the process by which organisms cope with environmental forces and stresses.
IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment Bring colored pictures of the evidences of the past. Read Chapter 1 of Cultural Anthropology, 10th Edition VI. Textbook / References
Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
th
Week 2
Day 2
1 Term-1 Sem 2011
st
st
Week 2
Day 2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:
At the end of the lesson, the students should be able to:

Discuss the four subdisciplines of anthropology and analyze what unites them into a single discipline and what makes them different from each other. Identify what distinguishes anthropology from other academic fields. II. Main Topic: The Nature of Understanding Anthropology Most departments of anthropology teach courses in all four subfields. Subtopics: There are historical reasons for the inclusion of four subfields in a single discipline. American anthropology arose more than a century ago out of concern for the history and cultures of the native peoples of North America. Interest in the origins and diversity of Native Americans brought together studies of customs, social life, language, and physical traits. o Another reason for anthropologys inclusion of four subfields was an interest in the relation between biology and culture. More than 50 years ago, the anthropologist Ruth Benedict realized that In World history, those who have helped to build the same culture are not necessarily of one race, and those of the same race have not all participated in one culture. In scientific language, culture is not a function of race. o There are also logical reasons for the unity of American anthropology. Each subfield considers variation in time and space. III. Procedures / Activities Discussion Group Activity Presentation of the pictures assigned to the groups. Learning Concepts / Abstraction General anthropology explores the basics of human biology, society, and culture and considers their interrelations. Human nature cannot be derived from studying a single nation or cultural tradition.
IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions Evaluate the output and presentation of each group V. Assignment
Read Chapter 1 of Cultural Anthropology, 10th Edition
VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 2
Day 3
1 Term-1 Sem 2011
st
st
DAILY CONTENT GUIDE Subject: ANTHRO 1 o
Week 2
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Identify what distinguishes anthropology from other academic fields. II. Main Topic: Anthropology and Other Academic Fields As a discipline that is both scientific and humanistic, anthropology has links with many other academic fields. Subtopics: Cultural anthropology and sociology share an interest in social relations, organization, and behaviour. o Initially, sociologists focused on the industrial West; anthropologists, on nonindustrialized societies. o For many years, sampling and statistical techniques have been basic to sociology, whereas statistical training has been less common in anthropology (although this is changing as anthropologists increasingly work in modern nations). o Traditional ethnographers studied small and nonliterate populations and relied on methods appropriate to that context. o Anthropologists and sociologists also share an interest in issues of race, ethnicity, social class, gender, and power relations in modern nations, including the United States and Canada. Anthropology, Political Science and Economics o Political science and economics developed to investigate particular domain of human behaviour. o Like sociologists, political scientists and economists have tended to work mainly in modern nations. o Studying political organization cross-culturally, anthropologists have increased our knowledge of the range and variety of political and legal systems. o Anthropologists have contributed to the comparative study of economics by showing that principles other than the profit motive propel the economy in other cultures. Anthropology and Humanities o Traditionally, the humanities focused on high-brow fine arts, knowledge of which was considered basic to a cultured person.
All creative expressions are of potential interest as cultural products and documents. Growing acceptance of this view has helped broaden the study of the humanities from fine art and elite art to popular and folk art and the creative expressions of the masses and of many cultures. o A final link between anthropology and the humanities is the study of ethnographic accounts as a form of writing. Anthropology and Psychology o Most psychologists do research in their own society. o The area of cultural anthropology known as psychological anthropology studies cross-cultural variation in psychological traits. Anthropology and History o Anthropologists and historians collaborate in the study of issues such as colonialism and the development of the modern world system. o Historians and historically oriented anthropologists are interested in both types of change small scale and large scale.
III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction Concerns with past and present and with biology, society, culture, and language link anthropology to many other fields sciences and humanities. Anthropology has influenced and is being influenced by the humanities. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment
Read on Applied Anthropology - Chapter 1 of Cultural Anthropology, 10th Edition
DAILY CONTENT GUIDE Subject: ANTHRO 1 I. Objectives:
Week 2
Day 4-5
1 Term-1 Sem 2011
st
st
Week 2
Day 4-5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY

Appreciate the rich culture shown in the movie. Enumerate the cultural way of life of the Mesoamerican tribe in Mexico. Analyze the importance of culture to mans survival. Relate cultural concepts to real life situations.
Learning Concepts / Abstraction Applied anthropology uses anthropological knowledge and methods to identify and solve social problems. In general, applied anthropology aims to find humane and effective ways of helping the people whom anthropologists have traditionally studied. IV. Assessment / Evaluation Critical Thinking Questions Evaluate the output and presentation of each group. V. Assignment
II. Main Topic: Applying Anthropology Applied anthropology refers to the application of anthropological data, perspectives, theory, and methods to identify, assess, and solve contemporary social problems. Subtopics: In its most general sense, applied anthropology includes any use of the knowledge and/or techniques of the four subfields to identify, assess, and solve practical problems. Because of anthropologys breadth, it has many applications. o Applied medical anthropologists have served as cultural interpreters in public health programs, which must fit into local culture and be accepted by local people. o Other applied anthropologists work for international development agencies, such as the World Bank and USAID. o Anthropologists examine how the environment influences humans and how human activities affect the biosphere and the earth itself. o Forensic anthropologists work with the police, medical examiners, the courts, and international organizations to identify victims of crimes, accidents, wars and terrorism. o Applied physical anthropologists link injury patterns to design flaws in aircraft and vehicles. III. Procedures / Activities Discussion Group Activity Students should be able to come up with a program that concerns with the following issues/topics: o Garbage o STDs o Drug Addiction o Street Children o Indigenous People
Week 3
Day 1
1 Term-1 Sem 2011
st
st
Week 3
Day 2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
After watching the film, the students should be able to:

Acquire knowledge on the different strategies/techniques of archaeologists in the field. Appreciate the evolutionary journeys of our ancestors. Discover how an advanced culture helps humans understand ourselves, each other, and our place in the natural world.
I.
Objectives:

Discuss what distinguishes ethnography and ethnology. Identify the major ethnographic techniques and the kinds of information they collect. Acquire knowledge on the history and development of ethnography and how anthropologists study cultures. II. Main Topic: Ethnographic Techniques
II. Main Topic: Short Documentary Fims on Becoming Human: o Archaeology o Ancestors o Culture Subtopics: The characteristic field techniques of the ethnographer include the following: 1. Direct, firsthand observation of daily behaviour, including participant observation. 2. Conversation with varying degrees of formality, from the daily chitchat that helps maintain rapport and provides knowledge about what is going on to prolonged interviews, which can be unstructured or structured. Formal, printed interview schedules or questionnaires may be used to ensure that complete, comparable information is available for everyone of interest to the study. 3. The genealogical method. 4. Detailed work with key consultants about particular areas of community life. 5. In-depth interviewing, often leading to the collection of life histories of particular people (narrators). 6. Discovery of local beliefs and perceptions, which may be compared with the ethnographers own observations and conclusions. 7. Problem-oriented research of many sorts. 8. Longitudinal research the continuous long-term study of an area or site. 9. Team research coordinated research by multiple ethnographers. III. Procedures / Activities Sharing of insights
III. Procedures / Activities Film Viewing Learning Concepts / Abstraction Fossils are rare and difficult to find. Scientists look for fossil sites through survey. Researchers study prehistoric environments and ecological relationships so t hat they can reconstruct past interactions between plants, animals, and our ancestors. Paleoanthropologists study fossils to learn about the anatomy of our ancestors, comparing specimens to determine variation in a given population. Evolution describes the biological change that living organisms undergo over time. Africa was the sole setting of human evolution for the first three or four million years of hominid existence. IV. Assessment / Evaluation Make a reaction paper on the importance and the interrelatedness of the 3 short documentary films. V. Assignment
Week 3
Day 2
1 Term-1 Sem 2011
st
st
Week 3
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
Learning Concepts / Abstraction Ethnography has several characteristic field procedures, including observation, establishment of rapport, participant observation, conversation, listening to native accounts, formal and informal interviews, the genealogical method, work with key consultants, life histories, emic and etic research strategies, problem-oriented ethnography, and longitudinal research. Recording the imponderabilia of daily life is particularly useful early in field work. That is when the most basic, distinctive, and alien features of another culture are most noticeable. IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment
I.
Objectives:

Identify the different techniques and methods used by archaeological anthropologists. II. Main Topic: Field Work in Archaeological Anthropology Archaeologists use varied methods to recover remains from a series of contexts, such as pits, sites, and regions. Subtopics: Archaeologists use two basic fieldwork strategies: systematic survey and excavation. o Systematic survey provides a regional perspective on the archaeological record by gathering information on patterns of settlement over a large area. It involves walking over the entire survey area and recording the location and size of all sites. o During an excavation, the archaeologist recovers remains by digging through the cultural and natural stratigraphy the layers of deposits that make up an archaeological site. Any excavation recovers varied material remains such as ceramics, stone artifacts, human and animal bones, and plant remains. III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction Archaeological anthropologists also work in teams and across time and space. Typically, archaeologists combine both local (excavation) and regional (systematic survey) perspectives. Archaeologists use settlement pattern information to make population estimates and to assess levels of social complexity. Sites are excavated because they are in danger of being destroyed or because they address specific research interests.
Make a Family Tree. Write a unique life history about your self, family, friend or a relative.
Week 3
Day 3
1 Term-1 Sem 2011
st
st
Week 3
Day 4
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I. IV. Assessment / Evaluation Oral Recitation V. Assignment What are the ethical issues that researchers need to consider in
Objectives:

Discuss the American Anthropological Associations Code of Ethics II. Main Topic: The Ethics in Anthropology Subtopics: In its most recent (1997) Code of Ethics, the American Anthropological Association (AAA) notes that anthropologists have obligations to their scholarly field, to the wider society and culture, and to the human species, other species, and the environment. This Codes aim is to offer guidelines and to promote discussion and education. The Code addresses several contexts in which anthropologists work. Its main points about the ethical dimensions of research, teaching, and application may be summarized: o Research In proposing and conducting research, according to the Code, anthropologists should be open about their purposes, potential impacts, and source of support. - Responsibility to people and animals - Responsibility to scholarship and science - Responsibility to the public o Teaching The AAA Code of Ethics addresses ethical issues affecting the relation between anthropologists and their students or trainees. Anthropologists need to be sensitive to specific ways in which such rules apply to anthropology. o Applied Anthropology The general provisions of the AAA Code of Ethics extend to applied anthropology, but with some specific additions. 1. Applied anthropologists should use and disseminate their work appropriately. 2. With employers, applied anthropologists should be honest about their qualifications, capabilities, aims, and intentions. 3. Applied anthropologists, like all members of the field, should be alert to the danger of compromising ethics as a condition for engaging in research or practice.
conducting anthropological researches?

Week 3
Day 4
1 Term-1 Sem 2011
st
st
Week 3
Day 5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction In writing grant proposals, in conducting research, and in other professional contexts, ethical issues will inevitably rise. Anthropologists recognize ethical obligations to their scholarly field, to the wider society and culture, as well as to the human species, other species, and the environment. IV. Assessment / Evaluation Oral Recitation V. Assignment
I.
Objectives:

Determine how ethnography and survey research differ in terms of method, goals, and kinds of societies in which they are used. II. Main Topic: Ethnography and Survey Research Subtopics: Ethnography and Survey Research Contrasted Ethnography
Studies whole, functioning communities Is usually based on the firsthand field work, during which information is collected after rapport, based on personal contact, is established between researcher and hosts Is generally interested in all aspects of local life (holistic)
Survey Research
Studies a small sample of a larger population Is often conducted with little or no personal contact between study subjects and researchers, as interviews are frequently conducted by assistants over the phone or in printed form Usually focuses on a small number of variables e.g., factors that influence voting, rather than on the totality of peoples lives Is normally carried out in modern nations, where most people are literate, permitting respondents to fill in their own questionnaires Is heavily dependent on statistical analyses to make inferences regarding a large and diverse population, based on data collected from a small subset of that population
Read about Ethnography and Survey Research, Chapter 2 of Cultural Anthropology, 10th Edition
Has been traditionally conducted in nonindustrial, small-scale societies, where people often do not read and write Makes little use of statistics, because the communities being studied tend to be small, with little diversity besides that based on age, gender, and individual personality variation.
III. Procedures / Activities Discussion Sharing of insights
Week 3
Day 5
1 Term-1 Sem 2011
st
st
Week 4
Day 1-2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
Learning Concepts / Abstraction Different field techniques emerged for the study of different types of societies. There are several contrasts between survey research and ethnography. Anthropologists may use ethnographic procedures to study urban life, but they also make greater use of statistical techniques and analysis of the mass media in their research in complex societies. IV. Assessment / Evaluation Oral Recitation V. Assignment
I.
Objectives:
After watching the film, the students should be able to:

Appreciate the rich culture shown in the movie. Enumerate the cultural way of life of the Mesoamerican tribe in Mexico. Analyze the importance of culture to mans survival. Relate cultural concepts to real life situations.
II. Main Topic: Culture Film that depicts culture: Apocalypto III. Procedures / Activities Film Viewing Learning Concepts / Abstraction Apocalypto depicts the journey of a Mesoamerican tribesman who must escape human sacrifice and rescue his family after the capture and destruction of his village. The Maya civilization was one of the grandest in the history of the world. During the Classical Period which lasted from the third to the ninth century, Maya civilization built awe-inspiring temples, pyramids and cities and formed a complex social and political order. Maya history can be characterized as cycles of rise and fall: citystates rose in prominence and fell into decline, only to be replaced by others. It could also be described as one of continuity and change, guided by a religion that remains the foundation of their culture. IV. Assessment / Evaluation Make a reaction paper about the Mesoamerican culture. V. Assignment
Critical Thinking Questions: What do you see as the strengths and weaknesses of ethnography as compared with survey research? Which provides more accurate data? Read Chapter 3 of Cultural Anthropology, 10th Edition
Week 4
Day 3
1 Term-1 Sem 2011
st
st
Week 4
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Discuss the defining attributes of culture. II. Main Topic: Culture Culture...is that complex whole which includes knowledge, belief, arts, morals, law, custom, and any other capabilities and habits acquired by man as a member of society (Tylor, 1871/1958, p. 1) Subtopics: Culture is learned. o Cultural learning depends on the uniquely developed human capacity to use symbols, signs that have no necessary or natural connection to the things they signify or for which they stand. o Anthropologist Clifford Geertz defines culture as ideas based on cultural learning and symbols. Culture is shared. o Culture is an attribute not of individuals per se but of individuals as members of groups. o Culture is transmitted in society. o Shared beliefs, values, memories, and expectations link people who grow up in the same culture. o Enculturation unifies people by providing us with common experiences. Culture is symbolic. o Symbolic thought is unique and crucial to humans and to cultural learning. o Anthropologist Leslie White defined culture as: dependent upon symbolling... Culture consists of tools, implements, utensils, clothing, ornaments, customs, institutions, beliefs, rituals, games, works of art, language, etc. (White 1959, p. 3). Culture is all-encompassing. o For anthropologists, culture includes much more than refinement, taste, sophistication, education, and appreciation of the fine arts. Not only college graduates but all people are cultured. o Culture, as defined anthropologically, encompasses features that are sometimes regarded as trivial or unworthy of serious study, such as popular culture.
Culture is integrated. o Cultures are integrated, patterned systems. If one part of the system changes, other parts change as well. o A set of characteristics central or core values (key, basic, or central values) integrates each culture and helps distinguish it from others.
III. Procedures / Activities Discussion Sharing of insights Group Activity Students should be able to describe the pictures that represent different culture traits in the slideshow. Learning Concepts / Abstraction Culture, a distinctive possession of humanity, is acquired by all humans through enculturation. Culture refers to customary beliefs and behaviour and to the rules for conduct internalized in human beings. These rules lead people to think and act in certain consistent, distinctive, and characteristic ways. Cultural learning rests on the universal human capacity to think symbolically, arbitrarily bestowing meaning on a thing or event. Everyone is cultured, not just people with elite educations. Cultures are integrated and patterned through their dominant economic forces, social patterns, key symbols, and core values. IV. Assessment / Evaluation Critical Thinking Questions Evaluate the output and presentation of each group. V. Assignment
Critical Thinking Question: What cultural symbols have the most meaning for you?
Week 4
Day 4
1 Term-1 Sem 2011
st
st
Week 4
Day 4
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Identify the different levels of culture and why it is important to distinguish between them. Gain understanding on the following concepts: ethnocentrism, cultural relativism and human rights. Explain the differences between cultural universalities, generalities, and particularities. II. Main Topic: Culture Subtopics: Of increasing importance in todays world are the distinctions between different levels of culture: national, international, and subcultural. o National culture refers to the beliefs, learned behaviour patterns, values and institutions shared by citizens of the same nation. o International culture is the term for cultural traditions that extend beyond and across national boundaries. o Subcultures are different symbol-based patterns and traditions associated with particular groups in the same complex society. Ethnocentrism is the tendency to view ones own culture as superior and to apply ones own cultural values in judging the behaviour and beliefs of people raised in other cultures, Opposing ethnocentrism is cultural relativism, the argument that behaviour in one culture should not be judged by the standards of another culture. The idea of human rights challenges cultural relativism by invoking a realm of justice and morality beyond and superior to particular countries, cultures, and religions. Human rights, usually seen as vested in individuals, include the right to speak freely, to hold religious beliefs without persecution, and to not be murdered, injured, enslaved, or imprisoned without charge. In studying human diversity in time and space, anthropologists distinguish among the universal, the generalized, and the particular. o Universal traits are the ones that more or less distinguish Homo sapiens from other species. o o
Biologically based universals include a long period of infant dependency, year-round sexuality, and a complex brain that enables us to use symbols, languages, and tools. - Psychological universals involve common ways in which humans think, feel, and process information. - Among the social universals is life in groups and in some kind of family. - Among the most significant cultural universals are exogamy and the incest taboo. Cultural generalities are regularities that occur in different times and places but not in all cultures. Uniqueness and particularity stand at the opposite extreme from universality. Unusual and exotic beliefs and practices lend distinctiveness to particular cultural traditions.
III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction There are different levels of cultural systems. Diffusion and migration carry the same cultural traits and patterns to different areas. Anthropology examines biological, psychological, social, and cultural universals and generalities. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment
Critical Thinking Question: What are some issues about which you find it hard to be culturally relativistic?
Week 4
Day 5
1 Term-1 Sem 2011
st
st
Week 4
Day 5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Identify the mechanisms of cultural change. II. Main Topic: Mechanisms of Culture Change Subtopics: Diffusion is the borrowing of traits between cultures. Such exchange of information and products has gone on throughout human history because cultures have never been truly isolated. o Diffusion is direct when two cultures trade, intermarry, or wage war on one another. o Diffusion is forced when one culture subjugates another and imposes its customs on the dominated group. o Diffusion is indirect when items move from group A to group C via group B without any firsthand contact between A and C. In this case, group B might consist of traders or merchants who take products from a variety of places to new markets. Or group B might be geographically situated between A and C, so that what it gets from A eventually winds up in C, and vice versa. Acculturation is the exchange of cultural features that results when groups have continuous firsthand contact. o With acculturation, parts of the cultures change, but each group remains distinct. Independent Invention is the process by which humans innovate, creatively finding solutions to problems. o Faced with comparable problems and challenges, people in different cultures have innovated and changed in similar ways, which is one reason cultural generalities exist. Globalization encompasses a series of processes, including diffusion and acculturation, working to promote change in a world in which nations and people are increasingly interlinked and mutually dependent. o The forces of globalization include international commerce, travel and tourism, transnational migration, the media, and various high-tech information flows. III. Procedures / Activities Discussion Sharing of insights
Learning Concepts / Abstraction Mechanisms of cultural change include diffusion, acculturation, and independent invention. Globalization encompasses a series of processes working to promote change in a world in which nations and people are increasingly interlinked and mutually dependent. IV. Assessment / Evaluation Critical Thinking Questions Quiz V. Assignment
Critical Thinking Question: Think of three ways in which globalization has affected you in the past week. Read Chapter 4 of Cultural Anthropology, 10th Edition
Week 5
Day 1-2
1 Term-1 Sem 2011
st
st
Week 5
Day 1-2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Analyze why there is no biological basis for the racial classifications of humans. Recognize how the distribution of human skin color is the result of adaptations to different environments. Distinguish the different concepts of race particularly in United States, Japan and Brazil. Explain that race is not a real or inherent part of human biology. II. Main Topic: Human Diversity and Race Races are ethnic groups assumed (by members of a particular research) to have a biological basis, but actually race is socially constructed. Subtopics: In American culture, one acquires his or her racial identity at birth, as an ascribed status, but race isnt based on biology or on simply ancestry. o Hypodescent automatically places the children of a union or mating between members of different groups in the minority group. o Millions of Americans have faced discrimination because one or more of their ancestors happened to belong to a minority group. Japanese define themselves by opposition to others, whether minority groups in their own nation or outsiders anyone who is not us. o In Japan, race is ascribed at birth, but it can change when, say, a burakumin or a naturalized Korean passes as a majority Japanese. The system that Brazilians use to classify biological differences contrasts with those used in the United Stated and Japan. o Brazil has less exclusionary categories, which permit individuals to change their racial classification. o In Brazil, racial identity is more flexible, more of an achieved status. It is not possible to define races biologically. Still, scientists have made much progress in explaining variation in human skin color, along with many other expressions of human biological diversity.
III. Procedures / Activities Discussion Sharing of insights Group Activity Students should be able to recognize that race is a problematic concept, and that it is a cultural category, not a biological reality. Learning Concepts / Abstraction An ethnic group assumed to have a biological basis is called a race. In the United States, racial labels like white and black designate social races categories defined by American culture. In American culture, one acquires his or her racial identity at birth. But American racial classification, governed by the rule of hypodescent, is based neither on phenotype nor genetics. Children of mixed unions, no matter what their appearance, continue to be classified with the minority-group parent. Racial attitudes in Japan illustrate intrinsic racism the belief that a perceived racial difference is a sufficient reason to value one person less than another. Brazilians recognize more than 500 races. Brazilian racial identity is more of an achieved status. It can change during a persons lifetime, reflecting phenotypical changes. Skin color and other biological similarities between geographically separate groups may reflect similar but independent adaptation to similar natural selective forces, rather than common ancestry. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions Evaluate the output of the group V. Assignment
Week 5
Day 3
1 Term-1 Sem 2011
st
st
Week 5
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Distinguish between ethnicity and race. Sharpen their understanding on ascribed and achieved statuses. II. Main Topic: Ethnicity Ethnicity means identifying with, and feeling part of, an ethnic group. Ethnicity also means being excluded from other groups because of ones ethnic identity. Subtopics: To say that there are different ethnic groups in the same nation is to say there are different cultures, or cultural traditions, within that society. Ethnic differences have been around for a long time. Archaeologists find evidence that different ethnic groups participated in the same social system thousands of years ago. Individuals often have more than one group identity. Status encompasses the various positions that people occupy in society. People always occupy multiple statuses. o Ascribed : people have little or no choice about occupying them (e.g. age, sex) o Achieved : are not automatic but come through talents, choices, actions, efforts, and accomplishments (e.g. physician, senator, father, college student) Sometimes statuses, especially ascribed ones, are mutually exclusive. o Sometimes, assuming a status or joining a group requires a conversion experience. One acquires a new and meaningful primary identity, such as coming out as gay or becoming a born again Christian. Some statuses are not mutually exclusive, but contextual. o People can be both black and Hispanic, or both a mother and a senator. o One identity is used in certain contexts or settings, another in different ones. This is called the situational negotiation of social identity.
III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction We use the term ethnic group when we are describing a particular culture in a nation or region that contains others. Ethnicity is based on cultural similarities (among members of the same ethnic group) and differences (between that group and others). Social scientists use status more neutrally for any position, no matter what the prestige, that some occupies in society. Among the statuses we occupy, particular ones dominate in particular settings. Some statuses are ascribed (people have little or no choice about occupying them), and there are also achieved statuses (not automatic but come through talents, choices, actions, efforts, and accomplishments). IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment
In what culture(s) do you participate? To what ethnic groups do you belong? Name five social statuses you currently occupy. Which of those statuses are ascribed, and which ones are achieved?
Week 5
Day 4
1 Term-1 Sem 2011
st
st
Week 5
Day 4
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Differentiate ethnic groups from nations and nationalities. Identify the three different ways in which a peaceful coexistence of ethnic diversity can be achieved. II. Main Topic: Ethnicity Subtopics: Ethnicity Groups, Nations, and Nationalities The term nation was once synonymous with tribes or ethnic group what today we could call a culture. All these terms have been used to refer to a single culture sharing a single language, religion, history, territory, ancestry, and kinship. o Now, in our everyday language, nation has come to mean a state an independent, centrally organized political unit a government. Combined in nation-state, they refer to an autonomous political entity, a country, one nation, indivisible. Ethnic groups that once had, or that wish to have or regain, autonomous political status are called nationalities. o In the words of Benedict Anderson (1991), nationalities are imagined communities. Over time, political upheavals and wars have divided many imagined national communities. Migration is another reason certain ethnic groups live in different nation-states. Peaceful Coexistence In many nations, multiple cultural groups live together in reasonable harmony. Three ways of realizing such peaceful coexistence are assimilation, the plural society, and multiculturalism. o Assimilation describes the process of change that a minority ethnic group may experience when it moves to a country where another culture dominates. o Plural Society a society combining ethnic contrasts, sociological specialization and the economic interdependence of those groups. o Multiculturalism - views cultural diversity in a country as something desirable and to be encouraged.
III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction Nation and state have become synonymous. Combined in nation-state, they refer to such an autonomous political entity, a country. Because of migration, conquest and colonialism, most nation-states are not ethnically homogeneous. States may encourage ethnic divisions for political and economic ends. Ethnics groups that wish to have or regain autonomous political status are nationalities. Language and print have played a crucial role in the growth of national consciousness. But over political upheavals, wars and migrations have divided many imagined national communities. Ethnic diversity may ne associated with positive group interaction and coexistence or with conflict. By assimilating, the minority adopts the patterns and norms of its host culture. A plural society combines ethnic contrasts and economic interdependence. Such interdependence between ethnic groups may be based on different activities in the same region, or on long-time occupation of different regions in the same country. The view of cultural diversity in a nation-state as good and desirable is multiculturalism. Multiculturalism is the opposite of assimilation, in which minorities are expected to abandon their cultural traditions. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment
Critical Thinking Question: How does multiculturalism differ from assimilation? Which process do you favor for your country?
Week 5
Day 5
1 Term-1 Sem 2011
st
st
Week 6
Day 1-2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Employ critical thinking skills in analyzing the situations in the movie. Appreciate the language acquisition process that is shown in the movie. Analyze the presentation of language pathologies and dialects. Show appreciation of language pathologies and dialects. Get moral lessons from the movie. II. Main Topic: Language and Communication Film viewing on Language Acquisition: Nell III. Procedures / Activities Film Viewing Learning Concepts / Abstraction Feral means wild or existing in a natural state. Feral children are those who have been abandoned or lost in the wilderness and have spent a significant amount of their formative years there. Nells limited and distorted acquisition of language may be due to shared isolation with her mother, whose stroke-induced speech order and extreme fear of outside contact shaped Nells linguistic and social development. Viewing the film and listening to and discussing the various dialects will help students understand the value and importance of difference. The movie has a number of themes: What is best for Nell? Should she be educated? Should she be taken away? Is she better off in the hands of someone who cares about her, even if that person is less skilled in helping? IV. Assessment / Evaluation Make a movie analysis in connection with the topic Language and Communication. V. Assignment Reaction Paper VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004

Discuss how ethnic categories can be created or altered, and how conflict along ethnic lines is increasingly prevalent. II. Main Topic: Roots of Ethnic Conflict Subtopics: The roots of ethnic conflict can be political, economic, religious, linguistic, cultural or racial. Ethnic conflict may arise in the context of prejudice (attitudes and judgments) and/or discrimination (action). o Prejudice means devaluing a group because of its assumed behaviour, values, abilities or attributes. o Discrimination refers to policies and practices that harm a group and its members. Among the factors that fuel ethnic conflict are forced assimilation, ethnocide, and cultural colonialism. o A dominant group may try to destroy the cultures of certain ethnic groups (ethnocide) or force them to adopt the dominant culture (forced assimilation). o Colonialism is the domination of a territory and its people by a foreign power for an extended time. III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment Research on examples of existing ethnic conflicts. th Read Chapter 6 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 6
Day 3
1 Term-1 Sem 2011
st
st
Week 6
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY

Identify the key differences between animal call systems and human language. Discuss the adaptive advantages of language. Familiarize the nonverbal forms of communication like gestures, expressions, and movements. II. Main Topic: Language and Communication Subtopics: Language, spoken and written, is our primary means of communication. Anthropologists study language in its social and cultural context. No other animal has anything approaching the complexity of language. The natural communication systems of other primates are call systems. More recent experiments have shown that apes can learn to use, if not speak, true language. Cultural transmission of a communication system through learning is a fundamental attribute of language. Language is our principal means of communicating, but it isnt the only one we use. Our facial expressions, bodily stances, gestures and movements, even if unconscious, convey information and are part of our communication styles. Kinesics is the study of communication through body movements, stances, gestures, and facial expressions. III. Procedures / Activities 1. Lecture 2. Sharing of insights Learning Concepts / Abstraction Linguistic anthropology examines meaning systems, relationships between language and culture, linguistic universals, sociolonguistics, and linguistic change. Although wild primates have only call systems, chimps and gorillas can understand and manipulate nonverbal symbols based on language. Contrasts between language and call systems include productivity and cultural transmission.
Language is the main system humans use to communicate, although we also use nonverbal communication, such as facial expressions, gestures and body stances and movements.
IV. Assessment / Evaluation Oral Recitation V. Assignment Give some additional examples of nonverbal communication. VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 6
Day 4
1 Term-1 Sem 2011
st
st
Week 6
Day 4
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Identify the key structures of language. Acquire knowledge on what sociolinguists study. Identify historical linguists study and how it relates to anthropology. Explain how cyberspace both links the world and restricts access to its resources.
II. Main Topic: Language and Communication Subtopics: The scientific study of a spoken language (descriptive linguistics) involves several interrelated areas of analysis: phonology, morphology, lexicon and syntax. o Phonology the study of speech sounds, considers which sounds are present and significant in a given language. o Morphology studies the forms in which sounds combine to form morphemes (words and their meaningful parts). o Lexicon a dictionary containing all its morphemes and their meanings. o Syntax refers to the arrangement and order of words in phrases and sentences. Phonetics the study of speech sounds in general, what people actually say in various languages. The field of sociolinguistics investigates relationships between social and linguistic variation, or language in its context. o How do different speakers use a given language? o How do linguistic features correlate with social stratification, including class, ethnic, and gender differences? o How is language used to express, reinforce, or resist power? Historical linguistics deals with longer-term change. Historical linguists can reconstruct many features of past languages by studying contemporary daughter languages. The world navigable via computer cyberspace is part of a larger high-tech communications environment, which may be called advanced information technology (AIT). III. Procedures / Activities 1. Lecture 2. Sharing of insights
Learning Concepts / Abstraction No language includes all the sounds that human vocal apparatus can make. Phonology the study of speech sounds focuses on sound contrasts (phonemes) that distinguish meaning in a given language. Sociolinguistics investigates relationships between social and linguistic variation by focusing on the actual use of language. People vary their speech on different occasions, shifting styles, dialects and languages. Historical linguistics is useful for anthropologists interested in historical relationships between populations. AIT can both unite and divide; it connects people in both wider and narrower networks. AIT also created transecting groups, or direct communication channels between people who otherwise may have troubled communicating. AIT is fostering new social constructions of reality, and computers are changing notions of identity and the self. IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment How do you use cyberspace? Jot down and try to categorize the places you visit via computer in a given week. Does use of the computer make you feel less or more isolated from other people? th Read Chapter 7 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 6
Day 5
1 Term-1 Sem 2011
st
st
Week 6
Day 5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Define what adaptive strategy is. Discuss what the four basic types of economy (foraging, horticulture, agriculture, and pastoralism) entail and what social and cultural traits are commonly found in these kinds of societies. II. Main Topic: Making A Living Subtopics: The anthropologist Yehudi Cohen used the term adaptive strategy to describe a groups system of economic production. Until 10,000 years ago, people everywhere were foragers, also known as the hunter-gatherers. o Tropical foragers typically hunt and gather a wide range of plant and animal life. o Animal domestication and plant cultivation began 10,000 to 12,000 years ago in the Middle East. In Cohens typology, the three adaptive strategies based on food production in nonindustrial societies are horticulture, agriculture and pastoralism. o Horticulture is cultivation that makes intensive use of none of the factors of production: land, labor, capital and machinery; often involves slash-and-burn techniques. o Agriculture is cultivation that requires more labor than horticulture does, because it uses land intensively and continuously. o Pastoralism activities focus on such domesticated animals as cattle, sheeps, goats, camels, and yak. III. Procedures / Activities 1. Lecture 2. Sharing of insights Learning Concepts / Abstraction Yehudi Cohens adaptive strategies include foraging, horticulture, agriculture, pastoralism and industrialism. Foraging was the only human strategy until food production appeared around 10,000 years ago. Among most foragers, the band is the basic social unit.
Cultivation is often combined with other adaptive strategies, such as pastoralism or foraging. Horticulture does not use land or labor intensively. Agriculturalists farm the same plot of land continuously and use labor intensively. The mixed nature of the pastoral strategy is evident.
IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment Critical Thinking Question: What are some of the main advantages and disadvantages of living in a foraging society? How about horticulture? Agriculture? Pastoralism? In which one would you want to live, and why? VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 7
Day 1
1 Term-1 Sem 2011
st
st
Week 7
Day 1
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Distinguish the difference between modes and means of production. Discuss the different forms of distribution and exchange. Define potlatch. II. Main Topic: Making A Living Subtopics: An economy is a system of production, distribution, and consumption of resources; economics is the study of such systems. Economic anthropology studies economics in a comparative perspective. A mode of production is a way of organizing production a set of social relations through which labor is deployed to wrest energy from nature by means of tools, skills, organization, and knowledge. Means, or factors, of production include land (territory), labor and technology. The economist Karl Polanyi (1968) stimulated the comparative study of exchange, and several anthropologists followed his lead. To study exchange cross-culturally, Polanyi defined three principles orienting exchanges: the market principle, redistribution, and reciprocity. o The market principle governs the distribution of the means of production land, labor, natural resources, technology and capital. o Redistribution operates when goods, services, or their equivalent move from the local level to a center. o Reciprocity is exchange between social equals, who are normally related by kinship, marriage, or another close personal tie. There are three degrees of reciprocity: generalized, balanced and negative. One of the most thoroughly studied cultural practices known to ethnography is the potlatch, a festive event within a regional exchange system among tribes of the North Pacific Coast of North America, including the Salish and Kwakiutl of Washington and British Columbia and the Tsimshian of Alaska. III. Procedures / Activities 1. Lecture 2. Sharing of insights
Learning Concepts / Abstraction Economic anthropologists study systems of production, distribution and consumption cross-culturally. Economics has been defined as the science of allocating scarce means to alternative ends. Besides production, economic anthropologists study and compare exchange systems. The three principle of exchange are the market principle, redistribution, and reciprocity. Patterns of feasting and exchanges of wealth between villages in a region are common among nonindustrial food producers, as among the potlatching cultures of North Americas North Pacific Coast. IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment th Read Chapter 8 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 7
Day 2
1 Term-1 Sem 2011
st
st
Week 7
Day 2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Sharpen their understanding of the four basic types of political systems and the social and cultural features that are correlated with each type. II. Main Topic: Political System Subtopics: Economic Basis of and Political Regulation in Bands, Tribes, Chiefdoms, and States
Sociopolitical Type Band Tribe Economic Type Foraging Horticulture, pastoralism Productive horticulture, pastoral nomadism, agriculture Examples Inuit, San Yanomami, Nuer, Kapaku Type of Regulation Local Local, Temporary regional Permanent Regional
IV. Assessment / Evaluation Oral Recitation V. Assignment What are the main similarities and differences between chiefdoms and tribes? In which would you like to live and why? VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Chiefdom
Qashqai, Polynesia, Cherokee
State
Agriculture, industrialism
Ancient Mesopotamia, contemporary United States and Canada
Permanent Regional
III. Procedures / Activities 1. Lecture 2. Sharing of insights Learning Concepts / Abstraction Anthropologists may use a socio-political typology of bands, tribes, chiefdoms, and states along with an economic typology based on adaptive strategy. The scale and effectiveness of political regulation very crossculturally, along with systems of power, authority and law.
Week 7
Day 3
1 Term-1 Sem 2011
st
st
Week 7
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

State the defining features of foraging bands, tribes, chiefdoms, and states. II. Main Topic: Political System Subtopics: Foraging bands o In most foraging societies, only two kinds of groups are significant: the nuclear family and the band. o Foraging bands are fairly egalitarian in terms of power and authority, although particular talents do lead to special respect. o Foragers lack formal law in the sense of a legal code that includes trial and enforcement. Tribal cultivators o Tribes usually have a horticultural or pastoral economy and are organized by village life and/or descent-group membership. o Tribes have more effective regulatory mechanisms than foragers do, but tribal societies have no sure means of enforcing political decisions. Chiefdoms o In chiefdoms, social relations are mainly based on kinship, marriage, descent, age, generation, and gender as they are in bands and tribes. o Chiefdoms are characterized by permanent political regulation of the territory they administer. o Social status in chiefdoms was based on seniority of descent. States o States are autonomous political units with social classes and a formal government, based on law. o States tend to be large and populous, as compared to bands, tribes and chiefdoms. o States have laws based on precedent and legislative proclamations.
III. Procedures / Activities 1. Lecture 2. Sharing of insights Learning Concepts / Abstraction Foragers usually have egalitarian societies, with bands and families as characteristic groups. Political authority increases as population size and density and the scale of regulatory problems grow. The chiefdom is a form of socio-political organization intermediate and transitional between tribes and states. The state is an autonomous political unit encompassing many communities; its central government has the power to collect taxes, draft people for work or war, and decree and enforces laws. The state is defined as a form of socio-political organization based on central government and socioeconomic stratification a division of society into class. IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment th Read Chapter 9 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 7
Day 4
1 Term-1 Sem 2011
st
st
Week 7
Day 4
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Distinguish the difference between nuclear and extended families. Analyze how industrialism affected family organization. Recognize with general patterns in family organization among foragers. II. Main Topic: Family, Kinship and Descent Subtopics: To understand the social structure, an ethnographer must investigate kin ties. Nuclear family born into a family consisting of parents and siblings. Extended family when an expanded family household includes three or more generations. Family of orientation the family in which one is born and grows up. Family of procreation formed when one marries and has children. Family isolation arises from geographic mobility, which is associated with industrialism, so that a nuclear family focus is characteristic of many modern nations. Populations with foraging economies are far removed from industrial societies in terms of social complexity. o The two basic units of traditional foraging societies are the nuclear family and the band.
The nuclear family is most important in foraging and industrial societies whose economics require families to be mobile and independent.
IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment To what sorts of families do you belong? When you were growing up, how did you feel about your family compared with those of your friends? VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
III. Procedures / Activities 1. Lecture 2. Sharing of insights Learning Concepts / Abstraction Kinship, descent, and marriage form the basis of social life and political organization. One widespread but nonuniversal kin group is the nuclear family, which consists of a married couple and their children.
Week 7
Day 5
1 Term-1 Sem 2011
st
st
Week 7
Day 5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Discuss what a descent group is, the different kinds of descent, and the different kinds of postmarital residence rules. Familiarize the different kinds of genealogical kin types and kin terms. Identify the four primary kinds of kinship terminologies. II. Main Topic: Family, Kinship and Descent Subtopics: A descent group is a social unit whose members claim common ancestry.
o Unilineal descent the descent rule uses one line only, either the male or the female line; a matter of ascribed status. Matrilineal descent children join the mothers group automatically at birth and stay members throughout life. Patrilineal descent people automatically have lifetime membership in the fathers group. Ambilineal descent membership comes through descent from a common ancestor; do not automatically exclude either the children of sons or those of daughters; a matter of achieved status. Unilocal rules of postmarital residence Virilocality married couples live with the husbands relatives. Uxorilocality married couples live with the wifes relatives.
o o
Affinal relatives by marriage, whether of lineals or collaterals Bifurcate merging kinship technology bifurcates, or splits, the mothers side and the fathers side; people use this system in societies with unilineal descent rules and unilocal postmarital residence rules. Generational kinship terminology uses the same term for parents and their siblings, but the lumping is more complete. Bifurcate collateral terminology the most specific; has separate terms for each of the six kin types on the parental generation. -
III. Procedures / Activities 1. Lecture 2. Sharing of insights Learning Concepts / Abstraction The descent group is a basic kin group among nonindustrial food producers. There are several types of descent groups. Lineages are based on demonstrated descent; clans, on stipulated descent. Patrilineal and matrilineal descent are unilineal descent rules. Unilineal descent is associated with unilocal postmarital residence rules. Kinship terms provide useful information about social patterns. The four basic classification systems for parental generation are lineal, bifurcate merging, generational, and bifurcate collateral kinship terminologies. The first three are widely distributed throughout the world. IV. Assessment / Evaluation Oral Recitation Quiz V. Assignment th Read Chapter 10 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
o o
Kin terms the words used for different relatives in a particular language; reflect the social construction of kinship in a given culture. Genealogical kin types refers to an actual genealogical relationship (e.g. fathers brother) as opposed to a kin term (e.g. uncle). Bilateral kinship people tend to perceive kin links through male and females as being similar or equivalent. The four systems of Kinship Terminology o Lineal system our own system of kinship classification Lineal relative an ancestor or descendant, anyone on the direct line of descent that leads to and from ego; ones parents, grandparents, great grandparents, and other direct forebears. Collateral relative all other kin; siblings, nieces and nephews, aunts and uncles, and cousins.
Week 8
Day 1
1 Term-1 Sem 2011
st
st
Week 8
Day 1
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Discuss the six things that Leach argues that marriage can, but does not always, accomplish. Explain incest and exogamy. Acquire knowledge on the different arguments that have been put forth to explain the incest taboo. II. Main Topic: Marriage Marriage is a union between a man and a woman such that the children born to the woman are recognized as legitimate offspring of both partners. (Royal Anthropological Institute 1951, p. 111) Subtopics: According to Leach, marriage can, but doesnt always, accomplish the following: o Establish the legal father of a womans children and the legal mother of a mans. o Give either or both spouses a monopoly in the sexuality of the other. o Give either or both spouses rights to the labor of the other. o Give either or both spouses rights over the others property. o Establish a joint fund of property a partnership for the benefit of the children. o Establish a socially significant relationship of affinity between spouses and their relatives. Same-sex marriage gay men and lesbians are the strongest supporters of the idea, while religious conservatives are its strongest opponents. Exogamy the practice of seeking a husband or wife outside ones own group. Incest refers to sexual relations with someone considered to be a close relative. o All cultures have taboos against it. o Explaining the Taboo - Instinctive Horror incest taboo is universal because incest horror is instinctive Homo sapiens has a genetically programmed disgust toward incest. -
Biological Degeneration taboo emerged because early Homo noticed that abnormal offspring were born from incestuous unions. Attempt and Contempt Malinowski proposed that the incest taboo originated to direct sexual feeling outside, so as to avoid disruption of existing family structure and relations. The opposite theory is that children are not likely to be sexually attracted to those with whom they have grown up. The notion here is that a lifetime of living together in particular, non-sexual relationships would make the idea of sex with a family member less desirable. The two opposed theories are sometimes characterized as familiarity breeds attempt versus familiarity breeds contempt.
III. Procedures / Activities 1. Discussion 2. Sharing of insights Learning Concepts / Abstraction o Marriage, which is usually a form of domestic partnership, is difficult to define. o Various sorts of rights are transmitted by marriage. o The discussion of same-sex marriage illustrates the various rights that go along with different-sex marriages. o All societies have incest taboos. However, different cultures taboo different kin types. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment What are your views on same-sex marriages and incestuous marriages? VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 8
Day 2
1 Term-1 Sem 2011
st
st
Week 8
Day 2
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:
o o

Define endogamy and identify the role it plays in socially stratified societies. Discuss how marriage functions as a form of group alliance and the role that bridewealth and dowries play in creating and maintaining these alliances. Analyze how divorce varies across cultures. Enumerate the different kinds of plural marriages and the conditions that favor each. II. Main Topic: Marriage Subtopics: Endogamy mating or marriage within a group to which one belongs. o Homogamy means to marry someone similar, as when members of the same social class intermarry. o Caste are stratified groups in which membership is ascribed at birth and is lifelong. o Royal incest allowed royal brother-sister marriages. Bridewealth a customary gift before, at, or after the marriage from the husband and his kin to the wife and her kin. o Another word for bridewealth is brideprice. o Bridewealth compensates the brides group for the loss of her companionship and labor. Dowry a marital exchange in which the wifes group provides substantial gifts to the husbands family. Plural marriages or Polygamy o Polygyny a man has more than one wife. o Polyandry a woman has more than one husband. Durable alliances o Sororate a widower may marry his wifes sister or another female member of her matrilineage. o Levirate a widow may marry her husbands brother. Divorce Ease of divorce varies across cultures. o Divorce tends to be more common in matrilineal than in patrilineal societies.
Political and economic factors complicate the divorce process. Divorce is more common now than it was a generation ago or a century ago.
III. Procedures / Activities 1. Discussion 2. Sharing of insights 3. Group Activity Mock Debate on the Pros and Cons of Divorce/Legal Separation Learning Concepts / Abstraction o Endogamy marriage within the group. Endogamic rules are common in stratified societies. o Brideswealth customs show that marriages among nonindustrial food producers create and maintain group alliances. So do the sororate, by which a man marries the sister of his deceased wife, and the levirate, by which a woman marries the brother of her deceased husband. o The ease and frequency of divorce vary across cultures. Political, economic, social, cultural and religious factors affect the divorce rate. o Many cultures permit plural marriages. The two kinds of polygamy are polygyny and polyandry. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions Evaluate the output of the students. V. Assignment th Read Chapter 10 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 8
Day 3
1 Term-1 Sem 2011
st
st
Week 8
Day 3
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Identify and distinguish between the different forms of religious expression. Acquire knowledge in the different stages of religious evolution identified by Tylor. Define mana and taboo, where they are found, and how they function in society. Discuss what a ritual is and how rituals function in society. II. Main Topic: Religion The anthropologist Anthony F.C. Wallace has defined religion as belief and ritual concerned with supernatural beings, powers and forces. Subtopics: Origins, Functions, and Expressions of Religion o Animism the earliest form of religion; a belief in spiritual beings. o Polytheism the belief in multiple gods. o Monotheism the belief in a single, all powerful deity. o Mana a sacred impersonal force existing in the universe; can reside in people, animals, plants, and objects. o Taboo set apart as sacred and off-limits to ordinary people. o Magic refers to supernatural techniques intended to accomplish specific aims. - Imitative magic produce a desired effect by imitating it (e.g. sticking pins in voodoo dolls) - Contagious magic whatever is done to an object is believed to affect a person who once had contact with it. o Rituals are formal stylized, repetitive, and stereotyped. - People perform them in special (sacred) places and at set times. - Rituals include liturgical orders sequences of words and actions invented prior to the current performance of the ritual in which they occur. - Rituals are social acts. o Rites of passage customs associated with the transition from one place or stage of life to another.
o o
All rites of passage have three phases: separation, liminality, and incorporation. - Separation people withdraw from the group and begin moving from one place or status to another. - Incorporation they reenter society, having completed the rite. - Liminality the period between states, the limbo during which people have left one place or state but havent yet entered or joined the next. Totemism uses nature as a model of society; are usually animals and plants which are part of nature.
III. Procedures / Activities 1. Discussion 2. Sharing of insights and religious viewpoints Learning Concepts / Abstraction o Religion, a cultural universal, consists of belief and behaviour concerned with supernatural beings, powers and forces. o Tylor focused on religions explanatory role, suggesting that animism the belief in souls is religions most primitive form. o When ordinary technical and rational means of doing things fail, people may turn to magic, using it when they lack control over outcomes. o Rituals are formal, invariant, stylized, earnest acts that require people to subordinate their particular beliefs to a social collectivity. o Rites of passage have three stages: separation, liminality and incorporation. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment Whats an example of a religious ritual in which youve engaged? How about a nonreligious ritual? VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 8
Day 4
1 Term-1 Sem 2011
st
st
Week 8
Day 4
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Explain how religion can be a social control. Enumerate the four kinds of religion as identified by Wallace. II. Main Topic: Religion Subtopics: The power of religion affects action. When religions meet, they can coexist peacefully, or their differences can be a basis for enmity and disharmony, even battle. Religion has also been used to mobilize society, or segments of society, against particular groups. Religions, especially the formal organized ones typically found in state societies, often prescribe a code of ethics and morality to guide behaviour. Religions also maintain social control by stressing the temporary and fleeting nature of this life. Kinds of Religion o Wallace (1966) identified four types of religion: shamanic, communal, Olympian and monotheistic. - Shaman: the general term encompassing curers (witch doctors), mediums, spiritualists, astrologers, palm readers, and other diviners. - Communal religions: community rituals such as harvest ceremonies and rites of passage; they believe in several deities who control aspects of nature. - Olympian religions: which arose with state organization and marked social stratification, add full-time religious specialists professional priesthoods. - Monotheism: also has priesthoods and notions of divine power, but it views the supernatural differently; all supernatural phenomena are manifestations of, or are under the control of, a single eternal, omniscient, omnipotent, and omnipresent supreme being.
III. Procedures / Activities 1. Discussion 2. Sharing of insights and religious viewpoints Learning Concepts / Abstraction Besides their psychological and social functions, religious beliefs and practices play a role in the adaptation of human populations to their environment. Religion establishes and maintains social control through a series of moral and ethical beliefs, and real and imagined rewards and punishments, internalized in individuals. Religion also achieves social control by mobilizing its members for collective action. Wallace defines four types of religion: shamanic, communal, Olympian, and monotheistic. Each has its characteristic ceremonies and practitioners. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment th Read Chapter 10 of Cultural Anthropology, 10 Edition VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 8
Day 5
1 Term-1 Sem 2011
st
st
Week 8
Day 5
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Define what art is. Analyze the relationship between art and religion. Explain the link between a work of art and the artist. II. Main Topic: The Arts Art is the quality, production, expression, or realm of what is beautiful or of more than ordinary significance; the class of objects subject to aesthetic criteria (The Random House College Dictionary 1982, p.76) Subtopics: The arts include the visual arts, literature (written and oral), music and theatre arts. These manifestations of human creativity are sometimes called expressive culture. According to the anthropologist Jacques Maquet (1986), an artwork is something that stimulates and sustains contemplation. It compels attention and reflection. The experience of art involves feeling, such as being moved, as well as appreciation of form, such as balance or harmony. Such an artistic attitude can be combined with and used to bolster a religious attitude. Much art has been done in association with religion. In any society, art is produced for its aesthetic value as well as for religious purposes. Aesthetic value is one way of distinguishing art. Another way is to consider placement. Art also functions in society as a form of communication between artist and community or audience. Sometimes, however, there are intermediaries between the artist and the audience. Art can transmit several kinds of messages. It can convey a moral lesson or tell a cautionary tale. III. Procedures / Activities 1. Discussion 2. Sharing of insights
Learning Concepts / Abstraction The arts, sometimes called expressive culture, include the visual arts, literature, music and theatre arts. The experience of art involves feeling as well as appreciation of form. Much art has been done in association with religion. In any society, art is produced for its aesthetic value as well as for religious purposes. The special places where we find art include museums, concert halls, opera houses, and theatres. Typically, the arts are exhibited, evaluated, performed, and appreciated in society. Art functions in society as a form of communication between artist and community or audience. IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions V. Assignment Describe your artistic abilities/skills? VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Week 9
Day 1
1 Term-1 Sem 2011
st
st
Week 9
Day 1
1 Term-1 Sem 2011
st
st
ANTHROPOLOGY
ANTHROPOLOGY
I.
Objectives:

Discuss how art is passed from generation to generation and how this transmission varies across cultures. Analyze how art is vehicle of both cultural continuity and change. II. Main Topic: The Arts Subtopics: Appreciation of arts must be learned. It is part of enculturation, as well as of more formal education. What is aesthetically pleasing depends to some extent on culture. People learn to listen to certain kinds of music and to appreciate particular art forms, just as they learn to hear and decipher a foreign language. At a smaller level of culture, certain artistic traditions may be transmitted in families. For anthropologists, everyone acquires culture through enculturation. In many societies, myths, legends, tales and the art of storytelling play important roles in the transmission of culture and the preservation of tradition. The arts go on changing, although certain art forms have survived for thousands of years. Our culture values change, experimentation, innovation and novelty. III. Procedures / Activities 1. Discussion 2. Sharing of insights Learning Concepts / Abstraction Because art is part of culture, appreciation of the arts depends on cultural background. In many societies, myths, legends, tales, and the art of storytelling play important roles in the transmission of culture and the preservation of tradition. The arts go on changing, although certain art forms have survived for thousands of years. Countries and cultures are known for particular contributions, including art.
IV. Assessment / Evaluation Oral Recitation Critical Thinking Questions Quiz V. Assignment Prepare for Socio-Anthro Night. VI. Textbook / References th Kottak, Conrad Phillip, Cultural Anthropology, 10 Edition, 2004
Daily Content Guide
SUBJECT TITLE: ANTHROPOLOGY
COURSE DESCRIPTION:
SUBJECT: ANTHRO 1 Submitted by: April Mae A. Ydel CAS Faculty Member UM Tagum College Tagum City
This course explores the nature of human society and culture; social structure and non-literate societies with their kinship system. Anthropology is the scientific and humanistic study of the human species. It is the exploration of human diversity in time and space. This course deals with basic questions of human existence. Where and when did we originate? How has our species changed? What are we now? Where are we going? The knowledge in Anthropology form part of the integral Social Science Program as it guides the students in learning all aspects of the human condition: past, present, and future; biology, society, language, and culture, and in that respect it is holistic, comparative, and cross-cultural.

Daily Content Guide - Anthro1

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Daily Content Guide - Anthro1

Uploaded by

Copyright:

Available Formats

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

II. Main Topic: The Nature of Understanding Anthropology

III. Procedures / Activities Discussion Sharing of insights Learning Concepts / Abstraction

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

At the end of the lesson, the students should be able to:

Read Chapter 1 of Cultural Anthropology, 10th Edition

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1 o

1 Term-1 Sem 2011

At the end of the lesson, the students should be able to:

Read on Applied Anthropology - Chapter 1 of Cultural Anthropology, 10th Edition

DAILY CONTENT GUIDE Subject: ANTHRO 1 I. Objectives:

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

At the end of the lesson, the students should be able to:

Read Chapter 2 of Cultural Anthropology, 10th Edition

DAILY CONTENT GUIDE Subject: ANTHRO 1 I. Objectives:

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

After watching the film, the students should be able to:

At the end of the lesson, the students should be able to:

Read Chapter 2 of Cultural Anthropology, 10th Edition

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

At the end of the lesson, the students should be able to:

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

At the end of the lesson, the students should be able to:

conducting anthropological researches?

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

At the end of the lesson, the students should be able to:

III. Procedures / Activities Discussion Sharing of insights

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

After watching the film, the students should be able to:

Read Chapter 3 of Cultural Anthropology, 10th Edition

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011

DAILY CONTENT GUIDE Subject: ANTHRO 1

1 Term-1 Sem 2011