I need help with Homework 2 (full discerption is in the syllabus). Also, the rubric is uploaded. It mentioned that you need to use something from Homework 1 (uploaded “Essay1”). If you have any questions, let me know.

Cultural Anthropology Subject CRS# Section (CRN) Days Time Building Room ANT 2410 005 (86353) TR 6:30-7:45pm CWY 107 This is a living, breathing document! Be prepared for changes by obtaining the latest version! Covid-19 Procedures All students must comply with university policies and posted signs regarding COVID-19 mitigation measures, including wearing face coverings and maintaining social distancing. Failure to do so may result in dismissal from class, referral to the Student Conduct Office, and possible removal from campus. Additional details are available on the University’s Core Syllabus Policy Statements page: https://www.usf.edu/provost/faculty/core-syllabus-policy-statements.aspx Teacher: E.J. Ford Office Hours: BY APPOINTMENT. We can ALWAYS work it out by phone or email. Office Phone: 813-629-9803 – If you text me, please identify yourself. Email Address: ejford2@usf.edu Textbooks: REQUIRED: Angrosino, M. V. (2007). Conducting a Life History Interview. In M. V. Angrosino, Doing Cultural Anthropology: Projects for Ethnographic Data Collection, 2nd Edition (pp. 33-44). Long Grove, IL: Waveland Press. Angrosino, M. V. (2007). Doing Cultural Anthropology: Projects for Ethnographic Data Collection, Second Edition. Long Grove, Illinois: Waveland Press. Bird, S. E. (2007). Applying Visual Methods in Ethnographic Research. In M. V. Angrosino, Doing Cultural Anthropology: Projects for Ethnographic Data Collection, 2nd Edition (pp. 129-138). Long Grove, IL: Waveland Press. Bird, S. E. (2007). Constructing a Virtual Ethnography. In M. V. Angrosino, Doing Cultural Anthropology: Projects in Ethnographic Data Collection (pp. 139-148). Long Grove, IL: Waveland Press. Tierney, G. (2007). Becoming a Participant Observer. In M. V. Angrosino, Doing Cultural Anthropology: Projects for Ethnographic Data Collection, 2nd Edition (pp. 9-18). Long Grove, IL: Waveland Press. “This course is part of the University of South Florida’s General Education Curriculum. It is certified for Human & Cultural Diversity. Students enrolled in this course will be asked to participate in the USF General Education assessment effort. This will involve submitting copies of writing assignments for review via Canvas.” ➢ Course Description: Students are exposed to methods and concepts for cross-cultural study of the world’s peoples. Case studies demonstrate variations in human adaptation and encourage an understanding of and appreciation for diverse cultures and their values. 1 OF 12 – DOCUMENT1 WORLDVIEWS MAY BE CHALLENGED. Addendum to the Course Description: Cultural anthropology, as a specialty or subfield within the field of anthropology, deals with the ways in which people meet the challenges of day-to-day existence. In this class, we will discuss many aspects of culture, including language, economics, marriage and the family, gender, race, ethnicity, politics and social control, and beliefs related to the supernatural. ANT 2410 is part of the “Human and Cultural Diversity” triangle in the General Education framework because you will learn about the ways people and their cultures are similar and different across the world. You will learn the methods that anthropologists use to understand human social and cultural activity and will analyze how this understanding relates to major societal institutions and global forces. This course builds on previous social science General Education Knowledge coursework by providing you with critical thinking, problem solving, and writing skills along with a deeper understanding of the diversity of the human experience. These skills will be useful to you as you face complex information in future coursework and beyond. The cultural anthropology faculty have developed two assignments for this. Faculty have leeway on the execution of these assignments provided they meet the requirements above and are tagged appropriately. #HOMEWORK 1 Participant Observation Assignment #HOMEWORK 2 Interview Assignment: Connecting Local to Global GRADED ASSIGNMENTS: Homework: For sixty points (of one hundred possible) of the grade, students will undertake four homework projects. The instructor is always available for consultation on projects! Objective: Projects fulfill two objectives. First, they teach the student a little about cultural anthropology as a research tool. Second, because of the chapters with which they are associated, they will address some issues of concern to Cultural Anthropologists. Two of the assignments are in compliance with the general education requirements for the class (HOMEWORK #1 and HOMEWORK #2). PLEASE READ DIRECTIONS CAREFULLY. – This course is part of the University of South Florida’s General Education Curriculum. It is certified for Human & Cultural Diversity. Students enrolled in this course will be asked to participate in the USF General Education assessment effort. This will involve submitting copies of writing assignments for review via Canvas. – The expected learning outcomes for the students of this class are that the student will: o Demonstrate the ability to see issues from the perspective(s) of other groups/cultures by describing the values and communication styles found in groups different from one’s own and the way in which those differences can affect styles of verbal and nonverbal communication. (Human & Cultural Diversity #1) o Analyze how diversity affects interactions with major societal institutions (such as health care, criminal justice, education, employment, voting, military) from contemporary and/or historical perspectives. (Human & Cultural Diversity #2) o Recognize that global issues and systems are experienced differently at local scales by identifying local problems using fieldwork and course readings and applying them to larger global concerns. (GCP #1) 2 OF 12 – DOCUMENT1 o Compare and contrast how global issues and systems are experienced at different scales by identifying cultural issues from an anthropological perspective and analyzing them locally, regionally, and globally. (GCP #2) HOMEWORK #1: Participant Observation Assignment – Objective o Demonstrate the ability to see issues from the perspective(s) of other groups/cultures by describing the values and communication styles found in groups different from one’s own and the way in which those differences can affect styles of verbal and nonverbal communication. – Assignment o Participant observation is a key methodology in cultural anthropology. The current pandemic makes it difficult if not impossible to do face to face participant observation, but we can use a virtual method in its place. This assignment is designed to provide you with firsthand experience conducting anthropological fieldwork in a virtual population. There are two parts to this assignment. ▪ PART 1: Pitch Idea • Students should write a short (200 words) abstract that pitches their participant observation site (fieldwork setting or institution). Fieldwork sites should be located within a the online social media presence (Twitter, Facebook, Reddit, and the like) of a major societal institution or public space, such as health care, criminal justice, education, employment, voting, the military, religion, recreational or public space, or other institutions with permission of instructor. Students should identify a basic question about why their site is important to understand social and cultural issues like immigration, the economy, the environment, gender issues, or issues of race and ethnicity. You should locate at least one peer-reviewed source about your fieldwork institution to read for background information for this abstract. This can be from a journal or book. • The instructor will provide feedback on the student’s idea and fieldwork institution before they can move on to participant observation. ▪ PART 2: Field Report • In a well-organized and well-written essay of three-to-four pages (5 pages max; full 3 pages minimum), you will be writing up the results of your participant observation task. Your assignment should cover the following: o VIRTUAL Participant observation. Plan to attend at least eight hours, and preferably several days, at your fieldwork institution. Participate in online discussions. ▪ If people ask you who you are, tell them you are a university student in anthropology at the University of South Florida. ▪ If people ask you to leave, leave, and find another place to do the research! ▪ Observe what is happening in as much detail as possible. Some things to look for are the kinds of people who use the space, the kinds of activities taking place, how people communicate in the space (do they mostly use memes or is it more of a 3 OF 12 – DOCUMENT1 o – conversation?) and other manifestations of cultural organization. ▪ Look for patterns. ▪ TAKE NOTES during your observation – write down anything that occurs to you while you are browsing the website, reading the tweets, watching the community’s videos. On the same day you do the observation, write up your notes on your own behavior, feelings, and reactions, and findings (what you learned about the community and institution). You must turn your notes in along with your essay. Your notes are not counted as part of the essay for the purposes of word count or page count. ▪ If you don’t have enough data to fill three to five pages worth of essay, you need to spend more time with your virtual community! ▪ Where appropriate, talk to people there and let them know about your assignment and ask further questions or solicit an interview for the next assignment. You will be referencing your field site in a follow-up assignment, so make sure your observations are thorough! Field report. Your essay should cover the following points: ▪ Brief description of where you went, when you were there, and why you selected that site. ▪ A synthesis of your observations (notes), including patterns you identified and your own reactions. This should include your own analysis of what you observed and thought was occurring during your observation period. ▪ Your first impressions about the kinds of ideas and cultural values that you think are reflected in the patterns of behavior you identify. ▪ Your reflections on the diversity of the people at your fieldwork institution. ▪ Any remaining questions you may have or information you feel you may be missing in order to understand the location and events you observed. ▪ The assignment should be turned in as a Microsoft Word document in 12-pt. font with 1” margins. ▪ It MUST be submitted both in class and online through Canvas. Evaluation o You will be graded out of 50 total points, according to the following rubric: ▪ 0-15 points: Write clear abstract that identifies a fieldwork site, explains why it is important, and uses at least one peer-reviewed source ▪ 0-20 points: Write in-depth field report based on participant observation, fully addressing the five points above. ▪ 0-10 points: Transcript of participant observation notes ▪ 0-5 points: Appropriate use of citations 4 OF 12 – DOCUMENT1 – HELPFUL ADVICE CAN BE FOUND IN BIRD AND BARBER, above (Bird S. E., 2007, pp. 139-148) HOMEWORK #2: Interview Assignment: Connecting Local to Global – Objective o Analyze how diversity affects interactions with major societal institutions (such as health care, criminal justice, education, employment, voting, military) from contemporary and/or historical perspectives. o Recognize that global issues and systems are experienced differently at local scales by identifying local problems via fieldwork and course readings and applying them to larger global concerns. – Assignment o In a well-organized and well-written essay of three-to-four pages (5 pages max; full 3 pages minimum), you will address the question of diversity within your fieldwork institution from Essay 1. o This assignment will ask you to do a semi-structured interview with a participant about diversity at your field institution and relate your question to broader global issues like immigration, the economy, the environment, gender issues, or issues of race and ethnicity. Make sure you address feedback on your writing in from previous essays as you write your assignment. ▪ This interview may be conducted using virtual software like Microsoft Teams or Zoom. If necessary, the interview may be conducted via telephone. o Your essay should cover the following points: ▪ Address a diversity-based problem or issue • What social problem or issue do you observe that might be an issue at your field site? • You should use your prior observations, course readings, discussions, and current events to develop and support a strong thesis statement about the problem of diversity at your field institution. ▪ Semi-structured interview. These allow you to get in-depth information from a particular person based upon existing data, such as your results from participant observation. You will develop a list of 7-10 questions to ask your participant about the problem you identified. You must take notes during your interview, transcribe them into a Word document, and turn them in along with your essay. Your transcript should not be part of the essay. ▪ Analysis. You should re-read your interview and identify themes that are related to your social issue. How do your participant’s responses relate to the problem that you identified? ▪ Connecting local to global. What is the relationship between the problem you identified in your work and larger global concerns? Use topics from class discussion, materials from the textbook and course readings to help you connect your local results to global trends and conditions. o As with the first assignment, the assignment should be turned in as a Microsoft Word document in 12-pt. font with 1” margins. o It MUST be submitted both in class and online through Canvas. – Evaluation o You will be graded out of 50 total points, according to the following rubric: o 0-10 points: A strong thesis statement of the problem, with appropriate evidence to support it 5 OF 12 – DOCUMENT1 o o – 0-10 points: Transcript of semi-structured interview 0-10 points: In-depth analysis of the themes from the interview and how they relate to your problem o 0-10 points: Relationship between your local problem and larger global issues o 0-5 points: Appropriate use of citations o 0-5 points: Appropriately addresses feedback from previous writing assignment Helpful tips on how to conduct an interview can be found in (Angrosino, Conducting a Life History Interview, 2007) Homework #3: Applying visual methods in analyzing culture – – – – Objective: o Consider the role of ideas and ideology in the formation of culture, in religion, in art, in urban legends, and memes. o What are the ideas that are espoused in the various contexts you examine? ▪ For example, if you do a photo essay, what do the pictures have to do with presenting an ideological message; if you do a media analysis, what is the message the movie or tv show is propagating. o This project is based on the chapter entitled Applying Visual Methods in Ethnographic Research (S. E. Bird 2007) Assignment: o Using the guidelines in chapter 12 of (Angrosino, Doing Cultural Anthropology: Projects for Ethnographic Data Collection, Second Edition, 2007), select ONE of the visual methods listed and follow the instructions for that project. o Complete the recommended assignment, with reference to the questions asked in the assignment, as described. o This project is intended to give you a chance to be creative and/or to think critically about the ideas and the media that you consume. Evaluation: o This assignment is worth 50 points, according to the following rubric: ▪ 0-10 points: Clear statement of which version of the visual anthropology project you did and how your project complies and varies from the project as stated. ▪ 0-10 points: Notes from analysis or the original media you incorporated into your project ▪ 0-15 points: In-depth analysis of the themes you have noticed in the data you have collected ▪ 0-10 points: Appropriate use of citations ▪ 0-5 points: Quality of presentation Iterations: o Unlike the first and second homework assignments, this project does not undertake an iterative process. You may submit this assignment only once and there will be no revisions allowed. All projects are expected to comply with the format guidelines of the American Anthropological Association, available on their website: http://www.aaanet.org The American Anthropological Association uses Chicago style format. Class Participation: Students are REQUIRED to participate in class. In an effort to encourage discourse in the class, we will be implementing a HOT SEAT format. Each class, beginning with the third session, and rotating each 6 OF 12 – DOCUMENT1 week, one quarter of the class will be responsible for moving into the front ranks of the class and interacting with the instructor in a Socratic fashion. That is, the instructor will ask you questions and challenge your interpretations of the material. During your weeks in the Hot Seat, you will be personally responsible for all material covered that week. Each group will spend three weeks in the Hot Seat, total. RESPONSIBILITIES for the Hot Seat group. Each class session, depending on the topic, you will be expected to provide three questions (preferably open ended rather than yes/no) related to the chapter(s) that week. These must be submitted to the instructor 24 hours in advance of the class. If classes must be conducted virtually, the list of hot seat members will be expected to attend and participate on those dates. First Week Attendance Policy During the first week, please take a moment to introduce yourself in the “First Day Attendance” discussion on canvas. Not only is it a good way for me and the teaching assistants to get to know you, it is also the way that we take First Day Attendance, which is required by the University. Just take a moment to say hello, tell us your name and major or academic interest, tell us one thing you have been doing recently, and one question you would like to try to answer about human behavior. Grades: Grades are earned on the following schedule. Item Points Homework 150 Class Participation 50 Grading Scale (%) 94-100 A 90 – 93 A87 – 89 B+ 84 – 86 B 80 – 83 B77 – 79 C+ 74 – 76 C 70 – 73 C67 – 69 D+ 64 – 66 D 60 – 63 D0 – 59 F 7 OF 12 – DOCUMENT1 USF Standard University Policies • • • • • • • Academic Integrity: Academic integrity is the foundation of the University of South Florida System’s commitment to the academic honesty and personal integrity of its university community. Academic integrity is grounded in certain fundamental values, which include honesty, respect, and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. The final decision on an academic integrity violation and related academic sanction at any USF System institution shall affect and be applied to the academic status of the student throughout the USF System, unless otherwise determined by the independently accredited institution. The process for faculty reporting of academic misconduct, as well as the student’s options for appeal, are outlined in detail in USF System Regulation 3.027. Academic Grievance Procedure: The purpose of these procedures is to provide all undergraduate and graduate students taking courses within the University of South Florida System an opportunity for objective review of facts and events pertinent to the cause of the academic grievance. An “academic grievance” is a claim that a specific academic decision or action that affects that student’s academic record or status has violated published policies and procedures, o …