An appreciation for the comparative perspective that uniquely allows anthropologists to explore the forms and foundations of human social, cultural, biological, and linguistic diversity, past and present.
An ability to integrate the four major subfields of anthropology – sociocultural, biological, archaeology and linguistic – via holistic and contextualized interpretations of evidence.
An understanding of how anthropological perspectives, methods, and theories came to be, and how their application can contribute to solving the issues and controversies of our time.
Competence in the qualitative and quantitative methods of at least one anthropological subfield, and the ability to apply these methods to real-world scenarios.
An awareness of the ethical issues involved in anthropological inquiry, scholarship, professional practice, and public citizenship, at the level of local communities and our increasingly globalized world.
An ability to critically locate, understand, evaluate, and synthesize anthropological scholarly materials, and to communicate resulting interpretations orally and in writing, individually and collaboratively.

Learning Objectives

GE/SSU Studies Category Area E:

http://web.sonoma.edu/advising/ge/General%20Education%20-%20Spring%202019.pdf

Integrated person courses are designed to study both processes affecting the individual, such as psychological, social, or physiological changes throughout the human life cycle, and the interactions between the individual and society. Focus is on the integration of disciplinary knowledge and personal experience with an appreciation of the duties and rights of a citizen with a rich public and personal life.

Global Awareness: Develop knowledge of past and present political, economic, and cultural relations operating at international to global scale.
Communication: Communicate clearly and eloquently in written, oral, and/or performative forms in a variety of genres and disciplines.
Information Literacy: Iteratively formulate questions for research by gathering diverse types of information; identifying gaps, correlations, and contradictions; and using sources ethically toward a creative, informed synthesis of ideas.
Disciplinary and Interdisciplinary Knowledge: Identify, interpret, and apply methods, intellectual approaches, and fundamental concepts from disciplines within the social sciences, physical and life sciences, arts, and humanities.

General Course Description

This course explores the trajectories of human experience through the lens of cultural anthropology, a cross-cultural view of the individual within society. This course will also promote global awareness as a learning outcome, learning to perceive how cultural differences influence the dynamics of human interactions upon the individual through psychological and social changes throughout a human lifespan. An important element of our course will be to focus upon the integration of anthropological knowledge across the four disciplines—emphasizing the holism within the discipline—but also the integration of student personal experience with interdisciplinary knowledge, academic trajectories and topical interests. Students will emerge from this class with an appreciation of the duties and rights of a global citizen and with skills necessary to live in and comprehend our pluralistic world. (Not applicable to the Cultural Analysis and Theory core requirement for the anthropology major).

Course Format and Instructional Methods

Instructional Methods

ANTH 240 is a synchronous and “flipped” online lecture course. We will meet in virtual space on Zoom (teleconferencing software) every Wednesday from 6:00 PM to 7:15 PM. It is a flipped course because you will watch online videos, complete all weekly readings, and submit/post online all student work for Wednesday by 5 PM in canvas through our assignment portals before the classes start at 6 PM. We will use our Zoom teleconferencing classes mainly for discussion and synthesis. Please do not email any written work. I use my email for communication only. You will use your SSU Seawolf ID and password to log in to the Canvas course from SSU’s Online Services Portal.

In Canvas you will be able to access online recorded lecturette orientation videos, topical course readings, course videos; be able to take online reading review quizzes, and post Formal Discussions and Responses. Normally our course will begin with the student preparing for our next virtual meeting on Zoom by first (1) watching the day’s Lecturette video, (2) reading the assigned chapters and articles from our two course texts, (3) watching the online videos for that day, (4) taking reading review quiz (multiple choice and T/F questions), and by posting answers for to the Graded Discussion Questions. My suggestion is to read the questions for the Graded Discussion before you read the articles from our course text Cultural Anthropology: a Reader for a Global Age.

During our class we will have a discussion forum where we will discuss some of the significant sociocultural and socioeconomic issues that will be unearthed in our readings. You won’t want to miss these vital discussions when we reflect back over the readings and create our own philosophical syntheses of global issues and events. I have in the past structured these discussions, but I think the new readings I have assigned may illicit enough discussion by themselves to have a less structured level of discussion. Attendance our class is graded and it will be hard to pass the course without regular and consistent attendance.

A Note on Submitting Assignments: All student work is submitted/posted online through our canvas assignment portals will be due by 5 PM Wednesday so I have some time to review your responses. Please do not email me any written work. I must use my email for communication only, thank you, cool!

Online Due Times and Late Assignments

Please complete your Reading Review Quizzes and Formal Discussion Responses by the designated time so we can have great discussion and be on the “same page.” Since we review our work in class, I cannot accept late review quizzes and Formal Discussion Responses. If you are falling behind on the large assignments (reports, etc.), please communicate with me during office hours fifteen minutes before the start of our Zoom sessions.

Regular attendance & active participation is expected and required

Attendance will be tracked and participation will be noted each virtual discussion session. Every student will be allowed 1 absence from Zoom, so if are sick once per semester, use your sick week absence. No need to tell me you are not going to attend a Zoom session. Just be aware, attendance is graded.

Online Protocol

I expect students to be online in Zoom at 6 PM, on a laptop computer, with their face in view, engaged, with audio on and video accessible, attentive/listening/responding to professor and other students for full online participation credit. If you are not talking, mute your microphone so as not to being chatter or other noises into the Zoom session. Thank you for your understanding. Your participation grade will depend on your classroom engagement. Treat the zoom session like you would a classroom experience.

Course Goals and Student Learning Outcomes

The overall learning objectives for this course are to learn about the social-psychological processes affecting the individual primarily through the interaction between the individual and society. Our focus will be to integrate social anthropology, student’s own academic interests and personal experience, with cross-cultural analysis. It is our overall goal to increase students’ global awareness, and for students to develop a personal disposition to take on the responsibilities, duties, and rights of a global citizen in a world full of challenges. This course will also focus upon providing students real-world skills (practicable abilities), abilities (that include abilities for increasing student academic success), and dispositions (an integration of a learned outlook that includes ethics and global awareness). Our specific learning goals will be to integrate within the class classroom:

Disciplinary knowledge of social anthropology, to enable student to
1. recognize and define major concepts, theories and insights within cultural anthropology.
2. define key concepts and phenomenon like social structures & institutions, cultural relativity, and ethnocentrism.
3. be able to made aware of linkages across the four-fields of anthropology. Our pathway to achieving this knowledge will come by utilizing our course text Essentials of Cultural Anthropology: A Toolkit for a Global Age, and assigning ethnographic readings that outline elemental social anthropology concepts that address how people are situated in a larger social context in terms of diverse identities and societal positions through case examples, testing for reading comprehension through review quizzes, and assessing critical reading through short-answer reflexive reading response questions, Formal Discussions and Responses that hone a student’s own abilities for close reading.
Interdisciplinary knowledge with global awareness. Incorporating global awareness with interdisciplinary fields of knowledge for this course will be assigned through interdisciplinary readings in the content areas of:
1. global human behavior; gender and sexuality; nutrition, physical and mental health; global economics; social relationships and kinship; relationships with the environment, media and religion. I will be assigning formal response questions that will give students ample opportunity for self-reflection, and in-class open-ended discussion forums where students can compare their own understandings with ethnography and other student worldviews. By integrating tenants of global anthropology with student’s own interests (with ethnographic case studies), it is my hope that students will develop a personal disposition, a learned outlook to consider important issue in the global ecumene.
A signature assignment based upon information literacy that will integrate the higher the broader goals of Area E (lifelong learning) with the writing of a credible, concise multi-genre news article which requires students to integrate a course topic thematically linked to their own discipline or interests, with insights and key concepts from ANTH 240 course texts and independent research. During week four of this course, students will attend a library seminar dedicated to learning how to assess credibility in sources with our subject librarian. I will provide a rubric for grading for this report. In writing a RONSI report, students will take away a real-world skill for effective web reporting.
Engagement in reflective writing upon the processes affecting the individual, and the interactions between the individual and society. To accomplish this task, we will schedule weekly Formal Discussion Responses, asking students to reflect upon topical readings concentrating on personally resonant themes.
A community engagement/career engagement report and beginning a Portfolium account. Part of ANT 340 will be to take a pause after a few weeks of considering global issues for students to stop and take stock of their own lives, and as part of life-long learning, attend a career engagement event, respond to it in writing, and begin a Portfolium account to better assess their own way forward in college and compare their experience to other students and this stage in their college trajectory. .

Practical Learning Outcomes—Skills Acquired

Students will learn to synthesize different media platforms and research sources such as testimonial media and peer reviewed journal articles in the pursuit of a report that is informed by consensus-oriented truth, and the testimonial veracity of first-person perspectives. We will also use a written report modeled on a press journalistic press release format to give students a practical template for writing reports for dissemination on the World Wide Web that they can use within their field of employment. I would like to see students create an original and impactful report (RONSI) from this class, a report that addresses an urgent issue for your generation in the context of living in our globalized world.

Required Texts/Readings

Textbooks

Required

Guest, Kenneth J. 2018. Essentials of Cultural Anthropology: a Toolkit for a Global Age (ECA) New York: W.W. Norton & Company, 560 pages. ISBN-13: 978-0393624618 2^ND EDITION.
Guest, Kenneth J. ed. Cultural Anthropology: a Reader for a Global Age (CAR) New York: W.W. Norton & Company, 448 Pages, SBN-13: 978-1324000778. 1^st

Note on the texts: The texts supply some very basic principles and examples of cultural anthropology. In many respects it resembles a basic introduction to cultural anthropology. However, the text also supplies very good modern case studies and clearly defines complex concepts in globalization, turning the difficult into tangible ideas. It is the best available “toolkit” for coming to grips with living in a globalized world. Anthropology majors might regard this as “Introduction to Anthropology 2.0.” It will be a follow up, a coda to introductory learning — rounding off an introduction to social anthropology but applying basic principles to the global situation as it is. Course text is on a 2-hour reserve in the SSU library. (Please note: the text in the library is the full-length text of [Essentials of] Cultural Anthropology: A Toolkit for a Global Age, and chapter numbers are different per topic.)

Topical Readings

Topical readings and research articles can be located in our course reader, Essentials of Cultural Anthropology: a Reader for a Global Age (ECA) with articles focused upon issues that are complex and nuanced and serve as required ethnographic case studies for the course. We will be interrogating the exact words and contexts of authors of theory, topical case studies, ethnographic analyses, and looking at current research applications reflected in these articles.

Course Assessment (Assignments and Grading)

We have 10 Canvas Reading Review Quizzes, 10 Formal Discussions and Responses, Course Quizzes, an Observant Participation Project, a RONSI Outline/CA Chapter Outline, and a RONSI Report due for this class, and all will be graded on a percentage basis.

Reading Content Quizzes (11)

Reading Review Quizzes will typically include multiple-choice questions, T/F, and short essay questions that will test your comprehension and analysis of PDF articles, chapter readings, and related media.

Formal Discussion Posts (11)

The purpose of the Formal Short-Answer Discussion and Responses are for students to integrate course readings and ethnography into their own experiences and life trajectories in meaningful ways. I will be posting Formal Discussion questions on readings, and general query questions well in advance for you. I am looking for evidence of reading, so use direct quotes and summaries. For short answer questions I will generally ask you to stay close to the texts by providing a quote and analyzing/evaluating/discerning the evidence directly from the sources. Formal Discussion and Response questions will also be composed of open-ended questions where we will focus in on a topic or issue to provide a good Formal Discussion during our course Zoom forum discussions.

Attendance & Forum Discussion Participation

Our Formal Discussion Forum Periods are meant to be an opportunity to talk more fully and analytically about our readings, but also a chance to apply the week’s readings to ongoing events in our globalized world. Part of your grade is engagement, and I will call out students by name to address your chapter questions and talk about your individual research topics by week. I will also display your Formal Discussion and Responses on our large screen so please be aware that your responses will be viewed by all of us during our discussions. I would ask that we have respect for each other’s opinions and have sensitivity for personal stories we might divulge.

RONSI Report

Your final project is a Report of New and Significant Information, a RONSI for short. You will not have a final exam or any exams period, though we will review course topics periodically. A scoring rubric for the final project will be posted on the course Canvas site. The goal is for the student to write a very short but very informative, factual, absolutely clear and concise outline of for a report with good factual sources of information, and directly linked to the weekly course topics that you have choses, preparing the subject matter in a current contemporary context. I will leave your specific topic open, but it must intersect with your current school major or college interests, and concern human beings in society (see “forum topics” on the Course Schedule for weekly tropics).

RONSI Outline and Chapter Query for Essentials of Cultural Anthropology: A Toolkit for a Global Age

(1) For the RONSI Outline and Cultural Anthropology Chapter Query, students will thoroughly read and one of the upcoming chapters in Essentials of Cultural Anthropology: a Toolkit for a Global Age, chapters 5-15, and provide discussion questions for students to respond to during course discussion hours online.

(2) For the RONSI Outline, students will locate a research article from the SSU Library page that is an “Article – Peer Reviewed” that focuses on a specific topic that you are interested in, an article that RELATES DIRECTLY to one of the chapters 5-15 of Essentials of Cultural Anthropology: a Toolkit for Global Age. Choose an article with a topic that absolutely resonates with you, that contains information about an issue that you can follow up on and address with new and vital information. Students will follow the step-by-step directions to create their own research report outline using the numbered sections to format your outline.

The goal is for the student to write a very short but very informative, factual, absolutely clear and concise outline of for a report with good factual sources of information, and directly linked to the weekly course topics that you have choses, preparing the subject matter in a current contemporary context. I will leave your chosen topic open, and it may intersect with your current school major, but it must also be about human beings in society (see “forum topics” on the Course Schedule for weekly tropics).

Grading Policy

Final grades are based on the following:

12% Participation & Attendance, (60 points)
12% Career/Community Engagement Report & Portfolium, (60 points)
12% RONSI Outline & CA Chapter Query/Outline (60 points
22% Reading Review Quizzes (11), (110 points-10 points per quiz x 10 quizzes)
22% Formal Discussion Posts & Responses (110 points-10 points per post/response, 11 posts)
20% Term Project (RONSI), (100 points)
100%, 600 points

*2 or more classroom absences will result in a reduction of the final participation/attendance grade.

100-90% = A to A-; 89.9-80% = B+ to B-; 79.9-70% = C+ to C-; 69.9-60% = D+ to D-; 59.9 and below F

Because this section is being taught as a seminar/lecture with use of small group activities, attendance and active participation will count 10% towards the final grade. More than 1 unexcused absences and lack of participation may result in final grade reduction of 10% (i.e., One letter-grades, AB, or BC).

When answering quiz questions answer with the BEST possible response and the response that either the author of Essentials of Cultural Anthropology or Dr. Torres has set forward. I will give partial credit on occasions where the answer to a multiple-choice question answers ONLY PART of the question. When using a textbook for the first time, I generally curve the class grade in the end to the best student performance to nullify the effect of course question/answer ambiguities.

Reading Content Quizzes and Formal Discussion Post will count for 50% of the final grade. No late quizzes or posts will be accepted. Once the due day and time for the posts and quizzes has expired we must move on to new material. I will provide a discrete window of time to finish up the process, but think ahead and turn in posts and quizzes early if you have a busy week. It is up to you to schedule your time and work proactively. Each pair of quizzes/posts is worth about 5% of your total (i.e., 1 missed pair of quizzes, AB+, BC+).

I may accept late Career/Community Engagement Reports & Portfolium and RONSI outlines/CA Chapter Summaries and RONSI Reports at a 10% grade penalty (See course schedule for due dates and times). Rewriting a final draft of your RONSI is possible, but MUST be preceded by a one-on-one review of your RONSI with your instructor before class. Students should not request to do extra credit to make up for missed quizzes, it is a summer class and this isn’t an option.

Full Credit/Sufficient/No Credit participation grade will be awarded full credit for submissions that meet or exceed assignment criteria, i.e., 67% credit for submissions that meet most of the central assignment criteria, and no credit for submissions that fail to meet most of the central assignment criteria.

A NOTE ON ASSIGNMENTS & PLAGIARISM OR SHARING RESPONSES: your answers MUST be your own thoughts and responses. If your response mirrors another student’s, I must assume both of you did not follow the university code of ethics. No credit will be given to either of you. Please DO use actual quotes for your RONSI report, but CITE your sources in text.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drops, academic renewal, etc. Information on add/drops are available at http://www.sonoma.edu/ar/registration/addclasses.shtml. Students should be aware of the current deadlines and penalties for adding and dropping classes. I reserve the right to drop a student the first day should they not be able to

Library Research Guides and Subject Librarians

The University Library can help you find information and conduct research. You can make an appointment with a subject librarian, get help online, or drop by the library during open. Library Research Help Hours.

For anthropology course there are Research Guides provided by your subject librarian, and the contact information for our subject librarian Hilary Smith is located at Hilary Smith Contact Info. If you are a distance learner on the Ukiah or Napa/Solano Campuses, please go the link at Distance Learner Information for information on resources and how to sign-in to SSU learning management system.

Canvas Courses

Canvas is SSU’s Learning Management System (LMS). Canvas is the place where you will find the course syllabus, read posted announcements, participate in online class discussions with classmates, submit your assignments online and view the materials for this course. To access our Canvas course use your SSU Seawolf ID and password to log into SSU’s Online Services portal. Click on the Canvas link. When you get to the Canvas Dashboard, click on the course title you would like to access.

Canvas Help and Student Computing Resources

Canvas and General IT Help Desk

Contact Information Technology (IT) if you need assistance accessing Canvas or other information about computing and information technology at SSU. Three ways to contact the IT Help Desk are:

Call: 707-664-4357
Email: helpdesk@sonoma.edu
Visit Location: Schulz 1000

About Canvas

Plugins

You many need to Download plugins that are needed to access some content on or linked from SSU websites and Canvas. You will need a media player and acrobat reader (or a PDF reader), for example, to read articles and watch online videos for this class.

A Note on Wi-Fi

We also be using learning technologies in this class that do not require plug-ins, but make sure when you begin online assignments and quizzes that you are in a place where your wi-fi is stable for the time needed to complete your assignment. For Formal Discussion Posts, please create your response on a text file then cut and paste into the assignment portal so that you maintain an off-line copy of your own response in case your wifi goes down.

Canvas Community

Visit the Canvas Community to view written Instructor Guides, written Student Guides, and/or Video Guides.

General Student Computing

Review the information posted at IT Get Started, Students. There you will find computer use guidelines and a list of available computer labs.

Additional Resources

SSU Writing Center

The SSU Writing Center, located at Schulz 1103, helps SSU students become better writers and produce better written documents. The knowledgeable and friendly tutors can help you with a wide array of concerns, from generating good ideas and organizing papers more clearly to learning citation formats and using semi-colons correctly. Visit the Writing Center website http://www.sonoma.edu/programs/writingcenter/default.html for more information on how to schedule time with a tutor. All of us, including Ph.D.s, need people to read over our writing! Do not feel slighted by having someone help you by reading over your writing to make sure you communicate well.

Counseling and Psychological Services (CAPS)

CAPS is a unit of the division of Student Affairs of Sonoma State University. CAPS offers confidential counseling to students experiencing personal problems that interfere with their academic progress, career or well being. The CAPS website http://www.sonoma.edu/counselingctr provides information only. If you would like to talk with someone or make an appointment, please call (707) 664-2153 between 8 a.m. – 4:30 p.m., Monday-Friday.

University Policies

Academic integrity

Students should know that the University’s Cheating and Plagiarism policy is available at http://www.sonoma.edu/UAffairs/policies/cheating_plagiarism.htm. Your own commitment to learning, as evidenced by your enrollment at Sonoma State University and the University’s policy, require you to be honest in all your academic course work. Instances of academic dishonesty will not be tolerated. Cheating on quizzes or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade for the assignment and sanctions by the University. Multiple instances will result in a failing grade for the course. For this course, all assignments are to be completed by the individual student unless otherwise specified.

Campus Policy on Disability Access for Students

If you are a student with a disability and you think you may require accommodations, please register with the campus office of Disability Services for Students (DSS), located in Salazar Hall – Room 1049, Phone: (707) 664-2677, TTY/TDD: (707) 664-2958. DSS will provide you with written confirmation of your verified disability and authorize recommended accommodations. This authorization must be presented to the instructor before any accommodations can be made. The policy can be found at http://www.sonoma.edu/uaffairs/policies/disabilitypolicy.htm

Emergency Evacuation

If you are a student with a disability and you think you may require assistance evacuating a building in the event of a disaster, you should inform your instructor about the type of assistance you may require. You and your instructor should discuss your specific needs and the type of precautions that should be made in advance of such an event (i.e. assigning a buddy to guide you down the stairway). We encourage you to take advantage of these preventative measures as soon as possible and contact the Disability Services for Students office if other classroom accommodations are needed.

ANTH 240 Living in Our Globalized World – Spring 2020 Course Schedule

Please note, this course schedule is preliminary and subject to change before the beginning of the semester and with fair notice during the semester. (I need to review the readings and gather other online materials before the start of class). Notifications of changes after first week’s post will be made on the Announcements Forum, which will also be automatically posted to students’ Seawolf e-mail accounts.

Week & Topic

Tuesday

· Lecture & Media

· Reading (To Be Completed) Discussion & Socrative Responses

*Essentials of Cultural Anthropology: A Toolkit for a Global Age = ECA

-WEEK 1-

Anthropology in a Global Age — The Four Sub-disciplines

Other Topics:

Key elements of globalization, fields of anthropology

On Zoom – January 22

Cover Syllabus:

-List of objectives, preview of weeks and schedule.

-Prioritized reading. Make sure you read the end of each CA article carefully

-WEEK 2-

Anthropology in a Global Age — The Four Sub-disciplines, cont.

Other Topics:

Key elements of globalization, fields of anthropology

On Zoom – January 29

Lecturette Video: Anthropology in a Global Age — The Four Sub-disciplines, cont.

-Overview of the Field of anthropology and its relation to understanding the social-side of globalization.

Media Clips:

· Population Clock

http://www.census.gov/popclock/

· U.N. Millennium Development Goals (website)

· Contributions of Franz Boas. https://youtu.be/Ila_xN5TKW4

Reading:

1. Chapter 1 of ECA, “Anthropology in a Global Age.” Pp. 4-29

2. Edith Turner, “There are No Peripheries to Humanity”

3. Jason De León, from “The Land of Open Graves

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics:

Coca Cola vs. Community Resources, Commons

-WEEK 3-

The Culture Concept in Global Contexts

Other Topics:

Cognitive maps, hegemony, interpreting social structure in local contexts

INTERSECTIONS:

Psychology

On Zoom – February 5

Lecturette Video: The Culture Concept in Global Contexts & Locating Communities

Media Clip:

Balinese Cockfight

https://youtu.be/xxNjnmSdqzY

Review, and the The Walk from “No” to “Yes”

http://ed.ted.com/lessons/the-walk-from-no-to-yes-william-ury (18 mins.)

Reading:

1. Chapter 2 of ECA, “Culture,” pp. 30-59)

2. Lucas Bessire, from Behold the Black Caiman

3. Lila Abu-Lughod, Do Muslim Women Really Need Saving?

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics:

Interpretation vs. multivocality

-WEEK 4-

Fieldwork and Ethnography

Other Topics:

first-hand testimony via Youtube.

On Zoom – February 12

Lecturette Video: Fieldwork, Anthropology, and the Public Sphere

Fieldwork, Ethnography, and the value of first-hand testimony via Youtube and

-go over RONSIs and how to construct an ethnography

Media Clips:

· Dan Rather Reports, Kidney Pirates:

http://blip.tv/hdnet-news-and-documentaries/dan-rather-reports-kidney-pirates-5455011

· Testimony search: Lack of Darker Model, Brazil:

https://www.youtube.com/

watch?v=xfldf7vwz

Reading:

1. Chapter 3 of ECA, “Fieldwork and Ethnography,” pp. 60-89

2. Barbara Myerhoff, from Number Our Days

3. Sienna Craig, “Portrait of a Himalayan Healer”

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics:

Fieldwork methods, testimony from Youtube, validating results, developing ethnographic authority. What gives documenting urban myths a “non” authority?

-WEEK 5-

Library Research Day

On Zoom – February 19

Meeting Library for Seminar on “Locating Credible Sources of Information”

Peer Review Day of RONSI Outlines

Catherine Fonseca, 6 – 7:15 PM

-WEEK 6-

Racism, Ethnicity, Nationalism

Other Topics:

How are Race, Ethnicity, and Nationalism related,

Structural Racism.

INTERSECTIONS:

Ethnic Studies, Sociology, Geography

On Zoom – February 26

Lecturette Video: Colonial Legacies, Structural Racism; Ethnicity, Nationalism

Media Clips:

· Multiracial Identity, 5’39”

· University of New Hampshire “Bias-Free Language Guide”

http://www.unionleader.com/

article/20150729/NEWS04/

150739993

· From Opium to Chrysanthemums, DVD, 4’57”

· Census Data by Zip Code:

http://projects.nytimes.com/

census/2010/explorer

Reading:

1. Chapters 5 & 6 of ECA, “Race and Racism,” & “Ethnicity and Nationalism,” pp.118-175

2. Karen Brodkin Sacks, “How Did Jews Become White Folks?”

3. Audra Simpson, from Mohawk Interruptus

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

Structural Racism: Ferguson, MI, and the Innocence Project

-WEEK 7-

Gender & Sexuality

Other Topics:

(Re) Defining Homosexuality

INTERSECTIONS:

Gender Studies, Biological Anthropology

On Zoom – March 4

Lecturette Video: Gender and Sexuality

Media Clips:

· Community, 6’30”

· Three Sisters, 5’40”

· Anonymously Yours, 4’48”

Reading:

1. Chapters 7 & 8 of ECA, “Gender” & “Sexuality,” pp. 176-231

2. Emily Martin, “The Egg and the Sperm”

3. Bobby Benedict, from Under Bright Lights: Gay Manila and the Global Scene

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

LGBTQQ & I?

Biological vs. Cultural Constructions of Sexuality

-WEEK 8-

Kinship, Family, Marriage, Class, & Inequality

Other Topics:

the imaginary of status and class, inequality

INTERSECTIONS:

Sociology

On Zoom – March 11

Lecturette Video: Kinship, Family; Class and Inequality

Media Clip:

· A Wife among Wives, 6’30”

Reading:

1. Chapters 9 & 10 of ECA, “Kinship, Family, and Marriage” & “Class and Inequality,” pp. 232-293

2. Donna Haraway, from Staying with the Trouble: Making Kin in the Chthulucene

3. Philippe Bourgois, from Jíbaro to Crack Dealer: Confronting the Restructuring of Capitalism in El

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

The Culture of Status vs.

The Culture of Poverty

Distinction

-WEEK 9-

Spring Break

Spring Break, March 16-20

-WEEK 10-

The Global Economy, & Global Ecology

Other Topics:

World System Theory, Social Ecology of Murray Bookchin

INTERSECTIONS:

Economics, Business, Environmental Science

On Zoom – March 25

Lecturette Video: The Global Economy tied into the Global Ecology

Media Clips:

· Birdsong and Coffee, 5’26”

· China Blue, 6’00”

Reading:

1. Chapter 11 of ECA, “The Global Economy,” pp. 294-331

2. Elizabeth Dunn, from Privatizing Poland: Baby Food, Big Business, and the Remaking of Labor

3. Gillian Tett, from Fools Gold: The Inside Story of J.P. Morgan

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

Globalization and the counter-currents

– WEEK 11-

NO ZOOM – April 1

RONSI Reports Due Friday, April 3, 5 PM

-WEEK 12-

Politics & Power, Empowerment, Social Justice, Social Movements

Other Topics:

Empowerment, Social Justice, Social Movements

INTERSECTIONS:

Political Science

On Zoom – April 8

Lecturette Video: Politics & Power

Media Clips:

· Laid to Waste, 4’54”

· Red Hat, Where are you Going, 6’15”

Reading:

1. Chapter 12 of ECA, “Politics & Power,” pp. 332-361

2. Carolyn Nordstrom, from Shadows of War

3. Melissa Checker, from Polluted Promises

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

The concept of “bail” too poor to leave jail, Washington D.C. no bail

– WEEK 13-

Religion, Spiritual Self-Discovery

Other Topics:

The personal “ethic” of work and success vs. the success of community, communitarianism

INTERSECTIONS:

Religious Studies, Theology

On Zoom – April 15

Lecturette Video: Religion, Spiritual Self-Discovery

Media Clips:

· Joel Osteen

“Build Yourself Up”

https://youtu.be/q2gnBpD8ESc

· The Great Gathering, 4’57”

Reading:

1. Chapter 13 of ECA, “Religion,” pp. 362-392

2. Daromir Rudnyckyj, From Wall Street to Halal Street

3. Kenneth J. Guest, “Liminal Youth among Fuzhounese Chinese Undocumented Workers”

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

Symbolic Religion and Religion as an Authorizing Process, The colonization of consciousness

– WEEK 14-

Health, Illness, and Nutrition

Other Topics:

Illness vs. Wellness,

Nutrition, Exercise,

Mental Health

INTERSECTIONS:

Nursing, Medicine, Biological Anthropology, Psychology

On Zoom – April 22

Lecturette Video: Health, Illness, and The Body

Media Clips:

· The Most Distant Places, 4’46”

· Dead Mums Don’t Cry, 6’07”

Reading:

1. Chapters 14 of ECA, “Health and Illness,” pp. 394-423

2. Didier Fassin, Frédéric Le Marcis, and Todd Lethata, “Life and Times of Magda A”

3. Michele Friedner, from Valuing Deaf Worlds in Urban India

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

The philosophy of wellness, Mental health and resilience

– WEEK 15-

Art, Media, Global Communications, Global Testimony

Other Topics:

Omniscient Narratives vs.

Multivocality

INTERSECTIONS:

Media Studies, Film Studies, Communications

On Zoom – April 29

Lecturette Video: Art, Media, Global Communications, Global Testimony

Media Clip:

· Cracks in the Mask, 6’29”

Reading:

1. Chapters 17 of ECA, “Art and Media,” pp. 424-515

2. Brent Luvaas, “Designer Vandalism: Indonesian Indie Fashion and the Cultural Practice of Cut ‘n’ Paste”

3. Aimee Cox, “The BlackLight Project”

Content Quiz Due:

5 PM, Online Today

Graded Discussion Questions:

5 PM, Online Today

Socrative Open Discussion Forum Topics

The Great Miasma of the Public Sphere: Making sense of Living in a Globalized World

Health, Illness, and Nutrition

November 30

Lecture:

-the imaginary of status and class.

-inequality

Problem/Solution?

Racism vs. Multiculturalism

December 2

Reading:

(1) Chapters 16 of CA, “Health and Illness” (pp. 619-656); (2) “Introduction” In Death Without Weeping (pp. 1-19) by Nancy Schepar-Hughes) in the “RR File.”

Quiz Prep:

Quiz 11 due TODAY, December 2, Noon.

Forum:

– WEEK 16 –

Review and Media Show

On Zoom – May 6

Summary and Wrap Up, Synopsis, Reports and Media Exposition. Socrative Reflections on the Processes

FINAL Draft RONSI DUE Friday, May 8, 5 PM

– WEEK 17 –

May 13

FINAL Draft RONSI DUE

by carlos.torres

on March 21, 2021

ANTH 203, Introduction to Cultural Anthropology

Sonoma State University
ANTH 203 – Introduction to Cultural Anthropology
A School of Social Sciences/Department of Anthropology Syllabus

Instructor Contact Information

Name: Carlos D. Torres, Ph.D. (please call me Dr. Torres, or Professor Torres)
Office Location: Stevenson 2070J
Anthropology Office Telephone Number: 707-664-2312
Email: carlos.torres@sonoma.edu I will try to respond promptly Monday thru Friday 9 AM to 5 PM
Office Hours: Tuesday 5:45 On Zoom. And at SSU by appointment
General Course Information

Class Days/Time: Via ZOOM Teleconferencing, Tuesdays 6:00-7:15 PM
Prerequisites: None
Fulfills GE/SSU Studies Category: Area D1, Social Sciences: The Individual and Society
Let me summarize what this course is about

This course is described as an “examination of the anthropological approach to the study of human behavior.” An anthropological approach is a holistic approach to understanding human society: we study what it is to be human by looking at our own past archaeologically or ethno-historically, we look at our own human biological evolution, and we look cross-culturally to answer questions related to the phenomenon of what it is to be a human being. In “cultural anthropology” (American) or “social anthropology” (British)—the subdiscipline of this course—we focus upon global contemporary culture and the individual’s incorporation of learned socially transmitted behavior. Culture is understood and uncovered through the contemporary practices of social life in a broad range of societies. The research questions we raise are relevant to contemporary society, especially (but not limited to) those societies that are non-Western.
Let me summarize what cultural anthropology means at SSU

Cultural Anthropology explores the diversity of existing human ways of life – how they work, how they change, and how they interrelate in the modern world. Its practitioners often spend time living with peoples and cultures whose values and lifeways are different from their own to learn about their perspectives, practices, and social organization. We believe that Anthropology majors should master six learning outcomes by the time they graduate:
1. An appreciation for the comparative perspective that uniquely allows anthropologists to explore the forms and foundations of human social, cultural, biological, and linguistic diversity, past and present.
2. An ability to integrate the four major subfields of anthropology – sociocultural, biological, archaeology and linguistic – via holistic and contextualized interpretations of evidence.
3. An understanding of how anthropological perspectives, methods, and theories came to be, and how their application can contribute to solving the issues and controversies of our time.
4. Competence in the qualitative and quantitative methods of at least one anthropological subfield, and the ability to apply these methods to real-world scenarios.
5. An awareness of the ethical issues involved in anthropological inquiry, scholarship, professional practice, and public citizenship, at the level of local communities and our increasingly globalized world.
6. An ability to critically locate, understand, evaluate, and synthesize anthropological scholarly materials, and to communicate resulting interpretations orally and in writing, individually and collaboratively.

What will be the instructional methods will we use

Instructional Methods & Course Format

ANTH 203 is a synchronous and “flipped” online lecture course. We will meet in virtual space on Zoom (teleconferencing software) every Tuesday from 6:0 PM to 7:15 PM. It is a flipped course because you will watch online videos, complete all weekly readings, and submit/post online all student work for Tuesdays by 5 PM in canvas through our assignment portals before the classes start at 6 PM. We will use our Zoom teleconferencing classes mainly for discussion and synthesis. You will use your SSU Seawolf ID and password to log in to the Canvas course from SSU’s Online Services Portal.

In Canvas you will be able to access online recorded lecturette orientation videos, topical course readings, course videos; be able to take online reading content quizzes, and post Graded Discussions and Responses. Normally our course will begin with the student preparing for our next virtual meeting on Zoom by first (1) watching the day’s Lecturette video, (2) reading the assigned chapters and articles from our two course texts, (3) watching the online videos for that day, (4) taking reading review quiz (multiple choice and T/F questions), and by posting answers for to the Graded Discussion Questions. My suggestion is to read the questions for the Graded Discussion before you read the articles from our course text Conformity and Conflict.

A Note on Submitting Assignments: All student work is submitted/posted online through our canvas assignment portals will be due by 6 PM Tuesday so I have some time to review your responses. Please do not email me any written work. I must use my email for communication only, thank you, cool!

Canvas Courses
Canvas is SSU’s Learning Management System (LMS). Canvas is the place where you will find the course syllabus, read posted announcements in the news forum, participate in online class discussions with classmates, submit your assignments online and view the materials for this course. To access the Canvas course use your SSU Seawolf ID and password to log into SSU’s Online Services Portal https://login.sonoma.edu. Click on the Canvas link. When you get to the Canvas site home, click on the “My Courses” menu located on the top navigation. Click on the link for this course (classes are listed by course name and number). Note: The Login link is also conveniently located at the top of the Sonoma State University homepage http://www.sonoma.edu and many other university pages.

Visit Learning with Canvas http://www.sonoma.edu/it/students/canvas.html to review frequently asked questions about using Canvas and also to view a list of technical recommendations.
Canvas Help and Student Computing Resources
Contact the IT Help Desk http://www.sonoma.edu/it/helpdesk/ if you need assistance with Canvas or other information about computing and information technology at SSU. Three ways to contact the IT Help Desk are:
• Call: 707-664-4357
• Email: helpdesk@sonoma.edu
• Visit Location: Schulz 1000
What our learning objectives will be
Upon successful completion of this course, following Area D1 of the General Education objectives, students will be able to:

1. Identify, recognize and define major anthropological concepts, theories and insights in the social sciences.
2. Understand and evaluate explanations of the organization, variation, and changes in practices and institutions in modern contemporary societies.
3. Overview and evaluate the diversity, variety, and complexity of human life in diverse scales from the individual to the global.
4. Evaluate multiple perspectives and methodologies that social science disciplines offer for understanding the human experience.
5. Understand the personal and social development of the individual and the person’s relation to social institutions.
6. Understand and become oriented around the theoretical explanations of the individual’s social relationships in groups, in societies, and across nations.
We will accomplish these tasks by investigating one major topic within cultural anthropology at a time, and creating assessments and assignments appropriate for each topic.
Communication-in-Research Learning Outcomes
1. Students will learn to synthesize different media platforms and to locate research sources such as testimonial media and peer reviewed journal articles in the pursuit of a report that is informed by consensus-oriented truth, and the testimonial veracity of first-person perspectives. In pursuit of the examination of truth and narrative, I have chosen an ethnography that is communicated three different ways so that students can evaluate how written rough drafts of reports evolve into final written, polished drafts. (3)
2. We analyze and compare research in given student cohorts. (4)
3. We analyze and compare three different models of narrative in a Wisdom Sits in Place. (4)
4. We will also use a written report modeled on a press journalistic press release format to give students a practical template for writing reports for dissemination on the World Wide Web that they can use as a template for future academic writing. I would like to see students create an original and impactful report (ANS) from this class, a report that addresses an urgent issue for your cohort in the discourse of global society. (6)
Applying Bloom’s Taxonomy
I will be creating assignments that make use of Bloom’s Taxonomy, a learning model that emphasizes a range of learning skills and assignments to incorporate course content into a student’s own development in higher education. My teaching emphasis is to go beyond comprehension; to create assessments where students can analyze, apply, and synthesize ideas and case studies from the text with current events in society. (Please see https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ for a full explanation and merits of Bloom’s Taxonomy).
What texts we’ll be reading
Textbooks
1. Kottak, Conrad. 2016. Cultural Anthropology: Appreciating Cultural Diversity, 17th Edition Columbus, OH: McGraw-Hill Education. 384 pages. ISBN-13: 978-1259818448 readings from this book referred to from now as “from CA”)

2. Spradley, James, Dianna Shandy, and David W. McCurdy, eds. 2015. Conformity and Conflict: Reading in Cultural Anthropology, 15th Edition. New York, NY: Pearson Publications. 432 pages. ISBN-13: 978-0205990795

3. Basso, Keith H., 1996. Wisdom Sits in Places. Landscape and Language Among the Western Apache. University of New Mexico Press; 1st edition (August 1, 1996). 192 pages. ISBN-13: 978-0826317247
Other Where to find help for plugins and learning software Plugins

Download Plugins http://www.sonoma.edu/about/plugins.html lists plugins that may be needed to access some content on or linked from SSU websites and Canvas. (If applicable, list any other plugins that may be needed to access/use publisher materials).
General Student Computing
Review the information posted at http://www.sonoma.edu/it/students/labs.html. There you will find computer use guidelines, and a list of available computer labs and use available times.
And some expectations I have for participation and attendance
Regular attendance & active participation is expected and required
Attendance will be tracked and participation will be noted each virtual discussion session. Every student will be allowed 1 absence from Zoom, so if are sick once per semester, use your sick week absence. No need to tell me you are not going to attend a Zoom session. Just be aware, attendance is graded. If you have a prolonged condition that requires you to be absent for more than one week, contact me via email and we’ll discuss potential outcomes and remedies.
Online Protocol
I expect students to be online in Zoom at 6 PM, on a laptop computer, with faces in view, engaged, with audio on and video accessible, attentive/listening/responding to professor and other students for full online participation credit. If you are not talking, mute your microphone so as not to being chatter or other noises into the Zoom session. Thank you for your understanding. Your participation grade will depend on your classroom engagement. Treat the zoom session like you would a classroom experience.
Attention & Respect for Other Students
ANTH 203 cover very sensitive topics, and it is important to be respectful and attentive to students when they present their research or provide discussion on many sensitive and personal topics.
Note-taking
Video Lecturettes will be posted on the course Canvas. Though note taking is allowed, it is not required for a student to do well on the quizzes. I would stress participation with classmates on zoom and focusing on listening well to lecturette videos because they function as orientations for the week’s readings.
Be sure to keep track of add/drop dates

We have 12 Reading and Content Quizzes, 12 Socrative Quizzes, two non-cumulative exams, a Cultural Anthropology Chapter & ANS Report Outline, and an Article News Summary (ANS) Report due for this class. All of these assignments will be graded on a percentage basis.
Reading Content Quizzes (12)
Quizzes will typically include multiple-choice and T/F questions that will test your comprehension and analysis of lecturettes, course text (Cultural Anthropology), and related media. I am looking for evidence of reading, so use direct quotes and summaries. Canvas review quizzes will be due by 1 P.M. every Tuesday. The quizzes are worth approximately 4% of your total grade every week, and cannot be accepted late. As the quizzes close, answers become known to every student and it is not fair to accept late quizzes past the due deadline.
Graded Discussion Posts (12)
The purpose of the graded discussion posts will be to directly address the readings and global issues by writing then discussing short written posts that will directly address readings in Conformity & Conflict and related topical issues and media. I will be posting these short answer questions on readings in advance for you. For these discussion posts I will generally ask you to stay close to the texts by providing direct quotes and extracting the evidence directly from the sources – use quotes and examples from the readings for full credit.
Engaged Participation
Our Discussions Periods on Zoom are meant to be an opportunity to talk more fully and analytically about our readings, but also a chance to apply the week’s readings to ongoing events in our globalized world. Part of your grade is engagement, and I will call out students by name to address your chapter questions and talk about your individual research topics by week. I will also display your Graded Discussion Posts on the large screen (for an in-person class) or on zoom (for an online class) so please be aware that your responses will be viewed by all of us during our discussion sessions. Therefore I insist we have respect for each other’s opinions and have sensitivity for personal stories we might divulge. I will do all I can to encourage dialogue.
Cultural Anthropology Chapter Outline and Article News Summary Report Outline
For the Cultural Anthropology Chapter Outline, students will thoroughly read one of the upcoming chapters in Cultural Anthropology chapters 5-13, and provide discussion questions and a chapter summary for students to respond to during course discussion periods.
Article News Summary Report (ANS)
Your final project is an Article News Summary Report. A scoring rubric for the final project will be posted on the course Canvas site. The goal is for the student to write a very short but very informative, factual, absolutely clear and concise outline of for a report with good factual sources of information, and directly linked to the weekly course topics that you have choses, preparing the subject matter in a current contemporary context. Your chosen topic must coincide with a chapter in Cultural Anthropology chapters 5-13 and may also intersect with your current school major—ultimately, however, it must also be about current human beings in society (see “forum topics” on the Course Schedule for weekly tropics).
Here is a breakdown of the grading

Final grades are based on the following:
• 10% Participation, Attendance, and Engagement, (50 points)
• 12% Chapter & ANS Outline, (60 points)
• 20% Exams 1 & 2, (100 points – 50 points x 2)
• 26% Canvas Review Quizzes, (12 for 130 points total)
• 12% Graded Discussion Posts, (12 for 60 points total)
• 20% Article News Summary, (100 points)
• 100%, 500 points
*1 or more unexcused absences will result in at least a 20% reduction of the final participation/attendance grade.

Because this section is being taught as a seminar/lecture with use of small group activities, attendance and active participation will count 10% towards the final grade. More than 1 unexcused absences and lack of participation may result in a grade reduction of % (i.e., One and a half letter-grades, AB-, or BC-). If you are sick, use your one excused absence for that day.
When answering quiz questions answer with the BEST possible response and the response that either the author of Cultural Anthropology or Dr. Torres has set forward for the best grade possible.

Post and quizzes will count for 38% of the final grade. AN IMPORTANT NOTE ON TURNING IN WORK ON TIME: No late quizzes will be accepted. Once the due day and time for the quizzes has expired we must move on to new material. Think ahead and turn in quizzes early if you have a busy week. It is up to you to schedule your time and work proactively. Each quiz is worth about 4% of your grade or half a letter grade (i.e., 1 missed quiz, AA-, BB-).

Because term projects and project outlines do not affect topical course discussions, I will accept late ANS outlines/Chapter Summaries and ANS Reports at a 10% grade penalty (See course schedule for due dates and times). Rewriting a final draft of your ANS MUST be preceded by a one-on-one or virtual review of your RONSI with your instructor. Students should not request to do extra credit to make up for missed quizzes; that will NOT be an option.
Credit/No Credit
The Full Credit/Sufficient/No Credit Participation grading scale will award full credit for submissions that meet or exceed assignment criteria, 67% credit for submissions that meet most of the central assignment criteria, and no credit for submissions that fail to meet most of the central assignment criteria.

A NOTE ON QUIZZES & PLAGIARISM OR SHARING RESPONSES: your answers MUST be your own thoughts and responses. If your response mirrors another student’s, I must assume both of you did not follow the university code of ethics. No credit will be given to either of you. Please DO use actual quotes for your ANS report, but CITE your sources in text.
Grade by Percentage
100-90% = A to A-; 89.9-80% = B+ to B-; 79.9-70% = C+ to C-; 69.9-60% = D+ to D-;
59.9 and below F
Let’s look at our Course Schedule!
ANTH 203, Introduction to Cultural Anthropology, Spring 2020

Text Shorthand
Cultural Anthropology: Appreciating Cultural Diversity “CA”; Research Articles from our case studies reader, Conformity and Conflict: Readings in Cultural Anthropology are labeled “C&C”. Please be aware that we will NOT be learning the readings in the case studies reader and our course text chapters in order of the way they are presented in the books.

Week, Forum Topic(s)
Wednesday Lecture & Activities:
• Online Lecture Topics/Activities Wednesday Reading:
• Assigned Reading (to be completed by Noon Today),
• Socrative Forum Topics Major Assignment Due Dates
Week 1: Introduction to ANTH 203 January 26
• Go through syllabus
• Introduction to course and objectives.
• Talk about scheduling, ANS
Tryout Socrative

Week 2: Introduction to Cultural Anthropology:
The Study of Human Diversity

To Be Completed by February 2
Lecturette Video: Overview of the Field of Anthropology and the Roots of the Discipline

Discussion Forum:
• Syllabus Questions

Media Clips:
2. Lean, David, dir.
1984 Trailer to A Passage to India (1’34”)

Reading & Review:
1. Kottak, Conrad Phillip
Chapter. 1, ”What is Anthropology” in Cultural Anthropology: Appreciation Cultural Diversity (CA), 16 pages. Pp. 1-16

Socrative Forum: tryout socrative

Week 3: The Culture
Concept & Ethnographic Films

To Be Completed by February 9
Lecturette Video: The Culture Concept (and the many conceptualizations of culture)

Media Clips:
1. Noyce, Philip, dir.
2001 Trailer for Rabbit-Proof Fence (2’50”) Australia: Rumbalara Films, https://youtu.be/Lbnk8wSVMaM
2. Featurette – Following the Making of Rabbit Proof Fence, (13’59”) https://youtu.be/1T9G62_ABoQ

Readings & Review:
1. Kottak, Conrad Phillip
Chapter 2, “Culture” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 17 pages. Pp. 17-34
2. Miner, Horace
Reading # 31, “Body Ritual Among the Nacirema” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 4 pages. Pp. 287-291
3. Basso, Kenneth
Chapter 1, “Quoting the Ancestors,” In Wisdom Sits in Place), 32 pages. Pp. 3-35

55 pages
Socrative Forum: Racism/marginalization, truth in testimony, reality TV, current political issues.

Week 4: Cultural Anthropology
Theory & Ethnographic Method

To Be Completed by February 16
Lecturette Video: Social Theory and Field Work

Media Clips:
1. Robert Gardner – Filmmaker
1964 Clip from Dead Birds Watertown, MA: Documentary Educational Resources (12’)
https://youtu.be/0BzqwOBneC4
2. Kurosawa, Akira, dir.
1950 Rashomon in 9 Minutes,

Readings & Review:
1. Kottak, Conrad Phillip
Chapter 3, “Method and Theory in Cultural Anthropology” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 24 pages. Pp. 35-59
2. Spradley, James,
Reading # 1 “Ethnography and Culture” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 6 pages: pp. 6-12
3. Gmelch, Goerge
Reading #4 “Nice Girls Don’t Talk to Rastas” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 6 pages: pp. 31-36.
34 pages
Socrative Forum: Examples of Theory in use, ethnography
Week 5:
Research Week – Chapter Outline, ANS Outlines Due

To Be Completed by February 23
Research orientation day, and Margery Wolf readings. Readings & Review
None, Research Articles

Review of ANS Outlines February 21, Friday
ANS/CHAPTER Outlines due UPLOADED by 5 P.M.
Week 6:
Language,
Communication To Be Completed by March 2
Lecturette Video: Meaning in Language, Symbols, and Art

Media Clips:
1. Chuck Olin – Filmmaker
1983 Clip from Box Of Treasures (9’15”) Watertown, Mass. : Documentary Educational Resources, https://youtu.be/LAti7TNOSaA
2. 2001 Star Trek, The Next Generation, Clips from “Darmok” (1’32”, 1’58”)

Readings & Review
1. Kottak, Conrad Phillip
Chapter. 5, “Language and Communication” in Cultural Anthropology: Appreciation Cultural Diversity (CA), 21 pages. Pp. 79-100
2. Tannen, Deborah
Reading #7, “Conversation Style: Talking on the Job” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 7 pages: pp. 53-60
3. Basso, Kenneth
Chapter 2, “Stalking with Stories,” In Wisdom Sits in Place), 33 pages. Pp. 37-70 (Located in the PDF Readings file)

67 pages

Socrative Forum:
Code shifting in language use, situated perspectives, media anthropology, art and music

Week 7:
Ethnicity and Race
To Be Completed by March 9
Lecturette Video: Ethnicity & Race; Cognitive Anthropology & Situated-ness.

Media Clips:
1. Tran Van Thu’y, dir.
1987 How to Behave (Chuyen Tu’ Te) (43mins)

2. Fred Schepisi, dir. .
1992 Mr. Baseball “Cross Cultural Etiquette (2’10”)

3. Carlos Torres, dir.
2002 Preview of We are The Other (14 mins.)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter. 6, ”Ethnicity and Race” in Cultural Anthropology: Appreciation Cultural Diversity (CA), 27 pages. Pp. 101-128
2. Fish, Jefferson M.
Reading # 22 “Mixed Blood” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 8 pages. Pp. 200-208.
3. Mikaela Rogozen-Soltar
Reading #21, “Becoming Muslim in Europe” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 7 pages. Pp. 192-199.
42 pages

Socrative Forum:
Mixed ethnicity; reacting against, incorporating, responding to culture as an individual

Week 8:
Making a Living
To Be Completed by March 16
Lecturette Video: Adaptive Strategies & Modes of Production

Media Clips:
2. Juzo Itami, dir.
1987 Film Clio from Tampopo “The Ramen Master” (3’32”)

1. Robert Redford, dir.
1988 The Milagro Beanfield War (1hr 57’)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter. 7, ”Making a Living” in Cultural Anthropology: Appreciation Cultural Diversity (CA), 22 pages. Pp. 129-151
2. Reed, Richard K.
Reading #11, “Forest Development the Indian Way” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 10 pages. Pp. 96-106
3. Patten, Sonia
Reading # 15, “Malawi Versus the World Bank” In Conformity and Conflict: Readings in Cultural Anthropology (C&C. 4 pages. Pp. 136-140
36 pages

Socrative Forum:
Development, grassroots organic subsistence, ecology, Naked and Afraid
Friday, 3/13, Online Exam 1, 9 AM – 10 PM
Week 9 March 22 – 26, Spring Break
Week 10:
Political Systems. Power, Law To Be Completed by March 30
Lecturette Video: Power & Politics

Media Clips:
1. Marvin Silverman – filmmaker
1970 The Cows of Dolo Ken Paye (30’)

2. Steven Spielberg, dir.
1997 Film Clip of Amistad “The Middle Passage (2’42”), https://youtu.be/iMliaXlKxow
Readings & Review:
1. Kottak, Conrad Phillip
Chapter. 8, ”Political Systems” in Cultural Anthropology: Appreciation Cultural Diversity (CA), 22 pages. Pp. 152-174
2. Sutherland, Anne
Reading #24, “Cross-Cultural Law: The Case of an American Gypsy” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), pages 7. Pp. 218-225
3. Spradley, James P. and David W. McCurdy
Reading #25, “Law and Order” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), pages 10. Pp. 226-236
39 pages
Socrative Forum: Resistance theory, social movements, police, law, politics

Week 11:
Gender, Identity & Sexuality To Be Completed by April 6
Lecturette Video: The Cultural Construction of Gender and Sexuality

Media Clips:
1. John Marshall – filmmaker
1980 Preview of N!ai: The Story of a !Kung Woman (3’31”)

2. A Kalahari Family – TRAILER (9’12”)

3. Gurinder Chadha, dir.
2002 Trailer for Bend it Like Beckham (1’52”)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter. 9, ”Gender” in Cultural Anthropology: Appreciation Cultural Diversity (CA), 22 pages. Pp. 175-197
2. Rolston, Jessica Smith
Reading #14, “Women in the Mine” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 8 pages. Pp. 128-135
3. Sterk, Claire E.
Reading #3, “Fieldwork on Prostitution in the Era of AIDS” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 11 pages. Pp. 20-31
41 pages
Socrative Forum:
Same-sex marriage, tolerance and intolerance, sexuality, gender identity

Week 12:
Kinship, Descent, Association To Be Completed by April 13
Lecturette Video: Social Organization and Kinship

Media Clips:
1. Hilary Harris et al. – filmmakers.
1971 Preview of The Nuer (12’) Watertown, Mass. : Documentary Educational Resources

2. Niki Caro, dir.
2002 Trailer for Whale Rider (2’31”)

3. Last Scene of the Whale Rider (6’41”)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter.10, ”Families, Kinship, and Descent” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 17 pages. Pp. 198-215
2. McCurdy, David W.
Reading # 17, “Family and Kinship in Village India” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 7 pages. Pp. 155-162.
3. McCurdy, David W.
Reading #23, “Motorcycles, Membership, and Belonging” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 5 pages. Pp. 209-214
29 pages
Socrative Forum:
Class, Distinction, the marketing of privilege, ancestry, Ancestry.com,

Week 13:
Marriage
& Family To Be Completed by April 20
Lecturette Video: Marriage and Family

Media Clips:
1. James McDonald et al. – filmmakers.
1980 Trailer for Dadi’s Family (9’58”)

2. Joel Zwick, dir.
2002 Trailer for My Big fat Greek Wedding (2’07”)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter.11, ”Marriage” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 18 pages. Pp. 216-234
2. Schepar-Hughes, Nancy
Reading #16, “Mother’s Love: Death Without Weeping” In ” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 9 pages. Pp. 145-154.
3. Fioratta, Susanna
Reading #19, “Marriage and Adulthood in West Africa” In Conformity and Conflict: Readings in Cultural Anthropology(C&C), 5 pages. Pp. 170-176
32 pages
Socrative Forum:
Love American style vs. love global style – stories and anecdotes

ANS Due Friday, April 17, 5 PM
Week 14:
Religion To Be Completed by April 27
Lecturette Video: Facing the Supernatural: Magic, Religion, & Ritual

Media Clips:
1. Fadwa El Guindi – filmmaker
1986 Preview of El Sebou’: Egyptian Birth Ritual (5’03”)

2. Khyentse Norbu, dir.
1997 The Cup (Phorpa) (93 mins.)
https://youtu.be/anKNj4Y-vuA
Readings & Review:
1. Kottak, Conrad Phillip
Chapter.12, ”Religion” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 18 pages. Pp. 235-253
2. Gmelch, George
Reading # 29, “Baseball Magic” In Conformity and Conflict: Readings in Cultural Anthropology(C&C), 8 pages. Pp. 266- 274. OR READ 2B,
3. Basso, Kenneth
Chapter 3, “Speaking with Names,” In Wisdom Sits in Place), 34 pages. Pp. 71-104
60 pages.

Socrative Forum:
new spirituality and the “afterlife,” trance here and there and then

Week 15:
Arts, Media, Sports &
To Be Completed by May 4
Lecturette Video: Arts and Media

Media Clips:
1. Gurinder Chadha, dir.
1998 Film Clip from Smoke Signals “The Oral Tradition” (2’41”)

2. Carlos Torres, dir.
We Protest – Eulogy for Anti-War Rally (36’54”)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter.13, ”Arts, Media, and Sports” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 18 pages. Pp. 235-253
2. Boxer, Sarah
Reading #6, “Manipulating Meaning: The Military Name Game” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 3 pages. Pp. 49-52
3. Basso, Kenneth
Chapter 4, “Wisdom Sits in Place,” In Wisdom Sits in Place), 45 pages. Pp.105-150

63 pages
Socrative Forum:

Week 16:
Applied Anthropology To Be Completed by May 11
Lecturette Video: Culture of the present:
globalization, revitalization, world systems, society & Social trends
Film Clips:
1. Jerry W. Leach, dir.
1976 Trailer for Trobriand Cricket: An Ingenious Response to Colonialism (5/15”)

Readings & Review:
1. Kottak, Conrad Phillip
Chapter. 4,”Applying Anthropology” In Cultural Anthropology: Appreciation Cultural Diversity (CA), 18 pages. Pp. 60-78
3. Basso, Kenneth
Epilogue,” In Wisdom Sits in Place), 2 pages. Pp. 151-152
3. McCurdy, David
Reading #39. “Using Anthropology” In Conformity and Conflict: Readings in Cultural Anthropology (C&C), 11 pages. Pp. 373-384
31 pages
Socrative Forum:
Globalization and culture change, career tools, anthropology as a college choice

Exam Review, Chapters 4, 8-13
Week 17:
2nd Exam May 18
Exam 2: Tuesday, May 18, 9 AM – 10 PM Exam 2: Tuesday, May 12, 9 AM – 10 PM

Here are some of the university policies that you should be aware of
Academic integrity
Students should know that the University’s Cheating and Plagiarism policy is available at http://www.sonoma.edu/UAffairs/policies/cheating_plagiarism.htm. Your own commitment to learning, as evidenced by your enrollment at Sonoma State University and the University’s policy, require you to be honest in all your academic course work. Instances of academic dishonesty will not be tolerated. Cheating on quizzes or plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade for the assignment and sanctions by the University. Multiple instances will result in a failing grade for the course. For this course, all assignments are to be completed by the individual student unless otherwise specified.
Campus Policy on Disability Access for Students
If you are a student with a disability and you think you may require accommodations, please register with the campus office of Disability Services for Students (DSS), located in Salazar Hall – Room 1049, Phone: (707) 664-2677, TTY/TDD: (707) 664-2958. DSS will provide you with written confirmation of your verified disability and authorize recommended accommodations. This authorization must be presented to the instructor before any accommodations can be made. The policy can be found at http://www.sonoma.edu/uaffairs/policies/disabilitypolicy.htm
Emergency Evacuation
If you are a student with a disability and you think you may require assistance evacuating a building in the event of a disaster, you should inform your instructor about the type of assistance you may require. You and your instructor should discuss your specific needs and the type of precautions that should be made in advance of such an event (i.e. assigning a buddy to guide you down the stairway). We encourage you to take advantage of these preventative measures as soon as possible and contact the Disability Services for Students office if other classroom accommodations are needed.
And if you need help…here are some great resources
SSU Writing Center
The SSU Writing Center, located at Schulz 1103, helps SSU students become better writers and produce better written documents. The knowledgeable and friendly tutors can help you with a wide array of concerns, from generating good ideas and organizing papers more clearly to learning citation formats and using semi-colons correctly. Visit the Writing Center website http://www.sonoma.edu/programs/writingcenter/default.html for more information on how to schedule time with a tutor. All of us, including Ph.D.s , need people to read over our writing! Do not feel slighted by having someone help you by reading over your writing to make sure you communicate well.
Counseling and Psychological Services (CAPS)
CAPS is a unit of the division of Student Affairs of Sonoma State University. CAPS offers confidential counseling to students experiencing personal problems that interfere with their academic progress, career or well being. The CAPS website http://www.sonoma.edu/counselingctr provides information only. If you would like to talk with someone or make an appointment, please call (707) 664-2153 between 8 a.m. – 4:30 p.m., Monday-Friday.

by carlos.torres

on March 19, 2021

SYLLABUS: LIBS 382, Work & the Global Future: Spring 2021

Sonoma State University

Saturday Hybrid BA Degree Completion Program

Managed by the School of Extended and International Education

In partnership with the School of Arts and Humanities

SYLLABUS: LIBS 382, Work & the Global Future: Spring 2021

Instructor/Program Advisor Contact Information

Instructor: Carlos Torres

Hutchins School of Liberal Studies

Office Location: Home Office

1801 E Cotati Ave

Rohnert Park, CA 94928

PHONE: Leave message w/Amy

Zoom Office hours:

Mondays 7–8:00 PM by appt.

https://SonomaState.zoom.us/j/743469273

Email: carlos.torres@sonoma.edu

Program Coordinator/Advisor: Amy Unger

SSU Extended Education

Office Location: Carson 63

1801 E Cotati Ave

Rohnert Park, CA 94928

Phone: 707-664-2601

Fax: 707-664-2613

Email: amy.unger@sonoma.edu

General Course Information

Class Days/Time: Saturdays: 1/30, 3/6, 4/17, 5/15: 9AM-2:30PM

Classroom: On Zoom

General Course Description

Moving from the focus of Identity and Society to the global, we will explore the relations between work and globalization from a number of theoretical perspectives: cross-cultural, gender, economics, sociology and political economy. Since the 15th Century, the movement of capital across national boundaries has transformed culture. To understand this movement and transformation, we must study the nature of capitalism, the dynamics of colonialism and empire and the characteristics of modernization theory that are shaping our global future.

We will also assess globalization’s impacts. Who benefits from globalization? How can individuals act together in order to enact global change? What would a humane economy look like? Questions such as these encourage students to think analytically about how their life experiences relate to larger historical dynamics and help develop a greater capacity to understand complex relationships of political and economic systems.

Course Goals and Student Learning Objectives

Learning Objectives for GE D2: Upper Division Social Sciences

Integration: Synthesize and apply theoretical and practical perspectives from multiple disciplines to develop an understanding of complex issues.

1. To accomplish this learning objective, we intend to apply orienting theoretical perspectives, and theoretical perspectives within the class to “real world” examples and case studies. For examples: we will review research literature on immigrants and work with a ethnographic research of a first-generations citizen of the U.S.

Creative Problem Solving: Apply knowledge, skills, and multiple perspectives in new situations to analyze and formulate solutions to complex problems with confidence and creativity.

1. To accomplish this learning objective, we will develop a “pitch-deck” style presentation for our chosen non-profit, and discuss problem solving ways to act as an advocate for our chosen organization during our Saturday meeting prior.

Information Literacy: Iteratively formulate questions for research by gathering diverse types of information; identifying gaps, correlations, and contradictions; and using sources ethically toward a creative, informed synthesis of ideas.

1. We will be attending an information literacy workshop mid-semester, and applying this research to our Final Retrospective Report.

Specific Skills to be developed:

Students will take away skills that can be applied both toward doing well in an academic and career settings:

Academic:

Close reading, critical thinking
Finding relevance and connecting themes
Analysis and evaluation of complex problems and solutions to those problems
Developing a “pitch-style” work-oriented presentation with learning presentation software as a Signature Assignment
Research and evaluation; writing an independently researched critical report

Seminar preparation

Being prepared for Saturday seminars means coming to class not only having read the week’s readings, but also participating by bringing well thought-out questions, and / or a set of issues that link to one or more of the readings. If you have a presentation due on a particular Saturday, make sure that you also allot time to do the assigned readings.

Attendance

We meet on Zoom so rarely that attendance at all class meetings is mandatory; missing seminar means that you are also missing workshops and field trips. It is often impossible to make up these experiences and learning-community collaborations. If an emergency comes up and you must be absent, please let us know as soon as possible so that we can make arrangements for pedagogically relevant alternatives.

Participation Expectations

Completion of reading assignments on schedule, with timely weekly participation in online computer seminars.
Participation in four full-day Saturday sessions on zoom.
Completion of other assignments on schedule. You will be given detailed instructions about each assignment as it comes up; they are also described in this syllabus.

Online postings

Your participation in the weekly postings and responses to postings is crucial. This is part of your class attendance/participation grade; if you fail to post, or post late, your ideas will not be part of the discussion. Two or more missed postings will seriously lower your course grade and may result in a failing grade.

A NOTE ON ONLINE POSTINGS FOR LIBS 382: In LIBS 382 you are encouraged to use small quotes in your postings for providing evidence for your arguments and reflected in your posts. For LIBS 382, students should “stay close” to the texts: paraphrasing quotes (providing your own interpretation of quotes), analyzing quotes (providing your meaning), and connecting quotes to the broader meanings and themes of the course. We cannot argue bigger points without a host of small arguments and points to build from, and using quotes will also draw out for use what you found personally relevant in the readings. The goal of the online postings for LIBS 382 is to build your own review of the semester’s literature for your own Final Retrospective Report due at the end of class.

Also, for the first three weeks I will give you some directed questions to answer in your posts, to guide you toward what you should be looking for in evidence. Look for these questions as I post orientations for the readings Monday mornings.

Zoom Meeting Protocol

Please be attentive to all your classmates during discussions, show your face on video and refrain from using other devices during Zoom sessions. Do not record the seminars for your own review. There are several reasons for these constraints:

putting a premium on discussion
limiting distractions that affect in-class activities
prioritizing learning effectiveness
creating a safe and effective learning environment
the ethics of recording individuals without their informed consent

Presentations

Your instructor will review assignments that include presentations, and you will find details as well as in the Assignments section of this syllabus.

Saturday Once-a-Month Meetings

The Zoom meetings will include seminars, student presentations and scheduled course workshops.

Grading Policy

Grade Criteria

A to A- Reserved for truly outstanding performance in all aspects of the course.

B+ to B- Strong performance; above average.

C+ to C- Satisfactory grasp of course content and adequate performance on writing assignments and in the seminar. C- is the minimum grade required to have course count towards the major.

D+ to D- Minimum performance.

F Inadequate performance.

Policy

We expect you to make a good-faith effort on all assignments and we encourage you to strive beyond proficiency, towards mastery. (*See The Self-Assessment Matrix in your Student Manual) Your course grade is based on the quality, thoughtfulness and timeliness of weekly computer postings and responses; the quality of your participation in the four Saturday seminar meetings; and the quality and timely completion of assignments.

Course Format and Instructional Methods

Instructional Methods

LIBS 382 is a dialogue-oriented course that takes place within a student learning community. The majority of the content will be discussed and shaped within both the online weekly forums and the monthly on Zoom class meetings, facilitated by the instructor.

IMPORTANT: All student work is to be submitted/posted online in Canvas, including assignments. Do not e-mail assignments to instructor’s e-mail address.

Course Format

Because of the hybrid nature of the program, you will be moving between both the online classroom and the Zoom class meetings (asynchronous and synchronous). This requires attention to the needs of both formats.

Canvas: Canvas is the online classroom used by SSU. You will be posting and responding to at least one of your cohort’s postings weekly.
- Your posting: This is due Saturdays at 3:00 PM, except the Saturdays when you meet on Zoom.
- Your response: This is due by Sunday midnight. Both of these are equivalent to your class participation. Missing a posting or response is equivalent to an absence and may affect your grade.
  - It is important that you post by the deadlines. If you don’t post on time, you are not part of the conversation and your classmates did not get the benefit of your angle on the readings. If you must be late for a serious and compelling reason, as a courtesy post a note stating that you will be late and then post your report as soon as possible after that.
- Portfolio: You should maintain a portfolio of all of your postings and completed assignments. This will not only give you a sense of pride and accomplishment, but you will use these materials each semester for your final report and as a basis from which to launch your Senior Project.
  - Save all your materials in electronic files, to preserve in case of a Canvas crash.
  - Consider using the Portfolium, accessible when you log on to SSU Online Services

Withdrawing from Class/Program

If you must discontinue the course and/or the program for any reason, contact the Program Coordinator immediately so paperwork can be processed promptly and you can get the maximum refund, see http://web.sonoma.edu/exed/geninfo/drop-refunds. Waiting to withdraw can lead to both financial and academic problems! The SEIE Calendar website web.sonoma.edu/exed/academic-calendar has the deadlines for each semester. Speak with the Program Coordinator if you have any

Required Texts/Readings

Book & Magazine List

Many of these books have been around for some time and used copies are readily available online. The ISBNs given are for the newest or specific versions. A reader of articles will also be made available (to be purchased at Express Printing). Please note that all books are also available as audiobooks. If you choose to listen to them, we recommend you also obtain the printed copies, so that you can highlight sections in preparation for your coursework. If you want to read ahead, we recommend choosing the books marked with an asterisk.

Raworth, Kate

2018 Doughnut Economics: Seven Ways to Think Like a 21^st Century Economist. Chelsea Green Publishing, 320 pages. ISBN-13: 978-1603587969

Gaspar, Phil (ed.) Karl Marx and Frederick Engels (authors)

2005 The Communist Manifesto: A Road Map to History’s Most Important Political Document. Haymarket Books, 224 pages. ISBN-13: 978-1931859257

Holmes, Seth2013 Fresh Fruit, Broken Bodies: Migrant Farmworkers in the United States (first ed.). University of California Press, 264 pages. ISBN-13: 978-0520275140
Orleck, Annelise

2018 “We are all Fast Food Workers Now”: The Global Uprising Against Poverty Wages. Beacon Press,

288 pages. ISBN-13: 978-0807081778

Rushkoff, Douglas D.

2009 Life Inc.: How Corporatism Conquered the World, and How We Can Take It Back Paperback.

Random House, 304 pages. ISBN-13: 978-0812978506

Lakey, George D.

2017 Viking Economics: How the Scandinavians Got it Right-and How We Can, Too. Melville House, 320 pages. ISBN-13: 978-1612196213

Lappé, Francis Moore

2010 Getting a Grip 2. Small Planet Media. 215 pages. ISBN-13: 978-0979414237

Preliminary Assignment, due at first class:

FAMILY WORK HISTORY (Case Study 1) — Upload to Canvas & Bring/Present to first class 2—3 page paper (single-spaced) and in-class discussion

2—3 page paper (single-spaced, about 1500 words) and in-class discussion. Please makes sure you write as much for response numbers 3-5 each as you did for numbers 1 & 2.

Reflect: Briefly describe your own employment history, and that of your immediate family, placing it in the context of your family history.
Explain: Was there any significant geographical family movement? What place to place movement was there, exactly?
Explain: What were the “push” and “pull” factors that determined your/their decisions? (What “pulled” you and your family to California or other places in the U.S. or world? Economy, other family, weather, job outlook, etc.)
Evaluate: What patterns emerge? In other words, did you migrate or move because of the same reasons as the rest of your family or parents/grandparents? Why or why not?
Compare how your family’s experiences relate to wider historical, social, political, and economic issues. Did you and your family move because of declines in the economy, or job patterns moving—the same things that motivated other people to move? Did you and your family move to areas that were more favorable to your (or their) lifestyle, job markets, personal politics/sense of community?

The purpose of this assignment is to understand the societal dynamics that influenced you, not just to relate family stories. You will each have 5-8 minutes to present the main points of your investigation; after we go around the table we will move to a general discussion of the group’s findings to discover the common threads.

Assessment and Rubric:

This is a reflexive assignment based on your own history, but I will be grading questions 3-5 based on how well you integrate your responses with a web little research in the social sciences and history in particular. You will want to do a bit of web research of the geographies and migrations of where your family originated. You can integrate this research with what you learned from your own family history.

COURSE SCHEDULE

READ THESE THREE SELECTIONS BEFORE THE FIRST CLASS, AS YOU WILL BE DISCUSSING THEM THERE:

(emailed to you)

Preface Nash “Preface” to Mayan Visions, pp. ix-xix

Article Orwell “Marrakech”

Book Raworth Doughnut Economics: Ch 1 (all readings to discuss with videos– see links below– for 1/30 afternoon workshop, Nash and Orwell will be uploaded

Dates: Readings Meetings & Modules

Topic

Readings/Videos/Activities

Readings for each week are presented in a particular order on purpose. Please try to follow this pattern.

Due Dates

ON ZOOM MEETING

Saturday, 1/30

ON ZOOM MEETING AGENDA:

9-10 AM: Course Introduction and Syllabus

10AM-12 PM: Present: Assignment Family History

12:30-2:30 PM: Seminar: on readings, and videos: A Place Called Chiapas (video,

1’32”, https://youtu.be/HYgd9_Mr-LU,) AND The Zapatista Uprising (20 Years later)(video, 12’) https://youtu.be/3HAw8vqczJ — watch online and read articles for today prior to meeting.

Be prepared to present Family History Report

Monday 2/1

MODULE 1: ORIENTING PHILOSOPHIES OF WORK: COMPETITION VS. COOPERATION

Philosophies of Work and the Free Market System

1) Video: Political Theory, Thomas Hobbes https://youtu.be/9i4jb5XBX5s

2) Video: Political Theory, John Locke https://youtu.be/bZiWZJgJT7I

3) Video: Political Theory: Jean-Jacques Rousseau

https://youtu.be/81KfDXTTtXE

4) Article: Butler, A Condensed Wealth of Nations by Adam Smith

5) Video: Smith, “The Invisible Hand” https://www.youtube.com/watch?v=-CqMMxsN_7c

6) Article: Korten: Betrayal of Adam Smith

7) Book: Raworth, Chapters 2 of Doughnut Economics

Post by 2/6; respond by 2/7

Monday 2/8

Early Critiques of Industrialism & Capitalism

1) Article: Engels, excerpts from The Condition of the Working Class in England

2) Video: “A Brief Introduction to Marx “

https://youtu.be/fSQgCy_iIcc

3) Book: Marx, The Communist Manifesto: A Road Map, “Introduction; Marxism in a Nutshell; Annotated Manifesto”

4) Video: “Marxism 101: How Capitalism is Killing Itself”

https://www.youtube.com/watch?v=6P97r9Ci5Kg5.

5) Web: The State of Working Sonoma: http://northbayjobswithjustice.org/State%20of%20Working%20Sonoma%202018_Final%20Report3_%202-25-19.pdf

6) Web: Yes! Magazine, Fall 2014: “When Poverty Was the Enemy, Not the Poor,” https://www.yesmagazine.org/issues/the-end-of-poverty/when-poverty-was-the-enemy-not-the-poor

Post by 2/13 respond by 2/14

Monday 2/15

Cooperation, Alternative Labor Models

1) Article: Kropotkin excerpts from “Mutual Aid…”

2) Chapters from Book: Freire “Preface” and “Chapter 2” from Pedagogy of the Oppressed

3) Book: Raworth: Chapter 3 (Doughnut Economics)

4) Video: Economic Man vs Reality: A Puppet Rap Battle: https://www.youtube.com/watch?v=Sx13E8-zUtA

5) Web: Interview with Paulo Freire

http://www.freire.org/paulo-freire/

6) Video: Sahtouris, “Celebrating Crisis”

https://www.youtube.com/watch?v=n1mvI2hEzlA

7) Article: Steiner excerpts from a Manual on Cooperation

Post by 2/20; respond by 2/21

Monday 2/22

MODULE 2: INTERSECTIONS OF CLASS, STATUS, & GENDER IN WORK

Gender and Work

1) Article: Beneria, “Paid and Unpaid Labor”

2) Article: Hochschild, “Global Care Chains: Emotional Geography…”

3) Web Article: Coleman, “The Payoff from Women’s Rights”

4) Web Article: McMahon/Chase, “Are We There Yet?”

5) Web Article: Bureau Labor Stats, “Usual Weekly Earnings & selected Charts”

6) Web Article: Yes! Magazine, May 12, 2016: “Why Not Getting Married Is Smart Economics For Women” by Tracy https://www.yesmagazine.org/issues/gender-justice/why-not-getting-married-is-smart-economics-for-women-20160512

7) Web Article: Yes! Magazine, November 6, 2018 “The First Guaranteed Basic Income Program Designed for Single Black Moms” by J. Gabriel Ware. (URL/link on next page)

https://www.yesmagazine.org/peace-justice/the-first-guaranteed-basic-income-program-designed-for-single-black-moms-20181106

Post by 2/27; respond by 2/28

Monday 3/1

Immigration & Work

Readings & Videos:

1) Book: Holmes, Fresh Fruit, Broken Bodies, Chapter 1 & 7, and any other single chapter.

2) Web Article: Mora & Valdes, “Two Poems…”

3) Web Article: Greenstone/Looney, “Ten Economic Facts about Immigration” (see link in Canvas)

4) Web Article: Yes! Magazine, August 29, 2018: “Berry Farmers Break Free from Big Agriculture” by Lynsi Burton. https://www.yesmagazine.org/people-power/berry-farmers-break-free-from-big-agriculture-20180829

NO POSTING THIS WEEK; be prepared to present First Gen. Project (Incorporate readings into First-Gen Project as Themes; use direct quotes)

Saturday 3/6

ON ZOOM

ON ZOOM MEETING AGENDA:

9 AM-12 PM: Short Presentations: FIRST GENERATION PROJECT

11 -12:00 Broken Bodies Workshop: Seth Holmes

12:30-1:30 PM: Seminar

1:30-2:30 PM: NGO Project Problem Solving Workshop

FIRST GENERATION PROJECT DUE: Upload by Friday 3/5, 5 PM, and present Sat 3/6

Monday 3/8

Precarity & The Divisions of Labor

1) Movie: Nomadland (premiering 2/19/21)

2) Chapter from Book: Standing, excerpt from The Precariat

3) Book: “We are all Fast-Food Workers Now” (Anneliese Orleck)

Post by 3/13, respond by 3/14

Monday 3/15

MODULE 3: GLOBALIZATION AND LOCALIZATION

Globalism and Modernity

1) Article: Stiglitz, “Globalism’s Discontents”

2) Book: Raworth, Chapters 4 & 5 of Doughnut Economics

3) Video: Wealth Inequality in America http://www.youtube.com/watch?v=QPKKQnijnsM

4) Web Article: Yes! Magazine, Oct 22, 2018, “A Turning Point for the Global Economy” by Stan Sorscher. https://www.yesmagazine.org/new-economy/a-turning-point-for-the-global-economy-20181022

5) Editorial: Friedman, “The Social Responsibility of Business is to Increase its Profits”

6) Chapter in Book: “Wealth” in Enlightenment Now

Post by 3/20; respond by 3/21

SPRING BREAK: 3/22 – 3/26; NO READINGS/POSTINGS

Monday 3/29

Corporations and Inequality

1) Book: Rushkoff, Life, Inc. (Introduction, chapters 1 – 3; choose two chapters from 4 – 8; read chapter 9 and epilogue “But wait, there is more”)

2) Chapter in Book: “Inequality” in Enlightenment Now

3) Web Article: Duhigg & Kocieniewski, “How Apple Sidesteps Billions in Taxes”

4) Web Article: Yes! Magazine, Jul 23, 2018: “Who Represents Us When Our Political Parties Represent Only Corporations?” by David Korten. https://www.yesmagazine.org/new-economy/who-represents-us-when-our-political-parties-represent-only-corporations-20180723

5) Web Article: Yes! Magazine, February 21, 2018: “Why Corporations Want Our Public Schools“ https://www.yesmagazine.org/issues/education-uprising/why-corporations-want-our-public-schools

Post by 4/3; respond by 4/ (EXTRA DAY FOR EASTER)

Monday 4/5

Development Imperialism, & Localization

1) Online Book: Norberg-Hodge, Localization, “Parts 1 and 2” (link: http://www.localfutures.org/wp-content/uploads/Localization-Booklet-download.pdf)

2) Chapters in Book: Isbister, excerpts from “Promises Not Kept:” “Modernization Theory;” “Dependency Theory;” “The Causes of Imperialism;” “The Culture of Imperialism;” “The Legacy of Imperialism”

3) Article: Nader & Wallach, “GATT, NAFTA, and the Subversion of the Democratic Process”

4) Web Article: Yes! Magazine, April 6, 2018, “How Tucson Preserves Its Native Food Heritage” by Cat Modlin-Jackson. https://www.yesmagazine.org/planet/how-tucson-preserves-its-native-food-heritage-20180406

5) Web Video: “The Economics of Happiness”

https://www.youtube.com/watch?v=pyQaUDLW6ts

6) Web Article: Yes! Magazine, May 17, 2007, “Yes, We Can Choose Good Globalization” by David Korten

https://www.yesmagazine.org/new-economy/yes-we-can-create-good-globalization-20170517

Post by 4/10; respond by 4/11

Monday 4/12

Localization and NGOS

1) Online Book: Norberg-Hodge, Localization, Parts 3 & Conclusion

2) Book: Raworth, Chapter 5 of Doughnut Economics

3) Web Video: The Economics of Happiness:

https://www.filmsforaction.org/watch/the-economics-of-happiness/

Choose one case study to talk about briefly in your NGO PowerPoint presentation.

NO POSTINGS THIS WEEK; be prepared to present NGO Project Themes and use direct quotes

Saturday 4/17

ON ZOOM

ON ZOOM MEETING AGENDA:

9 AM-11:30 PM: Short Presentations: NGO PROJECT

Noon – 12:30PM: Academic Planning

12:30 – 1:30 PM: Workshop: Online Zoom Library Research Strategies

1:30 PM – 2:30: Seminar

NGO PROJECT DUE Upload by Friday 4/16, 5 PM and present Sat. 4/17

Monday 4/19

MODULE 4: THE INFORMATION STREAM, AND THE CITIZEN IN WORK AND ECONOMY

The Nordic Model

1) Book: Lakey, Viking Economics

2) Web Article: Industrial Revolutions Are Political Wrecking Balls https://www.nytimes.com/2018/05/03/opinion/trump-industrial-revolutions.html

Post by 4/24; respond by 4/25

Monday 4/26

Participatory Democracy

1) Book: Lappé, Getting a Grip 2

2) Web Video: “Inverted Totalitarianism”

https://youtu.be/JKROM2y6pwY

3) Chapters from Book: Wolin, “Preface;” & excerpt from Totalitarianism’s Inversion…

4) Web Video: “Sheldon Wolin”

https://youtu.be/-wlHB6jSe7s

5) Web Article: Yes! Magazine, November 11, 2018, “The Biggest Winner This Year: Democracy” by Lynsi Burton.

https://www.yesmagazine.org/people-power/the-biggest-winner-this-year-democracy-20181114

6) Web Article: Yes! Magazine, September 21, 2018, “Civil Rights Tours Draw in New Generations” by Liz Brazile. https://www.yesmagazine.org/peace-justice/civil-rights-tours-draw-in-new-generations-20180921

7) Web Article: Yes! Magazine, October 17, 2018, “When White Nationalism Lives Too Close to Home” by Sandra Bass.

https://www.yesmagazine.org/peace-justice/white-supremacy-thrives-even-in-progressive-places-20181017

Post by 5/1; respond by 5/2

Monday 5/3

Global Future & The Information Stream

1) Web Video: Marshall McLuhan – The World is a Global Village

https://youtu.be/HeDnPP6ntic

2) Web Video: “Noam Chomsky – Manufacturing Consent” https://youtu.be/tTBWfkE7BXU

3) Web Video: Documentary, “Shoshana Zuboff on Surveillance Capitalism-VPRO Documentary”: https://youtu.be/hIXhnWUmMvw

4) Chapter in Book: “Progressophobia” in Enlightenment Now

https://youtu.be/hIXhnWUmMvw

5) Article: Cowen, “Why Hollywood Rules the World, and Whether We Should Care”

6) Article: Pleyers, “The Global Justice Movement”

Post by 5/8; respond by 5/9

Monday 5/10

Global Communities and Transformation

1) Book: Raworth, Chapter 6 and 7 of Doughnut Economics

2) Article: Roy, “Poverty Capital: Microfinance and the Making of Development”

3) Video: Blessed Unrest (Paul Hawken): https://www.youtube.com/watch?v=iW8BytViI54

Use one of these sources in your outline

NO POSTINGS THIS WEEK

Upload Final Retrospective Outline by Friday, 5/14, 5 PM; to be presented in class 5/15

Saturday 5/15

ON ZOOM MEETING AGENDA:

9AM-12PM: Presentations: Final Retrospective Paper Outlines

12:30-2:00PM: Seminar

2:00PM-2:30PM Course Evaluations

Upload Final Retrospective Report by Saturday 5/22

Assignments

The assignment descriptions are designed to allow you freedom and flexibility in choosing your approach to fulfilling them. Assignments will be discussed in class so you can understand them better. Feel free to check with me for guidance or to make sure you’re on the right track.

Timeliness: Late assignments may result in a lowered grade. All assignments are graded, as are the postings you turn in.
Submitting Assignments: Go to the Canvas week the assignment is due for the upload assignment link. Scroll to the bottom of the link to upload and submit the assignment.
Bibliography: A bibliography is required for the Local Region and Global Activism papers. You must go beyond the use of Internet sources to include printed materials. Bibliographies are very important, as they are the only way people can corroborate your claims and/or do further research.
Citations: You will be held to the MLA format described online at the SSU Library website, http://libguides.sonoma.edu/citationstyles/mla.
Hyperlinks: Web links for weekly assignments will be posted in Canvas along with the forum for that week.
Presentations: Presentations this semester are more formal than they were in LIBS 380 Identity and Society. Please follow these reminders:
- Time limits for presentations will be enforced so all students have the same amount of time.
- Focus your presentation on what you learned from your research, not on the details of your investigations.
- Summarize your main points and hit the highlights. Do not just read your paper!
- Remember to make eye-contact with your audience.
- Focus on what most interested you, as there is a good chance it will interest your audience as well.

WEEKLY POSTINGS: Semester-long assignment.

This semester, your weekly postings will not be turned in as a separate paper, but your participation in weekly postings counts as a central part of your overall course grade.

The readings are chosen to complement and leverage each other based on the topic and themes of each week. At the start of each week your instructor will provide you with a guiding prompt for how to consider engaging the readings. Your posts each week should try to engage most, if not all, of the readings, not just the shortest, and not just the easiest. The weekly prompt will help you focus, as will some guidance for referring to relevant concepts that appear in the three glossaries (online in Canvas)

How long should a post be? A bare minimum is typically 550-600 words (the equivalent of about two pages of writing, typed and double-spaced) Rather than counting words, summarize key points about each reading, and then present your take on them. Here are three questions that you can engage for each reading, as well as for each week’s readings in total:

What’s important in each reading? What specific quotes can you post that help to clarify the work in general? What concepts, case studies, policies, practices, lessons and / or insights does each reading offer?
How, in your view, do the readings from “this” week relate / connect to all of the readings so far?
What is significant in these readings, what larger conclusions and synopses can be drawn from the points that are made?

As we move through the semester, your instructor will invite you to consider writing your posts not only to engage your colleagues in your learning community, but also to start considering how you might write your posts so that someone who is not in your learning community might thoughtfully enter into a dialogue with you and your ideas.

FAMILY WORK HISTORY (Case Study 1) — Upload & Bring/Present to first class. Graded

2—3 page paper (single-spaced, about 1500 words) and in-class discussion. Please makes sure you write as much for response numbers 3-5 each as you did for numbers 1 & 2.

Reflect: Briefly describe your own employment history, and that of your immediate family, placing it in the context of your family history.
Explain: Was there any significant geographical family movement? What place to place movement was there, exactly?
Explain: What were the “push” and “pull” factors that determined your/their decisions? (What “pulled” you and your family to California or other places in the U.S. or world? Economy, other family, weather, job outlook, etc.)
Evaluate: What patterns emerge? In other words, did you migrate or move because of the same reasons as the rest of your family or parents/grandparents? Why or why not?
Compare how your family’s experiences relate to wider historical, social, political, and economic issues. Did you and your family move because of declines in the economy, or job patterns moving—the same things that motivated other people to move? Did you and your family move to areas that were more favorable to your (or their) lifestyle, job markets, personal politics/sense of community?

Assessment and Rubric:

FIRST GENERATION ETHNOGRAPHY & WORK HISTORY (Case Study 2) — Upload & Bring/Present to second class. Graded

2—3 page outline (single-spaced), 8—10 minute presentation.

Choose a first-generation US resident who spent his/her childhood and/or young adulthood in another country (not limited to the examples below). Interview a member of this group, using the Fieldwork Guidelines handout in Canvas. What kinds of work were they engaged in prior to migration? What kinds of work are they performing here?

Philippines
Iran
Fiji
Samoa

India
Vietnam
Thailand
Eritrea
Mexico
Syria
Caribbean
Latin America

These are meant to be informal interviews, with no recording going on, which can undermine rapport. If you decide to record information that would allow an individual to be identified (photographs, audio recordings), you will need Informed Consent forms for your interviewees (posted on Canvas). Your paper will connect this individual’s experience to the global issues we have been studying. Research and describe the economic, social, and political situations in their country of origin and in the United States to help you understand the structural reasons for their migration. The websites at www.uscis.gov and https://www.globalpolicy.org/index.php may be of help. Answer the following questions:

What were the job situations like in their country?
What pushed them out of their homeland, and what pulled them here?
What are the cultural and economic impacts of this group on your area?
How does their experience relate to course themes? Refer to the readings as appropriate.

Don’t stay wrapped up in their individual story. Analyze this person’s experience and link their personal choices to what you know and have learned about the global economy.

SIGNATURE ASSIGNMENT: NON-GOVERNMENT ORGANIZATION REPORT (Case Study 3) – Upload/Bring/Present to third class. Graded

12-15 slide, PowerPoint presentation (in a “pitch” format), 8—10 minute presentation. See the Assignment Folder in Canvas for specific directions and template.

Directions: Research an organization that is coping with the effects of globalization. Choose one new to you that has a presence in Northern California; it can be local or a nationwide or worldwide organization with a local office. Post your choice on the forum provided so we don’t have a whole class full of people doing the same organization. You can choose from the list we provided earlier on our course canvas, or you can find one your own. Attend the NGO workshop about a month in advance of the assignment due date.

NGO “Pitch” Problem Solving Workshop:

A month before the NGO Project is due, we will have workshop where we will look at examples of pitch’s and review “18 Pitching Essential: How to Pitch and Idea to Investors” (https://www.ryrob.com/how-to-pitch/) then brainstorm ways to help advocate for our chosen organization with a presentation software like powerpoint. We will also look over the powerpoint template I will provide and you can choose to amend it where you need to “sell” your organization.

After or NGO problem solving workshop, contact and interview (face-to-face, e-mail, or telephone) at least one person active in the organization. You will need to make contact early: they are generally busy people and need to have enough advance notice to schedule meetings. Ask how they got involved and how they stay motivated for starters, then make sure you answer the prompts from the presentation template you have amended for yourself.

If possible, attend a meeting. Go to the website Gather NGO literature and visit their website for the majority of the information to gather. Be sure to investigate their sources of funding, and the methods they use to achieve their ends. As you write up your findings (do not just copy their website) answer the questions on the handout. Your presentation pitch must be no longer than 15 minutes.

Assignment Assessment & Rubric:

Your NGO presentation will be graded on content, power of persuasion, clarity of communication, and timing. For the best grade, finish within the time limit of 15 minutes, and practice timing your presentation beforehand. You will also be graded on the mandatory content, such as linking the NGO to course issues and texts. You must also clearly the 5 “W’s” of the organization and the “H”, or how:

Who are the team members (use bios)?
What is their mission and why are they so invested in it?
Where are they located and what communities do they serve?
How and with methods does the organization function: what kinds of funding to they receive? How is the organization organized by leadership and roles?

Finally, you must persuade the other students and I (as “hypothetical” funding sources) to “buy- in” to your argument; convince us your organization is worthy of support.

FINAL RETROSPECTIVE REPORT: Two Parts; graded

Part 1: OUTLINE – Upload to Canvas by 5/14, & Present to final class

2—3 page outline (single-spaced), 8—10 minute presentation.

Directions and Purpose: As you did in LIBS 380, Identity and Society, we ask you to take a look back over the entire course to retrospectively review your postings and readings. Revisit the course readings, forum postings and the papers you have written. You may want to put all of your posts together into one document. Write in the margins and see locate one coherent theme, and three possible sub-themes (within that theme) that are very narrowly conceived.

You have already conducted a library search to find one research article from a peer-reviewed journal and a news article and these should pull your thesis together in a coherent way. Now choose eight of the sources from the class that you can use to best construct an argument. If you need to go back and locate a two better sources, then do so. The original purpose in finding these two new sources is twofold:

You will learn how to engage with the information literacy tool that you have learned in the Information Literacy Workshop.
The two sources you choose should concern issues that resonate with you directly, two specific issues that involve work and the global future. These sources will help you to create an original thesis and direction for your paper by narrowing down your argument, and providing a contemporary case in the news you can anchor the report upon. Your reading and video sources from class will act as your in-depth argument for defending your thesis.

Writing Format Directions: a 3—4 page outline (single-spaced) following the numbered format below (and please number your responses). Please reference all articles you have read with the full name of the article and author (you are writing for a general reader who does not know who we have been referencing). Number your responses and write:

A thesis or “summary of facts statement” about 100 words or so, that explains what specifically you found to be the 1-2 most significant points in your new peer reviewed journal article and news article that can be defended by all of your course postings and readings. (You may want to do this step last after reading and reviewing your postings, new peer reviewed journal article, and news article.) Again, please use proper titles and author names for all summaries that follow.
Write a very brief summary (2-3 sentence summary) of your peer reviewed journal article. Also provide a quote from the article that stood out for you, and an explanation for why the quote is significant to your thesis.
Write a very brief summary (2-3 sentence summary) of your news article. Also provide a quote from the article that stood out for you, and an explanation for why the quote is significant to your thesis.
For outline number 4 -11. Take each of your sources in turn, and provide the following:

1. Provide a very brief summary (2-3 sentence summary) of your source, (use full title of the source, and author’s names.)
2. Choose and paste in a quote that stood out for you from the source and provide an explanation for why it is significant to your thesis.
3. Also paste in any of the arguments that you made in your posting from the in-class readings that might help you support your thesis (about 100 words). Repeat this for all of your eight in-class sources, number the response 4 to 11.

Provide a properly cited bibliography in alphabetic order of authors’ last names for your outline of all research literature used.

Assessment and Rubric:

This is a formal assignment with a formal and specific outline that I have provided for very good reasons: I want you to be able to construct a very narrowly themed report with a thesis you can robustly prove in 2000 words, primarily with sources from the class. I will grade on how well you adhere to the directions, and how well the sources that provided align with your sources. You will be given the opportunity to present your outline online in zoom, and to rewrite with feedback for a better grade.

Part 2: REPORT – Upload to Canvas by 5/21

Directions:

Write a paper of 3 -4 pages single-spaced essay from your Final Retrospective Essay Outline. I would strongly advise you to begin using your report by quoting or using your chosen news article to introduce your topic, answering what you are going to discuss, and who (what population) are you identifying. The first paragraph should be a very concise introduction to your report ending with a very narrowly conceived thesis that you fully intend to prove in your full report. Use you peer reviewed journal article to help you considerably narrow down thesis. The best use of your in-class sources will be to provide a deep argument to your thesis, to give your argument depth and context.

Your sources should exemplify your most significant experiences of the course, including whatever buttons got pushed for you, and specifically addressing the issues raised in your own online sources. Ground this discussion in specific readings by making in-text references to at least 8-10 specific texts and your research articles. Include a bibliography in MLA format (http://libguides.sonoma.edu/citationstyles/mlaLinks to an external site..)

Late papers may not be included in your final grade and this may lower your overall grade for the semester.

Assessment and Rubric:

I will be grading over all on how persuasive your argument is based on the evidence you use, and how narrow the argument it that you have chosen. You have only 1800-2400 words to prove your argument. Your thesis must be narrow, and your argument must be logos-driven. Using good solid evidence like quotes, data, and analysis will make your argument more persuasive. Make sure your grammar is very good: take out as many pronouns as possible, e.g. use specific names and places, and use verbs that are active and complex for better communication. Do not write past the word total of 2400. For concise argument: take out rambling opinions, put in analysis, and use examples of your own work history if it contributes to your argument directly. You can also use data and interviews from you NGO Project for case studies and direct evidence.

University Policies

Academic integrity

All assignments are to be completed by the individual student unless otherwise specified. Academic dishonesty will not be tolerated. Plagiarism (presenting the work of another as your own, or the use of another person’s ideas without giving proper credit) will result in a failing grade for the assignment and sanctions by the University. Multiple instances will result in a failing grade for the course. SSU’s full policy is available here: http://web.sonoma.edu/uaffairs/policies/cheating_plagiarism.htm.

Disruptive Student Behavior

Sonoma State University strives to create learning environments that support civil and respectful discourse. It is the policy of Sonoma State University to be proactive in dealing with issues of students who behave in a manner that a reasonable individual would view as interfering with normal academic functions. The specifics of the policy are at https://web.sonoma.edu/UAffairs/policies/Disruptive.html.

Campus Policy on Disability Access for Students

If you are a student with a disability and you think you may require accommodations, please register with the campus office of Disability Services for Students (DSS), located in Salazar Hall – Room 1049, Phone: (707) 664-2677, TTY/TDD: (707) 664-2958. DSS will provide you with written confirmation of your verified disability and authorize recommended accommodations. This authorization must be presented to the instructor before any accommodations can be made. Full policy at http://web.sonoma.edu/uaffairs/policies/disabilitypolicy.htm.

Syllabi/Courses

Course Preview – Online OLLI course UCB

Poster for ANTH 454, Fieldwork Course

Syllabus, ANTH 240, Living in a Globalized World

Sonoma State University

A School of Social Sciences/Department of Anthropology Syllabus

ANTH 240, Living in Our Globalized World

Instructor Contact Information

Office Hours: Via Zoom, Wednesday 5:45, or by appointment at SSU

General Course Information

Department of Anthropology Learning Objectives

Learning Objectives

General Course Description

Course Format and Instructional Methods

Instructional Methods

Online Due Times and Late Assignments

Regular attendance & active participation is expected and required

Online Protocol

Course Goals and Student Learning Outcomes

Practical Learning Outcomes—Skills Acquired

Required Texts/Readings

Textbooks

Topical Readings

Course Assessment (Assignments and Grading)

Reading Content Quizzes (11)

Formal Discussion Posts (11)

Attendance & Forum Discussion Participation

RONSI Report

RONSI Outline and Chapter Query for Essentials of Cultural Anthropology: A Toolkit for a Global Age

Grading Policy

Dropping and Adding

Library Research Guides and Subject Librarians

Canvas Courses

Canvas Help and Student Computing Resources

Canvas and General IT Help Desk

About Canvas

Plugins

A Note on Wi-Fi

Canvas Community

General Student Computing

Additional Resources

SSU Writing Center

Counseling and Psychological Services (CAPS)

University Policies

Academic integrity

Campus Policy on Disability Access for Students

Emergency Evacuation

ANTH 240 Living in Our Globalized World – Spring 2020 Course Schedule

ANTH 203, Introduction to Cultural Anthropology

SYLLABUS: LIBS 382, Work & the Global Future: Spring 2021

Sonoma State University

Saturday Hybrid BA Degree Completion Program

Managed by the School of Extended and International Education

In partnership with the School of Arts and Humanities

SYLLABUS: LIBS 382, Work & the Global Future: Spring 2021

Instructor/Program Advisor Contact Information

Instructor: Carlos Torres

General Course Information

General Course Description

Course Goals and Student Learning Objectives

Learning Objectives for GE D2: Upper Division Social Sciences

Specific Skills to be developed:

Seminar preparation

Attendance

Participation Expectations

Online postings

Zoom Meeting Protocol

Presentations

Saturday Once-a-Month Meetings

Grading Policy

Grade Criteria

Policy

Course Format and Instructional Methods

Instructional Methods

Course Format

Withdrawing from Class/Program

Required Texts/Readings

Book & Magazine List

Preliminary Assignment, due at first class:

FAMILY WORK HISTORY (Case Study 1) — Upload to Canvas & Bring/Present to first class 2—3 page paper (single-spaced) and in-class discussion