Anthropology 135:

Introduction to Cultural
Anthropology

(Summer 2012)

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Dr. Kevin Karpiak Office: 713E Pray-Harrold
[email protected] Office Hours: 11:30-1pm, TuTh

Summer 2012
ANTHROPOLOGY 135: INTRODUCTION TO CULTURAL
ANTHROPOLOGY
204 Pray-Harrold, TuTh 1-4:10pm

WHAT WILL YOU LEARN?

This course satisfies a General Education requirement in Global Awareness:
Anthropology is the global comparative study of human societies, both in terms of
their development and in terms of their culture-specific expressions. Students learn
how an anthropological cross-cultural perspective can improve understandings of
cultural diversity, especially when addressing topics and perspectives that are
difficult to understand from a purely western perspective. The course covers a
broad range of topics traditionally approached by anthropologists, which address
each of the outcomes for the Global Awareness requirement. By better
understanding the factors contributing to cross-cultural similarities , differences,
and interconnections, students learn to appreciate global diversity in development,
ethnicity, language, subsistence, modes of production, exchange and distribution,
social and political organization, gender, kinship, sexuality, religion, forced and
voluntary migration, and how contemporary globalization influences cultural
change.

This course satisfies a General Education requirement in Social Science: The

course is designed as an introduction to the discipline of cultural anthropology. In
addition to general social science methods, the student will learn about
ethnographic techniques and the kinds of data these produce, cross-cultural
analyses, and anthropological theory, all of which contribute to an understanding
of cultural diversity, often involving topics that are difficult to understand from a
purely western perspective. The course covers a broad range of topics traditionally
approached by anthropologists, and methods, which address all of the outcomes for
the Social Science requirement. Students learn to appreciate how social sciences,
in general, and anthropology, specifically, can produce knowledge and provide
perspectives on global diversity in development, ethnicity, language, subsistence,
modes of production, exchange and distribution, social and political organization,
gender, kinship, sexuality, religion, forced and voluntary migration, and how
contemporary globalization influences cultural change.

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Books & Readings
Mead, M. 2001 [1928]. Coming of age in Samoa : a psychological study
of primitive youth for western civilisation, 1st Perennial Classics ed
edition. New York: Perennial Classics.

Stack, C. 1974. All Our Kin. New York: Basic Books. xv, 175 pp.

You must also purchase an i<clicker in order to participate in the in-

class quizzes.

Recommended
Kottak, C. P. 2010. Mirror for humanity : a concise introduction to
cultural anthropology, 7th edition. Boston: McGraw-Hill Higher
Education

Plus a set of readings which will be made available via the course
website at emuonline.edu

GRADING:
You will be graded on your understanding of class material—readings
and lecture materials—as determined by a series of daily quizzes and a
final exam. In addition, there will be the opportunity to earn up to 10%
extra credit through a variety of means: participation in-class, online
discussion forum, and an extra writing assignment. Quizzes will focus
on basic comprehension of the daily readings and the previous day’s
lecture and will be conducted in class using the i>clicker system. The
Final Exam will consist of one or two comprehensive essay questions in
addition to some multiple choice. Information about the optional extra
credit writing assignment will be distributed later.

Quizzes 75%
Final Exam 25%
Participation, Discussion & Extra Credit <=+10%

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ATTENDANCE AND PARTICIPATION:
I expect you to attend all scheduled class meetings and to have done the
readings by the time they are to be discussed in class. You are
responsible for all material discussed in lecture, as well as any
announcements. Regular attendance greatly enhances your chances of
getting a good grade in this course. The daily quizzes can be made up
only under extraordinary circumstances.

In addition, a portion of the ten percent extra credit can be awarded

based on your participation. “Participation” means attendance,
contributing to discussions and asking pertinent questions. Quality of
contribution is valued over sheer quantity.

SPECIAL ACCOMMODATIONS:
Those requiring special accommodations for lecture and/or the exam
should speak to me early in the semester.

PLAGIARISM & CHEATING:

The daily quizzes are formal exams and should be treated as such.
Discussing or sharing your answers during these quizzes will be
considered cheating. Plagiarism is representing the work of others as
your own (including copying other students’ work or using Internet
resources without proper citation). Those who plagiarize will receive an
F. The University might impose other sanctions.

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TIPS ON HOW TO “DO” THE READINGS:
I expect you to do all the readings. Becoming a successful
college student (not to mention professional) requires that you
learn to read efficiently: identify key arguments, the reason for
those arguments and the evidence used by the author to back it
up.

Some of these readings are more difficult than others. I do not

expect you to understand every point. Approach the readings
strategically, in terms of how they elaborate on topics or
methods discussed in class. I advise a three-step process:
1) Skim the reading (5-10 minutes for each) to get a general
idea of the material. For example, read the introduction,
skim the headings, and read the conclusion. You should
always do this “skim-reading” before class to prepare for
lecture.
2) After skimming, ideally before class, read the material
more carefully, under-scoring key terms, arguments and
methodological points on your hardcopy. Take notes and
outlines, so as to help you understand the structure of the
argument. Note parts of the reading that you don’t
understand, so you can ask me about it in class or during
office hours.
3) After class, take more detailed notes about the reading,
incorporating information from lecture on why the reading
is important and what you should remember. These
reading guides will be invaluable in studying for the exams.

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Introduction: Course Organization & Goals, Antecedents of Anthropology
What am I going to learn in this class?
What is expected of me? What is
“anthropology”? What do
anthropologists do? What does it
mean to be human? How have people
tried to answer this question in the
past? What role did the “discovery” of
the Americas have to play in how we
understand the answers to these
questions? How did anthropology
emerge as an academic discipline?

Tuesday, July 3rd 2012

 Miner, H. 1956. Body Ritual among the
Nacirema. American Anthropologist 58:503-507.
 Bohannan, L. 1966. Shakespeare in the
Bush. Natural History 75:28-33.

Recommended:
Kottak, Chapter 1: What Is Anthropology?

The Ethnographic Method

Participant-observer field work; the imponderabilia of daily life; the shock of
cultural difference as method; the ethics & art of ethnography

Thursday, July 5th, 2012

 Malinowski, B. 1922. "Introduction: the subject, method and scope of this inquiry," in
Argonauts of the western Pacific; an account of native enterprise and adventure in
the archipelagoes of Melanesian New Guinea, pp. 1-25. New York,: Dutton
 Behar, Ruth. 1994. “Dare we say ’ I '?” Chronicle of Higher Education, June 29.

Recommended:
Kottak, Chapter 3: Ethics and Methods

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The Culture Concept in Anthropology & Its Critics
Culture—a way of life; a web of meaning; a set of values and ethics—is a
foundational organizing concept for American anthropology. What does
“culture” help us understand? Why is it a useful idea? On the other
hand, if the people that anthropologists study can now represent
themselves as well, how does
this change the way we should
think about ethnographic
representation?

Tuesday, July 10th, 2012

Mead, M. 2001 (1928).

Coming of age in
Samoa : a
psychological study of
primitive youth for
western civilisation, 1st Perennial Classics edition. New York: Perennial
Classics. [Chapters I-VI]

Recommended:
Kottak, Chapter 2 “Culture”

Thursday, July 12th, 2012

Mead, M. 2001 (1928). Coming of Age in Samoa [Chapters XIII-XIV]

 Rosaldo, Renato. 1993. The Erosion of Classic Norms. In Culture & Truth: the
remaking of social analysis: with a new introduction, 25-45. 2nd ed. Boston: Beacon
Press.

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Gender, Sex & Sexuality
What is the difference between such terms as “gender”,
“sex” and “sexuality”? Are the differences between
men and women cultural or biological? How do we
understand the role of women, cross-culturally? Is
sexism natural?

Tuesday, July 17th, 2012

Mead, M. 2001 (1928). [Chapters V-VIII]

 Mead, Margaret. 1935. Sex and Temperament in Three

Primitive Societies [selections]. In Sex and Temperament in Three
Primitive Societies, 220-225. New York: Morrow.

Recommended:
Kottak, Chapter 8 “Gender”

IN-CLASS PRESENTATION & SURVEY ON GLBT ISSUES

Thursday, July 19th, 2012

 Ortner, Sherry B. 1974. Is Female to Male as Nature Is to Culture? In Woman,

culture, and society, ed. M. Z. Rosaldo and Louise Lamphere, 68-87. Stanford, CA:
Stanford University Press.
 Kulick D. 1997. The Gender of Brazilian Transgendered Prostitutes. American
Anthropologist 99:574-85

Film:
1999.Paradise Bent: Boys Will Be Girls in Samoa

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Thinking about “togetherness”: Kinship & Social Structure
Besides “culture”, what other ways have anthropologists thought about
association? What does it mean to be related? Why are families important for
human beings? Is “biology” the only way to answer these questions?

Tuesday, July 24th, 2012

Film:
1975. The Ax fight. (30 min)

Stack CB. 1997. All our kin. New York:

Basic Books. [pp. 1-31]

 Clarke M. 2006. Islam, kinship and

new reproductive technology.
Anthropology Today 22:17-20

Recommended:
Kottak, Chapter 7 “Families, Kinship, and Marriage”

Other Ways of Understanding “Togetherness”: Economics, Politics, &

Identity

How have people provided for their

needs throughout history? Is there
any relationship between economic
strategies and other aspects of
human life? What do we mean when
we talk about “the Economy”?

Thursday, July 26th, 2012

Stack CB. 1997. All our kin. New York: Basic

Books. [pp. 32-107]

Tuesday, July 31st, 2012

Stack CB. 1997. All our kin. New York: Basic

Books. [pp. 108-129]
 Harris, M. 1974. "Potlatch," in Cows,
pigs, wars & witches; the riddles of culture, 1st
edition, pp. 94-113. New York,: Random House

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Thursday, August 2nd, 2012

 Hart, Keith. 2007. “Money is always personal and impersonal.” Anthropology Today
23: 12-16.
 Gross, Joan, et al. 1996. Arab Noise and Ramadan Nights: Rai, Rap and Franco-
Magrebi Identities. In Displacement, Diaspora and Geographies of identity, ed.
Smadar Lavie and Ted Swedenburg, 119-155. Durham: Duke University Press.

Film:
1976. One Piece at a Time (5 min)
2011. Whole Foods Parking Lot (4 min)
2010. Crisis of Capitalism (11 min)
1994. Cheikha Rimitti - Saida (3 min)
1982. Cheba Fadela & Cheb Sahraoui (3 min)
1992. Cheb Khaled - Didi (3 min)
2007. IAM - Ça Vient de la Rue (4 min)

Interrogating Anthropological Knowledge: Magic, Science & Religion

Is there a difference between “religion”, “magic” and “science”? If so,
what is it? Is there such a thing as “more advanced” knowledge? If so,
how do we understand technological development; if not, what do we
make of our commitment to cultural relativism? Under which of these
three terms would anthropology fall? Would an “anthropology of
science” be redundant?

Tuesday, August 7th, 2012

 Gmelch, George. 1992. “Baseball
Magic.” Elysian Fields Quarterly 11 (3):
1-5.
 Oliphant, Elayne. 2012. “The crucifix as a
symbol of secular Europe.” Anthropology
Today 28 (2): 2-4.
 Toumey, Christopher P. 2007.
“Expeditions to Na-No-Tech.”
Anthropology Today 23 (1): 23-25.

Recommended:
Kottak, Chapter 9 “Religion”

FINAL EXAM
IN CLASS THURSDAY, AUGUST 9TH, 2012

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