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IB Social & Cultural Anthropology SL/HL1 2015-16 Ms. Bell Phone: 703-228-6200, ask for Rm 3010; E-mail: [email protected] Rm 3010 ***Our class meets in Mr. Summers’ room 2211, but my desk is in room 3010*** Textbook: Mirror for Humanity, 2012, (8th Ed.) C P Kottak Ethnographies: In most cases, each of you will be loaned a copy of the following books. You may purchase them. Otherwise, it is expected that they will be returned at the end of the year in good condition, i.e., with no markings or damaged pages. Guests of the Sheik, 1965 (1989 edition), Elizabeth Warnock Fernea In Search of Respect, 2001, Philip Bourgois The Spirit Catches You And You Fall Down, 1997, Anne Fadiman Materials: One 2 inch binder and a set of dividers/tabs, highlighter, pens Objectives: Upon completion of the Social & Cultural Anthropology course, students will be expected to be able to: Compare and contrast key characteristics of specific societies and cultures Identify and examine principles underlying social and cultural life Examine culture as a dynamic process and explore ways in which society and culture change Apply and evaluate anthropological approaches and concepts in relation to specific social and cultural materials, both local and global Examine how cultural and personal preconceptions and assumptions shape people’s understanding of their own and other societies and cultures Demonstrate an understanding of the methodological and ethical issues involved in field research Demonstrate specific knowledge and understanding of a range of ethnographic accounts, such as ethnographies, case studies and films Demonstrate an understanding of the ways in which ethnographic accounts reflect the specific perspective of an observer and are open to interpretation. IB Internal and External Assessment: All SL students will be required to complete: Internal Assessment - field observation and critique between Sept. and March. In addition, each student will sit for the following External Assessments (written essay exams): May 16: Paper one: (One hour) Short answer/essay questions responding to an anthropological excerpt and May 17: Paper two: (Two hours) Two essays; each selected from a list of eight broad questions. (Details to follow in class on both of these requirements.) Arlington Public Schools (APS) pays for the examination fees for all IB classes. Any student who registers for an IB class, but chooses not to complete the required internal assessment and/or sit for the May examination must pay a drop fee. All fees are established by the International Baccalaureate Organization. Additionally, as outlined in the APS Program of Studies, students who do not complete the required assessments will not earn the additional quality points. 1 Syllabus Outline The following is a brief outline highlighting the underlying principles, themes, and ethnographic accounts, which serve as the foundation and over-all structure of the course. Extensive commentary about each of the terms and concepts listed is purposefully omitted. Elaborations will be provided as we move through the material. Underlying Principles: The underlying principles focus on the nature, strengths and problems of social/cultural anthropology as a distinct form of inquiry. A. Approaches to the analysis of society and culture: agency, comparative, holistic, emic and etic, cultural relativism, ethnographic, individual and society, ideas and behavior. B. Key concepts: society, culture, community, structure, process, institutions, function, meaning, symbolism, exchange, stratification, power, identity, gender, reproduction and change. C. Methods: fieldwork, participant observation, social relations, collection and selection of data, ethical issues, qualitative and quantitative data analysis, analysis and interpretations. D. The construction of anthropological accounts: Our ethnographic reading and writing will be done with the following in mind: All groups are internally diverse and their boundaries are permeable. Anthropologists may see and represent the same group differently. Actors and observers always operate within a social context Models and concepts are never neutral. All anthropological accounts are produced for a particular audience. E. Relevance of social and cultural anthropology: In exploring social and cultural anthropology, we will consider: The relationship between self and society Current social, political and ethical issues The role of anthropology in practical contexts II. Themes: The eight themes below deal with aspects of human experience, which are of major interest to social and cultural anthropologists. Each theme is divided into elements, which represent more specific thematic groupings. Note: As we study different topics, you will see that many of them will cross the boundaries of these themes and their elements. A. Theme 2.1: Individuals, groups and society B. Theme 2.2: Societies and cultures in contact C. Theme 2.3: Kinship as an organizing principle D. Theme 2.4: Political Organization E. Theme 2.5: Economic organization and the environment F. Theme 2.6: Systems of knowledge G. Theme 2.7 Belief systems and practices H. Theme 2.8: Moral Systems 2 III. Ethnographic Accounts: Ethnographic accounts are the key to an understanding of the social and cultural life of specific groups or subgroups within a culture. These accounts provide us with information from which we are able to generalize and apply to other cultural groups. You will note on page 1 of this syllabus that there are 4 ethnographic texts listed. In addition to these books, other ethnographic sources will be used in the class derived from other ethnographies, research articles, documentary films, etc. IV. Organization of the Class Lecture/Discussions/Activities: Each new topic or unit typically will be introduced with a lecture/discussion. These interactive lectures will be followed by a variety of class activities, to include: field trips, guest speakers, films, simulation and role-play, projects, small group discussions and presentations, and whole class discussions. Whole class and small group discussions will frequently take the form of a seminar. “Mock” Papers: In order to prepare you for the end of course Social/Cultural Anthropology External Assessment Exam, you will have opportunities during the year to write papers (essays) that mimic previous external assessment exams, at the same time using questions that cover content we’ve gone over in class. These inclass papers will be graded as tests and will occur at least once per quarter. V. Formative and Summative Assessments. Grading Policy: “Student grades reflect student achievement and not student behavior” (W-L Faculty Handbook, pg. 31) 1.The following represents the categories and weights of each upon which your grade will be determined: Tests, projects and papers (essays): In-Class work: Homework: Participation (TBD): 50% 15% 15% 20% 2.The following percentage scale will be used in determining your grade: 90+ = A 87-89 = B+ 80-86 = B 77-79 = C+ 70-76 = C 67-69 = D+ 60-66 = D 0-59 = E 3. Quarterly grades will be rounded up from .5 4. The W-L Honor pledge for academic integrity will be in effect on every assignment. Please consult your student handbook for reference (pg. 8). 5. Parents and Students may check their grades online using ParentVUE and StudentVUE. 3 Grading/Attendance/Homework Policy Your attendance and active participation is a critical component of this class. The attendance policy for this class will conform to both the Arlington County Schools and W-L policies. Here are the essentials of these policies as they directly relate to this class: “Students are responsible for the work they missed, even if the absence is unexcused. As per “APS PIP 25.—1.1 Attendance”, credit for make-up work is only given when the absence is excused.” (Faculty Handbook, p.21) “Teachers will assign zeroes for work assignments or tests missed during an unexcused absence, not as punishment, but as an accurate evaluation of student’s performance on that day.” (W-L Faculty Handbook, p. 21) Regarding this specific class in IB Social/Cultural Anthropology: Any assignment due or test missed on the date of an excused absence is expected to be turned in or completed on the day student returns to class. It is the obligation of the student to obtain any notes missed during an absence (excused or unexcused). See a fellow student first, before asking your teacher for these notes. To make up for any discussion- based activity missed during an excused absence, the student is expected to turn in a one page word processed, double-spaced paper (12 pt.) within two days upon returning to class. This paper should consist of a brief summary, critique, and or analysis of the material missed on that day. Topics related to that day’s activity may be substituted with prior approval. Failure to turn this paper in will result in a ‘zero’ for that day’s work. Unexcused absences cannot be made up with the above paper, and students receive a zero for an assignment and/or test missed on that day. (Courtesy Dr. T. Schelstrate) CLASS WEBSITE My class website (http://www.apsva.us/Page/22582) will house all online resources and materials for this class. This includes, but is not limited to, notes, homework assignments, additional readings, PowerPoints, study guides, and review resources. Hard copies of the majority of these materials will also be provided in class. It is highly recommended that you get into the habit of checking the site often. Final Note: This class is an opportunity to learn a great deal about other cultures in the world as well as sub-cultures within the U.S. To a large extent, the success of our endeavor will depend upon everyone in the class making a serious and sustained effort to keep up with the reading assignments along with making significant contributions in the small and large group discussions that will make up a large part of the daily class activities. If you ever have any questions about the material we’re covering or an assignment you’ve been given - and this question cannot be or is not adequately answered in class, please arrange to meet with me before or after school, or during lunch – in Room 3010 (NOT OUR CLASSROOM). I’m looking forward to getting to know all of you and to a great year in IB Social/Cultural Anthropology! 4 One of your first homework assignments is to share this syllabus with your parents/guardians. Please sign/date it and turn THIS PAGE in on Monday, 9/14. Keep the actual syllabus in your notebook. Dear Parents and Guardians, I am so excited to meet your student and start a fantastic school year! This is my third year teaching at Washington-Lee after graduating from the University of Virginia with a Masters in Social Studies Education. I became a social studies teacher to share the stories of a variety of types of people, past and present! I firmly believe that students learn better when they can relate the material learned in class to their own lives. This course involves a good deal of role playing, simulations, and interactive activities to make history come alive for students and help them remember content. A major part of this course will be the Student Interactive Binder, which will act as the home for all of the activities and content that we cover in class. Each student must bring in a 2 inch binder and a set of dividers/tabs (available at Staples, Office Depot, etc.). If you think you may have trouble providing the notebook, please let me know as soon as possible so that I can ensure that each student has a notebook. If you would like to see what your student is doing in our class, I recommended following my Twitter handle @MsBell_WL for class updates and reminders. You can also check out our class website via the W-L website. The class site has class PowerPoints, assignments, unit calendars, review quizzes and videos, etc. and is a great resource for your student especially when nearing a test or in the case of an absence. See the section of the syllabus about the website for more details. By the end of the year I expect my students to develop skills such as reading and analyzing primary documents, expressing their thoughts eloquently through written and oral arguments, and making connections between time and place. I also expect my students to learn about the responsibilities of being good citizens and be able to put these into practice. I am looking forward to a fun, fascinating year! In order for us to be able to keep in touch, please fill out the contact information below and return this sheet with our student as soon as possible. I look forward to meeting you in a few weeks at Back-to-School Night and in the meantime, I welcome any questions you may have. Thank you, Julie Bell [email protected] Follow our class on Twitter @MsBell_WL ______________________________________________________________________________ I have read and understand the syllabus for IB Social/Cultural Anthropology SL. If I have any questions about the syllabus or future matters, I will contact Ms. Bell either in person or by email. Student name Class Period Student signature Date Parent/Guardian signature Date Parent/Guardian email address: Parent/Guardian phone number: Parents/Guardians: Is there anything you would like for me to know about your student? Please explain below or on the back of this sheet. 5