INTRODUCTION TO ANTHROPOLOGY
ANTHROPOLOGY 140-02
First Year Experience
12:30-1:45
Tues. and Thurs.
FD 108 (DiLORETO HALL 108)
FALL 1996

PROFESSOR: Evelyn Newman Phillips 110 Diloreto Hall
Office Phone: (860) 832-2617 Email: phillipse@ccsu.ctstateu.edu
Office Hours: Tues. and Thurs. 3-5:30 p.m. or by appointment

"We ask ourselves who am I to be brilliant, gorgeous, talented and fabulous?

Actually, who are you not to be?" Nelson Mandela

Course Description

Anthropology is a study of humanity. This course introduces the four sub-fields of anthropology and charts the physical and cultural developments of primates on earth. Through the use of text, audio visual materials, class discussions, assignments and other methods, we will examine the origin of human beings and how people structure their world and create a sense of purpose and belonging. An investigation of anthropology and its relationship to imperialism initiates this course. Then, the physical and cultural development of humans from the past to the present follows.An analysis of the implications of anthropology for resolving contemporary problems completes this survey of human life on earth.

In addition to exploring humanity's adaptation to earth, we will also work to ensure that your rite of passage from your high school to the university is successful. In the United States, around age eighteen, many young people leave their families for the first time and enter college. The academy is a different culture and it demands a distinctive set of skills and approaches. You are expected to respond like a responsible adult -- balance your academic and social life. What does that mean in an
collegiate culture? To understand the essentials of survival in this academic setting, the members of the class will conduct an ethnography of Central Connecticut State University and offer you opportunities to learn this pedagogical culture.
Course Objectives:
The primary objectives of this course are:

€Each student will become knowledgeable of anthropology as a social science discipline.
€Each student will understand the evolutionary processes of primates and how our social and physical environmental adaptations contribute to our diversity.
€Each student will become aware of the implications of anthropology for their every day life.
€Each student will become a successful member of the culture of Central Connecticut State University.
€Each student will develop relationships with other students and become knowledgeable of the culture of Central Connecticut.

QUESTIONS COURSE SEEKS TO ANSWER:
If humanity is only one species, why are we so different? Why do some cultural groups value money while others invest in cattle? Why do some cultural groups practice egalitarianism while others choose to stratify their members by the color of their skins? What is the origin of the state? Why are wars often associated with state societies? Why do humans and baboons share some characteristics? Why are there physical varieties among humans? Why do some societies practice polygamy and others monogamy? Why are people classified by race? How have humans evolved? What was the nature of human culture 4 million years ago? Why are some languages given greater power than others? Why do we create myths and folklore? What role does play serve in diverse cultures? Why do we need anthropology? What is anthropology? What can you do with a degree in anthropology? What do anthropologists do? How do anthropologists study primates and their cultures? How valid are the assumptions anthropologists have made about the development of primates? How can anthropology help us solve contemporary problems? Perhaps you have considered some of these questions. Maybe you have not had the opportunity to explore fully these issues. These questions and many more will be examined in this class-- Introduction to Anthropology.

REQUIRED TEXTS:
Scupin, Raymond and Christopher R. DeCorse
1995 Anthropology a Global Perspective. Englewood, New Jersey:Prentice Hall.

On Reserve: Spradley, James and David W. McCurdy
The Cultural Experience: Ethnography in Complex Society.
Prospect Heights, IL: Waveland Press Inc.

Recommended Books:
Strunk, William and E.B. White
1979 (or later editions) The Elements of Style. New York: Macmillian Publishing Co. Inc.

EXPECTATIONS:
€ACTIVE LEARNING--Read assigned materials before attending class. Critique ideas offered in class. Participate in discussion. Share your ideas. Seek knowledge.

€RESPONSIBLE AND COOPERATIVE-- Attend class regularly and on-time. More than three unexcused absences will adversely affect your grades. Your grade will be lowered by a letter. Turn in assignments when due.

€Please staple all papers. No loose papers will be accepted. Save the universe. Do not use plastic folders. Keep a copy of all papers that you turn in.

€You are expected to get a vax account and submit your user name to the professor.

€If you need course adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

ASSIGNMENTS:

€MID-TERM AND FINAL EXAMINATIONS (50 POINTS EACH)

€TWO QUIZZES. (30 POINTS EACH)

€INTERVIEW A CENTRAL STUDENT FROM ANOTHER CULTURE AND COUNTRY. An outline will be given. FIVE DOUBLE-SPACED PAGES (50 POINTS). October 17. PLEASE DO NOT INTERVIEW YOUR MOTHER, BROTHER, SISTER, COUSIN, OR DAD. You are to investigate various elements of the student's culture.
Such as:
Family history, holidays, rituals, economy of country, occupations of family members,
family's most prized possession, description of home, attitudes about schooling, customs,
description of types of music student listens to, and common dances. How student fits within his or her culture, how student has adjusted to this culture, what factors foster or inhibits his or her integration in U. S. culture and Central's culture, language spoken and language differences observed here, description of gender roles and how they differ, expectations for parents and youths in their culture, recreational activities and their perception of their future in their culture.

€ETHNOGRAPHIC PROJECT (Team Project) 100 points. Methods will be taught in class. Three classmates will work together to document an aspect of the culture at Central Connecticut State University. During November and December, various teams will report their findings. I encourage you to use tape recorders, video, and cameras to document this culture. The project will be written and oral. Each student must responsibly share this project. Oral presentations will be worth 50 points. Written product will be valued at 50 points, also. Dates will be assigned. The concepts that guide these reports should be sound and the syntax logical. Final written projects are due December 12th. Hopefully, your projects can be used later to help inform other students about Central. Every two weeks your team must meet me. These sessions will be designed to help prepare you to conduct an ethnographic study. These meetings are not optional.

€Keep a journal that discusses your integration into the Central Connecticut culture. (30 points each time turned in) They are due October 3, November 7 and December 5. You may use a spiral notebook or a computer. A journal is a reflective account of emotions, insights and perceptions that you experience as you are engaged in the Central Connecticut culture. A journal is not a diary. A diary is a record of events without much insight. You will be assessed by your relationship with your journal. Treat it as a dear friend. (All journals are confidential.)

Throughout the semester, reflect on the group process of doing the ethnography with your classmates. Answer the following questions:
How were decisions made? What were the strengths of each member? How did the group resolve problems? Who took leadership? Why? Who was the peacemaker? What did you gain from the group? How would characterize the overall group process?


€CLASS PARTICIPATION (50 POINTS). YOUR KNOWLEDGE OF THE CONCEPTS FROM THE ASSIGNED READINGS WILL BE ASSESSED. THIS CLASS INVOLVES INTERACTIVE LEARNING AND CRITICAL THINKING. WE WILL EXAMINE REASONING THAT SUPPORTS VARIOUS ASSUMPTIONS.

TOTAL POINTS 490
90-100% of 490 =441 to 490 =A
80-89% of 490 =392 to 440= B
70-79% of 490= 391 to 343= C
60-69% of 490 =342 to 294 = D
50-59 % of 490 = 293 to 245 =D-
Below 245 =fail

CLASS SCHEDULE

Sept. 3 and Sept. 5
What is anthropology?

€Read:Scupin and R. Decorse Chapter 1 p. 1-16. "Introduction to Anthropology"
€ " The Role of Applied Anthropologist in Planned Change." Pp. 552-565.

Sept. 10-12
What is culture?
€How is culture learned?

Read: Scupin and R. Decorse, Chapter 10 and Chapter 1, Pp. 183-224. "Culture" and "Psychological Anthropology"

€Assignment: Write in your journal your first impressions of Central. What do you see?
€ How does it feel as new person in this culture? How do others respond to you? What has been done to make you feel comfortable or uncomfortable in this culture? How is Central different from your high school? What did you expect about Central before you arrived?

Sept. 17-19
Data Collection and Analysis
€How do anthropologists know what they know? How do they collect data?

Read:Scupin and R. Decorse, "Analyzing Sociocultural Systems" Chapter 14, Pp. 266-291.
Read on Reserve in Library Spradley and McCurdy "Doing Fieldwork" Pp. 3-37.

€Assignment: Select a three-member team who will study a particular aspect of the culture at Central. Arrange to meet with me to discuss your plans. Meantime, I would like for the team to draw an extensive map of the area you intend to study. In a brief summary, discuss who inhabits the space, times you observed them, what activities are carried out in the location, and who interacts with whom. Also, describe the materials found at the site. Finally, discuss why you want to study this area. This is a team assignment. 20 points.

Sept. 24 and 26. Archaeology
€How do anthropologists study the human past? How do anthropologists know the age of an artifact or settlement? What is evolution?

Read: Scupin And DeCorse, Chapter 2, Pp. 17-39 "Evolution" Chapter 3, pp. 32-61.

€Assignment: In journal discuss your perceptions of evolution.What have you learned about evolution before now? How does your reading of the chapters alter your perception of evolution?

Oct. 1 and 3
What is our physical legacy as humans?

Read on reserve: Scupin and DeCorse, Chapter 4, Pp. 60-84, "The Primates" and Chapter 5
Read Spradley and McCurdy," Cultural Informants," Chapter 3 Pp. 41- 56.

€Assignment: In your journal write about an informant (cultural expert) who is helping you to understand an aspect of the culture of the school.How did you meet this person/s? What attracts you to this/these person/s. Why has this/these person/s chosen to help you?

Oct. 8 and 10
Human Diversity
€Why are humans different? Why are many societies obsessed with rating people based on the color of their skin? What is intelligence? What is race?

Read Scupin and DeCorse Chapter 6 "Human Variation" Pp. 109-126.
Read On Reserve: Spradley and McCurdy, Chapter 4 Cultural Meaning Pp. 57-77.

€Assignment: In your journal, discuss your idea of intelligence? How has this concept been used to help or harm you? How much does intelligence count to successfully matriculate college?

€Describe your perception of race relations on this campus. Describe the types of interactions you have observed. Which symbols affirm or deny inclusiveness to students. What accounts for the current state of race relations at Central?

Oct. 17 Midterm
€If you want your eggs hatched, sit on them yourself. Haiti

€We must select the illusion which appeals to our temperament and embrace it with passion, if we want to be happy. Cyril Connolly

Read on Reserve:
€Spradley and McCurdy, "The Great Crowd: Ethnography of Jehovah's Witnesses," pp. 147-168. "Helpers, Officers and Lunchers:Ethnography of a Third-Grade Class." by Jean Doyle in Spradley and McCurdy Pp. 147-156.


Oct 19
Paleolithic Life and Domestication
€ What are the evidences of earlier cultures? How do we know that earliest hominids were not homo sapiens? What led to settlements?

€Read: Scupin and DeCorse Chapter 7 "Paleolithic Cultures" Pp. 127-144 and "The Origins of Domestication and Chapter 8 Settled Life" Pp. 145-165.

Submit progress report of your ethnographic study.

€A chattering bird builds no nest. Cameroon

Oct. 22 & 24
Political Systems
€How did earlier homosapiens organize their societies? Why did pastoralism and foraging figure prominently in this societies? Why have some anthropologists classified prestate societies as bands, tribes, and chiefdoms? What are the limitations of these classifications.

Read Scupin and DeCorse Chapter 15, "Band Societies" Pp. 294-314, Chapter 16, "Tribe"315 343 and "Chiefdoms" Pp. 344-363.

Journal:
€You have just experienced your first term midterm? How was that experience? Did you achieve the knowledge that you wished? Do you need more support? If so, which type of help do you need?

€Work and you will be strong, sit and you will stink. Morocco

Oct. 28 and Oct 31
Political Systems continued
€Which factors contributed to the development of states? Why is inequality usually a by product of states? Are prestate less complex than societies that are states? How does culture influence anthropological analysis of states?

Read Scupin and DeCorse Chapter 18 "Agricultural States" Pp. 365-385. Chapter 9, "The Rise of the State" and "Complex Society" Pp. 166-181.

One can never consent to creep when one feels an impulse to soar. Helen Keller
Nov. 5 and 7

Anthropological Theories

€How do anthropologists explain cultures past and present? Why do various theories exist? Why do anthropologists disagree about how to analyze cultures? Which theory is "right?"

Read Scupin and DeCorse "Chapter 13, Anthropological Explanations" Pp. 252-265.

€Assignment for Journal: Describe the diffusion of "Salsa" and "Grunge" music among different ethnic groups on campus? In which direction has music flowed? Do Grunge aficionados listen and dance to Salsa? Also, do Salsa devotees listen and dance to Grunge? Where are you most likely hear these types of music played?

Nov. 12 and 14
Gender

€What makes a woman, a woman and a man, a man? Is maleness or femaleness learned or biologically derived? Do men and women speak different languages?

Read on reserve in the Library: Ferraro, Gary 1995 Chapter 11, "Gender" Pp 222-240.
Scupin and DeCorse "Language" Pp. 225-250.

€Assignment for Journal : What evidences of gender segregation are found at Central? Why do you think men and women are concentrated in certain areas? How do these notions of female and male roles affect you as a student in this university?

€We forfeit three-fourths of ourselves to be like other people. Arthur Schopenhauer

Nov 19 and 21
Impact of Industrialization:
€How has technology altered cultures? What is modernity? How is kinship affected by the market economy? How does the political economy of the world system contribute to ethnic strife? What is fourth world? How does the language of imperialism affect our description of Western cultures?How has imperialism and the market economy affected life on the continents of Africa and Asia? Why do these authors choose to identify parts of Africa and Asia as the Middle East when discussing continents. (There is not a continent called Middle East.") How do cultural assumptions about Africa and Asia affect their present conditions on the globe? How does ethnocentricism among Westerners affect our appreciation of African and Asian religions?

Read: Scupin and DeCorse, Chapter 20 "Global Industrialism and the Fourth World" pp. 414-434
Skim Scupin and DeCorse Chapter 22-24, Africa, The Middle East, and Asia, Pp. 413-504.

€Assignment for Journal: What career path have you chosen? Why have you chosen this field? How does this field fit in the global political economy?
€What motivates you to choose this career? If you haven't decided on a major, what are your interests? What do you need to do to clarify your major?

€If you want quality, act as if you already had it. Try the 'as if technique. William James

€Being happy is better than being king (queen). Hausa
Nov 26

Why do we play? Why are music and art significant? Why do we need rituals? What are the functions of art?
€Read Lavenda and Schultz on Reserve. "Play, Art, Myth and Ritual." Chapter 16, Pp. 479 515.
€ Read on Reserve: Shore, Bradd "Loading the Bases: How Our Tribe Projects its Own Image into the National Pastime." Pp. 11-17.

Nov. 28 Thanksgiving
Consider inviting a student from another culture and country home with you to experience Thanksgiving. Think about the origin of Thanksgiving?

€Blessed are those who can please themselves. Zulu

Dec. 3 and 5
Anthropology for the New Millennium
€Read Scupin and DeCorse Chapter 25, "Contemporary Global Future" pp. 529-551. and Chapter 26, Applied Anthropology Pp. 552-565

Dec. 5 &7
Final Team Reports

Dec. 12
Summary and Review

If you want a place in the sun, you must leave the shade of the family tree.
An Osage proverb

ANTHROPOLOGY 140
CALENDAR