INSTRUCTOR’S RESOURCE MANUAL
CULTURAL ANTHROPOLOGY A GLOBAL PERSPECTIVE NINTH EDITION
Raymond Scupin Lindenwood University
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CONTENTS
Chapter 1 Introduction to Anthropology
1
Chapter 2 Human Evolution
4
Chapter 3 Culture
10
Chapter 4 The Process of Enculturation: Psychological and Cognitive Anthropology
13
Chapter 5 Language
17
Chapter 6 Anthropological Explanations
21
Chapter 7 Analyzing Sociocultural Systems
25
Chapter 8 Environment, Subsistence, and Demography
29
Chapter 9 Technology and Economies
33
Chapter 10 Social Structure, the Family, Gender, and Age
38
Chapter 11 Politics, Warfare, and Law
45
Chapter 12 Religion and Aesthetics
50
Chapter 13 Globalization, Culture, and Indigenous Societies
55
Chapter 14 Globalization in Latin America, Africa, and the Caribbean
59
Chapter 15 Globalization in the Middle East and Asia
63
Chapter 16 Ethnicity
68
Chapter 17 Contemporary Global Trends
72
Chapter 18 Applied Anthropology
76
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CHAPTER 1 INTRODUCTION TO ANTHROPOLOGY LEARNING OBJECTIVES 1.1 Compare and contrast the four major subfields of anthropology. 1.2 Describe how the field of anthropology is holistic, interdisciplinary, and global. 1.3 Explain how the scientific method is used in anthropological explanations. 1.4 Discuss how the field of anthropology bridges both the sciences and the humanities. 1.5 Describe why any student should study anthropology.
CHAPTER OUTLINE ANTHROPOLOGY: THE FOUR SUBFIELDS Biological Anthropology Anthropologists at Work: John Hawks, Biological Anthropologist Archaeology Linguistic Anthropology Anthropologists at Work: Kelley Hays-Gilpin, Archaeologist Cultural Anthropology Anthropologists at Work: Bonnie Urciuoli, Linguistic Anthropologist Applied Anthropology Anthropologists at Work: Scott Atran, Cultural Anthropologist Anthropologists at Work: A. Peter Castro, Applied Anthropologist HOLISTIC ANTHROPOLOGY, INTERDISCIPLINARY RESEARCH, AND THE GLOBAL PERSPECTIVE ANTHROPOLOGICAL EXPLANATIONS The Scientific Method HUMANISTIC INTERPRETIVE APPROACHES IN ANTHROPOLOGY WHY STUDY ANTHROPOLOGY? Critical Thinking and Global Awareness SUMMARY AND REVIEW OF LEARNING OBJECTIVES
LECTURE AND DISCUSSION TOPICS Each of these topics is intended to generate ideas for either a lecture/recitation format or discussion in the classroom. For most topics, students should be able to respond and participate in discussions based solely on reading the text. For others, you may need to provide further reading or other forms of information so that students can develop some personal perspective and become equipped to make independent decisions about the topics.
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1.
Investigate the goals of anthropology as Scupin defines them; explain how you agree or disagree with them. How has your work as an anthropologist fit into these goals? How might these goals conflict in certain instances?
2.
Delineate the major fields of anthropology and their subfields. Illustrate the four fields with applications to modern life, and emphasize how students might use anthropology in a number of careers. Also discuss applied anthropology, which some anthropologists consider a fifth subfield.
3.
Describe fieldwork and research methods for each of the major subfields of anthropology.
4.
Compare and contrast the scientific method and the humanistic-interpretive approach. Show the strengths, weaknesses, and limitations of each. Explore how these approaches are used in various forms of anthropological research.
5.
Lecture on first contact and culture shock. Challenge students to imagine or recall the effects of entrance into a new cultural setting.
6.
Describe, or have students generate, the ways in which anthropology relates to and differs from other disciplines, particularly the physical sciences.
7.
Explain the relationships of anthropology with the life sciences, the physical sciences, the humanities, and the other social and behavioral sciences. Guest lectures or a panel discussion by faculty in these areas can bring the information to students in a meaningful way.
CLASSROOM ACTIVITIES 1.
Have the class describe the images that the photos in the text provide. What ideas do they create or reinforce about the work of anthropologists? How does the work of an archaeologist, a paleoanthropologist, an ethnographer, or a linguist differ? What do their work sites look like? This could also be a research and writing topic. Each chapter’s first page provides visual examples that can be provocative for class discussion and/or ideas for writing.
2.
In class discussion, describe Scupin’s major goals of anthropology. Have your students list fundamental similarities and differences among humans, human societies, and human behavior in the world. A chart, overhead transparency, or chalkboard list created by groups of students may provide the basis for a rich discussion on this topic.
3.
To explore the idea of first contact, show a film (e.g., a science fiction film such as Close Encounters of the Third Kind) or discuss an actual “first contact” situation. If there are any international students in your class, ask them to describe their first direct contact with American culture. American-born students who have had international experiences may describe their “first contact” with a foreign culture.
4.
Take your class to an ethnic neighborhood or ethnic restaurant, or have them investigate independently. Have students describe their feelings and what they learned by using field notes they took during the trip.
5.
Have students interview each other in pairs for 20 or 30 minutes. After the interview, students should submit a written summary of what they learned using only their notes taken during the
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interview process. The person being interviewed should read the interviewer’s write-up to comment on accuracy. 6.
Take or assign students to view an art gallery, or show slides of artworks. Have students record what they see, and then break into small groups to compare their perceptions with each other. Begin with familiar Western art, and then include non-Western examples. The same exercise could be done listening to music or poetry or playing a foreign film without subtitles. Ask the students to discuss what the music/poetry/film was about. To debrief, describe the connection between these different perceptions and the areas of the humanities they represent. Draw comparisons to anthropological concerns with the humanities.
RESEARCH AND WRITING TOPICS 1.
Research a first contact situation, such as the coming of Europeans to the New World or to the African continent, or the Chinese invasion of Southeast Asia. What were the perceptions of the various peoples in contact? What happened to these peoples following this first contact?
2.
Explore the importance of any one of the following topics, explain its function and relationship to the larger goals of anthropology, and provide examples of: paleoanthropology, primatology, forensic anthropology, urban anthropology, prehistoric archaeology, classical archaeology, historical archaeology, biblical archaeology, historical linguistics, structural linguistics, and sociolinguistics.
3.
Explain the following terms and techniques: participant observation, ethnography, holistic approach, scientific method, inductive and deductive methods, hypothesis, theory, ethnopoetics, and ethnomusicology.
4.
Gather primary data about some cultural reality using any media such as video or audiotape. You could videotape an interview, a party, children at play, or any other sociocultural interaction. Always get the explicit permission of people to record them before you do so; you are violating professional ethics if you do not receive prior permission.
5.
Research and write a short report on a cross-cultural topic. You might gain information about your own or other groups. Does your prior knowledge match what you find in the ethnographic sources? What might account for the differences in perception that you find?
3 .